Abstract:

In the Interactive Spaces and Systems for Education (ESIE) group of the Institute of Applied Sciences and Technology (ICAT) of the National Autonomous University of Mexico (UNAM), we work on the project called "The Classroom of the Future", through which we propose new ways of teaching and learning, based on collaborative spaces and the incorporation of technology in them. The project makes it possible to define new spaces and propose what dynamics between teacher and students can be carried out, so that learning is more meaningful, favoring discussion, free opinion, consensus and joint decision-making during the educational process. The spaces are flexible, with adequate furniture to allow the dynamism that is required, in addition to the own technology so that teacher and students can share exercises and experiences.

In addition to working with the infrastructure of the classrooms, the training of teachers is established through an ad-hoc designed diploma and direct accompaniment for the planning of defined teaching-learning sequences (TLS) based on an educational problem identified and defined by them with respect to some topic of the subject they teach and the way in which they face this problem. The tutors of the diploma course accompany the teachers in the analysis of the problem and the design of its innovative sequence with the support of ICT, to propose new learning situations in order to solve the identified problem. These innovative sequences are worked on with their groups of students.

This paper presents the results of the analysis of 14 interdisciplinary teaching-learning sequences, designed and developed by teachers of various academic disciplines from UNAM faculties and schools; most of the sequences were carried out online by teachers with their students, during the COVID-19 pandemic, when they were participating in the International Diploma in Innovation in University Teaching, with a duration of 180 hours, taught four times between 2019 -2022, by academics from the ESIE Group.

In a high school level sequence, based on the novel The swallows of Kabul, five teachers of Universal History, Geography, Drawing, Universal Literature and English, generated a series of activities that allowed the comprehension, analysis and interpretation of the novel. To achieve this, it was necessary to deepen and complement the reading with a documentary investigation where political, economic and social aspects in a region and a certain historical moment were reviewed, which gave guidelines to the conclusions, which were presented using graphic language.

The first-year dentistry curriculum requires the student to have a command of clinical procedures and technical terms that are frequently found in the area's literature and are in English, for which two Dentistry and English professors implemented a pedagogical proposal of innovation in a virtual learning environment, with the purpose of establishing a direct relationship between the linguistic knowledge of the English language as a tool and the execution of tasks in their professional field, dentistry.

Keywords:

Interdisciplinarity, teaching-learning sequences, collaborative spaces, Mexican university.