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URV

Teaching Model

The teaching model of the URV is oriented to a learning system in which the student is the center of the action of a collective project in which the teaching staff is the engine of innovation and quality teaching.

The training that the URV provides for its graduates goes beyond content to incorporate the acquisition of specific competencies relating to the student's chosen discipline and the transversal competences needed in all areas of professional life.

Student learning should not be considered a product but a process. Teaching has to mean, above all, that someone learns. That is why the main objective is that students learn more and that what they learn is becoming increasingly significant in terms of applicability and projection in their personal and professional lives.

Considering that learning is an active process, it will be necessary to establish planning, monitoring and evaluation processes that facilitate students progress in the achievement of competencies; to the teaching staff, to review and improve the teaching process, and to the institution, to evaluate the degree of success achieved.

Finally, it should be highlighted that the coordination at all levels of the university is key to the implementation of the teaching model.

Professional competences

We understand professional competencies to mean the set of knowledge, skills, attitudes and abilities that a person possess and which an individual needs in order to be able to respond critically and creatively to the challenges that emerge in professional environments.

The URV has defined its own competence model in terms of specific and transversal competencies.

  • Specific competencies are relate solely to the discipline and qualification.
  • Transversal competencies are needed in all types of work, they are not linked to any job in particular, hence their presence in all of the URV's qualifications.

The transversal competencies were approved by the URV's Governing Council on 16 July 2015 and were modified by Committee for Academic Policy on 18 October 2016. On acquiring these competencies, students should be able to:

Degree

CT1. Use information in a foreign language effectively.

CT2. Managing information and knowledge through the efficient use of IT.

CT3. Solve problems critically, creatively and innovatively in their field.

CT4. Work autonomously and as part of a team with responsibility and initiative.

CT5. Communicate information clearly and precisely to a variety of audiences.

CT6. Identify their learning process and their academic and professional careers.

CT7. Apply ethical principles and social responsibility as a citizen and a professional.

Master's degree

CT1. Become sufficiently independent to work on research projects and scientific or technological collaborations within their thematic area.

CT2. Forming opinions on the basis of the efficient management and use of information.

CT3. Solve complex problems critically, creatively and innovatively in multidisciplinary contexts.

CT4. Work in multidisciplinary teams and in complex contexts.

CT5. Communicate complex ideas effectively to all sorts of audiences.

CT6. Develop abilities to manage their professional career.

CT7. Apply ethical principles and social responsibility as a citizen and a professional.

Planning

The planning of the URV degrees is aimed at the achievement of competences.

Based on the defined competence profile, every year, the teaching staff makes and publishes the teaching guides of each subject, with the aim of:

  • Establish a training commitment with the student.
  • Guarantee the transparency of the information so that the student is clear about the competences that will be learned, what they will have to do to achieve them and how to demonstrate them to be evaluated.
  • Ensure teaching coordination in the design of training processes.

Methodologies and training activities

Training in professional competencies means action and reflection. For this reason, one of the pillars of the URV's teaching model is the use of active and reflective methodologies, which take the form of training activities, in particular the following:

- Learning service

- Face-to-face and virtual simulations

- Tests

- Clinical practices

- Case studies

- Work for projects

- Problem based learning

- Seminars

- Workshops

Technologies for Learning and Communication. Teaching face-to-face and virtual

The URV promotes the integration of Learning and Knowledge Technologies (TAC) in teaching activities, and comprehensive answers are offered to improve the teaching and learning process and make it more efficient and effective through face-to-face teaching and virtual teaching.

Regarding virtual teaching, the URV has a teaching virtualization model whose objective is to guarantee the quality of the qualifications offered in a semi-classroom or virtual mode.

In accordance with the principles of the teaching model of the URV and using the possibilities offered by Learning and Communication technologies, the URV focuses on virtualization of learning and not merely content, easing the role of the student and allowing him to take the direction of his learning with the support and continuous monitoring of the teaching staff.

Monitoring of the student

The teaching model of the URV is characterized by facilitating personalized accompaniment of the student. This accompaniment is articulated through the Tutorial Action Plan and pursues:

  • Facilitate the adaptation of the student to the university.
  • Tracking competency learning.
  • Provide a formative value, contributing to the development of transversal competence CT6. Identify learning outcomes and academic and professional guidance.
  • Orientate in those aspects that are required during the academic life of the student.

Assessment

The student's evaluation is a key element in the teaching model of the URV. This is understood as a systematic process of gathering and interpreting information for decision making regarding the achievement of learning by the student and the improvement of the teaching and learning process by the student.

The URV has established a series of principals for evaluating transversal competencies and some guides with resources to assist in their application.

Different evaluation methodologies are used according to the agents involved:

  • Hetero-evaluation. Evaluation that one person does on another regarding their work, performance, performance, etc. The teacher is usually taught by the students.
  • Co-evaluation. Assessment with shared responsibility between teachers and students. It is the continuous feedback that any teaching and learning process must have.
  • Self-assessment. Evaluation of oneself about the knowledge available, on ethical and social aspects, etc.
  • Peer assessment. Evaluation that is carried out between students.