Pedagogical Counseling Program Development through an Adapted Community of Inquiry Framework

Pedagogical Counseling Program Development through an Adapted Community of Inquiry Framework

María Fernanda Aldana-Vargas (Universidad de los Andes, Colombia), Albert Gras-Martí (Universidad de los Andes, Colombia), Juny Montoya (Universidad de los Andes, Colombia) and Luz Adriana Osorio (Universidad de los Andes, Colombia)
Copyright: © 2013 |Pages: 24
DOI: 10.4018/978-1-4666-2110-7.ch017

Abstract

This chapter describes an institutional Pedagogical Counseling program-assessment and systematizing initiative in terms of an adapted Community of Inquiry framework. An inquiry through pedagogical-counseling experience-exchange process was set up to analyze, assess and potentiate ongoing support activities by the staff members of the Center for Research and Development in Education (CIFE) in counseling projects of undergraduate and postgraduate programs. Garrison, Anderson, and Archer’s (2000) Community of Inquiry framework has been adapted to the authors’ pedagogical counseling process in order to conceptualize CIFE staff’s review exercise. The process includes ample opportunities to discuss and reflect on key counseling design questions, explore counseling programs from a pedagogical perspective and implement and evaluate new tutoring designs. This chapter describes the inquiry process and the lessons learned from the implementation of the pedagogical counseling inquiry exercise.
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Cife’S Pedagogical Counseling

CIFE is an example of a University Educational Development Center or Center of Teaching Excellence, offering guidance and multiple resources for Teacher Professional Development (Perry & Smart, 2007). The Center has experience in various programs for counseling of University lectures, with the objective of improving the educational quality of the undergraduate and postgraduate programs that the University offers. The PC process aims to generate an authentic and profound dialogue about specific and contextualized innovations in teaching practices, with a view to identifying counseling elements and strategies that may lead to improvements in that particular teaching and learning process. In many cases the Laboratory of Investigation and Development on Informatics and Education (LIDIE), a branch of CIFE, has included in the strategies of PC the generation of learning environments supported by Information and Communication Technologies.

We outline in Figure 1 the schematics of standard PC processes undertaken by CIFE. One or various CIFE teams (A, B, C, etc.) attend each PC process (PC1, PC2, etc.). In all CIFE PC projects, the accompanying process is done via a collaborative work and with the participation of teams of professionals of a variety of disciplines such as pedagogy, systems engineering, psychology, graphic design and so on. Sometimes, but not often, a CIFE staff with expertise in the lecturer’s discipline as well as in pedagogy is also present in the accompanying team.

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