Diseño de una herramienta lúdica como metodología de enseñanza-aprendizaje para abordar estrategias para la evaluación y selección de proveedores
The following work proposes a tool to improve the teaching-learning process of the concepts and strategies in the evaluation and selection of suppliers, using methods of active teaching, especially the playful one, which provides a greater participation Of the student in the classroom, moving away f...
| Autor Principal: | Carmona Carmona, Sergio Andrés |
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| Otros Autores: | Vásquez Rendón, Diana Cristina |
| Formato: | info:eu-repo/semantics/bachelorThesis |
| Idioma: | spa |
| Publicado: |
Ingenierias
2019
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| Materias: | |
| Acceso en línea: |
D. C. Vásquez Rendón y S. A. Carmona Carmona, “Diseño de una herramienta lúdica como metodología de enseñanza-aprendizaje para abordar estrategias para la evaluación y selección de proveedores.”, Trabajo de grado Ingeniería Industrial, Universidad de San Buenaventura Medellín, Facultad de Ingenierías, 2019 |
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| Sumario: |
The following work proposes a tool to improve the teaching-learning process of the concepts and strategies in the evaluation and selection of suppliers, using methods of active teaching, especially the playful one, which provides a greater participation Of the student in the classroom, moving away from traditional teaching practices within engineering, specifically in industrial engineering; Where students play a passive role in this process and it is the teacher who has the role of imparting knowledge. In these methods, the participation of the student is essential, turning the learning into an experiential and amusing experience from the simulation of realistic situations, such as those experienced in the professional field.
The project developed, is part of an educational project promoted at the University of San Buenaventura, Medellín section, in the Industrial engineering program, which are implementing these types of tools to enhance the methods of Learning and teaching in engineering according to the new educational paradigms |
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