scholarly journals Optimizando las Posibilidades de las TICs en Educación

2006 ◽  
pp. a070
Author(s):  
Beatriz Fainholc
Keyword(s):  
Educational Technology ◽  
Blended Learning ◽  
Buenos Aires ◽  
Curricular Reform ◽  
Action Research Project ◽  
Face To Face ◽  
La Plata ◽  
National University ◽  
The University ◽  
Tecnología Educativa

Se presenta la experiencia de la investigación-acción en realización por la Cátedra de Tecnología Educativa de la Universidad Nacional de La Plata, Argentina, por quien suscribe, con el apoyo tecnológico del CTER- Centro de Tecnología y reforma Curricular de la Universidad de Illinois-, USA, como una muestra de las posibilidades de explotar y combinar  riqueza que brindan los recursos tecnológicos de la “cibercultura” con las TICs al  reamplificar en cantidad y calidad, la educación universitaria  presencial convencional, en la modalidad del blended learning.AbstractThis action-research Project is in progress by the Educational Technology Course in Education Sciences Faculty at the National University of La Plata, Buenos Aires, Argentina by the mentioned author with the technologic support of  CTER- Center of Technology and Curricular Reform of Illinois University at Urban Champeign, USA,  as a sample of the explotation and combination posibilities of ICT resources and its cyberculture in order to amplify,  in quantity and quality, the university conventional face to face education, introducing the blended learning.

Redefinición del rol de aprendizaje del profesor en propuestas de aprendizaje mixto (o be-learning). Un caso.

2010 ◽  
Vol 2 (3) ◽  
Author(s):  
Beatriz Fainholc
Keyword(s):  
Blended Learning ◽  
Buenos Aires ◽  
Educación Superior ◽  
La Plata ◽  
Educacion Superior ◽  
El Sistema ◽  
Tecnología Educativa

<p>Se presenta una experiencia innovadora (2004-2008, que todavía sigue) en la cátedra universitaria de Tecnología Educativa de la Universidad Nacional de La Plata, Buenos Aires, Argentina, de la que es titular quien suscribe, donde las TICs se articulan en el diseño curricular de este curso superior. Se habla de cómo las actividades didácticas para el desarrollo de competencias socio-tecnológicas singulares llevaron a <em>redefinir el rol del profesor/a </em>–tema exclusivo y sucinto de este aporte- para ajustarse a la nueva modalidad educativa mediada por tecnología y TICs, en el formato del aprendizaje electrónico mixto (o <em>blended learning</em>).</p><p>Se refiere a las demandas y estilos cognitivos del estudiante que procesa y produce su aprendizaje, con recursos del campo disciplinar nombrado y de la utilización de la modalidad de <em>blended learning </em>en el sistema tecnológico abierto, o de software libre Moodle. Se hace énfasis en la necesidad de que todo profesional de la educación se forme y entrene para manejar dicha práctica tecnológico-educativa y así poder desempeñarse con pertinencia y efectividad. Se analizan variables relevantes como el diseño instruccional, el desarrollo de materiales y recursos, la interacción y la interactividad sostenida en el caso y la evaluación e investigación en la acción que se realiza, para estas propuestas de educación superior electrónica en línea y/o mixta desde la perspectiva de <em>las tareas docentes que redefinen el rol del profesor/a virtual</em>.</p>

scholarly journals Frente a nuevos tipos de «absolutismos». Lecturas sobre los autoritarismos europeos de entreguerras desde la mirada de juristas argentinos (1920-1940) = In Face of New Types of «Absolutisms». Readings on European Authoritarianisms from Argentine Lawyers (1920s-1940s)

2019 ◽  
pp. 83
Author(s):  
Ignacio Alejandro López
Keyword(s):  
Social Sciences ◽  
Political Institutions ◽  
Buenos Aires ◽  
Law School ◽  
The Body ◽  
La Plata ◽  
European Context ◽  
National University ◽  
Local Perspective ◽  
The University

Este artículo tiene por objeto reflexionar acerca de las lecturas que juristas argentinos realizaron sobre la emergencia de instituciones políticas en algunos europeos en el contexto de entreguerras. El cuerpo de profesores y académicos aquí trabajados alternaron sus clases en la universidad con intervenciones intelectuales más amplias, mediante artículos y libros académicos de circulación especializada.Mediante un corpus de fuentes poco exploradas, como las revistas de la Facultad de Derecho y Ciencias Sociales de la Universidad de Buenos Aires y de la Universidad de La Plata, y del Boletín de la Biblioteca del Congreso, el artículo pretende primero demarcar cierta agenda de producción académica que estos juristas desarrollaron en el período 1920-1940, y luego, dilucidar cómo estas intervenciones sobre el contexto europeo fueron clave para desarrollar nuevos vocabularios y modelar conceptos nuevos. En la ponderación de un enfoque jurídico-científico, estos profesores y juristas complejizaron los lenguajes jurídico-políticos sobre los fenómenos que estaban percibiendo.AbstractThis article aims to reflect on readings that Argentine lawyers made about the emergence of political institutions in some Interwar Europeans countries. The body of professors and scholars analyzed in this article delivered classes in the Law School of the University of Buenos Aires, in the National University of La Plata and in the National University of Córdoba. Through an unexplored corpus of sources, such as the Journal of the University of Buenos Aires’ School of Law, the Annals of the University of La Plata’ School of Legal and Social Sciences and the Bulletin of the Library of Congress, the article intends to describe the existence of an academic agenda that these scholars developed during 1920 and 1940, and then, to elucidate how these intellectual interventions on the European context sought to be read with a local perspective. In the formation and translation of a scientific and legal approach, these professors assessed the necessity to adapt these new European mechanisms to the local reality and to form more complex vocabularies and concepts about the phenomena they were perceiving.

scholarly journals An Overview of Chemistry Teaching Transformation during COVID-19 Pandemic: An Experience from University of Botswana

2021 ◽  
pp. 1-6
Author(s):  
Girija S. Singh
Keyword(s):  
Reaction Mechanisms ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Chemistry Teaching ◽  
Face To Face ◽  
University Of Botswana ◽  
National University ◽  
The University ◽  
Teaching Transformation

COVID-19-related disruption in teaching in the University of Botswana led the school to prepare new strategies for running classes and to design innovative way of instruction.  The most notable change was to replace face-to-face lectures with online teaching at least partially (blended teaching and learning). This posed many challenges, especially in the teaching of science and technology subjects. In a laboratory-based discipline such as chemistry the problems encountered were especially daunting.  Moreover, writing mathematical equations, chemical reactions and reaction mechanisms posed their own difficulties.  The present communication provides a brief overview of how chemistry education at the University, the premier national university of Botswana, has been transformed during the last three semesters.  It is based on experience of the author and as judged by the feed-back received from colleagues and the students. Admittedly, the experience is limited and much discussion is still in progress to meet the unresolved challenges. Theory classes at undergraduate levels are now mostly taught online using packages such as Moodle and MS Teams. The tutorial and laboratory sessions have faced the greatest disruptions and the instructors continue to explore ways to conduct these virtually.  Online examinations were found to be limited in their effectiveness, especially in the assessment of drawing chemical structure and reaction mechanisms as well as the students’ ability in scientific writing.

Blending Face-to-Face and Technology

2014 ◽  
pp. 105-119 ◽  
Author(s):  
Philip G. Pulley
Keyword(s):  
Educational Technology ◽  
Blended Learning ◽  
Universal Design ◽  
Teaching Method ◽  
Learning Model ◽  
Flipped Learning ◽  
Face To Face ◽  
History Of ◽  
Flipped Classrooms ◽  
Traditional Homework

Flipped or inverted learning is a type of blended learning that involves the use of educational technology to switch or flip what is traditionally done in the classroom with what is done as homework. With the flipped model, lectures are often recorded for students to watch at home while traditional homework, or projects that involve application, are done in the classroom with the teacher available as a guide and resource. Like any new teaching method, with the flipped learning model there is a need for the instructor to evaluate its use and determine whether changes will be required with each implementation. In this chapter, an overview of the history of the flipped model is presented. In addition, an outline of methods like universal design that can be implemented for learning in flipped classrooms is provided.

scholarly journals Leading change: Applying change management approaches to engage students in blended learning

2012 ◽  
Vol 28 (1) ◽  
Author(s):  
Diana Quinn ◽  
Yousef Amer ◽  
Anne Lonie ◽  
Kim Blackmore ◽  
Lauren Thompson ◽  
...  
Keyword(s):  
Change Management ◽  
Blended Learning ◽  
Teaching And Learning ◽  
South Australia ◽  
Learning Approaches ◽  
Design Development ◽  
Leading Change ◽  
National University ◽  
Management Approaches ◽  
The University

<span>The Australian National University (ANU) and the University of South Australia (UniSA) have embarked on Federally-funded project to collaborate in the design, development and delivery of a range of undergraduate and postgraduate courses in engineering. The collaboration investigates new ways to bring together the strengths and discipline expertise of each institution to the students of both universities, utilising blended teaching and learning approaches. The collaboration brings much change - at the organisational level in the blending of programs, at the staff level in their approaches to teaching and at the students' level in their approaches and engagement with cross-institutional blended learning. This paper focuses on how change management principles were used to guide a systematic approach to engaging students into the learning culture associated with the Engineering Hubs and Spokes Project's theme - 'Advanced Collaboration for Excellence'.</span>

scholarly journals Los procesos de evaluación en asignaturas presenciales, semipresenciales y no presenciales de la universidad de Lleida. Opinión de profesorado y estudiantes.

2011 ◽  
pp. a176
Author(s):  
Òscar Flores Alarcia ◽  
Isabel Del Arco Bravo
Keyword(s):  
Blended Learning ◽  
Face To Face ◽  
Teachers And Students ◽  
E Learning ◽  
The University ◽  
Assessment Strategies

El artículo está basado en un estudio realizado con el objetivo de observar el desarrollo de los procesos de evaluación en diferentes asignaturas presenciales, semipresenciales y no presenciales de la Universidad de Lleida. Se recogieron datos a través de análisis documental de planificaciones, un cuestionario a  profesorado y estudiantado y entrevistas a profesorado. Los datos mostraron diferentes percepciones sobre las estrategias de evaluación entre docentes y discentes. También que a medida que aumenta la no presencialidad se desarrollan más estrategias de evaluación continuada.Assessment processes in face-to-face, blended-learning and e-learning subjects at the university of Lleida. Opinion of teachers and students.AbstractThe article is based on a study carried out to observe the development of the assessment processes in face-to-face, blended-learning and e-learning subjects at the University of Lleida. We took data from documental analyses of the schedules, questionnaires at teachers and students and interviews at teachers. The data showed different perceptions of assessment strategies between teachers and students, as well as that continued assessment is more used in e-learning subjects than face-to-face subjects.

scholarly journals Propuesta de proceso de vigilancia tecnológica para el Observatorio de Tecnología Educativa en el Centro de Tecnologías para la Formación

2011 ◽  
pp. a157
Author(s):  
Lilian Vigoa Machin ◽  
Maikel Aparicio Reytor ◽  
Linnet Ivet Bello Leyva
Keyword(s):  
Decision Making ◽  
Educational Technology ◽  
Educational Innovation ◽  
Process Technology ◽  
Technology Center ◽  
Technological Advances ◽  
Toma De Decisiones ◽  
The University ◽  
Tecnología Educativa ◽  
Information Sciences

El presente artículo consiste en la descripción de un proceso de Vigilancia Tecnológica que permita el desarrollo de la innovación científica y pedagógica,  así como  conocer los adelantos científicos y tecnológicos emergentes en torno a la Tecnología Educativa, además de ayudar a la toma de decisiones de carácter estratégico en el Centro Tecnologías para la Formación perteneciente a la Facultad 8, de la Universidad de las Ciencias Informáticas. Proposal process technology watch Centre for Educational Technology Center Training Technologies Abstract This article is the description of a Technology Watch process that allows the development of scientific and educational innovation so we can understand the emerging scientific and technological advances about Educational Technology, in addition to helping decision-making in nature Strategic Technologies Center for Education within the Faculty 8 of the University of Information Sciences.

Teaching Research Methods in an Internet-Based Blended-Learning Setting

Methodology ◽  
2006 ◽  
Vol 2 (2) ◽  
pp. 73-82 ◽  
Author(s):  
Barbara Schober ◽  
Petra Wagner ◽  
Ralph Reimann ◽  
Moira Atria ◽  
Christiane Spiel
Keyword(s):  
Blended Learning ◽  
Research Methods ◽  
Theoretical Background ◽  
Methodological Issues ◽  
Face To Face ◽  
Learning Modules ◽  
Learning Platform ◽  
Teaching Principles ◽  
Current Article ◽  
The University

This article gives a survey of a blended learning approach called Vienna E-Lecturing (VEL), implemented in the course Research Methods and Evaluation, which is required by the psychology program at the University of Vienna, Austria. VEL replaces a main lecture and has been designed to teach methodological issues more effectively as well as to strengthen students' learning competences in this field. The program's conceptualization is based on instructional and motivational findings yielding the program's two main teaching principles: (1) networking and (2) optimal instructions. The Internet-based course lasts two semesters and is composed of 10 online learning modules and 11 face-to-face meetings (including tutorials). The modules, which are available successively via a learning platform, systematically instruct students to learn more effectively by cooperating and fulfilling different tasks within small groups. The current article describes the program's principles and theoretical background and outlines the 10 online modules. In addition, some module examples are given for illustration.

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