EDUC - Master of Education

- EDUC-2XX3

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- EDUC-2007

- EDUC-2007

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- EDUC-XXX1L

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- EDUC-XXX1L

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- EDUC-2XX3

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EDUC-1000A Learning environments throughout history

In this course students will analyze what a learning environment is and apply this analysis to the description and comparison of learning environments throughout history (the ancient - eastern and western - World, the Middle Age, consolidation of customs in pedagogy, active school and the current situation of constructivism). Students will also analyze in a critical manner the learning environments in which they worked and work today and the results for each case. Based on these various analyses, they will develop and associate the concepts of pedagogical creation and practice.

Credits

3

Distribution

-

EDUC-1001B Constructivism and Learning

In this course students will analyze what a learning environment is and will apply this analysis to the specific description of learning environments consistent with constructivism. Based on this analysis they will compare various constructions about the characteristics of a learning environment based on constructivist ideas and will justify one or some constructions through precise theoretical arguments. The course also addresses international and national learning standards in different disciplines and analyzes a given discipline from a pedagogical viewpoint. Students will choose one discipline among the ones they handle in their careers and will also apply what they learned to the critical analysis of learning environments in which they have participated and are participating today. They will also apply new knowledge to the design of pedagogical practices based in actual performances for their discipline, at the basic school or university level they have chosen.

Credits

3

Distribution

-

EDUC-1005B Education and Science

This course is designed for students wishing to learn about the nature of sciences and their learning and teaching. The course is targeted to make participants create knowledge about the epistemology of sciences, question about how they and other learn sciences and connect these ideas to learning and teaching strategies of scientific concepts for primary school students. This learning should help them to develop their own competences in the field of science and technology and within the framework of their respective careers. The course also intends to provide students with the elements needed to conduct a critical analysis of their own learning/teaching processes.

Credits

3

Distribution

-

Instructor

Manrique Lagos Adry

EDUC-1007B Education and Socio-environmental complexity

This course is intended to provide students with conceptual, procedural and ethical tools to understand and analyze critically the relations between society and environment, from a holistic perspective in which the educational dimension plays a fundamental role. Along the course subject matters will be addressed from an interdisciplinary approach, encouraging students to foster socio-environmental consciousness and responsibility by looking for alternatives oriented towards the attainment of local and global sustainable development. In this regard, by the end of the course, students are expected to experiment on the different aspects of social organization and civil participation. As final activity, students shall investigate a problem and design a productive sustainable viable project focused to solve the problem and improve the standards of living of the communities involved.

Credits

3

Instructor

Duque Escobar Ismael

EDUC-1009B Contemporary Problems in Education

This course provides students with the opportunity of thinking critically about some of the most relevant problems in the agenda of contemporary education both nationally and internationally. The question posed at the beginning will remain active during the course in order to discuss the background of various matters subject to discussion. The abovementioned question addresses the why an what of education. Along this line of thinking, professors and students will jointly revise three concrete education issues, currently put on the discussion table in our context: I) civil formation, ii) evaluation and quality of education, and iii) education and work.

Credits

3

Instructor

Cifuentes Alvarez Gary

EDUC-1010B

Credits

3

Distribution

-

EDUC-1012A The Meaning of Education

We are born into a family, and soon after that, we are sent to places where we are expected to be educated. Kindergartens, schools, institutes of technology or universities, they all form a part of an enormous infrastructure that has been considered essential to human beings. The United Nations, for instance, has included certain elements of access to education in its indices that determine people’s quality of life. But why education? What do we expect from it? What role does it play in society? What is the meaning of it all? The answer to this question is social, ethical, political and fundamentally cultural. Different cultures have placed part of their hopes on education, but in totally different ways that reflect world views, ways of understanding and dealing with reality, that define them at a given time or period. This course explores the ways in which different periods and cultures have defined the meaning of education, with the ultimate purpose of being able to have a more in-depth, critical understanding of the meanings of education today, and the way we act in this regard. In order to carry out this study, we will focus on certain changes in periods in Eastern history, as the different educational proposals that reflect part of said change are clearer.

Credits

3

Distribution

-

- EDUC-1017B

EDUC-1021 Complementario Ambientes de Aprendizaje a Traves de la Historia

Credits

0

Distribution

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EDUC-1021B EDUC-1021B

Distribution

-

- EDUC-1022

EDUC-1024 EDUC-1024

Distribution

-

EDUC-1025 EDUC-1025

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-

- EDUC-1025B

- EDUC-1026

- EDUC-1027

- EDUC-1027B

- EDUC-1028

- EDUC-1029

- EDUC-1033

- EDUC-1101

- EDUC-1102

- EDUC-1103

- EDUC-1104

- EDUC-1105

- EDUC-1108

- EDUC-1109

- EDUC-1200

- EDUC-1201

- EDUC-1213

- EDUC-1214

- EDUC-1301

- EDUC-1302

EDUC-2001 EDUC 2001

Credits

3

Distribution

-

EDUC-2003 EDUC-2003

Distribution

-

- EDUC-2007

- EDUC-2008

- EDUC-2101

- EDUC-2102

- EDUC-2103

- EDUC-2201

- EDUC-2202

- EDUC-2203

EDUC-3000 Pedagogical Practice

In this course, students will ponder over the learning generated in a class under their responsibility, or in a class they helped to design. Students are also expected to define the possible methods to enrich this learning environment. To this end, any of the following forms could be used: (1) The student may run a class in an educational institution in order to fulfill the class planning previously approved by a tutor appointed by the CIFE. (2) The student will attend the classes of a professor that works with a pedagogical innovative process in order to discuss, throughout the semester, about the forms to enrich such learning environment. This participation as co-lecturer should be previously approved by the CIFE. In both cases, the student shall gather every two weeks with a practice supervisor of the CIFE to discuss and ponder over their experience.

Credits

4

Distribution

-

Instructor

Gomez Lozano Maria

- EDUC-3001

- EDUC-3101

- EDUC-3102

- EDUC-3111

- EDUC-3112

- EDUC-3121

- EDUC-3122

- EDUC-3131

- EDUC-3132

- EDUC-3141

- EDUC-3142

- EDUC-3151

- EDUC-3152

- EDUC-3161

- EDUC-3162

- EDUC-3171

- EDUC-3172

- EDUC-3181

- EDUC-3182

- EDUC-3191

- EDUC-3192

- EDUC-3201

- EDUC-3202

- EDUC-3211

- EDUC-3212

- EDUC-3221

- EDUC-3222

- EDUC-3231

- EDUC-3232

- EDUC-3241

- EDUC-3242

- EDUC-3251

- EDUC-3252

- EDUC-3261

- EDUC-3262

- EDUC-3271

- EDUC-3272

- EDUC-3281

- EDUC-3282

- EDUC-3291

- EDUC-3292

- EDUC-3994

EDUC-4002 EDUC-4002

Distribution

-

- EDUC-4007

- EDUC-4019

EDUC-4030 EDUC-4030

Distribution

-

- EDUC-4031

- EDUC-4034

- EDUC-4035

- EDUC-4036

- EDUC-4037

- EDUC-4038

- EDUC-4039

- EDUC-4040

- EDUC-4041

- EDUC-4042

- EDUC-4050

- EDUC-4052

- EDUC-4053

- EDUC-4060

EDUC-4110 EDUC-4110

Distribution

-

- EDUC-4111

- EDUC-4112

- EDUC-4113

- EDUC-4114

- EDUC-4116

- EDUC-4208

- EDUC-4209

- EDUC-4301

- EDUC-4305

- EDUC-4306

- EDUC-4307

EDUC-4407 Pedagogías Emergentes y Nuevas Tecnologías

Credits

4

Distribution

-

- EDUC-4408

- EDUC-4509

EDUC-4512 Perspectivas Socioculturales de la Matemática y Las Ciencias Naturales

Credits

4

Distribution

-

EDUC-4513 Pedagogías Para El Desarrollo de Pensamiento Científico

Credits

4

Distribution

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- EDUC-4514

- EDUC-4515

EDUC-4611 Liderazgo e Instituciones Educativas

Credits

4

Distribution

-

EDUC-4612 Análisis de Política Pública en Educación

Credits

4

Distribution

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- EDUC-4613

- EDUC-4619

- EDUC-4620

- EDUC-4621

- EDUC-4710

EDUC-4711 Educación Para la Convivencia

Credits

4

Distribution

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EDUC-4723 Motivación y Pedagogía

Credits

4

Distribution

-

EDUC-4724 Diseño y Uso de Pruebas Estandarizadas en Educacion

Credits

4

Distribution

-

EDUC-4725 EDUC-4725

Distribution

-

- EDUC-4727

- EDUC-4728

- EDUC-4729

- EDUC-4731

- EDUC-4903

- EDUC-4904

- EDUC-4905

EDUC-4010 Course Tutorial I

The tutorial is a course in which the student conducts a personal research about a pedagogy or school administration. A professor of the Master´s Degree shall be in charge of advising the student in his/her search and reflection. Both professor and student will jointly decide about the theories, readings, and researches to be consulted or analyzed. They will hold regular meetings to further gaining a better insight into the topic.

Credits

4

Distribution

-

Instructor

Montoya Vargas Juny

EDUC-4012 EDUC-4012

Distribution

-

EDUC-4017 Curriculum and Pedagogy

In this course the student shall have the opportunity to live various pedagogical experiences and ponder over the cooperation with other people in order to • understand, analyze, compare and assess in a critical manner the main pedagogical and curriculum theories that have affected and still influences the educational practices, • match and understand the meaning of the educational theories presented in the texts, in light of his own educational experiences as participants in the educational system, whether as students, teachers or educational administrators, • build their own concepts about the curriculum and pedagogical issues on a regular basis to devise the conceptual framework of the educational project of practice or research to be developed during the Master´s Degree Program.

Credits

4

Distribution

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EDUC-4018 Seminar on Research I

This seminar is designed to introduce students to different research perspectives and internalize the tools needed to respond in logic, systematic and rigorous way to the most relevant problems within its contexts. The purpose is that students use these tools to explore areas of interest aiming at turning the knowledge generated into the platform for a better and more reliable decision making in the educational practices. Besides, the student will be introduced to useful principles, methods and strategies in project planning and implementation. The core axis of the research process is developed by addressing the epistemological and methodological principles of the quantitative, qualitative and mixed approaches.

Credits

4

Instructor

Lopez Mendoza Alexis

EDUC-4022 Taller de Redacción

Credits

0

Distribution

-

EDUC-4025 EDUC-4025

Distribution

-

EDUC-4026 EDUC-4026

Distribution

-

EDUC-4027 EDUC-4027

Distribution

-

EDUC-4028 EDUC-4028

Distribution

-

EDUC-4029 EDUC-4029

Distribution

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EDUC-4103 Evaluation of Learning

This seminar is intended to approach two branches: pedagogy and administration. In this course, the students will discuss any kind of topics related to the student´s evaluation. The participants will learn to design, adopt, adapt, use and interpret different types of academic tests applied both inside and outside the classroom. Likewise, the participants will learn to assess the usefulness, validity and reliability of the tests and revise the impact or effects they have in the learning process and the different groups of participants (society, schools, teachers, students, family men).

Credits

4

Distribution

-

Instructor

Lopez Mendoza Alexis

EDUC-4205 Research Seminar II

This seminar is designed to familiarize students with different advanced techniques to collect, analyze and interpret empirical data obtained from a research study, while strengthening and gaining further practical knowledge of the different stages in a research project.

Credits

4

Instructor

Lopez Mendoza Alexis

EDUC-4207 Dissertation II

The dissertation is an original research about a topic associated with the student´s area of concentration. It is an individual project, but if the student took part of a research group it shall be presented as an individual report. It should be empirical, that is, the student is expected to gather and analyze data of educational environments as main source of knowledge acquisition. Master´s degree students may conduct quantitative, qualitative or mixed studies.

Credits

6

Distribution

-

Instructor

Ossa Marcela

EDUC-4206 Dissertation I

The dissertation is an original research about a topic associated with the student´s area of concentration. It is an individual project, but if the student took part of a research group it shall be presented as an individual report. It should be empirical, that is, the student is expected to gather and analyze data of educational environments as main source of knowledge acquisition. Master´s degree students may conduct quantitative, qualitative or mixed studies.

Credits

6

Distribution

-

Instructor

Ossa Marcela

EDUC-4302 Procesos de Lectura y Escritura en Dos Lenguas (Biliteracy)

Credits

3

Distribution

-

Instructor

Truscott De Mejia Anne-Marie

EDUC-4303 EDUC-4303

Distribution

-

EDUC-4304 Educación Bilingüe Contextos y Necesidades

Credits

4

Distribution

-

EDUC-4401 Technology-Supported Learning Environments

In this course, students will have the opportunity to experience learning activities and to individually and collaboratively reflect to analyze, from a critical standpoint, the relation between Education and TIC from different contexts and experience, and to analyze, design, develop and evaluate TIC-supported learning environments, in such a way that they may respond to actual education needs and to the characteristics of the audience. This course will be developed through experiences that will allow developing criteria vis-á-vis the TIC-supported learning environments. The main learning strategy of this course will be learning in collaborative environments. The course has its own classroom spaces (scheduled classes) and virtual spaces. These are articulated and complemented, thus allowing participants to use different experimentation, construction and learning scenarios with respect to course subjects.

Credits

4

Distribution

-

Instructor

Osorio Luz

EDUC-4402 Education and Information and Communication Technologies

By the end of the course, the student will be able to: • Analyze and reflect in a critical manner about the relation between education and TIC based on social, cultural, political and economic approaches. • Identify and assess the challenges that our current society pose to education, and based on said challenges, asses the contribution to the TIC. Axes of analysis • Social, cultural, political, economic and current contexts. • The social function of education, educational processes and institutions. • Information society and knowledge. General Methodology. The course will focused on active methodologies that promote critical thinking, to this end, students will be asked to identify and deepen in a research interest among the axes of the course.

Credits

3

Instructor

Osorio Luz

- EDUC-4405

EDUC-4508 EDUC-4508

Distribution

-

EDUC-4606 EDUC 4606

Credits

4

Distribution

-

EDUC-4609 EDUC-4609

Distribution

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- EDUC-4610

EDUC-4702 Critical Pedagogy

One of the most significant Latin American contributions to world education is based on the critical pedagogy work of Paulo Freire. From a daring, radical acknowledgement of the relationship of political and education issues, critical pedagogy has question the purposes and the means of education by exploring the social role exercised. The work conducted by Freire and other critical pedagogy authors has continuously faced dilemmas and criticism from various intellectual or academic sectors, and from the society at large. Responses have been various and, therefore, at present we can observe a wide variety of critical pedagogy possibilities with internal tension. In this course, we will try to, from a permanent reflection on the practice and theory of the critical pedagogy, understand, learn and act upon our daily tasks pertaining to education.

Credits

3

Instructor

Mejia Delgadillo Jorge

EDUC-4706 Seminario de Filosofía de la Educación

Credits

4

Distribution

-

Instructor

Mejia Delgadillo Jorge

EDUC-4714 $name

Distribution

-

- EDUC-4719

EDUC-4720 EDUC-4720

Distribution

-

EDUC-4721 $name

Distribution

-

EDUC-4801 Noción de Currículo en Matemáticas

Credits

3

Distribution

-

Instructor

Restrepo Angela

EDUC-4802 Análisis de Contenido

Credits

3

Distribution

-

EDUC-4803 Análisis Cognitivo

Credits

5

Instructor

Restrepo Angela

EDUC-4804 Análisis de Instrucción

Credits

4

Instructor

Restrepo Angela

EDUC-4805 Análisis de Actuación

Credits

4

Distribution

-

- EDUC-4807

EDUC-4807 EDUC-4807

Distribution

-

EDUC-4808 EDUC-4808

Distribution

-

EDUC-4901 EDUC-4901

Distribution

-

- $name

EDUC-5300 Seminario de Inves. - Acción

Credits

6

Distribution

-

Instructor

Florez Irma

EDUC-6000 EDUC 6000

Credits

4

EDUC-6001 EDUC 6001

Credits

4

Distribution

-

EDUC-6002 EDUC 6002

Credits

6

Distribution

-

EDUC-6003 EDUC 6003

Credits

0

Distribution

-

EDUC-6004 EDUC 6004

Credits

0

Distribution

-

EDUC-6005 EDUC 6005

Credits

0

Distribution

-

EDUC-6006 EDUC 6006

Credits

6

Distribution

-

EDUC-6007 EDUC 6007

Credits

0

Distribution

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EDUC-6008 EDUC-6008

Distribution

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EDUC-6009 EDUC 6009

Credits

0

Distribution

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EDUC-6010 EDUC 6010

Credits

0

Distribution

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EDUC-6011 EDUC 6011

Credits

12

Distribution

-

EDUC-6012 EDUC-6012

Distribution

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EDUC-6013 EDUC-6013

Distribution

-

EDUC-6014 EDUC-6014

Distribution

-

- EDUC-6015

EDUC-6016 EDUC 6016

Credits

6

Distribution

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EDUC-6017 EDUC-6017

Distribution

-

- $name

EDUC-6019 EDUC-6019

Distribution

-

EDUC-6020 EDUC-6020

Distribution

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EDUC-6021 $name

Distribution

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EDUC-6022 Investigación Doctoral III

Credits

12

Distribution

-

EDUC-6023 Coloquio de Investigación VIII

Credits

0

Distribution

-

EDUC-6024 Formación. Subjetividad y Estética de Si

Credits

4

Distribution

-

EDUC-6025 Tutorial de Doctorado

Credits

4

Distribution

-

EDUC-6026 EDUC-6026

Distribution

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- EDUC-6027

- EDUC-6028

- EDUC-6029

- EDUC-6030

- EDUC-6031

EDUC-6990 EDUC-6990

Distribution

-

EDUC-6997 Pasantía Estudiantes Externos

Credits

0

Distribution

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HART-XXXX Materia Historia del Arte

Credits

3

- $name

- $name

- $name

- $name

- $name