Advanced Diploma and Continuing Education Program in University Teaching (PADOC)

Virtual format | May 2019 to May 2020

ACADEMIC COORDINATION: Esther Levy and Pablo Molina Derteano

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Registration closed

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FOUNDATION

Higher education in general, and university teaching in particular, like other levels of the Argentine education system, has been impacted by the neoliberal offensive that consolidated in the 90s and promoted privatization ideas in line with the logic of that model. However, social rights, such as the right to education, and in this case, to university education, are not commodities, and therefore the State must guarantee the conditions for their exercise. In Argentina over the last fourteen years, the policy of expanding, deepening, and restoring social rights has had a counterpart in the university system through the creation of new national universities, scholarship programs, and support for students, among other measures. Certainly, the detailed picture is much more complex and requires systematic and comparative analysis. Globally, and especially in Europe, higher education is undergoing a dual process of homogenization—via the Bologna Process—and questioning of its "universal" character and the breadth of its degree programs. In fact, we are witnessing a process of devaluation of university degrees in favor of specializations and postgraduate studies.

All these transformations can be presented at a macro level, while at a micro level, in the daily life of classrooms, teachers and students face the disruption produced by new forms of knowledge transmission that imply new subjectivities and forms of interaction. Initiatives such as so-called "virtual classrooms" pose new challenges for an institution that retains many of the academic models of the early 20th century.

We believe it is necessary to promote a postgraduate program that articulates the expansion of theoretical-practical reflection with workshop methodologies to incorporate new skills and perspectives on teaching work, as well as a broader knowledge of higher education and the Argentine university system in particular.

GENERAL OBJECTIVE

To implement a training proposal aimed at providing didactic and pedagogical tools to professionals working in university teaching, as well as promoting a broad knowledge of higher education and university systems in Latin America and the Caribbean, their functioning and their context.

SPECIFIC OBJECTIVES

1. To provide teachers with tools for critical reflection on university teaching
2. To offer tools for teaching work in the context of contemporary cultural and political debates
3. To propose tools for linking the knowledge built in the various scientific disciplines with the training of new professionals in undergraduate degrees and postgraduate seminars

RECIPIENTS

The Advanced Diploma in University Teaching is specifically designed for university lecturers. Undergraduate and postgraduate students, teachers at all levels, activists and members of trade unions, social movements, and political parties, civil servants, media workers, members and managers of non-governmental organizations, and professionals interested in improving their teaching practices are also eligible to enroll.

TEACHING TEAM

Efrain Benzaquem (University of Buenos Aires, Argentina)

Esther Levy (University of Buenos Aires and National University of Southern Patagonia, Argentina)

Damian del Valle (National University of the Arts, Argentina)

Barbara Garcia Godoy (University of Buenos Aires and Arturo Jauretche National University, Argentina)

Fernanda Juarros (University of Buenos Aires and National University of Southern Patagonia, Argentina)

Sylvia Lenz (University of Buenos Aires, Argentina)

Verónica Mistrorigo (University of Buenos Aires, Argentina)

Pablo Molina Derteano (University of Buenos Aires, Argentina)

Vanessa Torres (National University of San Luis, Argentina)

Claudio Veloso (National University Institute of Human Rights Mothers of Plaza de Mayo and University of Business and Social Sciences)

ACADEMIC COMMITTEE

• Sandra Carli (University of Buenos Aires, Argentina)
• Adriana Chiroleau (National University of La Plata, Argentina)
• Eduardo Rinesi (National University of General Sarmiento, Argentina)
• DamiánPaikin (University of Buenos Aires, Argentina)
• Claudio Suasnábar (FLACSO and National University of Quilmes, Argentina)
• Alejandro Vassiliades (University of Buenos Aires, Argentina and National University of La Plata)

Tutors

Ariadna Abritta

Florence Faierman

Florence Godoy

Maria Lanosa

STRUCTURE

The University Teaching program consists of 3 seminars of 10 classes each (with a weekly frequency) and an integrative workshop, taught consecutively and articulated with each other.

The seminars that comprise the advanced diploma are:

1. Debates and experiences surrounding Higher Education in Latin America and the Caribbean              

Modules and contents:       

Education, State and Society. Historical evolution of universities. Higher education policies: definitions and case studies. The educational agenda. The Argentine university: from the Viceroyalty to Neoliberalism. Links between universities and scientific research. Research and innovation policies in science and technology. Current problems and challenges.

Professor: Pablo Molina Derteano

University Systems: Organization of the university system. The Secretariat of University Policies. Hierarchies. Chair structure. The paradigm of the research professor. The university professor as a critical intellectual. Links between university and scientific research. Historical evolution of the working conditions of higher education professors. Teaching and institutional policy. Higher education teaching and union participation.

Teachers: Sylvia Lenz and Damian del Valle

The missions of the university in contemporary society. The missions of the university in contemporary society. Forms of collaboration between universities and social organizations. Research practices in universities. Transfer policies and their impact. University outreach: history, scope, and challenges. The relationship between research, teaching, and outreach. University participation in vulnerable social contexts.

Teachers: Barbara Garcia Godoy and Efrain Benzaquem

2. ICTs and tools for teaching practice           

Modules and contents:       

Teaching and learning practices and New Information and Communication Technologies I.The relationship between technology and knowledge: classic and contemporary debates. The challenges of integrating new technologies into university education: scope, possibilities, and limitations. University and the knowledge society. Analysis and design of experiences. Virtual teaching and scientific networks for exchange and collaboration. Learning Management Systems in teaching practice. Studies of LMS. The LMS: Moodle. Working with and practicing Moodle. Its environment. Communication tools. Interaction tools. Other types of tools. The experience of social wikis.

Teacher: Vanessa Torres

Teaching and learning practices and New Information and Communication Technologies II.Characteristics of the main multimedia elements used on the World Wide Web. How to read, write, and edit text. Image formats and editing. Audio conversion and editing. Video recording and editing. Multimedia content creation and editing software. Content editing exercises.

Professor: Claudio Veloso

3. Tools for teaching practices in Higher Education              

Modules and contents:       

Critical Pedagogies. Pedagogical and didactic model. Conceptions of teaching and learning. Current paradigms. Debates on the role of teachers in higher education. Learning situation. Learning group. Teaching strategies. Research as a reflective practice and its links to teaching. Training for research.

Teacher: Fernanda Juarros

An approach to the teaching and learning processesThe pedagogical-didactic dimension: contributions from critical pedagogies. The political-pedagogical dimension in teaching-learning processes. Pedagogy of potential and non-parametric didactics. The university from a decolonial perspective. The role of the university and teaching practice in higher education. Teachers as intellectuals. Curriculum. Curriculum planning and programming from different perspectives: normative and problematizing. Epistemic-didactic assumptions present in planning.

Teacher: Verónica Mistrorigo

4. Integrative workshop

The workshop is a training space designed to guide the development of the final project for the advanced diploma. This project consists of a mock presentation of a teaching activity plan for a teacher recruitment process, incorporating the contributions from the various modules that make up the three seminars.

Teacher: Esther Levy

APPLICATION PROCEDURE           

The Higher Diploma in University Teaching has 100 scholarships that cover 100% of the cost of tuition, the course and the issuance of the digital certificate of approval.

It is essential that applications be submitted through the online registration system provided by CLACSO. Printed submissions or those sent by other means will not be accepted. Applications that do not comply with the established guidelines will be rejected. The online registration system will be available on the CLACSO website starting February 29, 2018.

At the end of the application process, the system will automatically generate a confirmation that the form has been closed. If you do not receive this confirmation message, your application has not been completed because there are still fields left unanswered or because you have not closed the form. Your application is unique; therefore, you can only create one username and password to access it. Please note that only CLOSED applications will be evaluated.

Application deadline: April 22, 2018

Participants will be selected by the evaluation committee appointed by the organizing bodies. Selection will be made from fully completed and closed applications.

The ruling will be final.

The results will be published on the CLACSO website and selected individuals will be notified by email; therefore, before closing your application, please check that the registered email address is correct.

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Registration closed

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Queries: [email protected]

Results of scholarships for higher education diplomas and refresher programs

1.523 applications were received. After a technical evaluation, the applications were sent to the academic jury who selected the following candidates:

This ruling is irrevocable and cannot be appealed.