Internationalization: changes and challenges chasing internationalization targeting

In 2014 JOTSE is facing several changes and challenges so as to improve the quality of our scientific Journal. In the first place, we have incorporated new members in our Editorial board and we hope to implement thanks to them new fields of knowledge, explore other areas and, hence, increase our internationalisation. In this sense, one of the main objectives when we set up JOTSE was to reach scholars worldwide. In fact, we have been working on attracting international authors for four years and taking teaching experiences wherever they are needed.Peer Reviewe

Towards internationalization

We end this fourth year of JOTSE following the trends and challenges that we set right at the beginning of volume 4. In other words, targeting internationalization for JOTSEPeer Reviewe

JOTSE'S Covid-19 evolution

We present the first number of the year in JOTSE. As usual, in this first number we present ours editorial with an analysis of our Journal evolution. In this sense, we reflect on the changes just undergone in 2021 with an international pandemic "covid-19" and the challenges to be faced in the New Year 2022. When analyzing JOTSE’s evolution (See Figure 1) we can observe that the objective of growth has been accomplished in this last year with this terrible covid-19 pandemicPeer Reviewe

Technology and science education: new challenges

As usual in JOTSE, the first editorial of the year presents an analysis of our Journal evolution. In this sense, we reflect on the changes undergone and the challenges we will face in the new year 2017Peer Reviewe

V International UNIVEST Conference: the challenges of improving assessment

The V International UNIVEST Conference aimed to provide an integrative and critical outlook on the assessment process, considering it as an activity integrated in general university teaching, with the active participation of all subjects involved at all educational stages. With that main goal, the emphasis in this edition was on creating a forum to debate and exchange ideas about university teaching and learning processes and the importance of placing students in the centre of those processesPeer Reviewe

Good learning practices in the field of Science and Technology

The European Higher Education Area (EHEA) scenario offers a new framework in which the role of universities can be rethought, regardless of the field of new degrees and postgraduate Studies involved. Therefore, the roles of teachers and students might differ significantly as the student would be obliged to request teacher’s guidance in order to acquire not only knowledge, which could be easily obtained elsewhere (books, internet etc. ), but also personal skills and, especially, those related to their future professional career. By the term “Good learning practices” we refer to those activities asociated with professorship itself ,such as those of facilitating and guiding the student learning process, or rather, those activities which are aimed at the student´s thorough learning of specific (related to the field of study ) and generic skills. It is now a common occurrence to describe the students of a given classroom as being little motivated and as having great interest in passing but not in actually learning. This fact is quite concerning, as it suggests that the student sees the university as a mere transaction by which they can obtain a degree, certifying that they are apt for the professional world, where they consider the “real” learning will take place. A good classroom environment is essential for the generation of teaching-learning processes. It is precisely because of this that we are able to raise the issue of effective practices among teachers who foster a suitable classroom dynamics facilitating, then, the targeted learning experience. Within this context, there are some authors who discuss good practices by professors especially concerned on how to perform assessment and feedback to enhance student’s learning activity. Thus, providing them with a deep and lasting impact. Generally speaking, the activities in question are those which enable the student to execute a learning process that will continue throughout their professional and personal lives. In the present issue we have selected a number of articles related to good practices taking place in the context of new studies plan implementation (EHEA ) in several Spanish Universities. In the first paper: Reflections and conclusions on the work developed by the group of teaching innovation in electronics at the university of Valladolid ,they present the main conclusions and results obtained over the three last academic years in the Electronics and Automatic Industrial Engineering degree. As a result of cooperative work of the group, an improvement in activity coordination and provision of tools to facilitate the teaching-learning process has been obtained. The work in question shows relevant strategies and tools that facilitate the incorporation and evaluation of generic competences in the new degrees within the EHEA framework. The second article, Realising pedagogical potential of the Bologna Process third cycle is contextualised within the issues of internationalisation, standards and standardization of degree credit ratings, with special attention on collaboration and competition, and language and writing. In other words, the main challenges that the emerging EHEA poses in terms of third cycle students needs as to the pedagogical essence is concerned, such as the structural change. The EHEA has many practical gains to offer, but it also has potential disadvantages that this research discusses in depth. The third article, (Best practices in academic assessment in higher education: A Case in formative and shared assessment) presents an example of good practices of formative assessment in a course that bases the entire learning process on an ongoing, formative system with real shared student assessment . In the last article of this second issue of JOTSE, Design and analysis of questionnaires for survey skills in chemical engineering) some specific questionnaires following the recommendations of the European Federation of Chemical Engineering (EFCE) for Chemical Engineering Education in Bologna are discussed. In the academic context of a three cycle degree system the authors analyse the effectiveness of teaching strategies carefully developed to help students acquire specific and interdisciplinary skills. We hope that JOTSE readers enjoy the contents of the present issue which may bring some ideas on good practices for future implementation.Peer Reviewe

Towards methodological improvement in the spanish university studies

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Some strategies to improve the learning process

This last issue of JOTSE’s volume 7 focuses on the diverse teaching/learning strategies being carried out in several universities worldwide. In this sense, our current issue reflects that no matter the continent nor the subject being taught the teaching staff is always concerned with students’ learning process in their classrooms and that is why they do research on a wide range of strategies that could possibly favour such learning process as well as motivate their students.Peer Reviewe

Teaching innovation and its role crafting the classroom of today and the future

The Journal of Technology and Science Education (JOTSE) has been created as a contribution to the development and improvement of scientific and technological education by constituting a common space to share experiences to all those who, somehow, are involved in the teaching and learning processes of engineering studies, in all its modalities.Peer Reviewe

JOTSE'S new challenges and continuous improvement

As usual in JOTSE, the first editorial of the year presents an analysis of our Journal evolution. In this sense, we reflect on the changes just undergone and the challenges to be faced in the New Year 2020Peer Reviewe