Designing learning in the university: Identifying patterns of activities

Abstract

One of the actions that characterizes teachers is the design of student learning. Teachers are
continually making decisions that affect one way or another what students learn and the
way they do to learn. Usually this process takes place in contexts of privacy. Until the
entry into EEES, the visibility of learning design that teachers performed was limited.
The publicly leaked information about our learning designs was limited to brief descriptions of
what is called "syllabuses", which described little or nothing about what was really what we did
in the classroom and our students for what they did learn.
This article describes a research that has examined the processes of teaching at the
university by studying the design of learning sequences. After analyzing a variety of
teachers from different universities and branches of knowledge. We find that there are
innovative designs aimed at promoting learning in students a high understanding of
learning through their involvement in processes of inquiry. But nevertheless, we also
note how tasks are constant assimilative and call up the majority of the student's learning tasks.