Didactic strategies in Educational Technology: simulation and collaborative work in university education
DOI:
https://doi.org/10.14409/ie.2022.16.e0027Keywords:
university teaching, didactic strategy, simulation, collaborative workAbstract
The changes brought about by the Covid–19 pandemic and the subsequent measures had a strong impact on the education system. At university, in particular, face-to-face classes shifted to online learning and teaching practices overnight, acquiring features of emergency remote teaching.
This work presents a pedagogical experience corresponding to the course Educational Technology at the Faculty of Humanities of the National University of the Northeast in Argentina (UNNE, for its Spanish initials). It was deployed in a concatenation of three stages aimed at assembling didactic plans for virtual classrooms. Transverse didactic strategies, simulation in virtual environments, and disciplinary and interdisciplinary collaborative work stand out for analysis with their contributions to professional teacher training.
We conducted surveys of students by the end of the course to assess these strategies. Initial conclusions show the relevance of this type of didactic strategies to teacher training since it allows students, future professionals, to be placed in the context of real practice and decision-making for the resolution of emerging problem situations.
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