Reconociendo la necesidad, cada vez más imperiosa, de fomentar en nuestros estudiantes de Ingeniería Agronómica, la responsabilidad por sus propios procesos de aprendizaje, buscando el desarrollo de competencias relacionadas con la autonomía y la autorregulación, de manera de prepararlos para su futuro desenvolvimiento en la sociedad, destacamos la importancia de enfoques centrados en la personalización, con experiencias que valoren el rol de cada individuo y que permitan la adecuación a sus posibilidades e intereses.En este sentido, este proyecto planea profundizar acciones que promuevan la generación de entornos personales al abordar el estudio de matemática. En función de las perspectivas de logros, el diagnóstico sobre conocimientos previos y los estilos de aprendizaje de los estudiantes, entre otras variables que se considerarán, se pretende diseñar itinerarios flexibles de aprendizaje, a través de la adaptación de las propuestas pedagógicas y de los entornos en que se desarrollan. Bajo un enfoque de investigación basada en el diseño, se aspira a delinear ciclos de mejora centrados en el desarrollo de soluciones a problemas detectados en nuestro contexto. Se proyecta adecuar las aulas virtuales, con opciones o alternativas que permitan a cada alumno la construcción de sus propias secuencias de aprendizaje.De manera concreta, se espera realizar el análisis y organización de los recursos y configuraciones tecnológicas que propicien el diseño de itinerarios personalizados. Además de los ajustes necesarios de los materiales de estudio y las actividades, se aspira a realizar el seguimiento del progreso de los estudiantes y la interacción entre todos los participantes de los procesos de enseñanza y aprendizaje. Como resultado más importante, se espera que estas acciones estimulen la implicación de los estudiantes en sus propios procesos, llevando a aprendizajes más significativos.
Recognizing the increasingly imperative need to foster in our Agronomy Engineering students the responsibility for their own learning processes, seeking the development of competencies related to autonomy and self-regulation, in order to prepare them for their future development in society, we highlight the importance of approaches focused on personalization, with experiences that value the role of each individual and allow adaptation to their possibilities and interests. In this sense, this project plans to deepen actions that promote the generation of personal environments when approaching the study of mathematics. Based on the perspectives of achievement, the diagnosis of previous knowledge and the learning styles of the students, among other variables that will be considered, it is intended to design flexible learning itineraries, through the adaptation of the pedagogical proposals and the environments in which they are developed. Under a design-based research approach, the aim is to outline improvement cycles focused on the development of solutions to problems detected in our context. We plan to adapt the virtual classrooms, with options or alternatives that allow each student to build their own learning sequences. Specifically, it is expected to analyze and organize the resources and technological configurations that favor the design of personalized itineraries. In addition to the necessary adjustments of study materials and activities, the aim is to monitor students' progress and the interaction between all participants in the teaching and learning processes. As the most important result, it is expected that these actions will stimulate students' involvement in their own processes, leading to more meaningful learning. Recognizing the increasingly imperative need to foster in our Agronomy Engineering students the responsibility for their own learning processes, seeking the development of competencies related to autonomy and self-regulation, in order to prepare them for their future development in society, we highlight the importance of approaches focused on personalization, with experiences that value the role of each individual and allow adaptation to their possibilities and interests. In this sense, this project plans to deepen actions that promote the generation of personal environments when approaching the study of mathematics. Based on the perspectives of achievement, the diagnosis of previous knowledge and the learning styles of the students, among other variables that will be considered, it is intended to design flexible learning itineraries, through the adaptation of the pedagogical proposals and the environments in which they are developed. Under a design-based research approach, the aim is to outline improvement cycles focused on the development of solutions to problems detected in our context. We plan to adapt the virtual classrooms, with options or alternatives that allow each student to build their own learning sequences. Specifically, it is expected to analyze and organize the resources and technological configurations that favor the design of personalized itineraries. In addition to the necessary adjustments of study materials and activities, the aim is to monitor students' progress and the interaction between all participants in the teaching and learning processes. As the most important result, it is expected that these actions will stimulate students' involvement in their own processes, leading to more meaningful learning.
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