Enseñanza Flexible en Red en la Universidad: Modelo de Análisis Curricular

Enseñanza Flexible en Red en la Universidad:
Modelo de análisis curricular
Linda Castañeda Quintero
2010

Flexible eLearning
in Higher Education:
Model of Curriculum Analysis
Doctoranda:
Directores:
Dra. Mª Paz Prendes Espinosa
Dr. Jesús Salinas Ibáñez
Departamento de Pedagogía Aplicada y Psicología de la Educación
Universitat de les Illes Balears
2010

Introducción

Estructura

ResearchProcess
MODEL OF ANALYSIS FOR
CURRICULUM DEVELOPMENT
The beginning:
1st part
1st ANALYSIS MODEL
Validation by Experts
2004
Request of assessing.
UM Online Courses
2004-2005
Review of instruments for collecting data
Design of instruments for collecting data
New Literature Review
Literature Review
Revision of elements of assessment
Planning of elements of assessment
Data collection.
Period 2004-200515 online courses
Data collection.
Period 2007-200818 online courses
Beginning of
2nd part
Analysis and treatment of the whole data, based on the new model requirements
Analysis and treatement of data
Report.
December 2006
Request of assessing.
UM Online Courses
2007-2008
Conclusions about model
Request of validating. A more generalizable model
DEA. January of 2007
Conclusions about courses
Report

Objectives
Understanding and analyzing the model of curriculum development UM online courses
Planning and decision taking
Student’s work and use of ICT
Influence of curriculum planned elements
Changes between different course annual versions
Making proposals to improve: participants, institutions
ICT tools development and elearning implementation strategy

Objectives
Building and validating a complete model of curriculum analysis for Higher Education elearning courses
Different degrees of virtuality
Planning
Assessment
Development

ByPesterussa. En http://www.flickr.com/photos/34052305@N00/2071145475/
Fundamentación teórica
(Theoretical base)

Fundamentación Teórica
TIC y Educación Superior
Teleenseñanza
Curriculum

Curriculum

Modelos de Implementación de TIC en Instituciones de Educación Superior
Collis & Van derWende (2002), Kirkuk & Kirkwood (2005), Green (1994-2008), UCISA (2005-2008), CRUE (2004, 2006, 2008 and 2009), Salinas (2004, 2005, 2008), Collis & Gommer (2001), Collis & Moonen (2001), EU Commision (2004), Pedrò (2009) and Area (2000).
Cambioasociado a la implementación de TIC en Universidad:
ParadojasGuri-Rosenblit(2005), complementadas con Bartolomé(2003 and 2004), Kirkuk & Kirkwood (2005), Escudero (1999), Collis & Van derWende (2002), Fullan (1993 and 2002), Hargreaves & Fullan (1998), Gibbs (1998), Salmon (2000 and 2002), Benetti (1992), Cabero (2002), Cabero et al. (2002), Salinas (1999 and 2004), Martínez (1990), Adell (2004), San Segundo (2002), Prensky (2001), Stephen Acker (1995), Salomon (2002) and Carrion (2005).
La Necesidad de reformular los modelos de implementación
Meta-análisisnacionales: Escudero, 1983, Area, 1991, 1999, 2002 and 2005; Area & González 2003; Cabero, 1991, 1994, 2001 and 2004; InternacionalesSen-Eng, 2005, Kahiigi et al. 2008, Vergara, 2008 and Molik, 2008 Caberoet al. 2007

Teleenseñanza en la Enseñanza Superior:
Concepto
Aoki, Fase & Store (1998), Prendes (2005)
DimensionesBásicas de la Teleenseñanza
Planificación
Toohey, 1999; Goodyear, 2005 & Connole et al., 2008
Interactividad
De Kerchove, 1998 and Prendes, 2004
Flexibilidad
Salinas, 1999 and 2004
Virtualidad
Levy, 1999; Martínez & Solano, 2003; Moore, 2000 and Adell, 2004

Curriculum
Sinónimo de todo el proceso educativo como globalidad con todas sus determinaciones sociales.
Ámbito detoma de decisiones, de reflexión teórica y de prácticas y es además un recurso de planificación
Bishop(1985), Fullan (2002), Escudero (1999) Marsh(1997)
Pratt, 1980; Escudero, 1997; Franklin et al 2004; Guarro, 1999; Moreno, 1999; Bolivar, 1999; Moreno, 1999; Hewitt, 2006; Kelly, 1982 and 2009; Bishop, 1985; Lawton, 1973; Marsh, 1997; Kelly, 1982; Tanner, 1988; Stenhouse, 1975 and Fullan, 2002
Modelo de Desarrollo Curricular
Conole (2007) Conole et al. (2004 and 2008), Bishop (1985), Fullan, 2002), Marsh (1997), Escudero (1999), Pinar (2003) and Hewitt (2006).

EstrategiasDocentes
Gimeno (1988), Salinas (2000, 2003, 2004 and 2008), Joyce & Well (2002), Paulsen (1995), Gisbert et al. (1997), Martínez & Prendes (2003), Prendes (1996, 2003 and 2007), Dillenbourg (1999), Berge (1995), Duarte (2003), Mason (1991), Romero & Llorente (2006), Sutton (2001) Jung, Choi, Lim, & Leem (2002), Kearsley (1995), Kelsey & D’souza (2004), Sabry & Baldwin (2003), Berge (1999 and 2002), King y Doerfert (1996), Hillman et al. (1994), Schaffert & Hilzensauer (2008), Attwell (2007),Cabero (1999), Martínez (2004 and 2007), Cabero, Martínez & Salinas (2000) and Martínez et. al. (2002).
Evaluación
Salinas, Pérez & de Benito (2008), Harland (1996), García (2003), Stuflebeam & Shinkfield (1993), Pratt (1994), Lafourcade (1992), Door-bremmr (1991), airasian (1971), Thorndike (1919), Rowndtree (1974) and García-Sanz (2003).

Contextoscurriculares
Escudero (1999), Martínez (2007), Kelly (1982), Bishop (1985), Pratt (1980), Salinas (2004), Martínez & Prendes (2003), Zabalza (1987), Gisbert et al. (1998), Lee, 2008) and Adell (2004).
Características y condicionantes de los participantes
Rowndtree (1974), Toohey (1999), Marsh (1997), Pratt, (1994), Pratt (1980), Taylor (1975), Block (1971) Rosenthal & Jacobson (1968), Cabero (2004), Prensky (2001) and Condie & Livingstone (2007).
Proceso Curricular
Objetivos y Contenidos
Pratt, 1997; Rowntree, 1974; Zabalza, 1987; Anderson, 2005; Bloom et al, 1956; Krathwohl et al., 1964; Marzano, 1998 and 2001; Marzano & Kendall, 2007; Anderson & Krathwohl, 2001; Anderson, 2005; Marzano et al, 1988 and Churches, 2007
Organización, selección y secuencia de contenidos
Zabalza, 1987; Gagné, 1965; Rowndtree, 1974; Toohey, 1999; and Schiro, 1978

Modelo de Análisis de Desarrollo Curricular
Teleenseñanza

Learning assesment

TheStudy
(Investigación empírica)

Study
Sample
University of Murcia
2004-2005 (15 online courses)
33 Online Courses

Study
Data Collection Instruments
General information
Documentary review
Statistical data
Initial Evaluation
Initial teacher interview
Initial student questionnaire
Continuing assessment
Student portfolio and anecdotal evidence
Teacher portfolio and anecdotal evidence
Review of SUMAstatistics
Review of instruments and criteria of learning assessment
Final Evaluation
Final teacher interview
Final students questionnaire
Final SUMA statistical analysis

Study
Final Data

Study
Analysis

Conclusiones
(Conclusions)

Conclusiones
Objetivo 1
Conocer y analizar el modelo de desarrollo curricular que subyace a cada una de las asignaturas que se ofertan en modalidad virtual en la Universidad de Murcia

Conclusiones
Modelos analizados

Conclusions
Curriculum elements
Objectives

Conclusions
Curriculum elements
Contents

Conclusions
Curriculum elements
Didactic
Strategy

Conclusions
Curriculum elements
Learningresources

Conclusions
Curriculum elements
Assessment

Conclusions
eLearning dimentions
Virtuality, Flexibility and Interactivity

Conclusions
eLearning dimentions
Planning

Conclusions
Objective 2
Building and validating a complete model of curriculum analysis for Higher Education elearning courses

Conclusions
TheModel

Conclusions
TheModel
current map of curriculum
integrated model, a single analytical tool
all the curriculum elements in a model of teaching using ICT
not only useful for elearning
useful for analysis, assessing, route mapping

FutureSteps
Development of ambitious teachers training processes
Studying the curriculum to obtain real technology enhanced learning
Bridges between curriculum theory and practice

2010

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Enseñanza Flexible en Red en la Universidad: Modelo de Análisis Curricular

by Linda Castañeda on May 18, 2011

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