| Methodological resources |
Description |
| Tetralogic loop |
It is considered as an epistemological paradigm of complexity that leads to a multivariate learning where it is included a series of aspects that converge in a process framed on the pedagogical action; it is how Peña (:3) indicates that “around the tetralogic loop, a polycentric constellation of notions of independence are disposed. This conceptual constellation is no more than a general value that influences all phenomena and every reality that will be studied”. This indicates that it goes from disorder to order, then to the organization, and the process is repeated supported in every moment by the interactions and meetings; this, applied to the pedagogy, could possibly take the planning that indicates order and this one, when joining disorder, includes the elements of postmodernity (styles, innovation, changes, among others). In this way, it is possible to achieve a very complete organization following the ontological, the epistemological and the cognitive. |
| Visual pedagogy |
It is important to bear in mind that visual pedagogy must gain spaces in the classrooms and turn the pedagogic fact into an act of demonstration and clear explanation, where the teacher must use active, proactive and creative strategies in order that the students understand inside the educational process, and in each of the moments of the dialectics to do emphasis in educational dynamics and methodologies that takes the message to the proposed aim. |
| Pedagogical deconstruction |
It is pertinent to dismantle what exists to reconstruct new ways of teaching framed in mental maps and graphical visualizations that converge on deconstructing the existing things to generate exact knowledge currently needed by the students, departing from innovative strategies that manage to hold the attention and make effective learnings; it is important to indicate that this allows to stimulate a part of human beings related to neuroscience, concluding actions for a learning crossing the borders of the imagination. |
| Creative concretion |
In relation to this part, it is necessary to guide the stimulation of the creative thinking and the strengthening of the creative intelligence leading to promote learning for obtaining knowledge that at all time allows to prepare students to face any type of situation. Hence, this lineament must be dictated in the curricular designs so that allows an education that considers everything around it as the technological, including the social networks, the podcast, the augmented reality and undoubtedly, the video production. |
| Evaluation rubrics |
As for the evaluation rubrics, it is pertinent to include this instrument to establish an evaluation model for competences where it is demonstrated that how the acquisition process of knowledge, skills and abilities is, departing from the competences that must be acquired to continue forward in training; this evaluation process allows the feedback and the generation of new learning depending on the topics that are being developed. |
