<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2017000200337</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.17.052.ds02</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[A course design workshop as a possible path from a content-centered to a learning-centered teaching]]></article-title>
<article-title xml:lang="pt"><![CDATA[Uma oficina de planejamento de disciplina como possível caminho de um ensino centrado no conteúdo para um ensino centrado na aprendizagem]]></article-title>
<article-title xml:lang="es"><![CDATA[Un taller de diseño de cursos como un posible camino de una enseñanza centrada en el contenido a una enseñanza centrada en el aprendizaje]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Spricigo]]></surname>
<given-names><![CDATA[Cinthia Bitencourt]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manffra]]></surname>
<given-names><![CDATA[Elisangela Ferretti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saroyan]]></surname>
<given-names><![CDATA[Alenoush]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,McGill University  ]]></institution>
<addr-line><![CDATA[Montreal ]]></addr-line>
<country>Canada</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>52</numero>
<fpage>337</fpage>
<lpage>355</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2017000200337&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2017000200337&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2017000200337&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In order to meet the needs of a constantly changing Society, the Universities need to constantly improve their processes of teaching and learning. To do so, it is essential that professors are fully committed and well prepared to teach aiming at students learning, instead of content delivery. Faculty development programs might be helpful to support the institution and the professors in this way. Since designing these programs is a challenging task, we intend to contribute with faculty developers by reporting our experience here. We have adapted a course design workshop developed at McGill University to our context at PUCPR, in Curitiba, South of Brazil. During the workshop, the participants had to write a new syllabus of their course, elaborate a concept map, both of them with only the essential aspects for learning. They had to define the learning outcomes and only afterwards to choose active methods to help students achieve them. Throughout the whole process, participants gave feedback to each other. The activities of the workshop, along with the fruitful discussions among professors of different backgrounds helped professors to view the content as something that supports the development of learning outcomes. Therefore, we conclude that this workshop has opened the way to methodological innovations that develop learning of higher cognitive dimensions, since the professor has established more challenging expectations for the students when writing the new teaching plan.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A fim de satisfazer as necessidades de uma sociedade em constante mudança, as universidades precisam melhorar constantemente os seus processos de ensino e aprendizagem. Para tanto, é essencial que os professores estejam totalmente comprometidos e bem preparados para ensinar com o objetivo de que os alunos aprendam, e não focados na entrega de conteúdo. Programas de desenvolvimento pedagógico docente poderiam ser úteis para apoiar a instituição e professores neste sentido. Como o design desses programas é uma tarefa difícil, pretendemos contribuir com os conselheiros pedagógicos, relatando a nossa experiência aqui. Nós adaptamos uma oficina de design de disciplina desenvolvido na Universidade McGill ao nosso contexto na PUCPR, em Curitiba, no sul do Brasil. Durante a oficina, os participantes redigiram uma nova ementa e produziram um mapa conceitual para sua disciplina, ambos com apenas o essencial para a aprendizagem. Então, definiram os resultados da aprendizagem e só depois escolheram métodos ativos para ajudar os estudantes a alcançá-los. Ao longo de todo o processo, os participantes deram retorno para as atividades uns dos outros. As atividades da oficina, juntamente com as discussões frutíferas entre professores de diferentes origens, nos ajudaram a visualizar o conteúdo como algo que apoia o desenvolvimento dos resultados da aprendizagem. Portanto, podemos concluir que esta oficina abriu caminho para as inovações metodológicas que desenvolvem a aprendizagem em dimensões cognitivas superiores, uma vez que o professor definiu expectativas mais desafiadoras para os alunos ao escrever o novo plano de ensino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Con el fin de satisfacer las necesidades de una sociedad en constante cambio, las universidades necesitan mejorar constantemente sus procesos de enseñanza y aprendizaje. Para ello, es esencial que los profesores estén plenamente comprometidos y estén bien preparados para enseñar con el objetivo de que los estudiantes aprendan, en lugar de entregar contenidos. Los programas de desarrollo de la facultad podrían ser útiles para apoyar a la institución y los profesores de esta manera. Ya que diseño de estos programas es una tarea difícil, tenemos la intención de contribuir con los desarrolladores de la facultad, informando de nuestra experiencia aquí. Hemos adaptado un taller de diseño de curso desarrollado en la Universidad McGill a nuestro contexto en la PUCPR, en Curitiba, al sur de Brasil. Durante el taller, los participantes tuvieron que escribir un nuevo plan de estudios de su curso, elaborar un mapa conceptual, ambos con sólo los aspectos esenciales para el aprendizaje. Tuvieron que definir los resultados del aprendizaje y sólo después elegir métodos activos para ayudar a los estudiantes a alcanzarlos. Durante todo el proceso, los participantes dieron retroalimentación a los demás. Las actividades del taller, junto con las discusiones fructíferas entre profesores de diferentes orígenes, ayudaron a los profesores a ver el contenido como algo que apoya el desarrollo de los resultados del aprendizaje. Por lo tanto, concluimos que este taller ha abierto el camino a las innovaciones metodológicas que desarrollan el aprendizaje de las dimensiones cognitivas superiores, ya que el profesor ha establecido expectativas más desafiantes para los estudiantes al escribir el nuevo plan de enseñanza.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Higher education teaching and learning]]></kwd>
<kwd lng="en"><![CDATA[Faculty development]]></kwd>
<kwd lng="en"><![CDATA[Constructive alignment]]></kwd>
<kwd lng="en"><![CDATA[Teaching plan]]></kwd>
<kwd lng="pt"><![CDATA[Ensino e aprendizagem na educação superior]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento do corpo docente]]></kwd>
<kwd lng="pt"><![CDATA[Alinhamento construtivo]]></kwd>
<kwd lng="pt"><![CDATA[Plano de ensino]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza y aprendizaje en la enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo de la facultad]]></kwd>
<kwd lng="es"><![CDATA[Alineación constructiva]]></kwd>
<kwd lng="es"><![CDATA[Plan de enseñanza]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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