Browsing by Subject "Curricular design"

Now showing 1 - 7 of 7
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    La formación inicial del maestro de Educación Especial en Cuba
    (Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 1999) Pérez Serrano, Elsie; Mercadé Gámez, Verónica
    Se hace un recuento histórico acerca de la formación de maestros para la Educación Especial en Cuba, la que tiene sus inicios en la década del 60 del presente siglo. Se explica como la formación de profesionales de nivel superior data del año 1980 y se mantiene en constante perfeccionamiento. Se caracterizan el modelo del profesional, el plan de estudio y otros requisitos metodológicos, como la relación que se establece entre los componentes académico, laboral e investigativo, condición básica para el alcance de los objetivos de la carrera. El modelo expuesto tiene un carácter eminentemente territorial y entra en vigencia en el año 1991 con la introducción de una nueva concepción sobre la formación de los profesionales universitarios en Cuba con un perfil amplio.
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    Implicaciones del diseño curricular base para la educación especial
    (Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 1990) Molina García, Santiago
    Se comienza haciendo una exégesis del libro Blanco para la Reforma del Sistema Educativo Español y del Diseño Curricular Base elaborado por el M.E.C. en sus partes específicas referidas a los niños con necesidades educativas especiales. A continuación se ofrecen unas bases aclaratorias de lo que debe ser un currículum diferencial y equilibrado, en el que coexistan de forma armónica y complementaria, Adaptaciones Curriculares Individualizadas y Programas de Desarrollo Individual.
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    Mejora de la Calidad de un curso de formación con metodología elearning
    (Universidad de Murcia, Servicio de Publicaciones, 2008) Ramírez Prieto, Fernando
    El presente documento tiene como finalidad la mejora de un curso de formación real con metodología elearning para su aplicación de forma mejorada a posteriores ediciones, ofertada por la administración educativa. Los aspectos de estudio serán: - Metodología (Aplicación de un diseño instruccional constructivista). - Secuencia de contenidos - Calidad de los materiales aportados. Para ello aplicaremos los métodos: - Análisis de la información extraída de los foros de ediciones anteriores y del cuestionario final de satisfacción del alumno. - Análisis de la percepciones de los tutores - Aplicación de un DAFO DAFO es un método estratégico para evaluar las fortalezas, oportunidades, amenazas y debilidades de un determinado proyecto. Esto implica la identificación de factores tanto internos como externos que son favorables y desfavorables para la consecución de los objetivos de ese proyecto
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    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
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    Sequencing of contents and learning objects
    (Universidad de Murcia, Servicio de Publicaciones, 2005) Zapata-Ros, Miguel
    In this article we state a vision of selection and sequencing of learning contents in the context of curricular design from a constructivist viewpoint. We point out the importance of having tools and autonomous criteria which lead these processes in the field of web-based formation from our own bases or from external ones and with preeminence over the ones that are derived from the configuration of technological tools. We also stand out this importance from the need to have standard formats for data exchange. Inasmuch as this overstatement is important, it’s of outmost relevance in the context of elearning, it being for general purposes, for formation, for corporate training or for academic formation. It’s also relevant for ruled formation, as well as informal and unruled formation. We also mark the needs stated by the e-learning industry in relation to the instructional design of learning objects, needs which are both a priority and a challenge. Then, we develop the grounding of the theories that rule the procedures for the selection of contents, their basic tenets and the description of the sequencing techniques. In particular, we will focus on three of them: Content Analysis Technique, Task Analysis Technique and Elaboration Theory. Finally, as a conclusion, we will try to enunciate several questions, not developing the answers, though, in this article: Are the concept of Reusable Learning Object (RLO) and the requirements for interdependence of Learning Objects (LO) compatible?. If they are compatible, what are their requirements?
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    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?
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    Sequencing of contents and learning objects - part III
    (Universidad de Murcia, Servicio de Publicaciones, 2006) Zapata Ros, Miguel
    This is the third 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 on 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 fulfil 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 the second part, we dealt 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 focused on three of them: Content Analysis Technique, Task Analysis Technique, and Elaboration Theory. In our third and last part, we 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?