Unit 1.1 Cooperative learning, the strategy for developing the teamwork skill

- An introduction to the cooperative learning concepts

- Another link to cooperative learning like other thousands more

- A reprint from la Vanguardia about teaching innovations at the EPSC (June 2008)

- An assessment rubric to establish the performance of the group cooperation.

- A useful document (in English) to identify and tackle the kind of problems that may arise when cooperating. The document also contains the five elements of the effective cooperative learning and some frequently asked questions.

- Another interesting paper from Richard M. Felder, "An engineering student survival guide", English (pdf), Catalan, translated by C. Hervada (UPC) (pdf), Spanish, translated by M. Valero (UPC) (pdf)

- A good sketch on the idea of cooperation:

cooperes o competeixes

- The new paradigm in engineering education. The fashion the new subjects and courses have to be designed. Here you have another reference about this issue (1998): Realizing the New Paradigm for Engineering Education, which has inspired the EHEA

- Suggested professional profiles for ICT engineers. This documents comes from the consortium Career Space. This was its presentation and here you are other references which can still be found in the European Union servers:  “Generic ICT skills profiles”, Career Space Consortium (2001); “Curriculum Development Guidelines: New ICT curricula for the 21st century: designing tomorrow’s education”, Luxembourg’, (2001)

- A video (20 minutes) on "Teaching Teaching & Understanding Understanding"

- Levels of thinking in learning and teaching, constructive alignment


"What the Best College Students Do"

 Natural Critical Learning Environment:

1.      People learn best and most deeply when they try to answer questions or solve problems they find interesting, intriguing, important, or beautiful.

 2.      They can try to answer the question or solve the problems then receive feedback and try again before anyone "grades" them on their efforts.

 3.      They can work collaboratively with other learners struggling with the same problems.

 4.      They have lots of opportunities to speculate about possible answers or solutions even before they know much about the subject, and to receive feedback on those speculations.

5.      They face repeated challenges to their existing fundamental paradigms.

6.      They can get support (emotional, physical, and intellectual) when they need it.

7.      They care that their existing paradigms do not work.

8.      They believe that they are in control of their own learning, not manipulated.

9.      They believe that their work will be considered fairly and honestly.

10.  They believe that their work will matter, that it will have significant consequences for themselves and/or their world.

11.  They believe that intelligence and abilities are expandable, that if they work hard, they will get better at it.

12.  They believe other people have faith in their ability to learn.

13.  They believe that they can learn.

14.  They have an opportunity to "do the discipline" before they fully "know the discipline (in other words, they have an opportunity to learn by doing and receiving feedback on their efforts).

15.  And they have an opportunity to learn inductively moving from specific example and experience to general principles, rather than from the general to the specific.


Source: Bain, K., "What the Best College Students Do", Harvard University Press, 2012. The author of the “What the best college teachers do. The paper where this list was extracted.