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Could We Innovate In Curriculum Using Traditional Elements For Development? A Revision of Online Practices In The University Of Murcia
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Could We Innovate In Curriculum Using Traditional Elements For Development? A Revision of Online Practices In The University Of Murcia

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presentation to the ECE Conference 2011

presentation to the ECE Conference 2011

Published in: Education, Technology

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  • 1. Linda CastañedaUniversity of Murcia
  • 2. Understanding and analyzing the model ofcurriculum development UM online courses.Building a model of curriculum analysis forHigher Education elearning courses.
  • 3. Curriculum Fram ework Oficial Compulsory Macrocontexts of influence Curriculum Administrative Institutional Condicionants Curriculum Presented Institutional environment to Teachers (online and face to face)Direct curriculumparticipants Teachers conditionants Students conditionants and characteristics and characteristicsCurriculum Process Didactic strategies/tasks Objectives Assessment Contents LEARNING Teaching strategies Cognitive System STRUCTURE tasks How Moment recover data Function Interaction Type of Metacognitive Modality SECUENCE System Indicator / Teaching Role Who references assess Relevance of Environmental contents in the Self -regulated Conditionants sequence system PROGRAMME Why To whom Learning TYPE of Resources CONTENTS How Type Who do it FLEXIBILITY VIRTUALITY INTERACTIVITY PLANNING
  • 4. Curriculum Fram ework Oficial Compulsory Macrocontexts of influence Curriculum Administrative Institutional Condicionants Curriculum Presented Institutional environment to Teachers (online and face to face)Direct curriculumparticipants Teachers conditionants Students conditionants and characteristics and characteristicsCurriculum Process Didactic strategies/tasks Objectives Assessment Contents LEARNING Teaching strategies Cognitive System STRUCTURE tasks How Moment recover data Function Interaction Type of Metacognitive Modality SECUENCE System Indicator / Teaching Role Who references assess Relevance of Environmental contents in the Self -regulated Conditionants sequence system PROGRAMME Why To whom Learning TYPE of Resources CONTENTS How Type Who do it FLEXIBILITY VIRTUALITY INTERACTIVITY PLANNING
  • 5. Curriculum environment New tachno-social environment Political Liberalism Macroconfigurations Paradigm Macrocontexts of Market Influence International legislative framework Social Impact of technology Globalization - Glocalization National legislative framework Economical conditions Migrations Local legislative framework Oficial Compulsory Curriculum Institucional autonomy Current accepted IICT implementation nstitucional learning Model strategy Schedules Administrative Institutional Conditionants Levels of Registration Requirements flexibility Study programmes Face to face / online Acreditation - Supervision Internal rules Levels of flexibility Curriculum presented to Teachers Quality indicators Physical Infrastructure Elearning internal rules Infrastructure of accesing to ICT Institutional environment (online/ face to face) ICT Infrstructure in classrooms Virtual Learning Environment
  • 6. University of Murcia 2004-2005 (15 online courses) 2008-2009 (18 2007-2008 (21 online courses) 33 Online Courses Economics 18% 21% Experimental Scs12% Humanities 18% Health Scs 31% Social Scs
  • 7. General information •Documentary review Marco Curricular Macrocontextos de Curriculum Prescrito Influencia •Statistical data Condicionantes administrativos propios de la Institución Curriculum Presentado Entorno Institucional a los Docentes (presencial y virtual)Initial Evaluation Participantes directos en el curriculum Características y Características y condiciones de los condiciones de los Docentes Estudiantes •Initial teacher interview Proceso Curricular Tarea/Estrategia Didácticas Objetivos Evaluación Contenidos DE APRENDIZAJES Métodos y Técnicas Relativos al •Initial student questionnaire ESTRUCTURA Sistema cognitivo Docentes Momento Forma de recog info Función Interacción Relativos al Tipo de Modalidad SECUENCIA Sistema Indicador Rol Docente metacognitivo y Sujeto mecanism evaluador o Relevancia de los Relativos al Condicionante contenidos en la Sistema s Espaciales secuencia autorregulativo DEL PROGRAMAContinuing assessment Utilidad Clientes Recursos TIPO de Educativos CONTENIDOS Forma Tipo Sujeto evaluador •Student portfolio and anecdotal evidence •Teacher portfolio and anecdotal evidence FLEXIBILIDAD VIRTUALIDAD INTERACTIVIDAD PLANIFICACIÓN •Review of SUMA statistics •Review of instruments and criteria of learning assessmentFinal Evaluation •Final teacher interview •Final students questionnaire •Final SUMA statistical analysis
  • 8. Collecting data instrument / source 2004-2005 2007-2008 TOTALInitial Teacher interviews 15 15 30Initial student questionnaires 40 120 160Teacher Portfolio- diary 1 2 3Student Portfolio- diary 13 51 64Final student questionnaire 47 72 119Final teacher interviews 3 6 9SUMA Statistics 15 18 33
  • 9. Marco Curricular Macrocontextos de Curriculum Prescrito Influencia Condicionantes administrativos propios de la Institución Curriculum Presentado Entorno Institucional a los Docentes (presencial y virtual) Participantes directos en el curriculum Características y Características y condiciones de los condiciones de los Docentes Estudiantes Proceso Curricular Tarea/Estrategia Didácticas Objetivos Evaluación Contenidos DE APRENDIZAJES Métodos y Técnicas Relativos al ESTRUCTURA Sistema cognitivo Docentes Momento Forma de recog info Función Interacción Relativos al Tipo de Modalidad SECUENCIA Sistema Indicador Rol Docente metacognitivo y Sujeto mecanism evaluador o Relevancia de los Relativos al Condicionante contenidos en la Sistema s Espaciales secuencia autorregulativo DEL PROGRAMA Utilidad Clientes Recursos TIPO de Educativos CONTENIDOS Forma Tipo Sujeto evaluadorhttp://intra.sav.us.es:8080/pixelbit/images/stories/A10_0062-PREMAQ.pdf FLEXIBILIDAD VIRTUALIDAD INTERACTIVIDAD PLANIFICACIÓN
  • 10. Curriculum Fram ework Oficial Compulsory Macrocontexts of influence Curriculum Administrative Institutional Condicionants Curriculum Presented Institutional environment to Teachers (online and face to face)Direct curriculumparticipants Teachers conditionants Students conditionants and characteristics and characteristicsCurriculum Process Didactic strategies/tasks Objectives Assessment Contents LEARNING Teaching strategies Cognitive System STRUCTURE tasks How Moment recover data Function Interaction Type of Metacognitive Modality SECUENCE System Indicator / Teaching Role Who references assess Relevance of Environmental contents in the Self -regulated Conditionants sequence system PROGRAMME Why To whom Learning TYPE of Resources CONTENTS How Type Who do it FLEXIBILITY VIRTUALITY INTERACTIVITY PLANNING
  • 11. Curriculum Process Evaluación Contents Objectives Didactic Strategies and LEARNING Tasks Cognitive System STRUCTURE Moment Teaching methods and Recovering Initial Linear data system techniques Complez with Continue Techniques alternatives Naturalistic Final Type of Comprehension Formal Complex with Interactions Methods retroactivity Recall Spiral Concentric Execution Function Formative Interactions Analyse Modality Summative Face to face Student -teacher Creation Online Student – student (peers) Type of Student-contents SEQUENCE Evaluation Indicators / Logical Who is References Student - interface Phsycologic assesing Norm-reference Self Criteria - Learning hierarchy Co- reference Teaching Role Problem based external- Tutor evaluation Administrator Designer Relevance of Metacognitive contents in the System Content Expert PROGRAMME sequence Equidistant Why Environmental No conditionings Equidistant Face to Face To whom On line Self- regulated TYPE of System Type CONTENTS Learning Resources Information Technology/meida used Mental procedures How Relationship with Physical procedures other curr. elements. Relationship with participants Who does it
  • 12. Curriculum Fram ework Oficial Compulsory Macrocontexts of influence Curriculum Administrative Institutional Condicionants Curriculum Presented Institutional environment to Teachers (online and face to face)Direct curriculumparticipants Teachers conditionants Students conditionants and characteristics and characteristicsCurriculum Process Didactic strategies/tasks Objectives Assessment Contents LEARNING Teaching strategies Cognitive System STRUCTURE tasks How Moment recover data Function Interaction Type of Metacognitive Modality SECUENCE System Indicator / Teaching Role Who references assess Relevance of Environmental contents in the Self -regulated Conditionants sequence system PROGRAMME Why To whom Learning TYPE of Resources CONTENTS How Type Who do it FLEXIBILITY VIRTUALITY INTERACTIVITY PLANNING
  • 13. OBJECTIVES Cognitive System Self- Execution Evaluatio Compreh Metacogniti Creation Analysis regulated ension ve System Recall System n Total 40 85 65 80 70 15 5 15 Percentage Total 8 17 13 16 14 3 1 3 Frequency Economics 0 2 2 3 3 0 0 0 Experimental 3 3 3 3 3 1 0 0 Sciences Humanities 0 5 3 6 4 0 0 1 Health 1 2 1 1 1 1 0 0 SciencesSocial Sciences 4 5 4 3 3 1 1 2
  • 14. the sequence Relevance of contents in Type Sequence Sequence structure Problem based Complex with Complex with Psychological Retroactivity alternatives Information Equidistant Equidistant Concentric Procedure Procedure Hierarchy Learning Physical Mental Linear Spiral Logic Non Total 55 100 0 85 0 5 25 90 10 0 0 0 95 5 Percentage Total 11 20 0 17 0 1 5 18 2 0 0 0 19 1 Frequency Economics 0 3 0 3 0 0 0 3 0 0 0 0 3 0 Experimental 3 3 0 3 0 0 2 3 0 0 0 0 2 1 Sciences Humanities 2 6 0 5 0 0 1 6 0 0 0 0 6 0Health Sciences 2 2 0 1 0 1 0 2 0 0 0 0 2 0Social Sciences 4 6 0 5 0 0 2 4 2 0 0 0 3 0
  • 15. Search Individual Exposition Participative Group information Learning methods / learning lectures Economics 2 3 0 1 0 0 3 2 0 2Experimental SciencesHumanities 0 6 0 3 1 Health 0 2 0 0 0 Sciences Social 4 6 2 2 1 Sciences
  • 16. Guide Content Complementary Resource TOTAL 16 17 6 Percentage 80% 85% 30% Economics 1 3 2 Experimental 3 3 0 Sciences Humanities 6 5 1 Health Sciences 1 1 1 Social Sciences 5 5 2 audio+pictures with graphics Hypermedia Linear Text Linear Text Multimedia Hypertext+ Interactive Interactive Hypertext Graphics graphics Scheme Audio Other audio TOTAL 0 9 2 0 0 1 2 0 0 1 5 3 Percentage 0 45 10 0 0 5 10 0 0 5 25 15 Parallel Concentric Hierarchy Linear Branches Hypertextual Mixed branched branched branched TOTAL 10 2 0 0 4 1 5 Percentage 50 10 0 0 20 5 25 Economics 3 0 0 0 0 0 0 Experimental 0 0 0 0 1 2 0 Sciences Humanities 6 0 0 0 0 0 0Health Sciences 0 0 0 0 2 0 0Social Sciences 1 2 0 0 2 2 1
  • 17. •6 online courses (30% of the total) usedonly 1 tool, 7 (35%) 2, 5(25%) used upto 3, and only 2 (10%) used up to 4methods.•1 tool: •Evaluation from an expert •formally collected •Online •criteria referenced •summative.
  • 18. 2 tools• criteria referenced• expert• one of the tools used is online• summative function• two procedures; one which continuesover the whole course, and another usedonly at the end of the course.
  • 19. 3 assessment tools•formal collection•criteria referenced•formative function
  • 20. 4 assessment mechanisms:•homogeneous data•expert based•criteria referenced.•summative & formative•Continual procedures•Naturalistical collection of data
  • 21. • Study, analysis and teachers training. Traditional curricular • New ways toorganize curriculum elements.elements for a modelcurriculum innovation • Curriculum as a sistemic issue.Underuse of curriculum • Understanding of the influence between curriculum elements each other and the influence with the whole elements. Lack of curriculum. pedagogical reflection • University lecturer as a specialized teacher. • Supporting mechanisms, and pedagogical andExclusive emphasize on technical advice. contents
  • 22. Development of ambitiousteachers training processesStudying the curriculum to obtain real technology enhanced learning Bridges between curriculum theory and practice
  • 23. Linda Castañeda University of Murcia lindacq@um.es Twitter id: lindacqhttp://lindacastaneda.com/mushware//index.php/2011/05/19/mitesis

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