La pedagogía interestructurante dialogante y el modelo de aula invertida : En el diseño de una clase multimedia realizada para y por centennials del colegio Gimnasio Moderno

Abstract

Pedagogic paradigms are not renovated at the same speed the world places its burdens on new generations of students. The pace of change makes each new generation exhibit specific traits which, in the case of centennials, have been the subject of research and discussion. For them, more than any prior generation, being capable of producing knowledge in an autonomous fashion, increasingly becomes the one trait they’re capable of developing naturally, which has been confirmed by an event of the breadth and impact of a global pandemic, an event that has imposed its own methodological and logistics challenges upon the educational community. The so-called “information era” makes access to such information not much of an issue anymore, but the opposing riddle of how to enable students to filter it and incorporate it into a system of their own device which will mix their most pressing needs and interests with a handful of strategies at the end of which, information be translated into useful knowledge. These strategies are namely, the dialogical inter-structuring model, and the flipped classroom model, have been put to the test inside the classroom and its effects, among which a much more efficient use of time in class and better involvement with the task can be counted, are reviewed and analyzed in the present work.