vAprendizaje colaborativo: una experiencia desde las aulas universitarias

Abstract

This paper is a reflection on the pedagogic strategies used to discuss the theme of ethical sensitizing in decision-making.The reflection stems from the authors’ experience in the course on Management and its Public Responsibilities, within the MBA at Universidad de Los Andes.The central hypothesis refers to the possibility of achieving an ethical sensitizing of the students, starting from the use of pedagogic strategies such as collaborative learning.The paper discusses the concepts of collaborative learning and its importance in the field of university teaching, as well as its differences with traditional group work and cooperative learning experiences. In addition, the issue of evaluation as a central tool of the courses is discussed. Also, the paper explores these concepts within the experience gained during the evaluation of the above mentioned course. Even though the trial cannot be taken as a fact to validate or invalidate our hypothesis and it does not even constitute a complete experience of collaborative learning, it does illustrate the importance of the strategy in the discussion of issues such as ethics and responsibility. Our reflections are a starting point for a more rigorous, intentional application work of the pedagogical methodologies and their assessment, which will allow us to create the necessary spaces for ethical sensitizing as well as the incentive for an exercise of responsibility that we have named stage 2.At this stage, the students realize that making headway is not feasible without self-criticism; they welcome their peers’ criticism and see all this as possibilities for their self-improvement as persons.