Nuevas estrategias didácticas en la enseñanza de las Relaciones Internacionales: La producción de recursos y la evaluación como medio de un aprendizaje participativo
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2023
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Abstract
La Declaración de Bolonia de 1999 marcaba el inicio del desarrollo del Espacio Europeo de Educación Superior y representaba el punto de partida hacia la creación de un sistema educativo superior común en el ámbito europeo. La implantación del Proceso de Bolonia no sólo representaba una transformación estructural de la enseñanza universitaria, sino que además implicaba un cambio en el modelo educativo, pasando de un modelo tradicional centrado en una explicación unidireccional del profesor hacia el alumno, a otro en el cual el alumno pasa a ser el centro del modelo. A su vez, estos cambios requerían la incorporación de nuevas metodologías como complemento a la enseñanza tradicional a través de las denominadas metodologías activas. Por otro lado, si bien el uso de las tecnologías de la información y comunicación es una realidad en el ámbito universitario español, la pandemia de la COVID-19 mostró el potencial del entorno digital, generó nuevas dinámicas en el aprendizaje y la enseñanza y permitió la adaptación tanto de los docentes como de los alumnos en un contexto excepcional para la continuación del curso académico.
A partir de estos planteamientos, el proyecto de innovación docente que se presenta desarrollará nuevos instrumentos didácticos para el aprendizaje activo de las enseñanzas de Relaciones Internacionales y está dirigido a los estudiantes de la asignatura Introducción a las Relaciones Internacionales de la Facultad de CC. Políticas y Sociología de la UCM, a los que podemos considerar generacionalmente nativos digitales.
El criterio de selección se justifica en ser esta una asignatura que se imparte en primer curso y constituye el núcleo fundamental en el que se asentarán el resto de las asignaturas de esta disciplina, a partir de la cual los estudiantes aprendan nuevos mecanismos y se familiaricen con técnicas de aprendizaje que compondrán la base para el ulterior aprendizaje durante su carrera universitaria.
Este proyecto no solo supone una aportación a la docencia teórica y práctica con recursos metodológicos diferentes a los tradicionales que se basan en la explicación unidireccional centrada en el profesor, sino que favorece la actividad autónoma del estudiante, al que se le hace partícipe del proceso de formación y de evaluación. Para la adquisición de competencias específicas (propias de una disciplina) y transversales (aquellas comunes a todos los estudios) se diseñarán herramientas prácticas basadas en las tecnologías de la información y la comunicación, que permiten afrontar los desafíos actuales del proceso de aprendizaje, superando la barrera de la enseñanza magistral.
Si bien este proyecto de innovación docente se dirige “a priori” a un alumnado específico, el estudio de los asuntos internacionales no pertenece en exclusividad al área de conocimiento de las Relaciones Internacionales, por lo que el impacto redundará en toda la comunidad académica interesada en una pluralidad de temas aunque con diferentes perspectivas (seguridad, cooperación, áreas regionales, política exterior, actores legales e ilegales, economía internacional...), siendo las herramientas diseñadas, por tanto, extrapolables a otras áreas temáticas afines. Para ello, como se detallará a continuación, se propone la utilización de instrumentos de aprendizaje basados en el role playing, cartografías dinámicas, policy memos, análisis de noticias, videos realizados por los estudiantes, utilización de fotografías de personajes históricos o contextuales, entre otras.
The Bologna Declaration of 1999 marked the beginning of the development of the European Higher Education Area and it represented the starting point towards the creation of a common higher education system at the European level. The implementation of the Bologna Process not only represented a structural transformation of teaching university, but also implied a change in the educational model, going from a traditional model focused on a one-way explanation from the teacher to the student, to another in which the student becomes the center of the model. In turn, these changes required the incorporation of new methodologies as a complement to traditional teaching through the so-called active methodologies. On the other hand, although the use of information and communication technologies is a reality in the Spanish university environment, the pandemic of COVID-19 showed the potential of the digital environment, generated new dynamics in learning and teaching, and allowed the adaptation of both teachers and students in an exceptional context for the continuation of the course academic. Based on these approaches, the teaching innovation project that is presented will develop new instruments didactic for the active learning of the teachings of International Relations and is aimed at students of the subject Introduction to International Relations of the CC Faculty. Politics and Sociology of the UCM, which we can consider generationally digital natives. The selection criteria is justified in that this is a subject that is taught in the first year and constitutes the core foundation on which the rest of the subjects of this discipline will be based, from which students learn new mechanisms and become familiar with learning techniques that will form the basis for further learning during your college career. This project not only represents a contribution to theoretical and practical teaching with different methodological resources than the traditional ones that are based on the unidirectional explanation centered on the teacher, but favors the activity autonomous of the student, who is made a participant in the training and evaluation process. For the acquisition of specific competencies (typical of a discipline) and transversal competencies (those common to all studies) are design practical tools based on information and communication technologies, which allow face the current challenges of the learning process, overcoming the barrier of master teaching. Although this teaching innovation project is addressed “a priori” to a specific student body, the study of the issues International Relations does not belong exclusively to the area of knowledge of International Relations, so the The impact will redound to the entire academic community interested in a plurality of topics, although with different perspectives (security, cooperation, regional areas, foreign policy, legal and illegal actors, economy international...), being the tools designed, therefore, extrapolated to other related thematic areas. For it, As will be detailed below, the use of learning instruments based on role playing is proposed, dynamic cartographies, policy memos, news analysis, videos made by students, use of photographs of historical or contextual figures, among others.
The Bologna Declaration of 1999 marked the beginning of the development of the European Higher Education Area and it represented the starting point towards the creation of a common higher education system at the European level. The implementation of the Bologna Process not only represented a structural transformation of teaching university, but also implied a change in the educational model, going from a traditional model focused on a one-way explanation from the teacher to the student, to another in which the student becomes the center of the model. In turn, these changes required the incorporation of new methodologies as a complement to traditional teaching through the so-called active methodologies. On the other hand, although the use of information and communication technologies is a reality in the Spanish university environment, the pandemic of COVID-19 showed the potential of the digital environment, generated new dynamics in learning and teaching, and allowed the adaptation of both teachers and students in an exceptional context for the continuation of the course academic. Based on these approaches, the teaching innovation project that is presented will develop new instruments didactic for the active learning of the teachings of International Relations and is aimed at students of the subject Introduction to International Relations of the CC Faculty. Politics and Sociology of the UCM, which we can consider generationally digital natives. The selection criteria is justified in that this is a subject that is taught in the first year and constitutes the core foundation on which the rest of the subjects of this discipline will be based, from which students learn new mechanisms and become familiar with learning techniques that will form the basis for further learning during your college career. This project not only represents a contribution to theoretical and practical teaching with different methodological resources than the traditional ones that are based on the unidirectional explanation centered on the teacher, but favors the activity autonomous of the student, who is made a participant in the training and evaluation process. For the acquisition of specific competencies (typical of a discipline) and transversal competencies (those common to all studies) are design practical tools based on information and communication technologies, which allow face the current challenges of the learning process, overcoming the barrier of master teaching. Although this teaching innovation project is addressed “a priori” to a specific student body, the study of the issues International Relations does not belong exclusively to the area of knowledge of International Relations, so the The impact will redound to the entire academic community interested in a plurality of topics, although with different perspectives (security, cooperation, regional areas, foreign policy, legal and illegal actors, economy international...), being the tools designed, therefore, extrapolated to other related thematic areas. For it, As will be detailed below, the use of learning instruments based on role playing is proposed, dynamic cartographies, policy memos, news analysis, videos made by students, use of photographs of historical or contextual figures, among others.