Model for the dynamics of the teaching-learning process in Higher education

Abstract

This article expresses the need to seek educational alternatives and new methods that motivate our teachers and students, encourage creativity, and foster interactive participation in the teaching-learning process. Even when these are core subjects that are so important for engineers, the elements of a proposed teaching model are presented based on the results of a trend analysis and the current state of the teaching-learning process for the Applied Drawing course in the Industrial Engineering program at the University of Oriente. The objective is to develop a teaching methodology, based on a didactic model that streamlines the teaching-learning process, focusing on the task-based learning method. The proposed model is structured in four main stages for the application of task-based learning (proposition stage, organization stage, execution stage, evaluation stage, and conclusions). The application of the task-based learning method fosters the connection between the cognitive and affective aspects of the teaching-learning process for students in the Industrial Engineering program. This contributes to the development of instruction and education, and lays the foundation for students to engage in a creative process. The proposed didactic model transcends the traditional teaching-learning process in the Applied Drawing course for the Industrial Engineering program. It is energized by the task-based learning method, which contributes to strengthening the knowledge, skills, and values related to Applied Drawing.