Examinando por Materia "Action research"
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- PublicaciónSólo datosDesigning communities in peace: Participatory action-research approaches embedded in regional education in Colombia(Gateways: International Journal of Community Research and Engagement, 2020-05-31) Lopera-Molano, Daniel; Lopera-Molano, Angela MaríaGaitania is a rural town located in the Andes mountain range, very close to where the Colombian armed conflict with the Revolutionary Armed Forces of Colombia (FARC) guerrillas began in the mid-1960s. In this context, a situated research and education project was conducted with state, civil and community organisations, including the Agency for the Reincorporation and Normalization of the Colombian Government, coffee producer associations in the south of Tolima, the Nasa Wes’x indigenous community and 150 ex-combatants, as well as teachers and students from the Design Program of the University of Ibagué, Colombia. The purpose of this article is to demonstrate how creative (design) work can be organically transformed from the instrumental to the creative, favouring autonomous ways of learning. This project established collective reflection–action processes that worked in conjunction with four critical learning objectives, as specified by the Bachelor Design Program. Workshops were conducted for the co-creation of a collective brand of coffee that brought together victims and victimisers in a joint process of reconciliation and memory sharing. Through generation of a special coffee brand called The Third Agreement – which is now being commercialised – memory of the territory’s autonomous peace processes and the community’s self-validation efforts were recovered and developed. Critical skills were also developed in students and communities so that they could understand the implications of producing a design that would capture the market, while also recognising the importance of building transition paths for participants, especially in the contexts of war and peace. The students’ reflections led to the construction of new praxis distinctions, such as plandisposición (planning-disposition), escuchacción (active-action-listening), honest-synthesis and sentipensar-actuar (feeling-thinking-acting), which indicate critical awareness of how design can open possibilities for creating futures in which many worlds co-exist.
- PublicaciónSólo datosLearning the “systems language”: the current challenge for engineering education(Kybernetes, 2019-08-05) López Garay, Hernán; Reyes-Alvarado, AlfonsoPurpose Present-day engineering education is in dire need to expose would-be engineers to a systemic view of the world. Society’s problems are getting increasingly complex “wicked” problems, and they require inter and transdisciplinary approaches to understand and “dissolve” them (that is to solve them systemically). In this context, the purpose of this paper is to invite engineering educators to reflect on the need to teach systems thinking and spark their interest on finding appropriate methods to do so. This paper aims to describe an actual intervention at Universidad de Ibagué (UNIBAGUE), Colombia, where the methodology of teaching systems thinking as a foreign language has been on trial for one year. Design/methodology/approach Starting with a simple model of teaching systems thinking, and using an action-research methodology, the teaching model is gradually evolved to a model for teaching systems thinking as a foreign language. Findings The authors only have preliminary qualitative results with this systems-thinking teaching model. Although these results are encouraging (the authors think basic systems concepts are better apprehended by the students), further research is needed. One objective of the present paper is precisely to invite engineering educators to experiment with this teaching model. Research limitations/implications The authors think it is necessary to exploit further the teaching-a-foreign-language analogy. There is a vast experience on methods for teaching second and foreign languages. They could enrich the method and hint at possible directions for further research. Practical implications Teaching systems thinking is a field still open for wide research. The pedagogical model developed in this research to teach systems thinking could benefit other teachers of systems thinking to build upon. Social implications As one of the referees pointed out: “The implications of the insides obtained in this research are very significant to society. The problem observed in the systems thinking researchers and practitioner's community about how to disseminate systems thinking knowledge and how to embed this way of thinking into the minds of young people (K-12, university, etc.) is addressed in this research. In it is shown an experience that provides very valuable insides about how this can be done. Originality/value The idea of teaching systems thinking as a foreign language has not been widely explored. Furthermore, we feel that inasmuch as systems thinking is more of a skill or competency, than a technique or theory, then the model of teaching which emerges from this case study might be more appropriate than models of teaching based in the old educational paradigm.