En formato PDF

Abstract

This studyproposes a model to define learning outcomes related to competences required for the new degrees. This proposal represents an attempt to facilitate planning and coordinating teaching and learning by competences.

Implementing this model has allowed to identify several elements involved in the definition of the competences and their assessment, to make explicit learning outcomes by linking performance indicators with the tasks and the assessment process, to provide teachers with a framework and with tools to facilitate their task of assessing the competences, and finally to develop it over a coordinated teaching team, making it easy to select: the competences and their associated learning outcomes, the most suitable methodology and teaching tasks, as well as the instruments and techniques that enable assessing the level of development of these competences. Attention is also drawn to the usefulness of the portfolio and the rubrics; the formeras an element that facilitates monitoring the student’s learning process—taking into account its reflective and integrative nature—and the rubric for being considered as the appropriate procedure to reflect the assessment criteria—as a result of their ability to clarify what is expected of a student’s work and to assess their performance.

Finally, we review two of the competences included in a nursing degree and define the learning outcomes with two examples: generic competences and subject-area related competences. These examples describe the elements composing the model, as well as their interrelationships, which contributes to correctly assess work.

Valoración de los Estudios de diseño como metodología innovadora en una investigación acerca de la construcción del conocimiento en la universidad

María Virginia Garello, María Cristina Rinaudo y Danilo Donolo

Resumen.

El doble propósito del artículo consiste en describir la metodología de investigación basada en diseño y comentar una experiencia de aplicación de la metodología en una investigación realizada acerca de la construcción del conocimiento en la Universidad Nacional de Río Cuarto (Argentina), desde el campo de la Psicología Educacional. El artículo se organizó del siguiente modo: en primer lugar, se desarrolla una descripción de la metodología de investigación basada en diseño; en segundo lugar, se detalla una experiencia de aplicación de dicha metodología; en tercer lugar, se precisa el diseño implementado en la realización de la investigación mencionada y, finalmente, se expone una valoración de la metodología de investigación basada en diseño, como valiosa y apropiada para investigaciones que persigan la doble meta de refinar la teoría psicológica y aportar a la práctica educativa.

 En formato PDF

Abstract

The twofold intention of the article consists of describing the methodology of design-based research and of detailing the main aspects of research carried out with the aforementioned methodology. In this research we study the problem of the construction of academic knowledge and its use by students of education programs at the Universidad Nacional de Río Cuarto (Argentina), from the field of the Educational Psychology. The article is organized in the following way: first, the methodology of design-based research is described; secondly, research carried out with this methodology is detailed; thirdly, the implemented designed in the research is specified, and finally, a valuation of design-based research is presented as a valuable and appropriate tool for research that seek both to refine the psychological theory and to enlarge educational practice. Analyses on applied research design have allowed us to extend comprehension on acquisition processes and on the use of academic knowledge in university students. In addition, we value design as promoter for significant and self- regulated learning processes, and as booster for motivation, for academic development, and for the distribution of cognition in the physical and social environment.  Lastly,   we may indicate that design allowed us to identify instructional problems that prevent academic learning.