Keys for the selection and design of methodological strategies and didactic sequences in higher education

Abstract

In the current context of higher education, under the competency-based training curriculum development model, a very significant paradigm shift from the "university of teaching" to the “university of learning” is evident. The effects on university teaching are more than evident, particularly with regard to methodology, having to move from a teaching-learning approach that transmits information to another that promotes student participation, turning them into protagonists and main actors. The objective of this article focuses the attention precisely on analyzing some keys for the selection and design of methodological strategies and didactic sequences from the new referent of curricular design and development. These keys go through a flexible attitude with the methodological strategies as a variable dependent on the teaching-learning process itself, bearing in mind that the strategies come from the requirements of the learning results, the characteristics of the learning group, the curricular content itself and of the particular context in which it occurs, which has possibilities and limitations from its organization and resources and means. To this effect, some criteria are considered for the selection of strategies according to their typology and didactic potential, in addition to also promoting guidelines for their design from the consideration of some principles and models of didactic programming, from the perspective of development of competences, in terms of didactic sequences, presenting some examples.