PBL (Project Based Learning) in virtual collaborative environments in the context of the ESHE Framework

J Alfonso Cendon1, N Ordoñez Pascua2, M Castejon Limas1, C Ordoñez Pascua3. 1University of Leon, Department of Mechanical, Computer and Aerospace Engineering, 24071, Spain, 2University of Leon, Department of Private and Business Law, 24071, Spain, 3University of Leon, Department of Biomedical Sciences, 24071, Spain

In the last twenty years many rapid changes have taken place in the habits of advanced societies. All of which have certainly caused an unprecedented transformation of daily life. The European Space for Higher Education is also an unprecedented transformation that is going to affect all members of the university community without exception. The opportunities that arise around the processes of change in which we are involved are exceptional.

This proposal aims to address the analysis of an enriching experience that is considered or the future career of college students, especially when we take into account the evolution of communications in the field of intergroup relationships. Increasingly, companies demand professional profiles where relationship, communication and negotiation skills are more and more important along with traditional technical and management skills. It seems necessary to give students these skills, enrich their experiences learning stage leading to simulate these evolving scenarios in which they will have to develop once again carry out their work as professionals in different areas, as pharmacology.

With this experience we have tried to achieve the following objectives: to analyze ability to strengthen skills in collaborative virtual environments, to lay the groundwork for the purpose of comparison of learning outcomes of the pilot experience (PBL in virtual collaborative environments) with other methodologies. Identification of opportunities and weaknesses as well as lessons learned, and evaluate tools to formalize cooperative work remotely (Moodle, Project.Net, Open-Project, etc.).

In conclusion note that it has been found through the pilot that this paradigm shift learning processes harmonizes with the nature of the materials in question, causing scenarios closer to real situations in which the projects, being students, must run a complete training time. The result has been extremely successful, not only for the section itself, but also include measurable criteria that has helped students to focus their efforts. The fact that the management tool has allowed greater management control and distribute the vision in both the product (the project itself) and its management. The teacher\'s work has become more of a consultant and supervisor, thus having an analysis tool that allows you to objectify their work.