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ONLINE EDUCATION
ONLINE EDUCATION
ONLINE EDUCATION
ONLINE EDUCATION
ONLINE EDUCATION
ONLINE EDUCATION
ONLINE EDUCATION
ONLINE EDUCATION
ONLINE EDUCATION
ONLINE EDUCATION
ONLINE EDUCATION
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ONLINE EDUCATION

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  • 1. APPLICATION OF DISTANCE EDUCATION EDU 5102 WILLIAM JAVIER DURÁN GÓMEZ JULY 13, 2011
  • 2. APPLICATION OF DISTANCE EDUCATION EDU 5102 Julio E Torres
  • 3. APPLICATION OF DISTANCE EDUCATION EDU5102 PROGRAM: “INGLÉS Y VIRTUALIDAD” UNAD FLORIDA AT CANDELARIA HIGH SCHOOL IN CIMITARRA, SANTANDER BEARING IN MIND THE CHARACTERIZATION PROPOSED BY THE TRIDIMENSIONAL MODEL, THE PROGRAM OBJECT OF ANALYSIS IS IN THE MODALITY OF HV/DT/DP : HIGH VIRTUALITY, DIFFERENT TIME, DIFFERENT PLACE (AV/DT/DE : ABBREVIATION IN SPANISH) COMBINING SOMETIMES SYNCRONOUS AND ASYNCRONOUS TASKS IN THE SAME OR IN DIFFERENT PLACES.
  • 4. THE PROGRAM IS TOTALLY FUNCTIONAL AND EFFICIENT SINCE IT ENCOMPASSES THE EIGHT TRANSITION CATEGORIES STATED BY OBLINGER (1999) AND IT ALSO CORRESPONDS TO THE CRITERIA OF STUDENTS´ SELF-CONTROL, MAXIMIZATION OF INTERNET RESOURCES AND COMMUNICATION THROUGH THE WEB. IN THIS PROGRAM “LEARNING COMES UNDER THE CONTROL OF THE STUDENT, THE TIME AT WHICH LEARNING TAKES PLACE BECOME VARIABLE, AND A ‘LIVE’ TEACHER IS NO LONGER REQUIRED” (Simonson, Smaldino, Albright, and Zvacek, 2003,p.241).
  • 5. THE PROGRAM COUNTS WITH TWO IMPORTANT QUALITY COMPONENTS AS FOLLOWS: AN ONLINE SYLLABUS WHICH PROVIDES STUDENTS WITH A COMPLETE AND CONVENIENT MEANS OF OBTAINING CURRENT COURSE INFORMATION. IT REFERS TO THE FULL SET OF COURSE GUIDELINES AND INFORMATION NECESSARY FOR THE STUDENTS TO GRASP THE COURSE REQUIREMENTS AND STRUCTURE. BESIDES, THE PROGRAM HAS A FULL SET OF ASSIGNMENTS WHICH CONTAIN LINKED CONTENT WEB PAGES SUBMITTED VIA WEB SITES. THIS COMPONENT ALSO INCLUDE QUIZZES AND PRACTICES WITH PERCENTAGES OVER THE WHOLE COURSE
  • 6. EXTERNAL INFORMATION IS TO BE ORGANIZED AND STRATEGIES ARE TO BE DEVELOPED BASED ON AN CONSTRUCTIVIST MODEL OF KNOWLEDGE AQUISITION. EPISTEMOLOGICAL FOUNDATIONS MAY BE CREATED USING WELL-ESTABLISHED INSTRUCTIONAL DESIGN MODELS EMPLOYED TO SYSTEMATICALLY ENGINEER SPECIFIC LEARNING OUTCOMES. DIRECTED DISTANCE LEARNING ENVIRONMENTS (DDLEs) MUST EMPHASIZE THE ACQUISITION OF SPECIFIED KNOWLEDGE WITH ALIGNED ASSESSMENT AND THEY DISSEMINATE SIMILAR OR IDENTICAL INSTRUCTION ACROSS MULTIPLE SITES AND LEARNERS (Martindale, Pearson, Curda & Pilcher, 2005; Myers & Nelson, 2004)
  • 7. THE PROGRAM ANALYZED IS DESIGNED TO ACCESS A WORLDWIDE COMMUNITY OF LEARNERS; NONETHELESS, THIS SPECIFIC PROJECT WAS FRAMED AND BACKED UP BY THE GOVERNMENT OF SANTANDER AND UNAD SO IT WAS PARTICULARLY CONCEIVED UNDER THE REFERENCE OF THE SANTANDER AND COLOMBIAN CONTEXT. TO FULLY HAVE ACCESS TO A GLOBAL COMMUNITY, THERE APPEARS THE NEED TO MAKE SOME LOGISTICAL, PEDAGOGICAL AS WELL AS CULTURAL CHANGES IN THE SUBJECT CONTENT PRESENTED IN THE COURSE. THE COURSE COULD VARY THE CULTURAL CONTENT PRESENTED IN THE READINGS WHICH BASICALLY DEAL WITH THE COLOMBIAN CONTEXT. TALKING ABOUT THE TECHNOLOGICAL PLATFORM AND THE RESOURCES USED IN THE COURSE, IT MUST BE SAID THAT IT IS APPROPRIATE TO ACCESS A GLOBAL USER.
  • 8. THE FIRST PROBLEM IS THE COMPUTING AND TELEMATICS INFRASTRUCTURE PRESENT IN THE TOWN OF CIMITARRA IN SANTANDER . THIS IS SMALL TOWN WHICH IS MAINLY RURAL AND WITH A BASIC TECHNOLOGICAL INFRASTRUCTURE CONSISTING OF FEW HIGH-TECH COMPUTERS AND WIRELESS SYSTEMS. THERE ARE NO FIBER-OPTICS COMMUNICATION SYSTEMS. THE OTHER RELEVANT PROBLEM REGARDING DIRECTLY TO THE PROGRAM OF “INGLÉS Y VIRTUALIDAD” CONCERNS ABOUT THE PEDAGOGICAL ASPECT I.E. PEDAGOGICAL LIMITATIONS IN ORGANIZATIONAL TERMS. THERE IS NOT AN ADEQUATE BALANCE BETWEEN THE COMPLEXITY OF THE TASKS AND THE TIME ASSIGNED TO THEM. THERE IS A FAILURE IN THE PACING OF THE COURSE WHICH LEADS TEACHERS AND STUDENTS TO GET IN TROUBLE KEEPING UP THE SCHEDULE PROPOSED.
  • 9. THE FIRST TREND IS THE INCORPORATION OF VIRTUAL EDUCATION IN PEDAGOGICAL PRACTICES. THIS TENDENCY CAN BE IDENTIFIED THROUGH THE VERY CURRICULUM OF THE ENGLISH DEPARTMENT AT THE SCHOOL. WE, AS ENGLISH TEACHERS, HAVE SEEN THE NEED TO IMPLEMENT AND INCORPORATE THESE VIRTUAL PROGRAMS INTO OUR DAY-TO-DAY TEACHING PRACTICE AND STUDY PLANS. THIS OPPORTUNITY HAS GIVEN STUDENTS A HEAD START IN THE MANAGEMENT OF PLATFORMS AND VIRTUAL COURSES. IT HAS GIVEN THEM A MINIMAL TECHNICAL KNOWLEDGE ON HOW TO USE COMPUTERS, NAVIGATION TOOLS AND OTHER TECHNOLOGICAL DEVICES. THE OTHER TENDENCY IS THAT VIRTUAL EDUCATION IS NOW CONSIDERED AN INTEGRAL PART OF THE TEACHING AND LEARNING PROCESS AND NOT JUST LIKE A MERE INSTRUMENT AUXILIARY OF THE TRADITIONAL FACE-TO-FACE EDUCATION.
  • 10. A FINAL RECOMMENDATION TO INSTITUTIONS SEEKING TO OFFER PROGRAMS OR COURSES ONLINE IS TO INCORPORATE ALL THE EIGHT QUALITY COMPONENTS OF WEB COURSES PROPOSED BY POLYSON, SALTZBERG Y GODWIN-JONES (1996), BEFORE LAUNCHING INTO A FULL STRUCTURED ONLINE COURSE
  • 11. Martindale, Pearson, Curda & Pilcher, 2005. Effects of an online instructional application on reading and mathematics standardized test scores. Journal of Research on Technology in Education. 37(2) Oblinger, D. G. (1999, October). Hype, hyperarchy, and higher education. Business Officer, 33(4); 22-24, 27-31. Polyson, S.; Saltzberg, S. y Godwin-Jones, R. (1996); A Practical Guide to Teaching with the World Wide Web; Syllabus Magazine; vol. 10 nº2; septiembre de 1996. Simonson, M., Smaldino, S., Albright, M. & Zvacek, S. (2003). Teaching and Learning at a Distance. Foundations of Distance Education. Fourth Edition. Merrill/Prentice Hall. Upper Saddle River, NJ

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