Abstract
Within the current European Convergence Process and the development of the new University degrees, a compromise has been reached to adapt the English Studies (before English Philology) curricula to the current needs of students in a highly competitive society. The final goal is to transform our education system into one of learning. This actually implies that the student must engage himself more closely with the university and that he may lead his coursework in a more autonomous way, backed up by more active educational strategies, such as the personalised tutoring guide, the use of the new technologies, and the team work.
TIC – Technologies of Information and Communication.
OCW – Open Course Ware.
Universia – Virtual platform for Spanish and Latin American Universities.
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Notes
- 1.
This chapter has been written as part of the innovation projects “Projecte Pilot ECTS PIE (4th course English Philology)”, coordinated by Eusebio V. Llácer Llorca, and approved by the Universitat de València for the academic years 2010/2012; and the Docentic projects “Diseño y creación de materiales multimedia y profundización en la enseñanza semipresencial”, ref. no 20080543; and “Elaboración de materiales docentes y objetos de aprendizaje de lengua y lingüística inglesa. Programa DocenTIC. Grupo ‘Anglotic’”, ref. no. GCID21/2012, both submitted by the Depto de Filología Inglesa y Alemana, and approved by the Universitat de València for the academic years 2008/2009, and 2011/2013 respectively.
- 2.
“Projecte Pilot ECTS PIE (4th course English Philology)”, coordinated by Eusebio V. Llácer Llorca (2010/2012).
- 3.
See more of this idea in a previous poster, published as an article: Llácer Llorca (2007).
- 4.
My emphasis: in italics the competences related to teamwork.
- 5.
To get a more detailed picture of the different types of competences, see De Miguel Díaz (2006: 30–31, 173–174).
- 6.
More about course planning and the teaching guide can be read in a previous paper on the curricular design of literary studies published as: Llácer Llorca (2011: 2–3).
- 7.
In this sense, see the design of the Teaching Plan and the General Plan in the poster, published also as article: Llácer Llorca (2007: 5–7).
- 8.
See Bain (2006: 61–80), where the author deals with students’ needs and their learning modes.
- 9.
“The teacher is required to guide learners to reflect on the literary text, to have their own interpretation and personal reaction to it on the basis of their own experience. This would be an opportunity for them to sharpen their critical thinking about the other culture by comparing and contrasting it with their own.” (Merrouche 2013: 2)
- 10.
In this respect, we can read Finkel’s illuminating insights in his chapter “Hablar con la bocacerrada: el arte de escribir” (2008: 131–153).
- 11.
For more detailed samples of these electronic files, see the university e-platform Aula Virtual with specific guides to the team work. See also Llácer Llorca (2008: 7–8).
- 12.
See publication of our Open Course Ware projects (Short Story USA and Origins of Theatre USA). In El Open Course Ware de la Universitat de València 2009. Espai obert al coneixement (vol.II). Beatriz Gallardo Paúls, Pedro García Pilán y Paz Villar Hernández (coords.) Open Ware Course. ISBN 978-84-693-1711-2.
- 13.
For more detailed information about the team work required from students in this course, see also Llácer Llorca (2008: 7).
- 14.
An example of the anonymous survey addressed to students with objective and open questions about the module can be consulted in Llácer Llorca (2009: 7–8).
References
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Llácer Llorca, E.V. (2016). Implementation of TICs for the Virtual Learning of Literary Subjects: From Aula Virtual to OCW and Universia . In: Carrió-Pastor, M. (eds) Technology Implementation in Second Language Teaching and Translation Studies. New Frontiers in Translation Studies. Springer, Singapore. https://doi.org/10.1007/978-981-10-0572-5_7
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