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Reflexiones desde la práctica docente: experiencias de aprendizaje para la educación en ingeniería industrial en la pospandemia
(Universidad del Pacífico, 2022)
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Da Silva Ovando, Agatha Clarice
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Mejía-Argueta, Christopher
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Chong, Mario
One of the main challenges that the COVID-19 pandemic brought was the continuity of education. In this context, this work focuses on analyzing the practice of higher education in the discipline of Engineering and its related academic programs with a future perspective, motivated by the limitations and challenges imposed by the pandemic. To ensure high-quality education, it was relevant to give continuity to the education of students, maintaining active, experiential, student-centered learning experiences that are relevant to developing their skills, despite their remote interaction and frequent technological deficiencies. and educational resources. Thus, this work proposes a conceptual scheme to guide the design and reflection of learning experiences with a post-pandemic perspective. This scheme is composed of six dimensions of innovation and educational leadership for higher education: environment, impact and linkage, educational models and value chain, educational strategies, teaching formats, infrastructure and learning resources, accreditations and learning evaluation. Additionally, this document presents initiatives that exemplify this effort within the MIT Supply Chain And Logistics Excellence network for Latin America and the Caribbean (MIT SCALE LAC), led by the Center for Transportation and Logistics from the Massachusetts Institute of Technology. These initiatives refer to learning experiences in universities in Bolivia, Mexico, and Peru that have sought to maintain active learning in the context of the pandemic, with a link to the contemporary challenges of organizations, communities, and the society in general in which they live. students immersed. ©The authors, Revista Apuntes.
Scopus© Citations 5 24
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Experiential Learning Labs for the Post-COVID-19 Pandemic Era
(MDPI, 2024)
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Da Silva Ovando, Agatha Clarice
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Palma-Mendoza, Jaime Alberto
The post-pandemic era shaped by COVID-19 has compelled universities to reimagine their learning experiences, adapting to new educational requirements and heightened expectations. However, this transformation brings forth novel pedagogical requirements and learning limitations. In today’s educational landscape, learners seek active and relevant learning experiences that seamlessly integrate interactivity, crisis awareness, and global challenges tied to a resilience and sustainability perspective. To address this imperative, our work introduces an experiential learning lab to articulate Kolb’s experiential learning cycle and authentic assessment principles. By incorporating real-world events as study scenarios, higher-order skill challenges, and self-regulated learning in alignment with reflective and practical activities, we aim to enhance students’ engagement and learning relevance. To illustrate practical implementation, we propose a case study methodology regarding an experiential learning lab for operations management education. Specifically, we delve into a case study centred around the Social Lab for Sustainable Logistics, involving a circular economy challenge as a learning experience during the post-COVID-19 pandemic. Preliminary results indicate that the experiential learning lab helped to create the learning experience in alignment with intended learning outcomes. However, further instances of such learning experiences are necessary to explore the contribution and applicability of the lab across diverse settings and disciplines.
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