Development and Diagnosis of a Teaching Experience Using Participatory Methods: Towards an Ecosystemic Learning in Higher Education

Abstract

The redefinition of the objectives of the European Higher Education Area (EHEA) generates novelty in the teaching design developed by universities. The constructivist perspective encourages the use of methods that promote teamwork, an interest for information searching, autonomy and an increased motivation for learning, among others. Currently, the acquisition of the established curricular content receives feedback thanks to information and communication technologies (ICTs). This research describes the implementation of an experience related to the use of teaching/learning participatory methods with first- and second-year students in Early Childhood Education and Primary Education bachelor’s degrees. This experience is based on flipped classrooms and role-playing and is supported by ICTs. A questionnaire was delivered to a total of 100 individuals on their perception of participatory methods and their assessment of the methods used for the described experience. After performing the analysis, the conclusions showed that higher education students considered that classroom implementation of emerging methods helped them at a theoretical, practical and professional level as well as motivated them, which allows us to advance towards the goals of the EHEA.

El Desarrollo Socioemocional Del Niño Aproximación Y Abordaje Explicativo Como Fuente Curricular

“…Ante ese escenario, las universidades están experimentando transformaciones con el objetivo de vincularse estrechamente con los contextos sociales (Nicotra et al, 2021) como, también, fomentar su desarrollo y transformación (Pedrosa et al, 2020). La educación superior se interesa por impulsar ese nexo con los sistemas sociales complejos, demostrando mayor compromiso por la generación de cambios en el entorno.…”

Research on the reform of university education pedagogy based on deep learning model in the context of information era

“…Teachers' educational practices form a path-dependent coping mechanism for the educational experience, a conglomeration and accumulation of living experiences based on and through education. Knowledge theory is the basis of the generalization and condensation of pedagogy, which is associated with wisdom and is pursued at the highest level to achieve the state of the art [9][10][11]. The pedagogy of higher education should transform knowledge and skills into educationalization and contextualization so that the educational contents can be differentiated, reorganized and integrated to form a sequence of knowledge that is educationally meaningful and helps students learn in an understanding way.…”