Again, reading and the proposed activity in this module we have to think of "teaching models" and to consider proposals that are relevant to the many educational and technological settings that are configured Javier Echeverría as [1] been called the "third environment" (E3) For him, the E3 is not only a new area of \u200b\u200bhuman interaction made possible by the media and communication, but also (and primarily) a space for interaction, memorization, entertainment and expression of emotions and feelings , which speaks of a new social space.
As seen in previous modules, the status of "virtual" in these scenarios is part of our ways of doing things, to communicate, to know and face Accordingly, for the past several years, educational institutions (particularly at higher levels and college) begin to implement some training initiatives based on models of distance education (EAD) in order to exploit the potential telematics Internet.
Undoubtedly, not all proposals submitted sustainable educational foundations and in some cases, it was (and may still) is not optimized to note that the construction of knowledge because they use virtual learning environments that characterized traditional criteria to the physical.
this would be a topic for another article. Returning to the multiple scenarios with educational value, they present particular (according to their degree of presence / virtuality) that characterize and involve rethinking the teaching and learning processes that occur in them and each and every one of the variables that they were involved. It should be noted that among the possible classifications of these scenarios can be considered as variable levels of use of ICT, which according to Lowther [2] encompass from Level 0 (not using the Internet and available resources the Web) to Level 5 (or immersion, with completely virtual environments)
Following the same author, in the Community Level 4, the proposed training will take place both in a learning environment face to face and online. According to this level, an alternative that has become widespread in recent years is the Blended Learning or blended learning, which emerges as a "complement" of the face and looking back-to-face personal contact between teachers and pupils and between lost in training students entirely online, trying to rescue the advantages of each mode in order to combine them.
García Aretio [3] proposes a new name for this type: Model integrated teaching and learning (EAI) ", preferring the term" integration "as a way to include and do not ignore this concept, the task of the teacher is one who designs and develops the teaching process.
However, beyond their names and foundations, we must bear in mind the various forms of teaching and learning associated with ICT-supported networks, since, as has been expressed in different parts of this Blog, choose one or the other form (or complemented) depends not on the proper use of technological tools or its incorporation in educational settings, but the methodological decisions taken by teachers promote new educational approaches.
If we seek quality education proposals, then, is to recall two concepts:
- One, the "mindtools" developed David Jonassen [4] , who promotes the idea of \u200b\u200busing a selection of programs as cognitive tools (mindtools) to engage and encourage critical thinking in students. The mindtools would "intellectual partners that facilitate knowledge construction and reflection."
- Second, the idea of \u200b\u200b "socially distributed cognition " [5] that the person referred to the environment. That is, activities that the subjects developed in collaboration with symbolic systems (Oral and / or written, formal languages, systems of representation) to "reorganize mental functioning" [6] and we can develop through a variety of tools offered to us Web 2.0
Ultimately, thinking about teaching and learning in networks, not about the level of attendance or distance that is included in the educational proposals, either to adapt to market conditions.
is set a systemic and comprehensive to enable us to take meaningful educational opportunities we provide collaborative technologies, creating new ways of designing and creating knowledge.
Ultimately, thinking about teaching and learning in networks, not about the level of attendance or distance that is included in the educational proposals, either to adapt to market conditions.
is set a systemic and comprehensive to enable us to take meaningful educational opportunities we provide collaborative technologies, creating new ways of designing and creating knowledge.
[1] Echeverria, Javier (2000) "Education and telematics technologies" in Revista Iberoamericana de Education - Number 24 Monograph: ICT in education. September-December 2000 OEI-Ediciones
[2] Lowther, DL, JONES, MG AND PLANTS, RT (2000). Preparing Tomorrow's Teachers to use webbased Education. In AB (Ed.), Instructional cognitive and Impacts of webbased education (pp. 129 146) USA: Idea Group Publishing.
[3] Areti GARCÍA, L. (2004) Blended Learning, teaching and learning "built? In electronic newsletter for Distance Education (Bened)
[4] Jonassen, DH (1996) Learning from, learning about, and learning with computing: a rationale for mindtools. Computer in the classroom: mindtools for critical thinking. (Pp.3-22) Englewood Cliffs, New Jersey: Merrill Prentice-Hall.
[5] PERKINS, D. (2001) "The person: a distributed view of thinking and learning 'in Salomon, Gavriel (ed.) Distributed Cognitions. Amorrortu editors. Buenos Aires.
[6] PEA, R. (1993). "Practices of distributed intelligence and designs for education." In Salomon, G. (Ed.) Distributed Cognitions. Psychological and educational considerations. Amorrortu editors. Buenos Aires
The image was taken from http://jdieguez.wordpress.com/2008/08/04/desarrollando-contenidos-e-learning-1/
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