University professors face the challenge of incorporating activities that promote student engagement, discussion, conflict resolution, and teamwork. In this context, cooperative learning emerges as the pedagogical model that fosters teamwork; organizes students into groups where joint and coordinated work reinforces individual and collective learning. The proposal presented facilitates the design of cooperative activities that consider the necessary interdependence between learning, teaching, content and context. In addition to explaining how to articulate all these aspects, it also places the student as the center of the training process, for this it collects the main guidelines of cooperative learning and enriches the learning environment with the potential of management knowledge and communication provided by Information and Communication Technologies. To inform the proposal, the results obtained in four subjects of a mathematical nature are presented; results showing improvements in student learning.

A Research-Based Learning experience is presented in the subject "Pedagogy, ICT and Information Management" for civil engineers. It describes a system tasks whose objective that the student learns to solve professional problems from daily activity, getused to the treatment of unstructured problems and structures them during their own learning process. It is based on the definition of the way engineers act, dynamics are organized based on methods and techniques that promote participation and the methodology followed for the organization of the task system from cooperative learning, research and integration of ICTs. Finally, evidence of the final works submitted by the students and their opinions and assessments of the process experienced are shown. The results indicate the desirability of applying active ICT-supported methodologies to motivate students and contribute to their learning achievements.

University professors face the challenge of incorporating activities that promote student engagement, discussion, conflict resolution, and teamwork. In this context, cooperative learning emerges as the pedagogical model that fosters teamwork capacity; organizes students into groups where joint and coordinated work reinforces individual and collective learning. The proposal presented facilitates the design of cooperative activities that consider the necessary interdependence between learning, teaching, content and context. In addition to explaining how to articulate all these aspects, it also places the student as the center of the training process, for this it collects the main guidelines of cooperative learning and enriches the learning environment with the potentials of management knowledge and communication provided by Information and Communication Technologies. To support the proposal, the results obtained in four subjects are presented, three of which are of a mathematical nature; results show improvements in student learning.