LINE 2 – Results

LINE 2: Engaging Students and Staff in Jointly Building Student-Centred Higher Education

Line 2 activities carried out by the ACE Units consisted in designing and facilitating sessions for university instructors and students, as well as other relevant stakeholders. These sessions aimed to construct the understanding and develop the skills and competences necessary in order for students and staff to jointly build student-centred higher education, first at the level of a particular degree programme, and later – at the level of a department/faculty and eventually the whole higher education institution. Such sessions were organised around six broad topics:

Below, the work done on each of the six topics is presented briefly.

TOPIC 1: What does the Student-Centred Approach imply?

In Topic 1, the ACE Units focused on the concept of student-centred learning – its advantages, the new roles of teachers and students, and the elements that must be present in order to be able to talk about an implementation of the approach – the aspects that need to be revised or created if one wants to adopt this approach in higher education.

More specifically, the ACE Units were to select two out of the following five Goals:

1	Explain to university professors, people in administrative positions and students how the adoption of the student-centred approach can benefit students and help higher education institutions to better fulfil their mission and objectives
2	Help teachers and students to understand and begin to adopt the new roles they have to play in order to jointly contribute to the successful implementation of the student-centred approach
3	Help teachers and students to identify the possible causes of resistance to the implementation of the student-centred approach and to respond appropriately to the behaviours of oneself or others that this feeling of resistance can provoke
4	Help university professors prepare a plan for the gradual implementation of the student-centred approach, distinguishing the actions that can be carried out by an individual instructor, on the one hand, and the activities that must be promoted by teams of academics who teach on the same degree programme
5	Help students to reflect on the curricular design and implementation of a programme of studies from the point of view of the student-centred approach – so as to share proposals for possible improvements with the teaching team of the degree programme in a feedback session

Below, some of the products of this work are showcased. These are organised by Goals, with three types of products distinguished: (1) videos that give an overview of sources those interested in preparing a training session on this topic might find useful; (2) training session plans that can be used as such or further adapted; and (3) resources that were created by ACE Units and used as explanatory materials during the training sessions.

Resources you can consult if you are preparing a training session related to Goal 1:

Ready-to-use training session plans:

• UMSA Education (Bolivia): “Una reflexión sobre la educación desde el enfoque de Aprendizaje Centrado en el Estudiante”

Explanatory materials used by ACE Units in their sessions related to Goal 1:

1. Video – “¿Qué es el Enfoque ACE?” (What is the Student-Centred Approach?) [in Spanish]	Here	UMSA History (Bolivia)
2. Document – “Ventajas del Enfoque ACE” (Advantages of the Student-Centred Approach) [in Spanish]	Here	UNLA Education (Argentina)
3. Podcasts Episode 1: “O que ACE tem a ver com voce? (The Student-Centred Approach…What’s in it for you?) [In Portuguese] Episode 2: “Os principios teóricos y políticos da ACE” (Theoretical and political principles of the Student-Centred Approach) [In Portuguese] Episode 3: “ACE na prática, funciona?” (In practice, how effective is the Student-Centred Approach?) [In Portuguese]	Here Here Here	UNESP Environmental Studies / UNESP Education (Brasil)
4. Explanatory Videos about ACE	Introducción al Enfoque ACE Pares Dialécticos: 1, 2, 3, 4, 5, 6 ,7	UNLA Environmental Studies (Argentina)

GOAL 2: Help teachers and students to understand and begin to adopt the new roles they have to play in order to jointly contribute to the successful implementation of the student-centred approach

Resources you can consult if you are preparing a training session related to Goal 2:

Ready-to-use training session plans:

• UFRGS Nursing (Brazil): “Possibilidades e desafios da Aprendizagem Centrada no Estudante (ACE)“
• UNILIBRE Environmental Studies (Colombia): “Preparándonos para la implementación del modelo ACE: nuestros nuevos roles como docentes“
• UNCUYO Education (Argentina): “Construyendo juntos un modelo de aprendizaje centrado en el estudiante“
• UMSA Education (Bolivia): “Los roles que cumplen los docentes y estudiantes dentro del Enfoque ACE”

Explanatory materials used by ACE Units in their sessions related to Goal 2:

1. Presentations slides (PDF) – Aprendizaje Centrado en el Estudiante: Sesión de diálogo con estudiantes (Student-Centred Learning: Student workshop)	Here	UNA Environmental Studies (Paraguay)
2. Video – Nuevos roles de docentes y estudiantes en el Enfoque Centrado en el Estudiante (Student-Centred Learning: New roles of teachers and students)	Here	UMSS Education (Bolivia)
3. Video – Enfoque Centrado en el Alumno (Student-Centred Learning)	Here	Universidad Nacional Autónoma de México

GOAL 3: Help teachers and students to identify the possible causes of resistance to the implementation of the student-centred approach and to respond appropriately to the behaviours of oneself or others that this feeling of resistance can provoke

Resources you can consult if you are preparing a training session related to Goal 3:

Ready-to-use training session plans:

• UNLA Environmental Studies (Argentina): “Introducción al Aprendizaje Centrado en el Estudiante: cómo vencer resistencias e iniciar su implementación“

Explanatory materials used by ACE Units in their sessions related to Goal 3:

1. Video – Explanatory material used as part of a session related to Goal 3

Here

UNCuyo History (Argentina)

GOAL 4: Help university professors prepare a plan for the gradual implementation of the student-centred approach, distinguishing the actions that can be carried out by an individual instructor, on the one hand, and the activities that must be promoted by teams of academics who teach on the same degree programme.

Resources you can consult if you are preparing a training session related to Goal 4:

GOAL 5: Help students to reflect on the curricular design and implementation of a programme of studies from the point of view of the student-centred approach – so as to to share proposals for possible improvements with the teaching team of the degree programme in a feedback session

Resources you can consult if you are preparing a training session related to Goal 5:

TOPIC 2: Writing reliable Programme Learning Outcomes

As a second step, the ACE units had to identify their starting point:

These four options allowed ACE Units to set a reasonable ‘challenge’ for themselves and others in their programme when working on Topic 2.

The third step for all ACE Units consisted in making sure that all ACE Unit members (both academics and students) were ready to help other students and academics engage in the task of formulating or revising PLOs. The ACE Units worked in collaborative manner to co-construct the necessary knowledge and understanding, using the following guiding questions (the questions to focus on depended on the starting point):

Besides, each ACE Unit was invited to share sample not-so-well formulated PLOs (their own, or those from other programmes), with comments on why these require revision and improvement suggestions.

Below, some of the products of the Line 2 Topic 2 work are showcased. These are grouped into three categories: (1) training sessions’ plans that can be used as such or further adapted; (2) resources that were created or curated by ACE Units and used as explanatory materials during the training sessions; and (3) other resources you can consult if you want to learn more about learning outcomes.

Training sessions’ plans that can be used as such or further adapted:

ACE UFRGS Nursing (Brazil)	ACE UNCuyo History (Argentina)
ACE UMSA History (Bolivia)	ACE UNESP Environmental Studies (Brazil)
ACE UMSS Education (Bolivia)	ACE UNIBE Nursing (Paraguay)
ACE UMSS Nursing (Bolivia)	ACE UNILIBRE Environmental Studies (Colombia)
ACE UNA History (Paraguay)	ACE UNISABANA Nursing (Colombia)
ACE UNA Environmental Studies (Paraguay)	ACE UNLA Environmental Studies (Argentina)
ACE UNCuyo Education (Argentina)	ACE UNMSM Environmental Studies (Peru)

Resources created or curated by ACE Units and used as explanatory materials during the training sessions:

Infographic about learning outcomes	Here	ACE UNILIBRE Education (Colombia)
Summary document on learning outcomes	Here	ACE UNLA Education (Argentina)
Explanatory videos (In Spanish): – “¿Qué son los resultados de aprendizaje? (RRAA)” – “¿Por qué es necesario formular los RRAA a nivel de la carrera si se quiere llegar a hacer realidad el Enfoque centrado en el Estudiante?” -“¿Cómo redactar resultados de aprendizaje?”	Here Here Here	ACE UMSA Education (Bolivia)
“Como os resultados de aprendizagem possibilitam a prática profissional enfermeiro?” (In Portuguese) -Explanatory material -Supporting material	Here Here	ACE UFRGS Nursing (Brazil)
Podcast “ Resultados de aprendizagem” (In Portuguese)	Here	ACE UNESP Environmental Studies (Brazil)
PPT “Construcción de Resultados de Aprendizaje”	Here	ACE UNA Environmental Studies (Paraguay)
Infographic about writing/revising learning outcomes	Here	ACE UNCuyo History (Argentina)
Infographic about writing learning outcomes Summary document on learning outcomes Video – “Resultados de Aprendizaje: Caminando hacia el Enfoque Centrado en el Estudiante” (In Spanish)	Here Here Here	ACE UMSS Education (Bolivia)
Videos (In Spanish): -“Resultados de aprendizaje y objeto de evaluación” -“Cómo redactar un resultado de aprendizaje”	Here Here	Curated by ACE UCSA Environmental Studies (Paraguay)
Explanatory video on learning outcomes PPT “Los resultados de aprendizaje del plan de estudios de ingeniería ambiental bajo el enfoque ACE”	Here Here	ACE UNILIBRE Environmental Studies (Colombia)

Other resources you can consult if you want to learn more about learning outcomes:

• Anahí Mastache (2007) Formar personas competentes. Noveduc libros: Buenos Aires
• Antoni Zabala y Laia Arnau (2007) 11 ideas clave: Cómo aprender y enseñar competencias. Grao: Barcelona.
• Ballesteros Ballesteros, Vladimir Alfonso. (2020). Una aproximación inicial a los resultados de aprendizaje en educación superior. Revista científica, (39), 259-261.
• Fontalvo, Tomás J., Delahoz-Dominguez, Enrique J., & De la Hoz, Gustavo. (2022). Resultados de aprendizaje y mecanismos de evaluación en los programas académicos de educación superior en Colombia. Formación universitaria, 15(1), 105-114.
• Kennedy, & Grof Reese, H. (2007). Redactar y utilizar resultados de aprendizaje : un manual práctico. Ministerio de Educación.
• María Victoria de la Fuente Aragón et al (2014) La relación de los resultados del aprendizaje, la metodología docente y la metodología de evaluación. En: El reconocimiento docente. Innovar e investigar con criterios de calidad: XII Jornadas de redes de investigación en docencia universitaria / coord. por María Teresa Tortosa Ybáñez, José Daniel Álvarez Teruel, Neus Pellín Buades, 2014, ISBN 978-84-697-0709-8, págs. 1862-1876
• Philippe Perrenoud (2008) La universidad entre la transmisión de conocimientos y el desarrollo de competencias. En: El debate sobre las competencias en la enseñanza universitaria / coord. por Josep Carreras Barnés, Philippe Perrenoud, 2008, ISBN 978-84-8063-935-4, págs. 21-44
• Unidad Curricular de Postgrado de la Universidad de la Frontera (2016). Cómo redactar resultados de aprendizaje. https://eservicioseducativos.com/wp-content/uploads/2021/10/Como-redactar-Resultados-de-Aprendizaje-2018.pdf
• Unidad de Mejoramiento de la Docencia Universitaria de la Pontificia Universidad Católica de Valparaíso (sf) Definiendo Resultados de Aprendizaje y Criterios de Evaluación para mis Cursos. https://eservicioseducativos.com/wp-content/uploads/2021/10/Criterios-de-evaluacio%CC%81n.pdf
• Universidad del Desarrollo (sf) Guía para redactar Resultados de Aprendizaje. https://cdd.udd.cl/files/2018/11/Guia_para_Redactar_Resultados_de_Aprendizaje.pdf

TOPIC 3: The application of credits in degree programmes

In terms of the skills acquired, the ACE Units can be expected to have achieved the following learning outcomes:

For all those interested in achieving similar outcomes at the level of a course/programme/higher education institution, the full task descriptions, along with respective ‘product presentation templates’, are shared below (in Spanish):

1. Desk estimation of full student workload for each course in a programme of studies
2. Comparing academics’ estimation of full student workload with students’ estimations at the level of particular programme courses
3. Diary/Logbook exercise to share the planning and obtain feedback on student workload associated with learning activities outside of the classroom

TOPIC 4: Writing reliable Unit/Course Learning Outcomes

In Topic 4, the ACE Units focused on writing or revising course learning outcomes (CLOs) and making sure these were aligned with the programme learning outcomes (cf. outputs of Topic 2 work). All ACE Units were invited to start this work with CLOs of first-year courses, and then gradually move onwards during the remaining months of the project. Again, the ACE Units sought for contextually-appropriate ways to engage students and academics from beyond the ACE Units in this process. The outputs of this work can be consulted in the Model Curricula documents (see Results of Line 3).

In terms of reaching out beyond the core working groups and involving other academics and students in learning about and jointly discussing programme learning outcomes for a programme on which they teach/which they are enrolled in, a total of 30 sessions were organised by the 21 ACE Units. These sessions engaged as many as 214 participants including students, faculty and administration staff.

Below are the first attempts of ACE Units to accomplish the task of explaining CLOs – their relevance and meaning – to future first-year students. These are organised by Subject Area. We are sharing them with the purpose of inspiring academics to look for hints about how best to communicate with students about CLOs.

Education	History
UNLA – Argentina UNCuyo – Argentina UMSA – Bolivia UMSS – Bolivia	UNA – Paraguay UNCuyo – Argentina UMSA – Bolivia

Environmental Studies	Nursing
UNESP – Brasil UNMSM – Perú UNA – Paraguay UNI – Perú (1 & 2) UNLA – Argentina (1 & 2) UNILIBRE – Colombia (1 & 2)	UNISABANA – Colombia UFRGS – Brasil UNIBE – Paraguay (1, 2 & 3) UMSS – Bolivia

TOPIC 5: Applying the Student-Centred Approach in Teaching and Learning

Sessions designs to be used or adapted:

• “Como aprendemos? E o que isso significa?” (UFRGS Nursing ACE Unit – Brasil)
• “A aula invertida e seus distintos formatos” (UNESP Education ACE Unit – Brasil)
• “Conversatorio y reflexión sobre la aplicación del enfoque ACE desde el aprendizaje, la enseñanza y la evaluación” (UNILIBRE Environmental Studies ACE Unit – Colombia)
• “Aprendizaje Visual: Mentefactos Conceptuales como Organizadores Gráficos Mentales para la Representación y el Aprendizaje de Conceptos” (session for academics) y “Pre-textos como construcción de tejido social” (session for students) (UNILIBRE Education ACE Unit – Colombia)
• “Profesores que diseñan experiencias para el aprendizaje ¿Como buscar actividades de enseñanza Aprendizaje centrado estudiante?” (UNISABANA Nursing ACE Unit – Colombia)
• “Sesión sobre Aprendizaje y Enseñanza ACE “Es mi turno de hACEr”” (UMSS Education ACE Unit – Bolivia)
• “Aplicación del enfoque ACE: Aprendizaje y Enseñanza” (UNA Environmental Studies ACE Unit – Paraguay)
• “Modelo educativo de la UNIBE ACE – El estudiante centro de los procesos de enseñanza-aprendizaje” (UNIBE Education & Nursing ACE Units – Paraguay)
• “El Papel de la crítica histórica” (UNA History ACE Unit – Paraguay)
• “Resultados de aprendizaje y enseñanza de tareas complejas en debate con la neurociencias y el contexto educativo” (UNLA Education ACE Unit – Argentina)
• “Cómo plasmar el ECE junto a los RRAA en las clases”: session for academics; session for students (UMSA History ACE Unit – Bolivia)
• “Ampliar los Resultados de Enseñanza-Aprendizaje Articulados a nivel carrera” (UNLA Environmental Studies ACE Unit – Argentina)
• “Aprendiendo entre todos a redactar los Resultados de Aprendizajes para su aplicación en el aula” (UCSA Environmental Studies ACE Unit – Paraguay)

Topic 5 related materials created by ACE Units:

• Material explicativo created by UFRGS Nursing ACE Unit (Brazil)
• Conversatorio y reflexión sobre la aplicación del enfoque ACE desde el aprendizaje, la enseñanza y la evaluación PPT created by UNILIBRE Environmental Studies ACE Unit (Colombia))
• “Aplicación ACE. Metodología activa” PPT created by UNA Environmental Studies ACE Unit (Paraguay)
• “Aplicación del Enfoque ACE: Aprendizaje y Enseñanza” PPT created by UNA Environmental Studies ACE Unit (Paraguay)
• “¿Qué es ACE?” PPT created by UNIBE Nursing ACE Unit (Paraguay)
• Infographics about Learning and Teaching in Student-Centred Higher Education created by UMSS Nursing ACE Unit (Bolivia): 1, 2, 3, & 4

Topic 5 related materials created by others and used by ACE Units:

• Terigi, Flavia. (2016). Dossier. “Sobre aprendizaje escolar y neurociencias”, por. Propuesta Educativa Número 46 – Año 25 – Nov. 2016 – Vol2 – Págs. 50 a 64 [disponible en https://www.redalyc.org/pdf/4030/403049783006.pdf]
• “Acabe com a curva do esquecimento!” & “Como o nosso cérebro aprende?” (videos)
• “Técnicas de aprendizaje según la ciencia” (video)
• “Aprendizaje visual” (web-page)
• “Taxonomía SOLO – John Biggs” (video)
• Video [YouTube]: Los cuatro pilares del aprendizaje. Stanislas Dehaene, neurocientífico.
• Delors, Jacques. (1994). “Los cuatro pilares de la educación”, en La Educación encierra un tesoro. México: El Correo de la UNESCO, pp. 91-103.
• Dehaene, Stanislas. (2019). ¿Cómo aprendemos? Siglo Veintiuno Editores. Ciudad Autónoma de Buenos Aires. Argentina.– Taboada, María Beatriz. (2021).Enseñanza virtual: 27 preguntas y respuestas / María Beatriz Taboada ; Guadalupe Álvarez. El Ateneo. Ciudad Autónoma de Buenos Aires.

TOPIC 6: Applying the Student-Centred Approach in Assessment

Sessions designs to be used or adapted (in Spanish/Portuguese):

• “Evaluación centrada en el estudiante” (UNCUYO Education ACE Unit – Argentina)
• “¿Cómo aprendemos? / ¿Cómo evaluamos?” (UNCUYO History ACE Unit – Argentina)
• “Aplicación del enfoque centrado en el estudiante en la Evaluación” (UNLA Environmental Studies ACE Unit – Argentina)
• “Es mi turno de hACEr: Descubriendo la evaluación” (UMSS Education ACE Unit – Bolivia)
• “Professores e Estudantes do Curso de Enfermagem, Precisamos Falar sobre Avaliação!” (UFRGS Nursing ACE Unit – Brazil)
• “Avaliação participativa” (UNESP Environmental Studies ACE Unit – Brazil)
• “Evaluación de aprendizajes” (UNILIBRE Education ACE Unit – Colombia)
• “Evaluando Resultados de Aprendizaje desde el enfoque de Aprendizaje Centrado en el Estudiante”(UNILIBRE Environmental Studies ACE Unit – Colombia)
• “Profesores que diseñan experiencias que evalúan” (session for academics) & “¿Cómo percibo los resultados de aprendizaje en mis clases troncales de enfermería?” (session for students) (UNISABANA Nursing ACE Unit – Colombia)
• “Aplicando el enfoque centrado en el estudiante en la evaluación” (UCSA Environmental Studies ACE Unit – Paraguay)
• “Evaluación constructivista en la educación superior para el enfoque ACE” (UNA Environmental Studies ACE Unit – Paraguay)
• “Aplicando el enfoque centrado en el estudiante en la evaluación” (UNIBE Nursing ACE Unit – Paraguay)
• “Aplicación del enfoque centrado en el estudiante en la Evaluación” (UNLA Nursing ACE Unit – Bolivia)
• “Reflexionando sobre la Evaluación Centrada en el Estudiante”(UNLA Education ACE Unit – Argentina)
• “Evaluación en ACE” (Unidad ACE UNIBE Educación – Paraguay)

Explanatory and/or Supporting materials

Other resourses that can be consulted to learn ore about Student-Centred Assessment: