Estrategias, Métodos y Técnicas de Enseñanza - ppt descargar

Estrategias, Métodos y Técnicas de Enseñanza - ppt descargar: Objetivo Establecer la diferencia entre los conceptos: Estrategias, Métodos y Técnicas de enseñanza, así como sus funciones dentro del proceso de enseñanza y aprendizaje.

Peer Review Presentation on Instructional Design and Development

Moving Toward Dynamic Technologies

I believe that distance education has to find a way to bring class members together regardless of where they are located globally in order to nourish an environment of learning that is individual, group, and teacher facilitated. Hence, based on Moeller's (2008) concept of technology for designing a distant education class, I see myself as having moved past the static level to the middle of the continuum. Having been engaged in four online classes up to this point, I am becoming increasingly aware of the new technology available for enhancing learning in groups, self-discovery, and teacher presence. For instance, prior to these classes, I had not heard of wikis and discussion boards, and although I was aware of blogs, chat rooms, instant messaging and etc., I was not an active user of these tools. However, I have found that along with email, they are excellent as an added resource for consulting and engaging in discussion with members of my learning community and class.

Now that I have somewhat mastered the use of these tools, I would like to take my idea of distance education to the dynamic level with the integration of virtual world classes to improve project management and self-discovery in learning. I would like to incorporate software programming like "Second Life," et. al. for creating a more involved learning environment. I believe that virtual worlds would allow members to engage in deeper discussions, because members in the class will get immediate feedback resulting in on-going discussions and learning.


Reference

McGreal, R., & Elliott, M. (2004). Technologie of online learning (E-Learning). In T. Anderson (Eds.), The theory and practice of online learning (pp. 143-185). Edmonton: AU Press, Athabasca University.

Moeller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].

Engaging Learners with New Strategies and Tools

Durrington, Berryhill, & Swafford (2006) indicated that when designing an online learning course, one must insure that the environment for which it is designed for is supportive, open, and respectful. In other words, the tools which the learner will be asked to use should support the objectives of the course while allowing the learner to feel free to discuss openly their views without fear of embarrassment or failure. The educator is hence responsible for serving as the expert who will guide the progress of the learner while facilitating interaction between all members of the class. In thinking about how I would like for my class to look, I find that the discussion threads provide students an opportunity to reflect on reading materials while learning from the views of others. I would definitely implement this process as a tool in developing a class. In order to engage class members during assigned projects and possibly a group project, I would ask that the learning groups develop a wiki page and exchange email addresses in order to facilitate the completion of the project. Although I think that Skype and Twitter or additional tools which would facilitate active communication between the members, as adult learners, this may create a problem for those who may be in working or living outside of the U. S. due to the time zone.

In addition to a wiki page, I would establish chat rooms for group members to meet and discuss assignments and project ideas at least once a week or more. I like this better than the blog as I find that the blog is less interactive and requires additional time which may be inconvenient for adult learners. I think that it is important to allow the learners to become experts through discovery and interaction with their peers, hence, I would use tools which would facilitate this effort and as the instructor become a monitor on the side. I think that even in a discovery mode, all learners require the expert knowledge of the instructor to insure that what is being learned is correct.

Reference

Anderson, T. (2008). Teaching in an online learning context. The theory and practice of online learning. Edmonton: AU Press.

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193.

Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. ITForum.

Engaging Learners with New Strategies and Tools

 

 

 

Assessing Collaborative Learning

I.
Collaborative learning provides opportunity for sharing and discussing information, consulting with classmates and problem-solving in a learning community. This makes for an excellent student-centered environment; however, the question remains how students will be assessed at the completion of a collaborative project, paper or etc. I believe that there is some validity in Palloff and Pratt's (2005) comment in that collaborative activities are best assessed collaboratively; because, it is my belief that in a learning community each member is responsible for insuring the success of the group as a whole. If one falters due to lack of knowledge or interest, then the team should make every effort to help the individual along. Hence, the assessment should reflect the effort of the learning community and not each individual.

On the other hand, I believe that Siemens (2009) assertion that assessments should be fair and direct, based on stated outcomes, and equitable is a valid statement, as well. If the instructor has not clearly communicated the course objective and grading procedure from the onset, then assessment of the collaborative group will not be achieved. Hence, it is incumbent upon the instructor when designing the lesson to create and provide students with a rubric in the beginning which reflects how grades will be assigned during the course. The activities created should provide opportunity for self-evaluation through reflection of the completed task, peer evaluation, and finally the instructors grade. However, like Palloff and Pratt (2005), I to believe the instructor has to maintain a sense of authority or finality when it comes to the final grade which may incorporate the results of peer evaluations. Like all groups, tensions between members could cause an unfair assessment of performance and the instructor must consider this and adjust the final grade accordingly.

II.
Although it it the responsibility of every student to work within the learning community, oftentimes students who see themselves as high achievers do not find group work worthwhile or challenging. Hence, as the instructor, my goal would be to develop course modules with varying task of increased responsibility to maintain student interest and facilitate collaborative learning through social networking. These will in-turn insure the participation of each member. In addition to designing course objectives, as the instructor, consideration has to be given to how students will be assessed during group assignments. For this, I would turn to the business model of project management where the department manager assigns a project manager to oversee the completion of an assignment. The project manager develops a plan assigning the members of the team to the task they are responsible for with a time line for completion. I would liken learning communities to project management whereby the team should decide on a leader and the leader should assign specific task to each member based on their expertise and comfort level. Blogger Lawrence (2010) states that these differing points of views and variety of expertise helps members acquire and share knowledge which they otherwise would have to research themselves as they problem solve together. Another benefit is that when it comes to the assessment, all members of the team will be fully prepared through their sharing of information.

Additionally, the success of the learning community will be further facilitated by the instructor providing the teams with the tools, training, and references necessary to complete the task. As the instructor continues to monitor and/or facilitate each team's progress, he is able to assess how clear and helpful the information provided was to the outcome of the task. Adjustment for future course can be made, based on his observation. Finally, the instructors presence will drive the course, but the gains made will depend on the students desire to learn. The assessment will just provide a grade depicting the student's habits and achievements.

Reference

Lawrence, C. (January 17, 2010). Assessing collaborative learning. Retrieved blog from: http://21stchange.blogspot.com/2010/01/assessing-collaborative-learning.html

Palloff, R. M. & Pratt, K. (2005). Collaborating online. San Francisco: Jossey-Bass.

Siemens, G. (2009). Assessment of collaborative learning. Vodcast: Laureate Education.

Swan, K. (2004). Relationships between interactions and learning in online environments. The Sloan Consortium.

Storyboard Outline: Video Presentation

I have attached my storyboard outline to my wiki page for your comments. Please go to
http://monicaedtech.wikispaces.com

I could not attach to this page and it is still in a draft format.