<?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>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322021000100150</article-id>
<article-id pub-id-type="doi">10.22458/ie.v23i34.3474</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aspectos para integrar el enfoque de resultados de aprendizaje en el diseño curricular universitario]]></article-title>
<article-title xml:lang="en"><![CDATA[Aspects to be considered to integrate the learning outcomes approach into university curricular design]]></article-title>
<article-title xml:lang="pt"><![CDATA[Aspectos a considerar para integrar o enfoque de resultados de aprendizagem no desenho curricular Universitário]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gamboa Solano]]></surname>
<given-names><![CDATA[Livieth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guevara Mora]]></surname>
<given-names><![CDATA[María Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mena]]></surname>
<given-names><![CDATA[Álvaro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Umaña Mata]]></surname>
<given-names><![CDATA[Ana Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[Cartago ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[Cartago ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[Cartago ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Estatal a Distancia  ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<numero>34</numero>
<fpage>150</fpage>
<lpage>165</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322021000100150&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322021000100150&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322021000100150&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente artículo tiene como finalidad presentar los hallazgos de la investigación realizada para identificar aspectos importantes, con el fin de considerarlos al utilizar el enfoque de resultados de aprendizaje en el currículo universitario. El diseño de la investigación fue de corte cualitativo y, se considera de tipo exploratorio; pues resultó el primer acercamiento al tema. Se trabajó con el método de revisión de literatura y entrevista a personas expertas en el campo. A lo largo del artículo se abordan temáticas asociadas a este enfoque como: redacción, coherencia de los resultados de aprendizaje en relación con los componentes curriculares, uso de taxonomías para la clasificación de los niveles de conocimiento, mapeo curricular, beneficios y retos. Como principales resultados se halla que tanto a nivel nacional como internacional se conoce del enfoque de resultados de aprendizaje y existen propuestas educativas que lo incluyen, específicamente, en el perfil, la metodología y la evaluación. Sin embargo, a nivel de concreción curricular en asignaturas o cursos, los esfuerzos son aislados y falta mayor tratamiento del tema. Por otra parte, se evidencia que es fundamental contar con una taxonomía para la redacción de los resultados de aprendizaje, las de Bloom, Bloom revisado y SOLO son las más utilizadas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The purpose of this article is to present the findings of the research carried out to identify important aspects that should be considered when using the learning outcomes approach in the university curriculum. The research design was qualitative and is considered exploratory, since it was the first approach to the subject. We worked with the method of reviewing the literature and interviewing experts in the field. Throughout the article, topics associated with this approach are addressed, such as writing, coherence of learning results with regard to curricular components, use of taxonomies for classifying levels of knowledge, curriculum mapping, benefits and challenges. As main results, it is found that both nationally and internationally the approach is known and that there are educational proposals that specifically include it in the profile, methodology and evaluation. However, at the level of curricular implementation in subjects or courses, the efforts are isolated and there is a lack of further treatment of the subject. On the other hand, it is evident that it is essential to have a taxonomy for the drafting of the learning results, being those of Bloom, Bloom revised and SOLO the most used.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O objetivo deste artigo é apresentar os resultados da pesquisa realizada para identificar aspectos importantes que devem ser considerados ao utilizar a abordagem dos resultados do aprendizado no currículo universitário. O desenho da pesquisa foi qualitativo e é considerado exploratório, já que foi a primeira abordagem ao assunto. Trabalhamos com o método de revisão de literatura e entrevistas com especialistas na área. Ao longo do artigo, são abordados tópicos associados a este enfoque, tais como redação, coerência dos resultados de aprendizagem em relação aos componentes curriculares, uso de taxonomias para a classificação dos níveis de conhecimento, mapeamento curricular, benefícios e desafios. Como principais resultados, constata-se que tanto nacional como internacionalmente a abordagem é conhecida e que existem propostas educacionais que a incluem, especificamente no perfil, metodologia e avaliação. Entretanto, ao nível da concretização curricular em disciplinas ou cursos, os esforços são isolados e há uma falta de maior tratamento do tema. Por outro lado, é evidente que é essencial ter uma taxonomia para a redação dos resultados do aprendizado, sendo a Bloom&#8217;s, a revista Bloom&#8217;s e a SOLO as mais utilizadas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Plan de estudios]]></kwd>
<kwd lng="es"><![CDATA[Taxonomía]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Assessment]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Taxonomy]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Plano de Estudos]]></kwd>
<kwd lng="pt"><![CDATA[Taxonomia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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