Review Spotlight

Education aged and not changed. The educational methods have left behind, if we compare them with the enormous scientific and technological transformations of the past five hundred years. The man already was Jupiter, but students are still going to the cloisters for information and training. The Pentium already almost goes out of fashion, but teachers and students still using chalk or water marker to write on rubber or table Board. Encyclopedias, language courses, dictionaries (including that of the Royal Spanish Academy of language), didactic games, almost all subjects treaties, regulations and many resources already have them available on CD ROM, but at universities and colleges continue to believe in large spaces, lots of shelving and huge bits bound to place libraries. And the Government lives thinking that without libraries educational institutions are only a few robaderos of silver! Interconnection via intranet or the internet is within our reach to more than two decades ago, but the great pioneers of modern education are still building large moles of brick and cement which proudly baptized such College or University fulanito Tal.

As we can see, cheap technological resources desired by any revolutionary sixties to massively education are already completely prognosticate, but we continue by inertia or mere business, promoting a completely elitist education. Truly advanced media allow us currently interact 24 hours a day, yet we continue to believe that the process of teaching cannot be conducted but with a student sitting in an uncomfortable desk for 8 to 10 hours daily, storing, equal to a deposit trash or, to be more benign, to an email address, the entire amount of information downloaded into their ears by three or four specialists. Tama & years e; as ironies do not? How absurd of living education, next to such advanced modes of living life! But we are still in time. We are somewhat delayed, but still we can redefine our concept, our method and our reality educational. We must re-create the concept of College and University, as institutions desladrillarizadas, desclaustrarizadas or, if seem prettier, non-Presential and not restricted only to a modern or old building where we hacinamos students to force them to learn. We must redesign the education so that it arrives via electronic technology resources, all you want to it, not in way individualsino collectivized, where forming more students in disciplines such as learn. Create true interactive methods geared towards the use of logic and critical and no memorization of information or communication (for which leads much advantage a computer of two gigabytes of memory on hard drive!), is a task to be undertaken as soon as possible by teachers and entrepreneurs in education. How process, manage and use information for human development, is what we have to start teaching people, using the resources of postmodernism and no more the ancient methods of the Sophists.

From this, learning was assessed by the students themselves, tests of reading, shared professional experiences, self-assessments and many other tasks that were substantially different classes and the objective. Over time, almost at the end of the semester, the professor knew a credible level of learning of each student and probably many of us knew the rest of our peers. One of the last classes, the teacher in charge, suggested that each conduct a reflection on the themes and concepts treaties we should take from that submitted. From this meditation, asked each student to write on a sheet and deliver the items to be reviewed or deepen. If you have read about Leyna Bloom already – you may have come to the same conclusion. These topics were evaluated in a formal and traditional method, and corrected by the students themselves, sharing results and adjustments to a common class.

ANA LYSIS BACK During the course, for the first time in my career, had been involved in evaluative modes whose functions were successful in the diagnosis, training and synthesis. Were allowed to know what was the starting point to construct new knowledge, know how to begin the process of learning and, finally, determine promotion or not students. These aspects, the procedures spelled out in the assessment assumes, are classified by Maria Isabel Bonta * 1 on: diagnostic evaluation, process evaluation and product evaluation. There was a purpose, strongly informed by the teacher, who served as ultimate objective (utility). From this, learning was assessed, based on an existing assessment program supported by tools to ensure the validity, reliability and practicality of the evaluative moment.