Within Higher European Education Area (HEEA) context Universities need to make fundamental improvements to change from the old paradigm of teaching based on transferring knowledge in the classroom to passive students to the new paradigm focused on students who are active constructors of their own knowledge. University of Porto effort is aimed at developing student’s competencies. Within this context this article focuses on new teaching methodologies and integration of Information and Communication Technologies on sensory analysis teaching to develop student’s competencies.
Sensory analysis is ministered in two second-cycles in Porto University at Faculty of Pharmacy and Faculty of Science Nutrition. A new approach to teach sensory analysis in the two Faculties was tried, which included blended-learning as a method for mixing face-to-face classes, training of class panels and online activities. Thus, the course includes lectures, seminars, group work, web-based activities and individual study. Two teachers, one from the Faculty of Pharmacy, the other from Faculty of Science Nutrition and two multimedia project coordinators of the supporting office designed, implemented and evaluated this study. The students of the two Faculties got the same e-learning platform and materials. However, different implementation methods were used according to requirements of each teacher, calendar and suitability of student learning style. Classes were performed in the respective Faculties, except when special conditions for sensory analysis practice were required.
Teaching methodologies included: (i) Theoretical classes complemented with online component and tutorial learning. (ii) Training practical classes to become familiar with specific vocabulary. Students learn to rank products for several attributes. Model tests were available online to provide more examples to students. Results from these tests were collected in e-Portfolio. Teachers and students used this results to seek out students difficulties and help them to find out where they gone wrong. (iii) Sensory profiling practical classes to check panel performance and student achievements to solve a specific problem. Statistical treatment of sensory data was performed by student groups.
New assessing approaches were used because within the new teaching paradigm tests and other assessments should be learning experiences as well as evaluation tools. Results from student e-portfolios, individual assessments and group assignments were used for evaluate if the basics of sensory science was understood, if the student is able to analyse and interpret relevant literature and answer essential problems/questions on sensory analysis; and if he/she is able to tackle a sensory problem in term of research method, data collection and analysis, and reporting. It was possible to create an online structure that allowed students to have greater autonomy, flexibility and responsibility in the learning process. The results obtained for the two groups of students concerning sensory analysis skills and final grade obtained clearly indicated that the integration of this platform in the sensory analysis learning process contributed to development of student’s competencies.