Track 12. Educational innovation Authors: Vicente López-Pena, Vicente A. López-Chao and Darío Ramiro Aparicio

1. V I C E N T E L Ó P E Z P E N A *
V I C E N T E A . L - C H A O * *
D A R Í O R A M I R O A P A R I C I O *
* U N I V E R S I D A D D E C Á D I Z
* * U N I V E R S I D A D E D A C O R U Ñ A
Study of the Methodologies used by the Teaching staff of
Technical Drawing for adaptation to European Higher
Education Area. Universities of Galicia (Spain).

2. INTRODUCTION
The access into the
European Higher
Education Area
(EHEA) involved a
profound rethinking
of the teaching
process of professors.
Introduction of competences
Changes in the methodologies

3. INTRODUCTION
NEED FOR A CHANGE IN TEACHING METHODS
Among the changes to be made, there is teaching methods,
which should promote the integral formation of students
based on the importance of their work (Angulo, Corpas,
García & González, 2006) and the acquisition of
competences.

4. OBJECTIVE
 The main objective of this research is to find
out if the degrees of the University System of
Galicia (USG) that contain any subject related
to Technical Drawing use active learning or
ICT methodologies to adapt education to the
European challenge.

5. METHODOLOGY
 To carry this out, we
have made an analysis of
the teaching guides of all
the subjects related to
Technical Drawing, used
by professors. They were
downloaded from the
websites of the faculties
of the three Galician
universities.

6. SAMPLE
 The sample consist of 31 degrees in engineering and
architecture that include subjects related to Technical
Drawing, of which 14 belong to the University of A Coruña
(UDC), where 25 subjects were analyzed; 7 to the University of
Santiago de Compostela (USC), where 12 subjects were
analyised, compared to 10 at the University of Vigo (Uvigo),
where 10 were examined. In terms of percentage, they
represent 45%, 23% and 32% of the sample respectively.

7. RESULTS AND ANALYSIS
Within the 14
degrees that are
to be studied
from the
University of
Coruña, there are
27 courses
related to
Technical
Drawing.
University of A Coruña
Category Teaching Methodologies UDC
Passive methodologies Master Class 89%
Group methodologies
Workshop 18,50%
Seminary 18,50%
Lab. practices 40,70%
Group work 11%
ICT ICT practices 14,80%
Individual
methodologies
Course work 45%
Documentary sources analys. 11%
Problems 29,60%
Investigation 7,40%
Field trips 7,40%
Portfolio 7,40%
Objective test 100%
 The only methodology used by 100% of the faculty staff of the UDC is
the examination, or objective test (OT).
 Traditional Master Class (MC) is used by 89% of the sample.

8. Within the 7 degrees object of study at the University of Santiago, 12
subjects are related toTechnical Drawing, including 7 basic training
subjects and 5 electives subjects.
RESULTS AND ANALYSIS
University of Santiago
Category Teaching Methodologies USC
Passive methodologies Master Class 91,60%
Group methodologies Seminary 50%
Laboratory practices 58,30%
ICT ICT practices 0,00%
Individual methodologies
Course work 33,30%
Objective test 33,30%
Practices 41,60%
Group tutoring 50%
Individual tutoring 41,60%
Virtual Campus 16,60%
Class Assistance 25%
The most used
methodology is the
Master Class
(91.6%).
The 25% of teachers
include class
attendance as a
"teaching
methodology".
Despite the importance of the ICT in this field, they are not included in the
teaching methods.

9. Among the 10 degrees object of study at the University of Vigo, the
10 of them are core subjects related to Teaching Drawing.
University of Vigo
RESULTS AND ANALYSIS
UVigo Methodologies
MS GT Pr/ex IM Lab Sem CL Proj.
1.- Degree in Electrical Eng. Graphic Expression
X X X X
2.- Degree in Ind. And Aut. Electronic Graphic Expression
X X X X
3.- Degree in Industrial Organization Graphic Expression
X X X X
4.- D. In Industrial Chemistry Graphic Expression
X X X X
5.- D. In Technical Industries Graphic Expression
X X X X
6.- D. In Mechanical Engineering Graphic Expression
X X X X
7.- D. In Forestry Engineering Graphic Expression
X X X X
8.-D. In Energy Engineering Graphic Expression
X X X X X
9.- D. in R. M. And E. Engineering Graphic Expression
X X X X X
10.- . In Mechanical Engineering Graphic Expression
X X X X X X
10 10 10 6 3 3 1 1

10. At the University of Vigo there are three
methodologies used by 100% of the teachers: Lecture
(or Master Class), group tutorials and resolution of
problems and / or exercises. However, despite the
importance of ICT, they are not present in the areas of
Technical Drawing at the University of Vigo.
University of Vigo
RESULTS AND ANALYSIS

11. RESULTS AND ANALYSIS
Galician University System (SUG)
 Within the three
Universities, 21 types of
different methodologies are
used to deal the same
teaching process. Obviously,
the vast majority are used in
a hardly significant way,
being only four of them used
at the three Galician
Universities (Master Class,
coursework, seminar and
laboratory practices).
Methodology UDC USC UVIGO
Initial Activities 33,3%
Master Class 89% 91,6% 100%
Workshop 18,5%
Course work 45% 33,3% 100%
Seminary 18,5% 50% 30%
Laboratory practises 40,7% 58,3% 30%
Documentary sources analysis 11%
Problems 29,6% 100%
ICT practises 14,8%
Investigation 7,4%
Field trips 7,4%
Portfolio 7,4%
Group work 11%
Objective test 100% 33,3%
Practises 41,6%
Group tutoring 50%
Individual tutoring 41,6%
Virtual Campus 16,6
Class Assistance 25%
Integrated Methodologies 60%
Projects 10%

12.  Although the Bologna process is already established, it seems
that it has not contributed to modify the methodologies used by
Galician professors, since they continue to use the most
traditional methods (Master Class and course work.
 It is also surprising that such essential methodologies, like initial
activities or assessment, which serves to identify previous
knowledge of students in order to make a more realistic program
according to their needs, are not present at all at the University
of Santiago or Vigo. In A Coruna, it is only 33.3% of the sample.
 It is amazing that in an area such as Technical Drawing, the use
of ICT is not unanimously and significantly included as teaching
methodology, that should be a key element in this subject.
CONCLUSIONS