The course corresponds to the activities organized by the Teaching Improvement Unit (UMD) together with the Integrated Management of Pedagogies Unit (UGIP).

Analyzing a case study as an active learning methodology was the exercise carried out by the various teachers, who participated in the last refresher course developed between January 22 and 23. The sessions were directed by the coordinator of the UMD Teaching Area, Gerardo Galleguillos, who also participates in the UGIP student accompaniment subunit.

“The case study as such is an active methodology that seeks to mobilize knowledge at different levels and that the teacher is not the only holder of knowledge within a classroom. The case is one of the active methodologies of many that exist to be able to work in higher education," explained the coordinator.

In this way, attendees discussed some background information on teaching practice and learned about those elements that they should keep in mind when carrying out a case study. As a first exercise, they had to create a learning result based on their respective subjects taught in the pedagogy courses, and assess them in each standard to verify how they contribute to the graduation profile.

On the second day, the teachers developed a case study, according to the type (case/problem, case/evaluation and case/illustration) and the structure (background, purpose, questions and units of analysis) presented, and then socialized their proposals with the rest of the teachers present.

"Nowadays, new methodologies have to be applicable and not just remain on paper, and it is essential to meet with our peers to socialize what we are doing and see how we can face the challenges that our students are asking for according to the demands of the environment, and that is why it is recurrent to be participating in these courses and rearrange our study plans,” said the Coordinator of the Mathematics and Physics Pedagogy degree, Mg. Luis Tamblay

That is why the main purpose of the courses was to update the teachers' knowledge, considering the curricular redesigns that are being carried out in the different ULS pedagogy careers.

“The idea is that during the month of March they continue working on the case created and they can be incorporated into each of their subjects,” concluded Professor Galleguillos.

Source: PMI FIP ULS1501 Press