Resumen

SALINAS-NAVARRO, David Ernesto; DA SILVA-OVANDO, Agatha Clarice; MEJIA-ARGUETA, Christopher  y  CHONG, Mario. Reflections from education practice: Learning experiences for education in industrial engineering in the post-pandemic. Apuntes [online]. 2022, vol.49, n.92, pp.151-182.  Epub 27-Sep-2022. ISSN 0252-1865.  http://dx.doi.org/10.21678/apuntes.92.1745.

One of the main challenges that the COVID-19 pandemic brought was the continuity of education. In this context, this work focuses on analyzing the practice of higher education in the discipline of Engineering and its related academic programs with a future perspective, motivated by the limitations and challenges imposed by the pandemic. To ensure high-quality education, it was relevant to give continuity to the education of students, maintaining active, experiential, student-centered learning experiences that are relevant to developing their skills, despite their remote interaction and frequent technological deficiencies. and educational resources. Thus, this work proposes a conceptual scheme to guide the design and reflection of learning experiences with a post-pandemic perspective. This scheme is composed of six dimensions of innovation and educational leadership for higher education: environment, impact and linkage, educational models and value chain, educational strategies, teaching formats, infrastructure and learning resources, accreditations and learning evaluation. Additionally, this document presents initiatives that exemplify this effort within the MIT Supply Chain And Logistics Excellence network for Latin America and the Caribbean (MIT SCALE LAC), led by the Center for Transportation and Logistics from the Massachusetts Institute of Technology. These initiatives refer to learning experiences in universities in Bolivia, Mexico, and Peru that have sought to maintain active learning in the context of the pandemic, with a link to the contemporary challenges of organizations, communities, and the society in general in which they live. students immersed.

Palabras clave : active learning; learning experiences; engineering education; Latin America; COVID-19 crisis.

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