Revista de educación a distancia 2006, N. 14

Permanent URI for this collection

https://hdl.handle.net/10201/99165

Browse

Browsing Revista de educación a distancia 2006, N. 14 by Issue Date

Filter results by year or month
Now showing 1 - 3 of 3
  • Thumbnail Image
    Publication
    Open Access
    Diseño de Estrategias Interactivas para la Construcción de Conocimiento Profesional en Entornos Virtuales de Enseñanza y Aprendizaje
    (Universidad de Murcia, Servicio de Publicaciones, 2006) Álvarez, Ibis; Guasch, Teresa
    El objetivo de este artículo es presentar evidencias que permitan explicar como los estudiantes han desarrollado competencias profesionales durante un curso en un entorno virtual de enseñanza y aprendizaje, a través del diseño de actividades apoyadas en recursos didácticos y procedimientos de evaluación, inmersos en todo el proceso de construcción del conocimiento. Las conclusiones sugieren algunas generalidades que pueden tenerse en cuenta en el diseño de cursos en entornos virtuales para intensificar la interacción y la autorregulación de la actividad de estudio
  • Thumbnail Image
    Publication
    Open Access
    Sequencing of contents and learning objects - part II
    (Universidad de Murcia, Servicio de Publicaciones, 2006) Zapata-Ros, Miguel
    This is the second part of the article under the same name published in the previous issue of RED. It was then that we stated a vision of the selection and sequencing of learning objects in the context of curricular planning, from the constructivist perspective. In the field of web-based training, we pointed out the importance of having tools and autonomous criteria that guide this process on our own and external basis , above the prescriptions of technological tools, and from the need of having standardized formats to exchange data. The above mentioned becomes more relevant in the field of e-learning for general purposes, in the areas of academic formation, corporate and general training. It covers the area of formal, non-formal and informal education as well. We have also mentioned the needs the e-learning industry has to fulfill at present in relation to instructional design of learning objects. These needs are both a priority and a challenge. In the first part of this article we developed the constructivist perspective and the concept of technological tools as educational resources, as well as a revision of concepts that are related to e-learning, learning objects, reusable learning objects (RLO) and reusability. In this part, we’ll deal with the basis for the theories that rule the procedures for selecting contents, the basic presupposition and the description of the sequencing techniques. In particular, we’ll focus on three of them: Content Analysis Technique, Task Analysis Technique, and Elaboration Theory. In our third and last part, we’ll undertake several issues – not trying to solve them but just in their proposal as enunciation: Is the concept of reusable learning object compatible with the requirements of interdependence of the learning contents? If this is so, what are the requirements for those learning contents?
  • Thumbnail Image
    Publication
    Open Access
    O estágio supervisionado na formaÇao continuada docente a distància: desafios a vencer e construÇao de novas subjetividades
    (Universidad de Murcia, Servicio de Publicaciones, 2006) Silva Gomes da Oliveira, Eloiza; Cunha, Vera Lúcia
    The idea that the education in service maintains alive the professional, in the daily of his profession, it is consolidated in the several authors' work, besides in Paulo Freire's position that, in the teachers' continuous formation, the most important is the critical reflection on the own pedagogic practice. This article speaks about the challenge of the teacher formation, starting from a course in a Brazilian university, that has as objective the investigation and analysis of the school space. It discusses , with theoretical support in Freire and in other authors - as Tardiff, Nóvoa, Sacristán and Alarcão - the possibilities lived in the process of construction of the Project of Supervised Apprenticeship of the Course of Pedagogy at the Distance, of the University of the State of Rio de Janeiro (UERJ). The curriculum component Supervised Apprenticeship, re-dimension and requalified, contributes to the formation of new educational subjectivities. It values with equal forms the performance of the ones that teach and of the ones that learn. It bets in the complicity of these subjects in the creation and determination of competences for an effective professional exercise, available for a practice to transform and to contemplate critically the reality, that it is capable to contribute for the consolidation of the educator's identity, with base in values of a fair and democratic society