4000

This course is used to expand the set of teaching strategies of professors when they assume the role as moderators in learning processes, particularly when it takes place in virtual learning settings. By participating in Moderation of Interactive Learning Settings you will learn how to: Focus dialog among participants towards the goals to be achieved in the learning process, Achieve the maximum learning process by reinforcing dialog on key topics, Favor the cohesion of virtual apprentice communities, Use a variety of voices, tones and critical thinking strategies to reach the goals desired.    

The tutorial is a course in which the student conducts a personal research about a pedagogy or school administration. A professor of the Master´s Degree shall be in charge of advising the student in his/her search and reflection. Both professor and student will jointly decide about the theories, readings, and researches to be consulted or analyzed. They will hold regular meetings to further gaining a better insight into the topic.

In this course the student shall have the opportunity to live various pedagogical experiences and ponder over the cooperation with other people in order to • understand, analyze, compare and assess in a critical manner the main pedagogical and curriculum theories that have affected and still influences the educational practices, • match and understand the meaning of the educational theories presented in the texts, in light of his own educational experiences as participants in the educational system, whether as students, teachers or educational administrators, • build their own concepts about the curriculum and pedagogical issues on a regular basis to devise the conceptual framework of the educational project of practice or research to be developed during the Master´s Degree Program.

This seminar is designed to introduce students to different research perspectives and internalize the tools needed to respond in logic, systematic and rigorous way to the most relevant problems within its contexts. The purpose is that students use these tools to explore areas of interest aiming at turning the knowledge generated into the platform for a better and more reliable decision making in the educational practices. Besides, the student will be introduced to useful principles, methods and strategies in project planning and implementation. The core axis of the research process is developed by addressing the epistemological and methodological principles of the quantitative, qualitative and mixed approaches.

This seminar is intended to approach two branches: pedagogy and administration. In this course, the students will discuss any kind of topics related to the student´s evaluation. The participants will learn to design, adopt, adapt, use and interpret different types of academic tests applied both inside and outside the classroom. Likewise, the participants will learn to assess the usefulness, validity and reliability of the tests and revise the impact or effects they have in the learning process and the different groups of participants (society, schools, teachers, students, family men).

In this course, the students will propose the intervention to be carried out along the semester in practice. The student is expected to establish clearly the problem that gives birth to the intervention in his/her practice and propose a solution from a bibliographic review in his/her topic of interest. This seminar will also allow the students to provide an in-depth research proposal/action as one of the possible forms to research on such practice.

This seminar is designed to familiarize students with different advanced techniques to collect, analyze and interpret empirical data obtained from a research study, while strengthening and gaining further practical knowledge of the different stages in a research project.

The dissertation is an original research about a topic associated with the student´s area of concentration. It is an individual project, but if the student took part of a research group it shall be presented as an individual report. It should be empirical, that is, the student is expected to gather and analyze data of educational environments as main source of knowledge acquisition. Master´s degree students may conduct quantitative, qualitative or mixed studies.

The dissertation is an original research about a topic associated with the student´s area of concentration. It is an individual project, but if the student took part of a research group it shall be presented as an individual report. It should be empirical, that is, the student is expected to gather and analyze data of educational environments as main source of knowledge acquisition. Master´s degree students may conduct quantitative, qualitative or mixed studies.

In this course, students will have the opportunity to experience learning activities and to individually and collaboratively reflect to analyze, from a critical standpoint, the relation between Education and TIC from different contexts and experience, and to analyze, design, develop and evaluate TIC-supported learning environments, in such a way that they may respond to actual education needs and to the characteristics of the audience. This course will be developed through experiences that will allow developing criteria vis-á-vis the TIC-supported learning environments. The main learning strategy of this course will be learning in collaborative environments. The course has its own classroom spaces (scheduled classes) and virtual spaces. These are articulated and complemented, thus allowing participants to use different experimentation, construction and learning scenarios with respect to course subjects.

By the end of the course, the student will be able to: • Analyze and reflect in a critical manner about the relation between education and TIC based on social, cultural, political and economic approaches. • Identify and assess the challenges that our current society pose to education, and based on said challenges, asses the contribution to the TIC. Axes of analysis • Social, cultural, political, economic and current contexts. • The social function of education, educational processes and institutions. • Information society and knowledge. General Methodology. The course will focused on active methodologies that promote critical thinking, to this end, students will be asked to identify and deepen in a research interest among the axes of the course.

The course is intended to involve students in practices and discussions about some educational strategies applied in science teaching, focusing on Science Teaching based in inquiry (ECBI in Spanish). The course analyzes some current pedagogical approaches related to science didactics, such as constructivism, handling of previous ideas, instruction models for inquiry, reflexive practice, and theory of conceptual change, among others. Each student will conduct a critical analysis of his/her practices and apply the strategies studied during the course. As final evaluation, the students will design and validate an educational module of science teaching based on the inquiry of a biological, physical or chemical subject.

This course seeks to build understanding on what the implementation of science teaching based in inquiry (ECBI for its acronym in Spanish) means in a basic and medium education classroom Likewise, it seeks to develop among participants a critical vision of the inquiry fundamentals as science learning strategy to promote the development of scientific thinking skills and conceptual science construction. This is achieved through the implementation of didactic and evaluation strategies in a classroom, bibliography review and reflection thereon. In parallel, participants will design a didactic unit in a scientific theme, which will be validated in classroom with students.

This course seeks to provide students the conceptual and practical tools to allow them identify methodologies and strategies, from a wide and detailed conception of the Colombian educational system, to design, implement and evaluate development projects with educational impact (teaching and learning processes).

One of the most significant Latin American contributions to world education is based on the critical pedagogy work of Paulo Freire. From a daring, radical acknowledgement of the relationship of political and education issues, critical pedagogy has question the purposes and the means of education by exploring the social role exercised. The work conducted by Freire and other critical pedagogy authors has continuously faced dilemmas and criticism from various intellectual or academic sectors, and from the society at large. Responses have been various and, therefore, at present we can observe a wide variety of critical pedagogy possibilities with internal tension. In this course, we will try to, from a permanent reflection on the practice and theory of the critical pedagogy, understand, learn and act upon our daily tasks pertaining to education.