Collaborative spaces in learning communities: educational innovation and knowledge management

Abstract

Introduction: Based on the central idea that education is the bridge to the future, and learning communities are the pillars that support it, the strength of this bridge requires that research cease to be an isolated activity and become a daily practice present in all the work of students and faculty. To address this problem, the objective was to analyze the role of collaborative spaces in learning communities within universities, understood as social constructs that foster educational innovation and knowledge management combined with collaborative work in research. Methodology: The methodological argument for the presented result corresponds to a qualitative, descriptive approach to the phases of a strategy for building collaborative research spaces at the curricular level. The strategy is structured over four weeks of dynamic work in which students, organized into teams, take ownership of a progressive learning process in research. Results: The actions of each phase of the strategy allow students to experience research, developing skills in analysis, inquiry, and academic production. Conclusion: In this endeavor, the use of the problem tree takes center stage as a facilitating tool for formulating research, while supporting materials demonstrate the procedures for searching for information and writing articles.