vol. 1 núm. 1 (2021)

The following article presents the importance of assessment, its impact on English language learning, and its complexity after applying an English practical workshop with a group of students from UNAD university, mediated by a virtual learning environment.For this purpose, it was necessary to research and analyze some conceptual and theoretical foundations that involve assessment fromthe point of view of complexity. In this sense, the application of the workshop is described as chaotic from the beginning until its laststage, where the assessment strategies emerged leaving aside that preliminary chaos. The information obtained from this pedagogicalexperience demonstrates that teachers must have a deeper view about assessing, about how to assess students and about how assessment impacts their lives.

The following article shows how the implementation of a didactic workshop, following bio-pedagogical features, could impact andtransform teachers’ practices. It emphasizes how important it is for us, as teachers, to see our students not only as subjects whoattend and understand instruction, but also as people with feelings, emotions, and needs. Taking into account the different steps carriedout by the construction of the didactic workshop, some pedagogical proposals are listed in order to change the paradigm of a traditionalteacher and move into a facilitator and mediator. Contrary to the idea about the role of the teacher as a simple transmitter of informationthat students receive passively, this article focuses on biopedagogical mediation, where the teacher-mediator must, on the one hand, actas an intermediary between the content and the student, help him to discover shared meanings; and on the other hand, the mediatorteacher must design didactic strategies based on communication, interaction, collaboration, needs and interests of the students, keepingin mind that love is fundamental in the construction of learning. 

The present article offers a literary review and description of the educational mediation notions and their relationship with the Bio-pedagogy features in education. This description is specifically oriented to the crucial changes in education that have also affected the TEFL practices. In a nutshell, the purpose here is not to portray a teacher’s model but to be concerned about some features that would encourage the teaching experience with pedagogical mediations. The bibliographic search method was performed through the ERIC, SCIELO, SAGE, and Editorial Magisterio databases. The exploration was developed under the following stages: familiarization with the content of the documents, preliminary classification, selection and extraction of the most relevant information, verification of the concepts, and synthesis of the information. Pedagogical mediation occurs here when apprentices’ emotions and identities become the main pretext to mediate meaningful learning activities attending their second language needs. Finally, this article presents a personal concern about pedagogical mediation in my mediation experience. 

The purpose of this article is to address some considerations for pedagogical strategies that can take English learning outside the classrooms through a perspective based on the principles of biopedagogy and the teacher mediator that focus on the development of the human being from the culture of love, respect, cooperation, co-inspiration, and care for the other; and that emphasize the importance of creativity, emotions and above all the individual as a key player in the process. Likewise, this article exposes the important role of online technology by proposing some pedagogical mediations for teaching English outside the classroom.

This article presents a reflection on different crises that society is going through, but especially the educative ones, and therefore, topromote a bio-pedagogy for the transformation of these realities, linking essential ethics and pedagogy of love. From there, thesehumanistic approaches aim to shed lights on different areas of knowledge as supplies for the educational practices. It is our hopethat human beings achieve to develop self-regulation, ethics and morals, self-organization, and dignity among other principles, withthe aim to foster the training of social leaders.

The purpose of the article is to reflect on innovative curricular design, based on the unexpected change in the way teachers and studentsof basic secondary education work and study due to the COVID-19 pandemic. The categories of autonomous learning, collaborative work and learning, and knowledge technologies are proposed to achieve this objective. There are several definitions of the curriculum. The concept becomes praxis in design. For this to be innovative, it must have some principles or guidelines that characterize it. The information, knowledge and learning society gives new characteristics to the way people interact, which is not foreign to the educational field. The strategy of autonomous learning and collaborative work makes the students the protagonist of their process, empowers them andalienates them from the traditional concept and methodologies of education. It relies on available technologies, and uses them to takeadvantage of their potential and directs it towards technologies for learning and knowledge.

Communities of inquiry are a strategy that allows the generation of social and personal skills where they are strength in community interaction from the various contexts in which women play an important role. In this way, their role, and the social contributionthey provide to society, and to their most intimate environments. It has to be developed as a process in which their rights, their empowerment and recognition of the importance they play in society, are subjected to a critical contrast between the societies, in which they have immersed themselves, understanding the dynamics that are validated today. In addition, the way in which its development becomes an aspect that rescues the values, resources and purposes necessary for true collective growth.