Nuevo modelo de coordinación docente horizontal

Laburpena

The coordination of teaching activities is one of the key points in the implementation of the new EEESmethodologies, hence the need for their implementation and monitoring in the different university de-grees. In this work, we propose and analyze the application of cooperative learning and the coordina-tion of activities for the development of skills of the university students. As it is justified by the previousexperience of previous courses, it has been noted that, in the first place, many students do not read theteaching guides for each subject, do not understand their objectives, nor the skills they must achieve.Even though teachers use at least one or two class sessions to explain it. Secondly, the students per-ceive that they carry out similar tasks and activities for each subject, but in an isolated manner, withoutachieving much involvement, which leads to oversaturation with work. Finally, the duplicity in teachingmethods, for example, presentations with MS PowerPoint, to achieve the same skills (usually, oral andwritten communication), while other skills fail to develop. If teachers could also work cooperatively andorganize their subjects to develop them in a coordinated way, students could make the same effort toachieve the generic and specific competences of each subject, showing as clearly as possible how theircontents complement each other. By having the subjects coordinated, students would be evaluatedby complementary learning processes, which will result in a comprehensive knowledge of the area ofstudy. The results of the coordinated and complementary learning will be evaluated, with the objectiveof achieving better results of the efforts applied in the subjects (by both teachers and students) thusachieving the development of skills. In this sense, the objectives that arise in this proposal are to de-fine an organizational model among teachers to carry out cooperative teamwork in which they wouldcoordinate the subjects in the one concrete university degree, analyze and select activities to workcollaboratively. Interdisciplinary, designing coordinated and complementary works applied in the differ-ent areas of knowledge. The proposed methodology is based on the principles of cooperative learning,specifically on positive interdependence and equitable participation, in order to address key aspects ofthe curriculum, in a meaningful and constructivist way.