We hereby present the main conclusions and perspectives obtained by the Group of Teaching Innovation in Electronics (Grupo de Innovación Docente en Electrónica, GIDEN) of the University of Valladolid (UVa) with regard to its main areas of work. This group comprises teachers of the “Specialty in Industrial Electronics” degree, and the degree in Electronic and Automatic Control and Industrial Engineering at the School of Industrial Engineering, who are interested in the introduction of active teaching-learning methodologies. | Journal of Technology and Science Education REFLECTIONS AND CONCLUSIONS ON THE WORK DEVELOPED BY THE GROUP OF TEACHING INNOVATION IN ELECTRONICS AT THE UNIVERSITY OF VALLADOLID 1 2 1 Luis Carlos Herrero , Fernando Pardo , María Luisa Fernando , María Luisa González 1 1 School of Industrial Engineering, Universidad de Valladolid, Valladolid, Spain Schooll of Engineering, Universidad de Santiago de Compostela, Santiago de Compostela, Spain lcherrer@; marisag@ 2 Abstract We hereby present the main conclusions and perspectives obtained by the Group of Teaching Innovation in Electronics (Grupo de Innovación Docente en Electrónica, GIDEN) of the University of Valladolid (UVa) with regard to its main areas of work. This group comprises teachers of the “Specialty in Industrial Electronics” degree, and the degree in Electronic and Automatic Control and Industrial Engineering at the School of Industrial Engineering, who are interested in the introduction of active teaching-learning methodologies. The sharing of ideas, views and conclusions among teachers with common interests in such a cooperative environment has been the driving force behind the success of the different teaching activities carried out by the members of the GIDEN. Such work is presented in this paper. Keywords - Educational innovation, student-centered methodologies, engineering 1 INTRODUCTION: The European Higher Education Area (EHEA) consists of the development of engineering degrees, which not only encompasses the technical and scientific knowledge required to further develop students’ professional careers but also covers a series of generic skills which complement student education. Objectives such as continuing study and work, autonomous and team learning, knowledge sharing, etc., have acquired great importance in the adaptation of the courses to the European Credit Transfer System (ECTS). The achievement of these objectives within the framework of the EHEA must be based
