Abstract:

Innovations in communications entail changes in the modes of interaction and social development. In order to face those changes, Universities are required to incorporate new contents as well as teaching techniques that enable future professionals to perform in changing and uncertain scenarios. In Argentina, the pandemic destabilized higher education’s most prevailing type of pedagogical mediation: live, simultaneous explanations in enclosed physical spaces. The emerging virtualization of face-to-face university courses has revealed that the traditional modes of knowledge communication were only compatible with a single system of analog and tangible reality. Connective media enables the pedagogical continuity of vocational training nowadays and it requires the learning of technological skills from both the teachers, so they can teach the contents, and from the students for knowledge appropriation. The objectives of this essay are: a) To rethink the current pedagogical and technological mediation processes of university teaching practices where classrooms and classes unfold between the ecosystem of connective media and the homes of teachers and students. b) To conceptually bring to light the relevance of the methodological construction category as a possibility to understand and recreate the modes of didactic intervention at a higher education level. Considering approaches to inclusive education, media-based learning, and contemporary didactics perspectives, it is argued that, in the methodological constructions didactic innovations are revealed to be enablers of mediation processes and technological appropriation in unequal contemporary scenarios overpassed by technological ecosystems.

Key Words: Higher Education; Multimedia Teaching; Social Media; Pandemic; COVID-19