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New Paradigms on Engineering Education

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Carlos Vignolo
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The Industrial Engineering Department at the University of Chile has been a national leader in teaching innovation, having gradually evolved from an educational paradigm based on acquiring knowledge to one that focuses on the development of attitudes and skills. As a result of this evolution, the course Introduction to Industrial Engineering was created in the mid-1990s, based upon a radical constructivist approach. The main goal of the course is to expand each student's self-and social-awareness, increasing their capacity to design and manage their educational process. This paper presents basic elements of this course and its main results, and proposes a model for continuous evaluation and improvement based on the active participation of current and past students. Additionally, the paper provides new evidence of the benefits of a constructivist approach to educational innovation.
This paper presents a model to expand the positive effects of active learning to the process of continuously assessing and improving a course. Main practical and theoretical foundations, as well as recent results of the model, are exposed.