CriteriosSubdimensiones1. Learner controlMinimum memory load; meaningful enconding; Responsibility for learning; User cont...
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Criteriosdeevaluacion

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Criterios de evaluacion de contenidos digitales

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Criteriosdeevaluacion

  1. 1. CriteriosSubdimensiones1. Learner controlMinimum memory load; meaningful enconding; Responsibility for learning; User control; Elaboration.2. Learner activity Reflective thinking; Problem-based learning; Use of primary data sources; Immersion; Ownership; Primary data source (for PBL) (for teacher); Facilitative teacher (for teacher); Didactic teacher (for teacher); Individual/distance learning (for teacher). 3. Cooperative/Collaborative learning Support for conversation and dialogue; Group work; Asynchronous social navigation; Synchronous social navigation; Asynchronous social navigation monitoring (for teacher); Synchronous social navigation monitoring (for teacher); Tertiary courseware.4. Goal orientation Explicit goals; Usefulness of goals; Focus on results; Focused goals; Monitor one's own studies (pedagogic feedback); Set one's own goals (for teacher) 5. Applicability Authentic material; Perceived usefulness; Learning by doing; Adequate material for the learners needs (human development); Pretesting and diagnostics; Prompting; Fading; Scaffolding; Meaningful encoding.6. Added valueOverall added value for learning; Effectiveness for learning; Added value of pictures; Added value of sounds; Added value of animations.7. Motivation Intrinsic goal orientation; Extrinsic goal orientation; Meaningfulness of studies; Immersion.8. Valuation of previous knowledge Prerequisites; Elaboration; Examples.9. FlexibilityPretesting and diagnostics; Task decomposition; Repetitive tasks.10. FeedbackEncouraging feedback; Accurate feedback; Errorless learning.Tabla 2: Criterios de evaluación de usabilidad en recursos educativos de Nokelainen (2006)<br />

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