DIGITAL LEARNING LANDSCAPES IN COLLEGE EXPERIENTIAL TRACES AND COMMUNITY INSERTION

Abstract

This study aims to evaluate the didactic proposal from the use of active methodologies in the formation of the Educational Psychologist. Likewise, it inserts reflective practice as a device to learn competencies specific to the role. Intra-university and extra-university training experiences favor humanist social responsibility and enable accompanying students in community service deployment actions and collaboration with other chairs in joint actions, from inter-chair commitment. This response to the community and achievement of competencies towards the professional role introduces concrete synergy actions, under the Learning and Service (A+S) pedagogical proposal and the Challenge-based Learning Approach, within the Social Practices Program. Design: descriptive observational study, the proposal to the students was evaluated using the Academic Satisfaction Scale (ESA). The sample consisted of two university chairs and three groups of students who attend three different shifts and serve two 2nd years of High School and 4 workshops for older adults from Argentina and Latin America, aged between 60 and 98 years. with mnesic complaints. Results: The active methodology interacts in Study Techniques and experiential Workshops developed in digital and transmedia landscapes with a high degree of academic satisfaction (p < .000) and community satisfaction valued positively with a final questionnaire of 100%. Conclusions: The A+S had an impact on professional skills, exploration of spaces, dynamics and proposals. The ESA Scale detects the perception of the students regarding the curricular contents and the profession, it observes high valuation (M= 6.93; DE= .314).