An Architectural Concept for Didactics that Integrates Technology into Teaching, Learning and Assessment

Thurner, Veronika; Böttcher, Axel

doi:10.1007/978-3-031-04286-7_19

Cited by 2 publications

(1 citation statement)

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“…General didactics is understood as a science whose object of study is the teachinglearning process, with evaluation being an important link in this formative process, as indicated by Homero Fuentes [48], recently supported by an architectural concept for didactics that integrates technology in teaching, learning and evaluation [49]. Related to the above, specific didactics, focused on teaching, learning and evaluation processes in particular fields such as English, history, linguistics, social sciences, natural sciences, statistics, chemistry, mathematics, among many others, are strongly positioned today [50][51][52][53][54][55][56][57], an aspect that requires rethinking the way in which educational processes are currently conceived, which require didactic environments in and for diversity [58].…”

Section: Teaching-learning-evaluationmentioning

confidence: 99%

Trends in Educational Research for Sustainable Development in Postgraduate Education Programs at a University in Peru

et al. 2023

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The Sustainable Development Goals are part of the formative management in multiple universities that are committed to a better and more sustainable future for all; contributing to this from the postgraduate management in education involves rethinking educational research from lines that ensure that the research work has a real impact on the 2030 agenda. In this regard, the objective of this study was to identify and characterize specific lines of educational research for sustainable development in a private university in Lima, specifically in Postgraduate Education (Doctorate, Master’s and Second Specialty). The methodology deployed a qualitative approach, synchronizing the methods of systematization of experiences and grounded theory. A total of 186 students and 16 teachers participated, and the collection of information used three techniques: (1)—documentary review (5398 titles and other normative documents), (2)—asynchronous focus group (16 experienced teachers), and (3)—interview (202 participants). The results show four specific lines of research: (1)—Quality educational management, (2)—Teaching–learning–assessment, (3)—Educational innovation and ICT, and (4)—Training, research, and psychosocial factors in education. It concludes with a characterization of these lines based on an epistemic foundation that integrates current trends in educational research for sustainable development.

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