His work explores the necessary changes in the practice of higher education in the discipline of Industrial Engineering and its related academic programs with a perspective to the future, motivated by the limitations and challenges imposed by the COVID-19 pandemic. From the beginning, we sought to give continuity to the students’ education with active, experiential, student-centered learning experiences that are relevant to developing their skills, despite their remote interaction and the frequent technological and educational resource deficiencies. In this sense, this document presents initiatives that exemplify this effort within the #NOMBRE_RED in Latin America (#RED), led by #Universidad_1. These initiatives refer to learning experiences in universities in Bolivia, Mexico, and Peru that have pursued 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 the students live immersed. The initiatives allowed, as the main contribution of this work, to propose a conceptual scheme to guide the design and reflection of learning experiences with a post-pandemic perspective, articulating 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 assessment.
|Translated title of the contribution||Reflections from education practice: Learning experiences for education in industrial engineering in the post-pandemic|
|Number of pages||121|
|State||Published - Sep 2022|