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This paper describes job training strategies oriented to young people, as carried out by organizations in Mexico's civil society. The objective is to share experiences that can enrich proposed high school curriculums. These experiences discuss alternative methodologies rather than traditional pedagogical techniques, and turn to the value of students' own knowledge and background. The text concludes by presenting reflections on the potential and challenges that these organizations face, as well as recommendations for policies, institutional management, alliances, and financing. [ABSTRACT FROM AUTHOR]

At the present time important changes are taking place in the ways families live. These affect the formal context for learning and require an adequate response. Professionals need to be conscious of what these family changes suppose so as to respond with adequate perspectives and strategies, and which make a family school relationship viable in any kind of situation. The solutions require the initial work being done together by teachers and school managers, so as to create an adequate framework for a fluid cooperation between family and school. The need for teacher training so as to favour the participation of the diversity of families in the school and the importance of a participative climate for students are the two aspects which are dealt with in these pages. [ABSTRACT FROM AUTHOR]

This article discusses the social science education program at the Universidad de los Andes (University of Los Andes) in Colombia. The author comments on the relationship between social sciences, history, sociology, and philosophy emphasized at the university. He also describes the interaction between the Facultad de Ciencas Sociales (School of Social Sciences) at the university and the greater community in Colombia and internationally. The emphasis of the Facultad on training, research, and societal impact is also explored.

Se relata una experiencia pedagógica en la Cátedra de Metodología de la Carrera de Diseño Industrial desarrollada en el segundo cuatrimestre del 2005, posteriormente elaborada en un Seminario de Doctorado sobre Didáctica del Proyecto. En primer lugar se justifica la dirección pedagógica adoptada sobre la base de caracterizar los obstáculos de conocimiento en la formación de diseñadores reflexivos. Se describe el posicionamiento epistemológico de la materia, los instrumentos pedagógicos utilizados y los resultados obtenidos en una experiencia de trabajo entre la Cátedra y una Cooperativa de Artesanos Isleños en el Delta del Paraná. [ABSTRACT FROM AUTHOR]

The project is based on theoretical assertions by different authors concerning the characteristics of collaborative learning and how they affect the configuration of social networks. A qualitative method was used for the study in which accounts of experiences were examined, together with the results of questionnaires applied to the various individuals who were involved in the process. Two digital environments were used throughout the project: Situas, for multimedia representations (ontological), and CoolModes, to solve problems in a practical way. A scenario located in the portal Colombia Aprende was designed to share documents, workshops and proposals as part of the project. Thanks to the project, the research group managed to design various ontologies and to develop important work in problem-solving on the CoolModes platform. The products obtained show the levels of comprehension achieved by the students with respect to the topics developed during the process. [ABSTRACT FROM AUTHOR]

This article describes the results of a study entitled "Simas and CoolModes in the Development of Basic Competencies; An Experience in the Formation of a Technology-mediated Learning Community." It was conducted at the INEM School in Bucaramanga (Colombia); two schools in Cundinamarca also took part. Three learning communities were formed with researchers (interaction between two consolidated groups and three in the process of consolidation), teachers (teachers of four different subjects at the three schools were involved) and students. These communities interacted through the development of technology-mediated learning activities. The technology included knowledge representation software that takes advantage of ontologies (Simas), software for graphic representation and collaborative problem-solving (CoolModes), and a web platform to promote the construction of the community (portal Colombia Aprende). The process used to construct the community is described, and the products obtained in the four subject areas, through the use of different computer environments, are analyzed. The factors identified as decisive to formation of the community are: the quality of the technology platform, skill in using the technologies and their predominant use in recreational activities, and the actors' culture and attitude towards collaborative work. [ABSTRACT FROM AUTHOR]

El artículo discurre sobre la historia del curso educativo en ingeniería en al Universidad de los Andes en Colombia, el cual fue desarrollado y implementado por Mario Laserna. El autor comenta sobre el programa educativo conocido como El Programa 3-2, en el que estudiantes de ingeniería estudiaron en Colombia por tres años y luego transfirieron a los Estados Unidos para continuar estudiar por dos años.