Rethinking the design of learning modules: An assessment centered strategy with ICT support

Abstract

The practice of teaching to train the professionals of the future is increasingly demanding. Many of the trainers in Higher Education Institutions do not have a training in pedagogy, so they do their best to achieve good results in their students. Teachers base their methodology on repeating patterns learned, training received, formal and informal support from pedagogical support units in universities, among other elements. This article presents a platform that supports the design of pedagogical strategies, which is based on three pillars. First, planning based on pedagogical criteria (Bloom's taxonomy and conversational framework). Second, a design that arises from assessment, understood as an always formative activity. And third, collaboration both in the design of the activities and in sharing these designs with others. This platform has been used for designs in the computing area with positive evaluations from the participating teachers. Teachers from other disciplines have also joined, confirming the usefulness and transversality of the platform. A direct impact on students with more solid and relevant learning is expected.