Browsing by Subject "Técnica de Análisis de Contenidos"

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    Secuenciación de contenidos y objetos de aprendizaje
    (Universidad de Murcia, Servicio de Publicaciones, 2008) Zapata Ros, Miguel
    La selección y secuenciación de contenidos de enseñanza en el contexto de la planificación curricular y del pensamiento constructivista. La importancia de contar en el e-learning con herramientas y criterios autónomos que guíen el proceso de planificación y desarrollo desde unas bases propias, distintas de las derivadas de la configuración de la tecnología, o condicionado a la necesidad de contar con estándares de formato de intercambio de datos. Este planteamiento adquiere especial relevancia en el contexto del e-learning de propósito general, tanto en el de formación como en el e-learning empresarial o en el universitario. También señalamos las necesidades que plantea la industria del e-learning en la actualidad en relación con el diseño instruccional de objetos de aprendizaje, y que constituyen una prioridad y un desafío. Fundamentación de las teorías que tratan la selección de contenidos. Presupuestos básicos y descripción de las técnicas de secuenciación. Nos centraremos en tres de ellas: Técnica de análisis de contenidos, técnica de análisis de la tarea y teoría de la elaboración. Como conclusión intentaremos abordar, sólo en su propuesta como enunciado, dos cuestiones: Si el concepto de objeto de aprendizaje reutilizable es compatible con los requisitos de interdependencia de contenidos de aprendizaje. Y si es así ¿qué requisitos han de cumplir éstos?
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    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?
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    Publication
    Open Access
    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?