The University of Deusto has developed an independent and significant learning model since 2001, which is the basis of its Education Model.
The Learning Model at the University of Deusto (MAUD) has five stages:
|Experiential context ||It is based on the idea that a person’s learning lies in his/her previous conceptions or preconceptions, ideas, experiences; that is on his/her personal and academic background context and own social context. This first stage seeks to give students an insight into the topic or issue under study. Therefore, at this stage, the focus is on motivating students through their experience and context so that they can have an overview of the topic. |
|Reflective Observation ||The aim of this stage is to encourage students to ask questions, to ask themselves, as there cannot be significant learning if one does not ask oneself or questions about it. |
|Conceptualisation ||The next stage is to help students to gain an insight into the theoretical approaches to the topics under study. At this stage, the aim is to provide students with a theoretical approach based on current research. |
However, the focus is not on learning by memorising but learning based on the use and application of cognitive skills such as understanding, analytical and synthetic thinking, critical judgement, divergent thinking, which will provide students with a comprehensive and significant understanding and training.
|Active Learning ||This fourth learning stage focuses on the theory and practice relationship. This stage includes those activities that promote the development of students’ skills and competences in the application of concepts, theories or models so that they can gain a deeper understanding of how to solve problems or design or implement a model or strategy. |
|Assessment ||Assessment can and must be understood in different ways. Therefore, it is important to make each person think, face him/her with what they learn formally and informally and promote global thinking. In addition, assessment facilitates learning as it provides feedback on students’ progress. Assessment is also understood as an evaluation of student work. It is therefore forming a judgement or assessing a student’s attainment of knowledge, which is assessed with a mark and shows the level of competence achieved. |
Assessing progress and learning outcomes
To assess students’ progress and learning outcomes throughout the programme, three indicators are used, which result from the characteristics of the teaching-learning system developed by the students on the Master’s programme:
- Assessment system for the acquisition of competences related to the different subjects.
- Assessment of the external internships undertaken by students each academic year by academic and professional tutors. At the end of the internship period, the tutors supervising the activities performed by each student will evaluate their performance and assess their degree of achievement of the competences on the programme.
- Result of the Master’s Final Project. After completing their Master’s Project, students will end their training process. The Master’s project will be assessed by an examining panel on a viva voce examination. The examining panel will be made up of three Faculty members (PhDs). .
The design will be based on a 360-degree appraisal model, including the evaluative assessment by lecturers, peers (as some training activities will be carried out in groups) and self-assessment. Specific assessment will be made of the work carried out throughout the modules, participation in the proposed activities, and the Master’s final Project. The overall mark for the Master’s degree programme will be based on all the assessment components carried out during the three semesters. Assessment criteria:
- The assessment of the Generic Competences in each subject will account for between 5% and 15% of the overall mark.
- The assessment of the Specific Competences in each subject will account for between 85% and 95% of the overall mark.
- A level of achievement is required in each group of competences (generic and specific) since both are considered essential in professional and/or research performance.
- Research aptitude will be achieved when all the credits on the Master’s Programme have been completed, according to the criteria established for each subject.
- The overall mark will be the weighted average of the different partial marks based on the actual number of ECTS credits of the subjects on the Master’s programme, the External Internships and the Master’s Final Project.