Orientando la enseñanza universitaria para generar aprendizajesDe la planificación de la docencia al diseño de experiencias de aprendizaje

Abstract

The paper describes an innovation experience developed over the course 2015- 2016 in 3 subjects of the title of Pedagogy. In the first part of the paper, the theoretical and contextual reflection elements that give rise to the experience are briefly justified, to continue describing the process of reflection and improvement that led the innovation group to adopt different change initiatives in their respective didactic approaches, adapted to the peculiarities and characteristics of each subject. Specifically, it is described how, starting from the initial interest of introducing structures of collaborative learning in the classroom, progressively, the needs for change in the didactic proposal are expanded, reaching the system of evaluation and monitoring of the students (formative evaluation) and the need to break the traditional division in theory-practice, in which the subjects are usually organized, changing to an integrated didactic model, organized in complex learning tasks. In particular, it is intended to highlight the mutation that is occurring in those responsible for the subjects, from being «presenters» of contents, to become dynamizers of learning experiences. The conclusions highlight the excellent academic results obtained, the high levels of student satisfaction and the positive perception of the students about the degree of acquisition of the competences associated to the subject.