This book gives an account of a restless search. University classrooms (whether virtual or face-to-face) persistently cling to a didactic method characterized by the progressive linear sequence of explanation-application-verification (Litwin, 1997). First explain (theory), then apply through some practice, and verify what has been learned with some kind of assessment. Changing it implies, in the first place, feeling a certain pedagogical discomfort: not wanting to teach in the same way we were taught; understanding that the ways of learning have changed; that cultural and digital trends have influenced the ways in which our students (and we ourselves) construct knowledge. These searches often conclude with a type of alteration (for example, the flipped classroom) that allows us to settle into a new pedagogical comfort zone. Uriel Cukierman invites us to dive into the depths of our teaching practices from his own journey, his history, his trajectory, his questions and his answers. Four decades in which he intertwined teaching, management and research, and gradually generated those horizons of meaning necessary in this era to challenge teaching practices

This book gives an account of a restless search. University classrooms (whether virtual or face-to-face) persistently cling to a didactic method characterized by the progressive linear sequence of explanation-application-verification (Litwin, 1997). First explain (theory), then apply through some practice, and verify what has been learned with some kind of assessment. Changing it implies, in the first place, feeling a certain pedagogical discomfort: not wanting to teach in the same way we were taught; understanding that the ways of learning have changed; that cultural and digital trends have influenced the ways in which our students (and we ourselves) construct knowledge. These searches often conclude with a type of alteration (for example, the flipped classroom) that allows us to settle into a new pedagogical comfort zone. Uriel Cukierman invites us to dive into the depths of our teaching practices from his own journey, his history, his trajectory, his questions and his answers. Four decades in which he intertwined teaching, management and research, and gradually generated those horizons of meaning necessary in this era to challenge teaching practices