<?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>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942020000200267</article-id>
<article-id pub-id-type="doi">10.5294/edu.2020.23.2.6</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Diseño de tareas para promover aprendizaje autorregulado en la universidad]]></article-title>
<article-title xml:lang="en"><![CDATA[Task Design to Promote Self-Regulated Learning at University]]></article-title>
<article-title xml:lang="pt"><![CDATA[Elaboração de tarefas para promover a aprendizagem autorregulada na universidade]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valencia-Serrano]]></surname>
<given-names><![CDATA[Marcela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<volume>23</volume>
<numero>2</numero>
<fpage>267</fpage>
<lpage>290</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942020000200267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942020000200267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942020000200267&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del artículo es proponer pautas para el diseño e implementación de tareas académicas que favorezcan el aprendizaje autorregulado en estudiantes universitarios. Las pautas toman en cuenta dos ejes: la estructura y la evaluación de la tarea. En cuanto a la estructura, se presentan pautas relacionadas con los objetivos, las consignas y el valor y promoción de la autonomía en la tarea para favorecer la autorregulación de los estudiantes. En la evaluación de la tarea se aborda el rol de los criterios de evaluación, la retroalimentación y los espacios de autoevaluación. Como conclusión se hace evidente la necesidad y conveniencia de la formación de los docentes en estrategias que favorezcan el aprendizaje autorregulado, a partir de las pautas propuestas en este trabajo, así como de seguir demostrando empíricamente la efectividad de estas pautas en procesos específicos del aprendizaje autorregulado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article intends to propose guidelines for the design and implementation of academic tasks that favor self-regulated learning in university students. These guidelines consider two themes: task structure and assessment. The structure has to do with objectives, instructions, and the value and promotion of autonomy in the task to advance students&#8217; self-regulation. Task assessment addresses the role of evaluation criteria, feedback, and self-assessment opportunities. In conclusion, teacher training in strategies that promote self-regulated learning based on the proposed guidelines is necessary and convenient. Also, the effectiveness of the guidelines in specific self-regulated learning processes should be continuously and empirically demonstrated.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem o objetivo de propor diretrizes para a elaboração e implementação de tarefas acadêmicas que favoreçam a aprendizagem autorregulada em estudantes universitários. Para isso, foram consideradas a estrutura e a avaliação da tarefa. Quanto à estrutura, são apresentadas diretrizes relacionadas com os objetivos, as instruções, o valor e a promoção da autonomia na tarefa para favorecer a autorregulação dos estudantes. Na avaliação da tarefa, o papel dos critérios de avaliação, a retroalimentação e os espaços de autoavaliação são abordados. Como conclusão, torna-se evidente a necessidade e conveniência da formação dos docentes em estratégias que favoreçam a aprendizagem autorregulada, a partir de diretrizes propostas neste trabalho, bem como da continuação efetiva dessas pautas em processos específicos da aprendizagem autorregulada.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje autorregulado]]></kwd>
<kwd lng="es"><![CDATA[estudiante universitario]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[pedagogía universitaria]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica.]]></kwd>
<kwd lng="en"><![CDATA[Self-regulated learning]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[university pedagogy]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem autorregulada]]></kwd>
<kwd lng="pt"><![CDATA[prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[treinamento de professor]]></kwd>
<kwd lng="pt"><![CDATA[estudante universitário]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia universitária]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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