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Esta obra reúne perspectivas diversas y experiencias inspiradoras que reflejan la pluralidad de realidades educativas en Iberoamérica. Desde el “bullicio” de las aulas hasta las “discusiones” en los pasillos de las instituciones educativas, hemos explorado cada rincón de nuestra región en busca de soluciones y estrategias innovadoras. Los autores y colaboradores que han dado vida a este libro representan una multiplicidad de voces, todas ellas enriquecedoras y llenas de sabiduría.En el núcleo de esta obra se encuentra el tema crucial de la recuperación de los aprendizajes. La pandemia global nos desafió de maneras inesperadas, dejando a su paso brechas en el aprendizaje y profundizando desigualdades educativas. Sin embargo, nuestro enfoque va más allá de los estragos causados por la pandemia, y se enfoca en construir un puente hacia un futuro educativo más inclusivo y equitativo.El libro aborda los pilares fundamentales que darán forma al futuro de la educación: la transformación digital como herramienta para la innovación pedagógica, la sostenibilidad como imperativo ético y ecológico, la inclusión como principio rector, y la justicia social como horizonte ineludible. Estos pilares no solo son conceptos abstractos, sino realidades que los educadores e instituciones enfrentan cada día.Este libro no es simplemente un análisis académico, sino un llamado a la acción. En cada página, encontrarán estrategias y enfoques concretos que pueden ser implementados en las aulas y las políticas educativas. No se trata solo de debatir sobre el futuro de la educación, sino de construirlo juntos.Esta obra colectiva, es un compendio de sabiduría y experiencias compartidas, una fuente de inspiración y un faro de esperanza. En el XVII Encuentro Iberoamericano de Educación, les invitamos a explorar estas perspectivas y experiencias con mente abierta y espíritu colaborativo. Estamos convencidos de que el aprendizaje y la gestión de la educación en Iberoamérica pueden transformarse y fortalecerse, y este libro es un paso en esa dirección.

Pedagogy is at the heart of the higher education student experience. This book explores pedagogy in a range of higher education (HE) practices and draws from the expertise of a range of professionals working in higher education across three countries (the UK, China and Malaysia), thus giving voice to a number of debates around teaching and learning practice in higher education from different cultural perspectives. The volume also explores challenges that have arisen as a result of the Covid-19 pandemic which has forced higher education practitioners to reconceptualise pedagogy. It provides insights into different approaches to teaching in 21st-century higher education and as such has a practical focus that will appeal to HE practitioners who are keen to enhance their own practice and, as a consequence, student outcomes.

This volume Student Support Services: Exploring impact on student engagement, experience and learning, covers a wide and diverse range of higher education contexts to explore the current state and the future of student support services. The central focus for all the chapters is about what, why and how to achieve student success within an intricate and complex web of learning ecologies, often invisible to the naked eye but interconnected within and between each other. This has profound impacts on students, often characterised by an ongoing tension between students as learners and students as consumers. With over 40 chapters, the book is divided into two sections. Part 1 is a conceptual section, which explores a multitude of worldviews about the ways in which student support services have impacted and may impact on student engagement, experience and learning. This includes discussions about the tensions and opportunities that arise from the curricular, co-curricular, and extra-curricular conceptualisations of students support services. The discussions come from the vantage point of different ecologies within and between universities and student support services'impacts, both intentional and accidental, on the development of students, their transformation as learners and as contributing members of the workforce. For example, this covers disruptive technologies and online approaches, university mission and purpose, worldviews and paradigms held by student support and services units, motivation, student retention, and sense of belonging. Part 2 is a practice-based section with reflections and case studies, again from a wide variety of different higher education contexts. This section dives into the how – approaches, solutions, processes – deployed by universities to respond to their identified and often contextualised student support and services challenges. This section provides a rich library of possible ideas that readers can reimagine to manage and/or solve their student support and services challenges and problems. In the context of widening participation agendas and an increasingly demand-driven higher education sector, combined with ever-tighter public funding streams and turbulent socio-political environments, the higher education sector has had to step up its game in attracting students and diversify its approaches and strategies. As part of recruitment strategies and marketing campaigns, it has become common to approach potential students as ‘customers'. Transaction as a form of two-way (beneficial) engagement has given way to transaction as an exchange for a service or a good focused on order, structure and risk aversion. This book explores whether this is a productive way of approaching it. At the same time, the impact of COVID-19 has drawn further attention to the challenges of creating a sense of community, sense of belonging, personal identity and engagement within the university environment, especially for those not habitually and constantly on-campus. The difficulty of commuter students more fully engaging with university curricular and co-curricular programs remains, especially as students have to spend more of their time working to meet direct and indirect costs of partaking in university studies. Thus, student identity, in terms of being (or becoming) an integral member of the university community, and co-and extra-curricular engagement that enhances the learning of online students are increasingly important areas for universities to pay attention to, and this book shows different pathways – both worldviews and practices - in that respect. In an increasingly complex higher education environment, student support services find themselves in an interesting, yet often contradictory, position of having to provide a ‘customer service'while also'developing students'throughout their learning journeys within the university, and their future readiness beyond the university, which is increasingl

Co-Creating Equitable Teaching and Learning invites readers to help forge a more inclusive and accessible college education by incorporating student voices via pedagogical partnerships.Alison Cook-Sather, a pioneer of this co-creative approach, draws on more than twenty years of experience developing student–teacher partnerships in higher education to offer a wise and generous work that speaks to both students and educators. As her research underscores, a co-creative learning environment, in which relationships and communication between students and teachers are prioritized, benefits the educational experience on many levels.Cook-Sather demonstrates how pedagogical partnerships give students the tools to advocate for their own learning while giving educators the feedback they need to improve classroom experiences. She shows how the co-creative model helps to bring about inclusive spaces and equitable teaching practices that better foster student success, especially among underrepresented and minority student populations.Offering actionable guidance, Cook-Sather advocates enacting the following four principles to structure student voice into higher education: embracing a commitment to equity and justice; providing structure rather than prescriptions for engagement; making rather than taking up space; and developing a partnership mindset. She grounds these principles in examples of practices drawn from an undergraduate education course; a faculty development program; and cross-disciplinary, cross-constituency institutional dialogues.This work calls for readers to reimagine the higher education structure and to cultivate an environment in which all stakeholders can work together to advance inclusivity, accessibility, and equity. As the author argues, co-creation can be a catalyst for change throughout the system.

Service Learning at a Glance involves the dissemination of recent findings from empirical research and practical samples of service-learning programs in higher education to better identify the significant drivers of service-learning critical pedagogy. Service-learning is an immersive and experiential learning experience that combines academic course work and community service, underscoring reciprocal learning and sustainable and reflective practices to address community needs, while developing students'citizenship skills and critical thinking for social justice. While much has been written about service-learning adoption in higher education settings, this book seeks to demonstrate its broad relevance within a multidisciplinary context. Unique about Service Learning at a Glance is that it offers an “international” point of view by including learning experiences and research work from different regions around the world. We believe the comprehensive knowledge offered through this book will advance service-learning research and support the adoption of engaging service-learning experiences and practices in higher education settings, which will be valuable for researchers and practitioners in many national and cultural contexts. Furthermore, we hope that future research will enlarge upon experiences and research provided in this book to continue to build more international service-learning projects across the world.

How can colleges and universities engage students in ways that prepare them to solve problems in our rapidly changing world?Most American colleges and universities assimilate students into highly competitive undergraduate experiences. By placing achievement for personal and material gain as the bedrock of a college education, these institutions fail to educate students to become collaborative learners: people who are committed and prepared to join with others in developing promising solutions to problems that they share with others. Drawing on a three-year study of student persistence and learning at Minority-Serving Institutions, Clifton Conrad and Todd Lundberg argue that student success in college should be redefined by focusing on the importance of collaborative learning over individual achievement. Engaging students in shared, real-world problem-solving, Conrad and Lundberg assert, will encourage them to embrace interdependence and to value and draw on diverse perspectives. Learning with Others presents a set of core practices to empower students to enter, nourish, and sustain collaborative learning and outlines how to blend the roles and responsibilities of faculty, staff, and students; how to adopt best practices for receiving and giving feedback on problem-solving; and how to anchor a curriculum in shared problem-solving.Bringing together lessons learned from more than 300 interviews, along with notes from 14 campus visits, 3 national convenings, and examples from across our nation's colleges and universities, Conrad and Lundberg explore ways in which successful antiracist networks of problem-solvers are learning to contribute to the flourishing of their communities on campus and far beyond. Outlining strategies for identifying and dismantling barriers to participation, Learning with Others will pique interest among faculty, students, and administrators in higher education and a wide range of external stakeholders—from families and communities to policymakers and funders.

This timely Handbook investigates the many perspectives from which to reconsider teaching and learning within business schools, during a time in which higher education is facing challenges to the way teaching might be delivered in the future.Bringing together a diverse range of expert contributors, this Handbook fills gaps in current knowledge and research, whilst expanding and exploring new fields. Topics covered include the use and value of learning technologies, leadership education and continuous professional development of research-based teachers. Crucially, the Handbook considers how faculty at all levels of seniority will be forced to challenge their own modus operandi in designing and delivering teaching. This is especially important during and in the aftermath of the COVID-19 pandemic, where blended learning should be carefully assessed before it is adopted as part of any course design.Offering both practical suggestions and cutting-edge research into the field, this Handbook will be a key resource for academics, practitioners and students in business and management education who wish to consolidate their teaching and learning and further understand the broader issues surrounding it.

Une synthèse incontournable sur la spécificité de l'accompagnement, des dispositifs et outils disponibles, de la formation des accompagnateurs et de la place des institutions dans le processus d'accompagnement pour les enseignants et conseillers pédagogiques du supérieur. Avec le développement des stages, de l'apprentissage par projet et par problème, des études de cas, des portfolios..., l'enseignant du supérieur doit quitter sa chaire et prendre place à côté des étudiants pour les accompagner dans leur apprentissage et les aider à construire leur identité professionnelle. Mais comment faire? Quel contrat passer avec l'étudiant? Comment évaluer les compétences? Comment se former au tutorat? Comment accompagner en distanciel?... À partir d'une centaine de situations vécues en France, en Belgique, en Suisse et au Québec dans une grande variété d'institutions et de disciplines, les enseignants du supérieur trouveront dans ce livre des pistes de réflexion, des exemples et des outils qui les aideront à mettre en place ou améliorer leur propre dispositif d'accompagnement.

Facing the current political successes of right-wing populist and antipluralist parties and movements, learning democracy has been regarded as a central and necessary element of political education. This is associated with high hopes for the promotion of political-democratic participation in later life. Nevertheless, there is still a lack of empirical analyses to test the effectiveness of democratic learning. The volume takes up this research gap from an interdisciplinary perspective.

El último informe sobre la educación editado por la UNESCO en 2015 se titula Replantear la educación y comienza señalando la necesidad de oponerse al discurso dominante del desarrollo'al abordar la cuestión de los objetivos y las finalidades de la educación.Naturalmente no se trata de descalificar el esfuerzo por aumentar los recursos económicos de la sociedad, que eviten que la dignidad humana quede oscurecida por la falta de medios. De lo que se trata, precisamente, es de proporcionar a la dignidad los medios que necesita para llevar a plenitud el más profundo desarrollo de todas sus capacidades. Esto exige –a menos que usemos de modo vacío y estéril las palabras− conocer qué significa la dignidad humana y cuáles son las capacidades básicas de la persona que debemos promover. Ello permitirá conocer las características concretas que haya de tener una sociedad preocupada por el verdadero bien común y las grandes líneas que deben caracterizar a los sistemas educativos para colaborar en la gran tarea de una educación realmente plenificante.La Filosofía de la Educación debe estudiar estas cuestiones tratándolas desde el razonamiento público, en el respeto a las libertades y a las diversas particularidades de todas las personas.Tal es el objetivo de este libro, donde se agrupan trabajos originales de veintidós autores que, desde cuatro países distintos y trabajando en doce universidades diversas, proporcionan pistas y criterios que faciliten, usando una clásica terminología de la UNESCO, aprender a vivir juntos, pero, primeramente, aprender que la dignidad humana tiene una base ética, que mueve a cultivar las capacidades propias de la inteligencia, del carácter, y de la virtud, así como a prestar una especial atención al cuidado de esas capacidades en situaciones cuando nos encontramos ante situaciones de vulnerabilidad, señalando la misión que tiene la institución universitaria en el cultivo de todo ese conjunto de capacidades. José Antonio Ibáñez-Martín ejerció durante muchos años como Catedrático de Filosofía de la Educación de la Universidad Complutense de Madrid. Inició su carrera docente e investigadora en la enseñanza secundaria, tras obtener una cátedra de Instituto. Por su amplia actividad investigadora, ha recibido numerosos premios, como el Premio Nacional de Literatura para obras de Ensayo, el Premio “Menéndez Pelayo”, del CSIC, y el Premio “Marqués de la Vega de Armijo”, de la Real Academia de Ciencias Morales y Políticas, entre otros. Es Director de la Revista Española de Pedagogía y Vice-Rector de Ordenación Docente y Doctorado de la Universidad Internacional de La Rioja (UNIR). El Rey Juan Carlos I le concedió la Gran Cruz de la Orden Civil de Alfonso X el Sabio.Juan Luis Fuentes es Doctor Europeo en Pedagogía con Premio Extraordinario de Doctorado por la Universidad Complutense, Premio Extraordinario y Nacional de Licenciatura. Cuenta con un sexenio de investigación reconocido por la CNEAI. Ha realizado estancias en Eastern Washington University (EEUU), Roehampton University (Reino Unido) y Freie Universität (Alemania). Ha recibido el “Premio Antonio Millán-Puelles” a la Investigación Educativa, el “Premio Joven Investigador” en el Congreso Nacional de Pedagogía y el Diploma por Evaluación Excelente en el Programa Docentia. Es Secretario de la Revista Española de Pedagogía (JCR) y Editor Asociado de Educación XX1 (JCR). Sus líneas de investigación se sitúan en torno a la educación del carácter, la pedagogía social, la educación intercultural y la utilización de las TIC en el ámbito educativo desde una perspectiva ético-cívica.'

Designed to promote reflection and'better practices'among the prospective volunteers and organizers of travel-for-service experiences, International Volunteer Tourism provides narratives on short-term international volunteering in Central America written by North American organizers, student participants and Central American partners.