Salinas-Navarro, David Ernesto
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Salinas-Navarro, David Ernesto
Official Name
Salinas Navarro, David Ernesto
Translated Name
Salinas, David
Alternative Name
Salinas Navarro, David
Salinas Navarro, D. E.
Salinas Navarro, Ernesto
Salinas Navarro, E.
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ORCID
Scopus Author ID
57208908312

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Experiential Learning Labs for the Post-COVID-19 Pandemic Era

2024 , Salinas-Navarro, David Ernesto , Da Silva Ovando, Agatha Clarice , 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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Design a challenge-based learning model for higher education, an application in a beverage company

2022 , Da Silva-Ovando, Agatha Clarice , Olivares Quintana, Oscar Saúl , Salinas-Navarro, David Ernesto , Chong, Mario

As the students’ profile and the industry’s expectations change over time, universities must adopt learning methodologies to deliver more suitable graduates to the labor market. The Universidad Privada Boliviana (UPB) has been developing experiential learning practices by implementing challenge-based learning (CBL) to enrich undergraduates’ curricula. One example reflected in the CBL experiences developed by Taquiña Brewery, one of the five breweries of the Cervecería Boliviana Nacional (CBN), and the Industrial and Systems Engineering Department of the UPB between 2018 and 2019. As a result, the students widely accepted the methodology, and academics from all disciplines were trained to replicate CBL experiences in their classrooms. While CBN found the opportunity to hire new talent, receive a fresh perspective on recurrent operational issues, and find new ideas based on theoretical concepts. This work contributes to the exemplification of innovative approaches to enhance the teaching and learning of Supply Chain Management and Logistics. ©The authors, IEEE.

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