Las consignas escritas como instrumentos didácticos de aprendizaje y reflexión

The objective of this research paper is to analyze the written tasks used on the B-Learning modality in a first year course and the cognitive demands that they pose for students based on the Biggs theoretical proposal. The study is being developed at la Universidad Autónoma de Occidente, Santiago de Cali, Colombia, with a sample of thirtynine (39) tasks of the subject of Oral and Written Expression (EOYE), which is taught at the faculties of Engineering, Economic Sciences and Administrative Sciences, Communication and Social Sciences and Basic Sciences, to first semester students The partial results show the need to support reflective practice among teachers, especially around the written tasks that foster the development of meaningful and deep learning and the stimulation of cognitive operations according to the taxonomy SOLO.

Introducción -- La consigna como catalizador dela cognición -- Consigna y práctica reflexiva -- Aprendizaje superficial y aprendizaje profundo -- Método y materiales.Contexto y participantes -- Resultados -- Análisis Funcional de las Consignas Escritas --Análisis Pragmático-Semántico -- Consignas Simples y Consignas Compuestas -- Taxonomía SOLO -- Conclusiones