Toward to an Education 4.0-Powered Teaching Model for Higher Education
DOI:
https://doi.org/10.25746/ruiips.v9.i4.26212Keywords:
Constructivism, Offline/Online Teaching, BLOOM TaxonomyAbstract
In this work, we investigate a teaching model for higher education that employs Education 4.0-based learning practices to engage and to increase the level of knowledge and abilities of involved students. Our aim is to select the most relevant learning practices taking into account student profiles (i.e. which competencies must be developed in these students to make a deeper learning) and teacher profiles (i.e. which competencies the teachers need to have to properly conduct the application of these practices). We address agile methodologies as a base to apply such practices for both online and offline teaching environments. We also incorporate in our approach some extracted techniques from scientific literature such as the BLOOM taxonomy (utilized in our assessment process) and the ADDIE model (associated with components, premises, constraints, rules, and indicators). We also discuss how this model must be utilized to improve the experience of both students and teachers.
Downloads
Published
How to Cite
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors publishing in this journal agree to the following terms:
Authors retain copyright and grant the journal the right of first publication, with the article simultaneously licensed under the Creative Commons Attribution License that allows sharing of the work with acknowledgement of authorship and initial publication in this journal.
Authors are permitted to enter into additional contracts separately for non-exclusive distribution of the version of the article published in this journal (e.g., publish in an institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
Authors have permission and are encouraged to publish and distribute their work online (e.g., in institutional repositories or on their personal webpage) at any point before or during the editorial process, as this may generate productive changes, as well as increase the impact and citation of the published work.
