El articulo ofreece una presentacion comentada del Informe presentado a la
UNESCO por la Comision lnternacional sobre la Educacion para el siglo XXI,
presidida por Jacques Delors. Se trata de una obra de obligada lrctura para aquellos
que ejercen su labor docente o se preparan para ella a las puertas del proximo
milenio.

La educación encierra un tesoro

The challenge of problem-based learning

Writing a faulty literature review is one of many ways to derail a dissertation. This article summarizes some pivotal information on how to write a high-quality dissertation literature review. It begins with a discussion of the purposes of a review, presents taxonomy of literature reviews, and then discusses the steps in conducting a quantitative or qualitative literature review. The article concludes with a discussion of common mistakes and a framework for the self-evaluation of a literature review.

A guide to writing the dissertation literature review.

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Assessment For Learning In Higher Education

Teaching to the test

Authenticity has been identified as a key characteristic of assessment design which promotes learning. Authentic assessment aims to replicate the tasks and performance standards typically found in ...

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Authentic assessment: creating a blueprint for course design

Hace mas de dos decadas comenzo a surgir la necesidad de cambiar el foco en la formacion profesional. Esto involucro avanzar desde programas exclusivamente teoricos a formatos que integren el desarrollo de competencias transversales. El siguiente articulo tiene por objetivo rescatar el valor del modelo de competencias en la formacion integral de los estudiantes. Se analiza la incorporacion de las competencias genericas en las mallas curriculares y se discute sobre los desafios que esto implica. Se concluye que la incorporacion de las competencias genericas en educacion superior requiere que los docentes se actualicen en metodologias de ensenanza y evaluacion, incorporen actividades practicas donde observen el despliegue de las competencias esperadas en la asignatura, cuenten con mayor tiempo de preparacion de clases, construyan evaluaciones autenticas y entreguen retroalimentacion permanente a los estudiantes. Esto involucra una mayor inversion y recursos por parte de las instituciones educativas.

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Reflexiones en torno a las competencias genéricas en educación superior: Un desafío pendiente

Tests and examinations are widely used internationally. Despite their pervasiveness, they tend to measure lower order thinking skills in a decontextualized manner at a time when the literature frequently argues for the benefits of a richer, authentic approach to assessment. The focus of this paper is to improve authenticity in test assessment methods through promoting realism, cognitive challenge and evaluative judgement during the planning, administering and following up of assessment tasks. The article builds on a systematic literature review, in which the main principles of authentic assessment were outlined. In this paper, we posit how these principles can be implemented through the three chronological phases of the assessment process: before, during and after the act of assessment.

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Using principles of authentic assessment to redesign written examinations and tests

espanolLa presente investigacion busco presentar un modelo de competencias pedagogicas en el ambito de la Educacion Superior. Ademas, se analizo como esta construccion teorica se relacionaba con la percepcion que tienen los estudiantes, docentes y comites academicos, respecto a las competencias que caracterizan a un docente de excelencia. Se realizo un estudio de caso, con un enfoque mixto de investigacion, y multiples estrategias de recoleccion de datos, en dos sedes de una Universidad Vrivada chilena. Los resultados mostraron que, si bien existe consenso sobre algunas habilidades que caracterizan a un buen profesor, no existe una mirada homogenea entre los actores. A diferencia de reportes de investigaciones previas, que mencionan que las competencias especificas son las mas relevantes, estas fueron destacadas por los comites academicos, pero no de la misma forma por los estudiantes y profesores. Vrofesores y estudiantes destacaron mas el manejo de conocimiento, comunicacion y caracteristicas personales del educador como las principales competencias de un docente de excelencia. EnglishThe aim of this research was to present a pedagogical competencies model in Higher Education. In addition, to analyze how this theoretical construction was related with the perception of students, teachers and academic authorities about the competencies that characterize a teacher of excellence. A case study, with a mix research approach and multiple data collection techniques, was carried out in two campuses of a Chilean private university. The results showed that, although there is consensus of some of the abilities that characterize a good teacher, there is not a homogenous view between the actors. Unlike previous research reports, which mention that specific competences are most relevant, these are consider important for academic committees, but not in the same way for students and teachers. Teachers and students emphasized the management of knowledge, communication skills, and personal characteristics of the educator as the main competences of a teacher of excellence.

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Competencias Pedagógicas que Caracterizan a un Docente Universitario de Excelencia: Un Estudio de Caso que Incorpora la Perspectiva de Docentes y Estudiantes

espanolEste trabajo tiene dos objetivos: (1) caracterizar investigaciones sobre competencias de autorregulacion del aprendizaje y (2) describir caracteristicas, limitaciones y orientaciones de programas intracurriculares para la promocion de la autorregulacion del aprendizaje en estudiantes universitarios. El metodo utilizado es una revision sistematica de articulos publicados entre los anos 2010 y 2016, de tipo teorico, instrumental y empirico, sobre la promocion de la autorregulacion del aprendizaje en el contexto de Educacion Superior, en las bases de datos Web of Science (WOS), Scopus y SciELO. Los principales resultados son: caracterizacion, descripcion, limitaciones y orientaciones de intervenciones para la promocion de la autorregulacion del aprendizaje en Educacion Superior. En conclusion, es necesario (1) desarrollar programas de tipo intracurricular para la promocion de competencias de autorregulacion del aprendizaje en estudiantes universitarios y (2) orientar nuevas investigaciones centradas en la implicacion de los profesores en este proceso. EnglishThis paper has two aims: (1) to characterize the research done on self-regulated learning competencies and (2) to describe the characteristics, limitations and orientations of intra-curricular programs for the promotion of self-regulated learning in university students. The method is a systematic review of articles published between 2010 and 2016, of a theoretical, instrumental and empirical nature, on the promotion of self-regulation of learning in the context of Higher Education. These papers belong to the Web of Science (WOS), Scopus and SciELO databases. The main results are the characterization, description, limitations and orientations of interventions for the promotion of self-regulation of learning in Higher Education. In conclusion, it is necessary (1) to develop intracurricular programs for the promotion of self-regulated learning competencies in university students and (2) to guide new research focused on the involvement of teachers in this process.

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Revisión Sistemática sobre Competencias de Autorregulación del Aprendizaje en Estudiantes Universitarios y Programas Intracurriculares para su Promoción

Daniela Bruna

Papers

Authentic assessment: creating a blueprint for course design

Reflexiones en torno a las competencias genéricas en educación superior: Un desafío pendiente

Using principles of authentic assessment to redesign written examinations and tests

Competencias Pedagógicas que Caracterizan a un Docente Universitario de Excelencia: Un Estudio de Caso que Incorpora la Perspectiva de Docentes y Estudiantes

Revisión Sistemática sobre Competencias de Autorregulación del Aprendizaje en Estudiantes Universitarios y Programas Intracurriculares para su Promoción