<?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>2301-0126</journal-id>
<journal-title><![CDATA[InterCambios. Dilemas y transiciones de la Educación Superior]]></journal-title>
<abbrev-journal-title><![CDATA[InterCambios]]></abbrev-journal-title>
<issn>2301-0126</issn>
<publisher>
<publisher-name><![CDATA[Universidad de la República. Comisión Sectorial de Enseñanza.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2301-01262024000100023</article-id>
<article-id pub-id-type="doi">10.29156/inter.11.1.3</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Universidad actual y el modelo de alineamiento constructivo]]></article-title>
<article-title xml:lang="en"><![CDATA[Current university and the constructive alignment model]]></article-title>
<article-title xml:lang="pt"><![CDATA[A universidade atual e o modelo de alinhamento construtivo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Fernández]]></surname>
<given-names><![CDATA[Aimara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Martínez]]></surname>
<given-names><![CDATA[Armenio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Laica Vicente Rocafuerte de Guayaquil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Laica Vicente Rocafuerte de Guayaquil Departamento de Investigación Científica, Tecnológica e Innovación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>23</fpage>
<lpage>33</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S2301-01262024000100023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S2301-01262024000100023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S2301-01262024000100023&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen A partir de los retos que presenta el sistema de educación superior como resultado de las demandas tradicionales (acceso, financiamiento, calidad), de las medidas y condiciones generadas por la pandemia de covid-19 en América Latina y de los nuevos avances tecnológicos y la inteligencia artificial, urge encontrar fundamentos teóricos y metodológicos para sustentar las prácticas docentes y la gestión de las instituciones de educación superior. El objetivo de la investigación es fundamentar la importancia del empleo del modelo de alineamiento constructivo de John Biggs en las actuales condiciones de la universidad en América Latina. Para ello se realiza un estudio teórico de análisis documental empleando la selección y revisión de fuentes primarias. Se aplican los métodos del análisis histórico-lógico de la información y de análisis-síntesis para comprender la posibilidad de aplicación del modelo de alineamiento constructivo y sus herramientas metodológicas en la actual situación que vive la educación superior en América Latina. Se emplea la triangulación de fuentes para contrastar y corroborar los criterios científicos. Se concluye enfatizando que el modelo de alineamiento constructivo propone identificar los conceptos centrales, establecer lo que se requiere que aprendan los estudiantes, explorar y activar los conocimientos previos y antecedentes con los que cuenta el grupo. La interacción con la realidad a partir de actividades permite detectar problemáticas y derivar los contenidos de aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Based on the challenges presented by the higher education system as a result of traditional demands (access, financing, quality), the measures and conditions generated by the COVID-19 pandemic in Latin America, and the new technological advances and the artificial intelligence, it is urgent to find theoretical and methodological foundations to support teaching practices and the management of higher education institutions. The objective of the research is to substantiate the importance of using John Biggs&#8217; deep learning model in the current conditions of the university in Latin America. For this, a theoretical study of documentary analysis is carried out, using the selection and review of primary sources. The methods of historical-logical analysis of information, the analysis-synthesis method are applied to understand about the possibility of applying John Biggs&#8217; theory and its methodological tools in the current situation of higher education in Latin America. Triangulation of sources is used to contrast and corroborate the scientific criteria. It is concluded by emphasizing that the Biggs model proposes to identify the central concepts, establish what the students are required to learn, explore and activate the previous knowledge and background that the group has. The interaction with reality in which from activities it is possible to detect problems and derive the learning contents.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Com base nos desafios apresentados pelo sistema de ensino superior como resultado das demandas tradicionais (acesso, financiamento, qualidade), as medidas e condições geradas pela pandemia do COVID-19 na América Latina e os novos avanços tecnológicos e a inteligência artificial, é urgente encontrar fundamentos teóricos e metodológicos para apoiar as práticas de ensino e a gestão das instituições de ensino superior. O objetivo da pesquisa é fundamentar a importância da utilização do modelo de deep learning de John Biggs nas atuais condições da universidade na América Latina. Para isso, é realizado um estudo teórico de análise documental, utilizando a seleção e revisão de fontes primárias. Os métodos de análise histórico-lógica da informação e o método de análise-síntese são aplicados para entender sobre a possibilidade de aplicar a teoria de John Biggs e suas ferramentas metodológicas na situação atual da educação superior na América Latina. A triangulação de fontes é utilizada para contrastar e corroborar os critérios científicos. Conclui-se enfatizando que o modelo de Biggs se propõe a identificar os conceitos centrais, estabelecer o que os alunos precisam aprender, explorar e ativar o conhecimento prévio e a bagagem que o grupo possui. A interação com a realidade em que a partir de atividades é possível detectar problemas e derivar os conteúdos de aprendizagem.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[universidad]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje profundo]]></kwd>
<kwd lng="es"><![CDATA[modelo de alineamiento constructivo]]></kwd>
<kwd lng="en"><![CDATA[university]]></kwd>
<kwd lng="en"><![CDATA[deep learning]]></kwd>
<kwd lng="en"><![CDATA[constructive alignment model]]></kwd>
<kwd lng="pt"><![CDATA[universidade]]></kwd>
<kwd lng="pt"><![CDATA[deep learning]]></kwd>
<kwd lng="pt"><![CDATA[modelo de alinhamento construtivo]]></kwd>
</kwd-group>
</article-meta>
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