Facilitating ICTs learning by poiesis in higher education

Today, colleges, universities and other higher education institutions have taken up the challenge to integrate issues related to ICTs in order to pay attention to the student's role as a builder of his own learning. In that regard, the issues of a pedagogical model consistent with these emerging practices has prompted several analysis about pedagogical perspectives to think following flexible roles and tasks by teachers and students to reach a meaningful knowledge. Therefore, from a qualitative approach related to grounded theory, this paper offers an interpretation about some points of view and reflections to the need of a flexible pedagogy based on the feasibility to use educational technologies to make easier learning through creative, participatory, critical and axiological issues (poiesis). In conclusion, we observe the roles and tasks by teachers involved to address issues in order to develop this type of educational guidance and a priority to include the student as the cornerstone of a triad, i.e. university-society-business.