Design of a curricular e-learning model, using an active and participatory methodology
Abstract
Currently the graduate programs in educational innovation motivate participants to teach academic content in their workplace, using informally teaching resources offered by ICT. However, the impact on the development academic of virtual classrooms seems limited by the lack of formal training in computer systems by Education Professionals. From the perspective of a study group that learns from the TIC, it attempts to incorporate them in the e -learning curriculum design through the virtual platforms, This develops a case study on the generation of a e-learning design curriculum model that guides the learners of virtual platforms and Virtual Learning Environment, during his training of the Learning Management System for the creation of virtual courses. The innovation of the present work is the direct collection of the factors that limit the learning of the graduate students of Innovation in Education, when the training in computer science, computer or similar systems does not form part of the professional skills of the experts in education. Meet its challenges, fears and motivations, can generate a curricular e-learning model model that provides the teaching strategies based on the ICT for the transformation of a In-House curriculum design to an on-line curriculum design.
Downloads
References
Ariel Clarenc, C. (2013). Analizamos 19 plataformas de e-learning. Investigación colaborativa sobre LMS. www.congresoelearning.org: Grupo GEIPITE.
Barrera Quirós, C., y Quintero Cifuentes, A. (2008). ¿Cómo trabajar el Diseño Instruccional de cursos virtuales a partir de los Lineamientos Pedagógicos Institucionales? Medellín: Politécnico Colombiano Jaime Izasa Cadavid.
Benavides, M. Á., et al. (2011). Crear y publicar con las TIC en la escuela. Colombia: FERIVA.
Cabero Almenara, J., y Román Graván, P. (2006). E-ACTIVIDADES. Sevilla: Editorial MAD, S.L.
Campo Saavedra, M., et al. (2012). Orientaciones para el diseño, producción e implementación de cursos virtuales. Bogotá: ID impresor.
Candia García, F., y Galindo López, V. (2012). Hacia la determinación de desempeños para la educación superior, experiencias de un programa educativo en ingeniería autores. Revista digital de investigación educativa.
Candia García, F., Galindo López, V., y Flores Méndez, J. (2014). Una Política Pública para garantizar la Soberanía del Estado a través de los Desempeños Sociales. Identidad Docente.
Casarini Ratto, M. (1997). Teoría y Diseño Curricular. México: Trillas.
Castañeda Castañeda, A. (2013). El uso de las TIC en educación primaria: la experiencia ENCICLOMEDIA. México: Red de Investigadores Educativos, A. C.
Ghirardini, B. (2014). Metodología de e-learning. 1ª. ed., Roma: FAO.
Gobierno de México. (19 de junio 2016). gob.mx. Obtenido de México digital: http://www.gob.mx/mexicodigital/articulos/programa-de-inclusion-y-alfabetizacion-digital-piad
Hernández Sampieri, R. (2006). Metodología de la Investigación. México: McGraw Hill.
Herrera M., A., y Didriksson, A. (1999). La construcción curricular: innovación, flexibilidad y competencias. Educación superior y sociedad, 29-52.
Juliao Vargas, C. (2013). Una pedagogía praxeológica. Bogotá: UNIMINUTO.
Martínez-Salanova Sánchez, E. (20 de junio 2016). La enseñanza on-line. Obtenido de:
http://www.uhu.es/cine.educacion/didactica/0017ensenanza_online.htm
RAE. (20 de junio 2016). Real Academia Española. Obtenido de http://www.rae.es/diccionario-de-la-lengua-espanola/la-23a-edicion-2014
Robinson, S. K. (Dirección). (2016). A iniciar la revolución del aprendizaje [Película].
Puebla, G. d. (20 de junio 2016). www.universidadlasallebenavente.edu.mx. Obtenido de http://www.universidadlasallebenavente.edu.mx/investigacion-y-desarrollo/foro2012_1_hdt_puebla.pdf
Sandoval Yáñez, C. (2013). Propuesta para implementar un sistema de gestión del conocimiento que apoye el diseño de un curso online. Revista Chilena de Ingeniería, 457-471.
UNESCO (2008). Estándares de competencias en TIC para docentes. París: UNESCO.
UNESCO (2013). Enfoques estratégicos sobre las TIC en educación en América Latina y el Caribe. Chile: OREAL/UNESCO Santiago.
Yukavetsky, G. (2003). La elaboración de un módulo instruccional. Puerto Rico: Universidad de Puerto Rico en Humacao.
Zamorano Z., S. (2012). Modelo metodológico de diseño curricular para la ENAP. Chile: Universidad Arturo Prat.
In order to promote the development and dissemination of research in education in Latin America, the Ibero-American Journal for Educational Research and Development (RIDE) adhered to the Budapest Open Access Initiative, which is why it is identified as a Open access publication. This means that any user can read the complete text of the articles, print them, download them, copy them, link them, distribute them and use the contents for other purposes. Creative Cummons licenses allow users to specify the rights to use an open access journal available on the Internet in such a way that users know the rules of publication. Authors who publish in this journal accept the following conditions: Authors they keep the author's rights and give the magazine the right of the first publication, with the work registered with the attribution license of Creative Commons, which allows third parties to use the published material whenever they mention the authorship of the work and the first publication in this The authors can make other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) as long as they clearly indicate that The work was published for the first time in this magazine. Authors are allowed and recommended to publish their work. low on the Internet (for example on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and to a greater and faster dissemination of the published work
