A Model to Pedagogically Support Teaching & Learning Scenarios For Engineering Innovation from a Complexity Sciences Perspective

Autores
Cruz Quiroga, Luis Fernando; Moreno, Wilfrido; García, Dulce
Año de publicación
2013
Idioma
español castellano
Tipo de recurso
documento de conferencia
Estado
versión publicada
Descripción
Education for innovation requires innovation in education. To innovate in education implies new pedagogical models. It is not enough to just apply teaching/learning methods or strategies in a mechanical or procedural approach. It requires the conception of new pedagogical models based on theories that allow for processing of different interpretations of diverse complexity educational phenomena, i.e. other ways of producing and implementing pedagogical knowledge. Education in the different engineering programs has been carried out through analytical and linear processes; however, the reality of education through a Complex Systems lens is characterized by uncertainty, chaos, breaks, nonlinearity and self-organization. To optimize curriculum processes that foster innovation skills in students requires strategies and teaching-learning scenarios that stimulate nonlinear processes and generate a change in the mindset of the professor and the student. It is important to understand and approach the reality of educating engineers in new ways. Making methodological adjustments without the understanding of the epistemological orientation that take into account complex dynamic processes will only generate pseudo-changes, which limits creativity and innovation processes. Currently, there are several global initiatives for the development of teaching-learning scenarios that facilitate innovation processes in engineering education and education for innovation. This paper is a proposal by the Complex Systems & Education Network (SCED-ISTEC) and the College of Engineering at the University of South Florida (USF), of a model developed to pedagogically support innovation scenarios in educating engineers for innovation using the principles of Complex Systems. The suggested scenarios are framed in a dynamic curriculum structure. They are characterized by hard and soft state-of-the-art technologies; interdisciplinary, flexible, pedagogical research processes; methodologies for cognitive restructuring, solving complex problems, and modeling, simulation; interactions with university/industry programs; and the facilitating of applications according to context and societal needs.
Ibero-American Science and Technology Education Consortium
Materia
Ciencias de la Educación
Ingeniería
Innovation
Complex Systems
Education
Engineering
Nivel de accesibilidad
acceso abierto
Condiciones de uso
http://creativecommons.org/licenses/by-nc-sa/4.0/
Repositorio
SEDICI (UNLP)
Institución
Universidad Nacional de La Plata
OAI Identificador
oai:sedici.unlp.edu.ar:10915/72675

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spelling A Model to Pedagogically Support Teaching & Learning Scenarios For Engineering Innovation from a Complexity Sciences PerspectiveCruz Quiroga, Luis FernandoMoreno, WilfridoGarcía, DulceCiencias de la EducaciónIngenieríaInnovationComplex SystemsEducationEngineeringEducation for innovation requires innovation in education. To innovate in education implies new pedagogical models. It is not enough to just apply teaching/learning methods or strategies in a mechanical or procedural approach. It requires the conception of new pedagogical models based on theories that allow for processing of different interpretations of diverse complexity educational phenomena, i.e. other ways of producing and implementing pedagogical knowledge. Education in the different engineering programs has been carried out through analytical and linear processes; however, the reality of education through a Complex Systems lens is characterized by uncertainty, chaos, breaks, nonlinearity and self-organization. To optimize curriculum processes that foster innovation skills in students requires strategies and teaching-learning scenarios that stimulate nonlinear processes and generate a change in the mindset of the professor and the student. It is important to understand and approach the reality of educating engineers in new ways. Making methodological adjustments without the understanding of the epistemological orientation that take into account complex dynamic processes will only generate pseudo-changes, which limits creativity and innovation processes. Currently, there are several global initiatives for the development of teaching-learning scenarios that facilitate innovation processes in engineering education and education for innovation. This paper is a proposal by the Complex Systems & Education Network (SCED-ISTEC) and the College of Engineering at the University of South Florida (USF), of a model developed to pedagogically support innovation scenarios in educating engineers for innovation using the principles of Complex Systems. The suggested scenarios are framed in a dynamic curriculum structure. They are characterized by hard and soft state-of-the-art technologies; interdisciplinary, flexible, pedagogical research processes; methodologies for cognitive restructuring, solving complex problems, and modeling, simulation; interactions with university/industry programs; and the facilitating of applications according to context and societal needs.Ibero-American Science and Technology Education Consortium2013info:eu-repo/semantics/conferenceObjectinfo:eu-repo/semantics/publishedVersionObjeto de conferenciahttp://purl.org/coar/resource_type/c_5794info:ar-repo/semantics/documentoDeConferenciaapplication/pdfhttp://sedici.unlp.edu.ar/handle/10915/72675spainfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-sa/4.0/Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)reponame:SEDICI (UNLP)instname:Universidad Nacional de La Platainstacron:UNLP2025-09-29T11:12:03Zoai:sedici.unlp.edu.ar:10915/72675Institucionalhttp://sedici.unlp.edu.ar/Universidad públicaNo correspondehttp://sedici.unlp.edu.ar/oai/snrdalira@sedici.unlp.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:13292025-09-29 11:12:03.724SEDICI (UNLP) - Universidad Nacional de La Platafalse
dc.title.none.fl_str_mv A Model to Pedagogically Support Teaching & Learning Scenarios For Engineering Innovation from a Complexity Sciences Perspective
title A Model to Pedagogically Support Teaching & Learning Scenarios For Engineering Innovation from a Complexity Sciences Perspective
spellingShingle A Model to Pedagogically Support Teaching & Learning Scenarios For Engineering Innovation from a Complexity Sciences Perspective
Cruz Quiroga, Luis Fernando
Ciencias de la Educación
Ingeniería
Innovation
Complex Systems
Education
Engineering
title_short A Model to Pedagogically Support Teaching & Learning Scenarios For Engineering Innovation from a Complexity Sciences Perspective
title_full A Model to Pedagogically Support Teaching & Learning Scenarios For Engineering Innovation from a Complexity Sciences Perspective
title_fullStr A Model to Pedagogically Support Teaching & Learning Scenarios For Engineering Innovation from a Complexity Sciences Perspective
title_full_unstemmed A Model to Pedagogically Support Teaching & Learning Scenarios For Engineering Innovation from a Complexity Sciences Perspective
title_sort A Model to Pedagogically Support Teaching & Learning Scenarios For Engineering Innovation from a Complexity Sciences Perspective
dc.creator.none.fl_str_mv Cruz Quiroga, Luis Fernando
Moreno, Wilfrido
García, Dulce
author Cruz Quiroga, Luis Fernando
author_facet Cruz Quiroga, Luis Fernando
Moreno, Wilfrido
García, Dulce
author_role author
author2 Moreno, Wilfrido
García, Dulce
author2_role author
author
dc.subject.none.fl_str_mv Ciencias de la Educación
Ingeniería
Innovation
Complex Systems
Education
Engineering
topic Ciencias de la Educación
Ingeniería
Innovation
Complex Systems
Education
Engineering
dc.description.none.fl_txt_mv Education for innovation requires innovation in education. To innovate in education implies new pedagogical models. It is not enough to just apply teaching/learning methods or strategies in a mechanical or procedural approach. It requires the conception of new pedagogical models based on theories that allow for processing of different interpretations of diverse complexity educational phenomena, i.e. other ways of producing and implementing pedagogical knowledge. Education in the different engineering programs has been carried out through analytical and linear processes; however, the reality of education through a Complex Systems lens is characterized by uncertainty, chaos, breaks, nonlinearity and self-organization. To optimize curriculum processes that foster innovation skills in students requires strategies and teaching-learning scenarios that stimulate nonlinear processes and generate a change in the mindset of the professor and the student. It is important to understand and approach the reality of educating engineers in new ways. Making methodological adjustments without the understanding of the epistemological orientation that take into account complex dynamic processes will only generate pseudo-changes, which limits creativity and innovation processes. Currently, there are several global initiatives for the development of teaching-learning scenarios that facilitate innovation processes in engineering education and education for innovation. This paper is a proposal by the Complex Systems & Education Network (SCED-ISTEC) and the College of Engineering at the University of South Florida (USF), of a model developed to pedagogically support innovation scenarios in educating engineers for innovation using the principles of Complex Systems. The suggested scenarios are framed in a dynamic curriculum structure. They are characterized by hard and soft state-of-the-art technologies; interdisciplinary, flexible, pedagogical research processes; methodologies for cognitive restructuring, solving complex problems, and modeling, simulation; interactions with university/industry programs; and the facilitating of applications according to context and societal needs.
Ibero-American Science and Technology Education Consortium
description Education for innovation requires innovation in education. To innovate in education implies new pedagogical models. It is not enough to just apply teaching/learning methods or strategies in a mechanical or procedural approach. It requires the conception of new pedagogical models based on theories that allow for processing of different interpretations of diverse complexity educational phenomena, i.e. other ways of producing and implementing pedagogical knowledge. Education in the different engineering programs has been carried out through analytical and linear processes; however, the reality of education through a Complex Systems lens is characterized by uncertainty, chaos, breaks, nonlinearity and self-organization. To optimize curriculum processes that foster innovation skills in students requires strategies and teaching-learning scenarios that stimulate nonlinear processes and generate a change in the mindset of the professor and the student. It is important to understand and approach the reality of educating engineers in new ways. Making methodological adjustments without the understanding of the epistemological orientation that take into account complex dynamic processes will only generate pseudo-changes, which limits creativity and innovation processes. Currently, there are several global initiatives for the development of teaching-learning scenarios that facilitate innovation processes in engineering education and education for innovation. This paper is a proposal by the Complex Systems & Education Network (SCED-ISTEC) and the College of Engineering at the University of South Florida (USF), of a model developed to pedagogically support innovation scenarios in educating engineers for innovation using the principles of Complex Systems. The suggested scenarios are framed in a dynamic curriculum structure. They are characterized by hard and soft state-of-the-art technologies; interdisciplinary, flexible, pedagogical research processes; methodologies for cognitive restructuring, solving complex problems, and modeling, simulation; interactions with university/industry programs; and the facilitating of applications according to context and societal needs.
publishDate 2013
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