El aprendizaje autónomo y el crédito académico como respuesta a nuevo orden mundial en la educación universitaria

The purpose of this article is to present some analysis of the 2566 decree from a psycho-pedagogical view. This decree talks about Colombia's academical credits. Such analysis will part from concepts such as: autonomic learning and metacognition. 2566 decree aims to boost some deep changes on C...

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Bibliographic Details
Published inRevista Q Vol. 4; no. 7
Main Author Peláez Cárdenas, Andrés Felipe
Format Journal Article
LanguageEnglish
Spanish
Published Medellín Universidad Pontificia Bolivariana 01.07.2009
Subjects
Independent Study
Metacognition
Teaching Methods
Universities
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Summary:The purpose of this article is to present some analysis of the 2566 decree from a psycho-pedagogical view. This decree talks about Colombia's academical credits. Such analysis will part from concepts such as: autonomic learning and metacognition. 2566 decree aims to boost some deep changes on Colombia's higher education, to raise all transfer and interchange indexes between students from different Colombian universities and other institutions, especially from Europe; however, such change can only be possible while board of directors, teachers and students incorporate a new learning culture, for which is necessary to understand the bases of the Decree and the need to internalize such concepts,not only on the teaching practices, but also on the studying and learning ones. This article also aims to give a look to the decree from a different viewpoint to those administrative and marketing that consider it like a mechanism to privatize education and open new spaces for students in different universities.
ISSN:1909-2814