Abstract:

Being a higher education teacher in the distance system and sometimes in the face-to-face system, implies creating various teaching-learning strategies to work with the students in the best way; the objective is to motivate them to study, analyze and reflect on the knowledge that is shared.

One strategy is to have didactic materials created from educational methods, in such a way that various methods were taken up to support the present experience: the Gavilán method contributed to defining the problem, the search and analysis of information and was homogenized with the method of Collaborative work taking from this the recoding, teamwork, the development of a common response, as well as the assessment of individual and group learning.

Likewise, technical learning, in order to become acclimated with teaching methods, is essential and this led me to take the "Diploma in Innovation in University Teaching 2019"; there the methods came to life, combining learning with the technology of the Classroom of the Future. The various activities of the diploma could be implemented with two groups of the Bachelor's Degree in Social Work taught at UNAM; in the distance system they were carried out with 22 first-semester students in the framework of a theoretical subject, and in the face-to-face system they were carried out with 11 ninth semester students (last of the curricular training) in a practical subject. Both groups with totally different and even opposite characteristics.

Didactic sequences were designed and implemented from the study program of the subjects, that is, new materials and new didactic tools were used, which was developed seeking to answer: what? What for what? How? and with what?

In the process of the didactic sequence, each student had the opportunity to share their ideas, triggering self-motivation processes to continue their studies and integrate into the group; Likewise, collaboration between them was promoted. Regarding the use of technological tools, it was identified that by using them over and over again to perform a task, the students lost their fear, assuming the challenge of having them available for their own development.

It was concluded that the experience was totally satisfactory, since it allowed to understand that the students carry out the tasks that are indicated without major problem in any of the educational modalities, in addition it was identified that there are three key points that mark success: the first refers to The equipment or wifi network for personal use that each student has, in second instance is the teacher's ability to give instructions about the activity and the expected final product; finally, training on the use of different technological tools.

With this diploma, various lessons have been acquired, such as, the identification of strengths and areas of opportunity in the management of different technological tools; others are oriented towards innovation in teaching-learning activities based on creativity and addressing the same topic in different ways.

Keywords:

Innovation in Social work education, Collaborative works, teaching-learning strategies.