Proyect based learning

In PBL, the development of learning is reached through an experience that consists in carrying out a project. This must be perceived by the students as something attractive and feasible and it is carried out in working groups.

Bonwell & Eison (1991)

Markham (2003)

Konrad (2004)

Moreira, Mesquita, & Hattum-Janssen (2011)

Van Hattum, Fischer, & Moreira (2011)

Garrigós & Valero (2012)

Francischetti et al. (2014)

Learning contract

This is an agreement based on communication and on trust that defines the commitments assumed by the professor and the student to ensure the quality of the training and achievement of the subject goals. To this end, the students form groups and design the exercises, learning strategies, self-assessment and the practical sessions.

Przesmycki (2000)

Franquet, Marín, Marqués, & Rivas (2006)

Sugrañes (2006)

Martínez (2008)

Problem based learning

The starting point of problem based learning is a problem or situation and the objective is to identify learning needs.

Johnstone & Biggs (1998)

Milne & Connell (2001)

Kanet & Barut (2003)

Hansen (2006)

Atienza (2008)

Saiz & Fernández (2012)

Case study

The use of authentic cases creates group work dynamics and contributes to a good interaction with the professor. This activity encourages students as they see the real application of the knowledge acquired.

Martínez (2006)

Maldonado (2006)

Ramos, Herrera, & Ramírez (2010)

Villarreal & Landeta (2010)


This activity is based on a real life situation, which is open-ended and where no responses to the problems or situations that may arise are more correct than others.

Jones (1995)

Andreu, García, & Mollar (2005)

Ruiz, Magallón, & Muñoz (2006)

Juguera, Díaz, Pérez, Leal, Rojo, & Echevarría (2014)


This is a method that fosters the construction of own knowledge through the compilation of significant material that represents a basis for the assessment.

Corominas (2000)

Barberá (2005)

Barragán (2005)

Hernández, González, & Guerra (2006)

Prendes & Sánchez (2008)

Romero & Crisol (2011)

Pomares (2011)

Module work

Module work proposes carrying out a collaborative and interdisciplinary work that integrates different subjects, facilitating the development of transversal and specific skills of the qualification.

Rekalde, Martínez, & Marko (2012)

Serrano, Hernández, Pérez, & Biel (2013)