Teresa Bastardín Candón

In the different projects boarded in these last years by our group from educational innovation, attention to two lines of work has been lent that, applied to subjects integrated in the scopes of the study of the Spanish language and of the theory of Literature, were in our opinion essential to approach the new educative space in which we were immersed. In the first stage, it was fundamental the elaboration of educational materials and the use of heterogenous tools that allowed the student to make a pursuit of the subject in which the knowledge was acquired progressively. The space of the Virtual Campus thus becomes a valid platform for the development and design of different types from activities and exercises by means of which complementary tasks to actual teaching are approached. However, this development raises in one second phase –in which we were now– and almost simultaneously, the necessity to analyze the evaluation methods. Once established the continuous assessment like fundamental criterion in the development of the subject, it is precise to establish general frames that allow at the same time student's precise pursuit and transverselity between criteria of evaluation shared by several subjects. From these budgets, our work is centered in the creation of templates or model-cards that identify so much the evaluation criteria as the aptitudes that the students must surpass, in order that they can serve as guide in its application to different disciplines. Therefore, on starting from the exercises designed in the first stage of the project, evaluative models are developed that allow to value the degree of assimilation and execution of the different objectives and contents. Example: Work in group and later exposition and discussions by the students:-Consisting of the putting in common of the results derived from the work in group or other individual derived from the theoretical and literary text commentary.-Cooperative learning: works in equipment, inside and outside the classroom. Objectives: to favour the doubt and exchange of information on the subjects which are discussed, besides to foment initiatives and the students' critical attitude.-Justification: this type of exercises favours the student's formation in two-way traffic. In first place, because he must construct his own speech, organize it, structure it and argue it for his putting in common before his companions. It facilitates the individual learning and the development of skills related to the construction, elaboration and written expression of different types of speech. In second place, the exposition helps to develop skills and comunicative strategies, contributing to improve the oral expression. Finally, the coordination of the work of group causes a greater implication of the students in the process of elaboration and the final results, so much of the written task as of the oral presentation, without forgetting that the use of other resources (presentations, videos... etc.) by the student facilitates his familiarisation with educational and expositive techniques nearer the present context.

Resultado del Proyecto de Innovación Docente "Programación centrada en el aprendizaje significativo: diseño de herramientas de evaluación de los módulos de comunicación y de actividades (virtualizadas y no virtualizadas)" (cód. ie54). Coordinador: F. Javier de Cos Ruiz. Universidad de Cádiz, Vicerrectorado de Tecnologías de la Información e Innovación Docente, Dirección de Innovación, Convergencia y Formación, Proyecto “Europa”. Curso 2008-09.

The adaptation to the new European Higher Education Area favors the assumption of the new technologies as one of the means that improve the quality of education and the process of student’s learning. The best assimilation of the theoretical and practical contents of the different subjects and the stimulus that the use of these resources for the independent learning of the student supposes, justify the attention lent to the formal aspects of the educational methodology, and to its consequent didactic process. The project that we presented finds its justification in the measures that the University of Cadiz has started up in the occasion of the process of European Convergence, and that are materialized, in this case, in the Call of Educative Innovation of the educational and investigating personnel of the European Project. Our work assumes as main target the optimization of the educational resources, from the possibilities that offer new technical means, with the creation of educational, audio-visual and computerized material, adapted to the contents of the implied subjects, and with a joint work of the teaching staff who allows the creation of a repository of computerized material that has stable character and that can be taken advantage of by the group in its later educational work. In this sense, this contribution tries to show the different lines of performance that the members of the project develop at the present time, and that takes shape in the creation of different resources as the elaboration from presentations in Power Point, the computerization of real samples of speech and the creation of a model that allows to elaborate computerized text commentaries, from hyperlinks and different links.

Resultado de la Acción de Innovación Docente "Planificación y desarrollo de materiales para las prácticas en soporte virtual de la Historia de la Lengua Española y de sus variedades" (cód. IN07-58). Coordinadora: Teresa Bastardín Candón. Con financiación de 1.000 euros. Universidad de Cádiz, Vicerrectorado de Ordenación Académica e Innovación Educativa, Dirección General para el Espacio Europeo de Educación Superior, Convocatoria de Proyectos de Innovación Docente para la Convergencia Europea. Curso 2006-07.

In the different projects boarded in these last years by our group from educational innovation, attention to two lines of work has been lent that, applied to subjects integrated in the scopes of the study of the Spanish language and of the theory of Literature, were in our opinion essential to approach the new educative space in which we were immersed. In the first stage, it was fundamental the elaboration of educational materials and the use of heterogenous tools that allowed the student to make a pursuit of the subject in which the knowledge was acquired progressively. The space of the Virtual Campus thus becomes a valid platform for the development and design of different types from activities and exercises by means of which complementary tasks to actual teaching are approached. However, this development raises in one second phase –in which we were now– and almost simultaneously, the necessity to analyze the evaluation methods. Once established the continuous assessment like fund...