Engineering teacher training experience using the Dynamic Active Learning Model for CDIO Standards 8, 9 and 10

Abstract

Teaching in higher education contexts requires transcending from a instrumentalist conception to another based on experience-based training that results in a conceptual construction linked to the essence and disciplinary needs, as well as the context. The conceptual elements that go through the description and development of this report are training experiences proposed by B. Honoré [1], teacher training from the perspective of Fierro, Fortoul and Rosas [2] and Active learning described by Hartikainen, Rintala, Pylväs, and Nokelainen, P. [3]. Based on the latter, and under the need to operationalize the concept, the Dynamic Model of Active Learning (MoDAA) is proposed, which served as a practical reference during the instructional design of each of the workshops, complementing the contributions of Instructional Design Models of Gagné and Dick and Carey, who were used for the design of the instructional materials and the program in general respectively.
Under these references, a training program aimed at engineering teachers was designed, whose goal was the promotion of knowledge, application and evaluation of three active learning strategies: Learning Case Method, Problem-based Learning and Project-based Learning (PBL). In the design, several dimensions were considered, such as socio-cultural, disciplinary, psycho-pedagogical and technological, resulting in a program made up of four workshops taught under the virtual distance modality.
During the development of the program, intra and interdisciplinary work was motivated, through collaborative work in groups made up of members of various disciplines, but coinciding in the engineering programs, a fact that enriched the proposals presented as the final product of each of the workshops. Through these exercises, the importance of valuing and promoting experiences that facilitate teachers the conceptual significance of psycho-pedagogical foundations, accompanied by psychosocial and disciplinary transformations, was confirmed.