Recalibrar las coreografías institucionales para el aprendizaje y la enseñanza enfocadas en el futuro

Autores/as

DOI:

https://doi.org/10.21879/faeeba2358-0194.2021.v30.n64.p76-91

Palabras clave:

aprendizaje abierto a distancia y flexible, Reimaginación y reingeniería de prácticas educativas, Recalibración de coreografías de aprendizaje y enseñanza post COVID-19

Resumen

Al comienzo de la pandemia de COVID-19, las instituciones educativas de todo el mundo han tenido que cambiar de inmediato a la enseñanza y el aprendizaje a distancia online. Si bien las instituciones con una base en el aprendizaje abierto, a distancia y flexible lo han hecho razonablemente bien en las circunstancias, la mayoría de las instituciones han luchado con este repentino alejamiento de sus operaciones convencionales basadas en campus. Sin embargo, ejemplos de las pocas adopciones e implementaciones exitosas del aprendizaje y la enseñanza online son las operaciones boutique y a pequeña escala en un programa de estudio, un departamento o una facultad. Claramente en este escenario faltan ejemplos de adopción a gran escala y en toda la institución del aprendizaje abierto, online, a distancia y flexible. Esto es una consecuencia de las limitaciones de la infraestructura operativa existente, así como de la mentalidad. Estos son difíciles de cambiar en el mejor de los casos, aunque para obtener un beneficio a largo plazo y la capacidad de recuperación frente a las perturbaciones futuras del tipo que estamos experimentando actualmente, deben cambiar. Este tipo de cambio requiere una reinvención y una reingeniería de las prácticas convencionales en toda la institución. Este artículo presenta un estudio de caso de una recalibración institucional de coreografías de enseñanza y aprendizaje en una universidad.

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Biografía del autor/a

Som Naidu, Technology, Education and Design Associates

Principal Associate at Technology, Education and Design Associates, Postal address/PO Box: 403/459 Royal Parade, Parkville, Melbourne, Victoria, 3052, Australia. Former Pro Vice-Chancellor and Director, Center for Flexible Learning at The University of the South Pacific. Som Naidu has spent his professional life in the higher education sector in a variety of roles to do with enhancing learning and teaching practices. Till the end of 2020 he served as Pro Vice-Chancellor, and Director of the Centre for Flexible Learning at The University of the South Pacific.

Javed Yusuf, Fiji Higher Education Commission

Masters in Educational Technology and Computer science (University of Southern Queensland, Toowoomba, Queensland, Australia. Former Head of Learning Experience Design and Development at The University of the South Pacific. Senior Manager Operations and Quality Assurance at Fiji Higher Education Commission. Suva, Fiji Islands.

Dhiraj Bhartu, The University of the South Pacific

Masters in Computing Science and Information Systems (The University of the South Pacific, Suva, Fiji Islands). Former Head of Learning Technologies & Analytics at the Centre for Flexible Learning. He holds a Master’s degree in Computing Science and Information Systems and has previously held senior positions within the University including Acting Director, CFL. Executive Committee Member at Australasian Council for Online and Distance Education (ACODE). Suva, Fiji Islands.

Deepak Bhartu, The University of the South Pacific

Master of Arts (Education), Master of Computing and Information Systems, and a Certificate IV in Training and Assessment (TVET) (The University of the South Pacific, Suva, Fiji Islands). The author has been leading and managing initiatives in Open Education (OE) including the development and integration of Open Educational Resources (OER) in courses at The University of South Pacific. Suva, Fiji Islands.

Citas

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Publicado

2021-11-19

Cómo citar

NAIDU, S.; YUSUF, J.; BHARTU, D.; BHARTU, D. Recalibrar las coreografías institucionales para el aprendizaje y la enseñanza enfocadas en el futuro. Revista da FAEEBA - Educação e Contemporaneidade, [S. l.], v. 30, n. 64, p. 76–91, 2021. DOI: 10.21879/faeeba2358-0194.2021.v30.n64.p76-91. Disponível em: https://revistas.uneb.br/index.php/faeeba/article/view/11756. Acesso em: 17 jul. 2024.

Número

Vol. 30 Núm. 64 (2021): Revista da FAEEBA - Educação e Contemporaneidade

Sección

Monográfico 64

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Atualizado em 15/07/2017