El Método de Casos: Hacia un Apredizaje Mejor

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James Wilkinson, Harvard University, USA

Resumen

El método de casos resulta uno de los más eficaces para el aprendizaje activo, porque involucre a los estudiantes en el proceso inquisitivo, que es la actividad clave del aprendizaje. También lo es de la investigación científica, así que los métodos inquisitivos que emplean los profesores en sus trabajos de investigación pueden ser finalmente casi los mismos que los métodos empleados en la enseñanza. Pero, el hacerlo bien resulta muchas veces difícil. Y desafortunadamente, cuando se hace mal, este método puede conducer a resultados peores que los de la pedagogía tradicional. Por eso, cuando se habla de innovación se necesita tratar no sólo sus métodos, sino prepararse para utilizarlos también. Por muy útil e indispensable que sea la innovación pedagógica, su práctica requiera esfuerzos y un largo aprendizaje por parte de los profesores. Incluso para muchos, será necesario aprender otra vez a enseñar.
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Reflection on Action: A Scholarly Activity to Ensure Quality in Teaching and Learning in Higher Education: The Case of Universidad de La Serena

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Pamela Labra,* Rodrigo Fuentalba Jara, Ana María Vera, Jorge Fernández Labra, José Enrique Novoa, Jorge Pizarro Guerrero, Erika Zuñiga Fuentes, Claudia Toledo Robles, Oscar Robles González, Patricia Cortés Maldonado, Eric Troncoso Riquelme, Hernán Guiñez Guiñez, Luis Cortés Estrada, Moises Villablanca Villanueva, Ana María Villagrán Barrios, & Erico Wulf Betancourt, Universidad de La Serena, Chile

Abstract

Improving professional development in higher education is of vital importance, especially when seen in the context of (a) the increase in the number of students entering the university system in Chile who are insufficiently prepared for their studies, and (b) the increase in the number of higher education faculty hired to teach for the first time. The present study aims at summarizing the experience of the Teaching Center at the Universidad de La Serena in providing faculty with institutional
support to reflect on their teaching, i.e., to undertake a scholarly examination of the teaching-learning process in higher education.
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Strategies for Applying Active Learning

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Betty Abaroa Godoy, Universidad Católica del Norte, Chile

Abstract

Cooperative learning (aprendizaje cooperativo or AC in Spanish) is one of the strategies for active learning. Successful implementation requires the teacher to master its five components; to design a learning-teaching experience; and to nurture the class environment. In this regard, we offer a summary of experience gathered during the training of professors and student assistants, where the AC was assumed to be the guiding axis along which the class activities were designed and put into practice, and where the study of the pedagogical practice was considered essential for improving the curriculum.
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Estrategias para la Aplicación de Aprendizaje Activo

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Betty Abaroa Godoy, Universidad Católica del Norte, Chile

Resumen

El aprendizaje cooperativo (AC) es una de las estrategias de aprendizaje activo y para implementarlo, es necesario que el docente tenga una comprensión acabada de sus cinco componentes, que diseñe la experiencia de aprendizaje enseñanza y que propicie el ambiente de clase. Al respecto, se ofrece un resumen de la experiencia recogida en la formación de docentes y ayudantes universitarios en donde el AC se ha asumido como eje a partir del cual se diseñan e implementan las actividades de aula y en donde la investigación sobre la propia práctica pedagógica se considera esencial para la mejora del currículum.
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An Initial Certificate of Teacher Development: the UNAB Experience

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Roberto Espejo, Mariana Ahumada, Guido Fuentealba, Carolina Cáceres, Carolina Pino, & Mauricio González-Suarez, Universidad Andrés Bello, Chile

Abstract

In this paper we present the experience of the training team in university pedagogy at the Andrés Bello University (Chile) concerning the design and implementation of an initial certificate of teacher development. This certificate is awarded following the completion of three courses: “Planning and Syllabus Design,” “Active Methods for Learning,” and “Pedagogic Strategies in Virtual Environments.” Each course is intended to promote a standpoint wherein teachers consider students as individuals who can take control of their own learning, considering methodological strategies as well as up-to-date materials and contents. In our paper we also discuss assessment and follow-up work for this process.
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eLearning for Students by Students

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Carol Wakeford, Sam Clarke, Kate Hilton, Dan Levin, & Ian Miller, University of Manchester, UK

Abstract

Research projects enable students to experience first-hand the excitement and challenges that are power for the course. Increasing student numbers has put pressure on faculties to diversify the range of projects on offer, whilst maintaining the essential qualities inherent in student-lead research. These include discipline-based plus transferrable skills, like critical and creative thinking, problem solving, communication and project management. eLearning Projects involve the design, construction and evaluation of online resources to support aspects of the undergraduate curriculum, such as practicals, assessments or key concepts. Students are supported in seminars and workshops based on active and collaborative learning. This paper describes student project work in which students design, create, pilot and evaluate elearning resources to support the teaching, research or public engagement activities of their project supervisor. Although the projects featured here support the biosciences, the format is transferrable across the disciplines, so, as technology moves forward, student elearning projects provide a vehicle to renew and refresh online materials.
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Improving Graduateness and Employability: A Career Management Approach

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Kethamonie Naidoo, Council on Higher Education, South Africa

Abstract

Universities are under increasing pressure to produce the kind of graduates that employers want and employers often report that graduates do not possess the desired attributes for employment (Glover et.al. 2002: 293; Parker & Griesel, 2009; Chetty, 2012; Keeling & Hersh, 2012). Universities are exploring different options to make graduates more “work ready” for a wider variety of work contexts. The challenge for universities is to systematically plan to improve graduateness in a pedagogically sound way within the curriculum. This paper draws on the view of Bridgstock (2009) who explains that in a rapidly changing knowledge intensive and technologically advancing economy, students require more than a set of graduate attributes that are desirable to employers in the immediate future. The focus should instead be on developing in graduates the attributes that would best serve them, employers and society for the longer term and be relevant for future decades. Bridgstock (2009:32) identifies self-management and career management skills as necessary graduate attributes that would allow graduates to “proactively navigate the world of work and self-manage the career building process” regardless of the dynamically changing and unpredictable work contexts. The key concepts, graduate attributes, graduateness, employability and career management are explained and thereafter, the use of a career management portfolio as a pedagogically sound, systematic and strategic approach for improving graduateness are explained. Some implications of implementing such an approach are also considered.
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Using Semantic Differential to Explore Life Sciences Academics’ Perceptions of Academic Identity

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Anne Margaret Tierney, University of Glasgow, Scotland

Abstract

Semantic Differential was used as a means to collect quantitative data about UK Life Science Academics’ perceptions of Academic Identity. Data were analysed using Mann-Whitney U Test and Effect Size. The purpose was to investigate potential differences in perception of Academic Identity between traditional “Research-Teaching” and “Teaching-Only” academics. Perceptual differences were also investigated between other academic groupings. Analysis revealed significant differences between groups of Life Science academics in areas of Research and Pedagogy. In practice, this has the potential to impact on student learning due to subconscious priority-setting by academics. However, it is also an opportunity for Educational Developers to support engagement with SoTL, developing both individuals and institutions’ expertise in Teaching and Learning. Semantic Differential was used to investigate differences in perceptions of Academic Identity in UK Life Scientists. Differences were found in perceptions of Research and Teaching, in three different academic groupings.
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The Effects of a Teaching Development Program for New Academics on Their Teaching Practice

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Magdalena Jara, Pontifical Catholic University, Chile

Abstract

This paper reports on the evaluation of a Program for Academic Induction in Teaching (PIAD), which is carried out every year at PUC for new academic staff. The program introduces new teachers to student-centred active pedagogy with the aim of developing their teaching practice, particularly their planning skills, teaching methodologies, and learning assessment methods. The evaluation of the program shows that the goals were achieved and that the participants were satisfied with the sessions. A further study is currently being carried out to identify the potential effects of the program on their teaching planning, methodologies and assessment methods. The preliminary results of this study will be presented here.
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