Enseñanza Flexible en Red en la Universidad:<br />Modelo de análisis curricular<br />Linda Castañeda Quintero<br />2010<br />
Enseñanza Flexible en Red en la Universidad:<br />Modelo de análisis curricular<br />Flexible eLearning <br />in Higher Ed...
Introducción<br />
Estructura<br />
ResearchProcess<br />MODEL OF ANALYSIS FOR <br />CURRICULUM DEVELOPMENT<br />The beginning:<br />1st part<br />1st ANALYSI...
Objectives<br />Understanding and analyzing the model of curriculum development UM online courses<br />Planning and decisi...
Objectives<br />Building and validating a complete model of curriculum analysis for Higher Education elearning courses<br ...
ByPesterussa. En http://www.flickr.com/photos/34052305@N00/2071145475/<br />Fundamentación teórica<br />(Theoretical base)...
Fundamentación Teórica<br />TIC y Educación Superior <br />Teleenseñanza<br />Curriculum<br />
Fundamentación Teórica<br />Curriculum<br />
Fundamentación Teórica<br />Modelos de Implementación de TIC en Instituciones de Educación Superior<br />Collis & Van derW...
Fundamentación Teórica<br />Teleenseñanza en la Enseñanza Superior: <br />Concepto<br />Aoki, Fase & Store (1998), Prendes...
Fundamentación Teórica<br />Curriculum<br />Sinónimo de todo el proceso educativo como globalidad con todas sus determinac...
Fundamentación Teórica<br />EstrategiasDocentes<br />Gimeno (1988), Salinas (2000, 2003, 2004 and 2008), Joyce & Well (200...
Fundamentación Teórica<br />Contextoscurriculares<br />Escudero (1999), Martínez (2007), Kelly (1982), Bishop (1985), Prat...
Modelo de Análisis de Desarrollo Curricular<br />Teleenseñanza<br />
Learning assesment<br />
Learning assesment<br />
Learning assesment<br />
TheStudy<br />(Investigación empírica)<br />
Study<br />Sample<br />University of Murcia<br />2004-2005 (15 online courses) <br />2007-2008 (21 online courses)<br />20...
Study<br />Data Collection Instruments<br />General information<br /><ul><li>Documentary review
Statistical data</li></ul>Initial Evaluation<br /><ul><li>Initial teacher interview
Initial student questionnaire</li></ul>Continuing assessment<br /><ul><li>Student portfolio and anecdotal evidence
Teacher portfolio and anecdotal evidence
Review of SUMAstatistics
Review of instruments and criteria of learning assessment</li></ul>Final Evaluation<br /><ul><li>Final teacher interview
Final students questionnaire
Final SUMA statistical analysis</li></li></ul><li>Study<br />Final Data<br />
Study<br />Analysis<br />
Study<br />Analysis<br />
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Enseñanza Flexible en Red en la Universidad: Modelo de Análisis Curricular

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Flexible eLearning in Higher Education:
Model of Curriculum Analysis

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PhD VIVA

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

  1. 1. Enseñanza Flexible en Red en la Universidad:<br />Modelo de análisis curricular<br />Linda Castañeda Quintero<br />2010<br />
  2. 2. Enseñanza Flexible en Red en la Universidad:<br />Modelo de análisis curricular<br />Flexible eLearning <br />in Higher Education:<br />Model of Curriculum Analysis<br />Doctoranda:<br />Linda Castañeda Quintero<br />Directores:<br />Dra. Mª Paz Prendes Espinosa<br />Dr. Jesús Salinas Ibáñez<br />Departamento de Pedagogía Aplicada y Psicología de la Educación<br />Universitat de les Illes Balears<br />2010<br />
  3. 3. Introducción<br />
  4. 4. Estructura<br />
  5. 5. ResearchProcess<br />MODEL OF ANALYSIS FOR <br />CURRICULUM DEVELOPMENT<br />The beginning:<br />1st part<br />1st ANALYSIS MODEL<br />Validation by Experts<br />2004<br />Request of assessing. <br />UM Online Courses<br /> 2004-2005<br />Review of instruments for collecting data<br />Design of instruments for collecting data <br />New Literature Review<br />Literature Review<br />Revision of elements of assessment<br />Planning of elements of assessment<br />Data collection. <br />Period 2004-200515 online courses<br />Data collection. <br />Period 2007-200818 online courses<br />Beginning of <br />2nd part<br />Analysis and treatment of the whole data, based on the new model requirements<br />Analysis and treatement of data<br />Report.<br />December 2006<br />Request of assessing. <br />UM Online Courses<br />2007-2008<br />Conclusions about model<br />Request of validating. A more generalizable model <br />DEA. January of 2007<br />Conclusions about courses<br />Report<br />
  6. 6. Objectives<br />Understanding and analyzing the model of curriculum development UM online courses<br />Planning and decision taking <br />Student’s work and use of ICT<br />Influence of curriculum planned elements<br />Changes between different course annual versions<br />Making proposals to improve: participants, institutions<br />ICT tools development and elearning implementation strategy <br />
  7. 7. Objectives<br />Building and validating a complete model of curriculum analysis for Higher Education elearning courses<br />Different degrees of virtuality<br />Planning<br />Assessment<br />Development<br />
  8. 8. ByPesterussa. En http://www.flickr.com/photos/34052305@N00/2071145475/<br />Fundamentación teórica<br />(Theoretical base)<br />
  9. 9. Fundamentación Teórica<br />TIC y Educación Superior <br />Teleenseñanza<br />Curriculum<br />
  10. 10. Fundamentación Teórica<br />Curriculum<br />
  11. 11. Fundamentación Teórica<br />Modelos de Implementación de TIC en Instituciones de Educación Superior<br />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).<br />Cambioasociado a la implementación de TIC en Universidad:<br />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).<br />La Necesidad de reformular los modelos de implementación<br />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<br /> <br />
  12. 12. Fundamentación Teórica<br />Teleenseñanza en la Enseñanza Superior: <br />Concepto<br />Aoki, Fase & Store (1998), Prendes (2005) <br />DimensionesBásicas de la Teleenseñanza<br />Planificación<br />Toohey, 1999; Goodyear, 2005 & Connole et al., 2008<br />Interactividad<br />De Kerchove, 1998 and Prendes, 2004<br />Flexibilidad<br />Salinas, 1999 and 2004<br />Virtualidad<br />Levy, 1999; Martínez & Solano, 2003; Moore, 2000 and Adell, 2004<br />
  13. 13. Fundamentación Teórica<br />Curriculum<br />Sinónimo de todo el proceso educativo como globalidad con todas sus determinaciones sociales. <br />Ámbito detoma de decisiones, de reflexión teórica y de prácticas y es además un recurso de planificación <br />Bishop(1985), Fullan (2002), Escudero (1999) Marsh(1997)<br />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<br />Modelo de Desarrollo Curricular<br />Conole (2007) Conole et al. (2004 and 2008), Bishop (1985), Fullan, 2002), Marsh (1997), Escudero (1999), Pinar (2003) and Hewitt (2006).<br />
  14. 14. Fundamentación Teórica<br />EstrategiasDocentes<br />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). <br />Evaluación<br />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).<br /> <br />
  15. 15. Fundamentación Teórica<br />Contextoscurriculares<br />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).<br />Características y condicionantes de los participantes<br />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).<br />Proceso Curricular<br />Objetivos y Contenidos<br />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<br />Organización, selección y secuencia de contenidos<br />Zabalza, 1987; Gagné, 1965; Rowndtree, 1974; Toohey, 1999; and Schiro, 1978<br />
  16. 16. Modelo de Análisis de Desarrollo Curricular<br />Teleenseñanza<br />
  17. 17.
  18. 18.
  19. 19.
  20. 20.
  21. 21.
  22. 22.
  23. 23.
  24. 24.
  25. 25.
  26. 26.
  27. 27. Learning assesment<br />
  28. 28. Learning assesment<br />
  29. 29. Learning assesment<br />
  30. 30.
  31. 31.
  32. 32.
  33. 33. TheStudy<br />(Investigación empírica)<br />
  34. 34. Study<br />Sample<br />University of Murcia<br />2004-2005 (15 online courses) <br />2007-2008 (21 online courses)<br />2007-2008 (21 online courses)<br />2007-2008 (18 online courses)<br />33 Online Courses<br />
  35. 35. Study<br />Data Collection Instruments<br />General information<br /><ul><li>Documentary review
  36. 36. Statistical data</li></ul>Initial Evaluation<br /><ul><li>Initial teacher interview
  37. 37. Initial student questionnaire</li></ul>Continuing assessment<br /><ul><li>Student portfolio and anecdotal evidence
  38. 38. Teacher portfolio and anecdotal evidence
  39. 39. Review of SUMAstatistics
  40. 40. Review of instruments and criteria of learning assessment</li></ul>Final Evaluation<br /><ul><li>Final teacher interview
  41. 41. Final students questionnaire
  42. 42. Final SUMA statistical analysis</li></li></ul><li>Study<br />Final Data<br />
  43. 43. Study<br />Analysis<br />
  44. 44. Study<br />Analysis<br />
  45. 45. Study<br />Analysis<br />
  46. 46. Conclusiones<br />(Conclusions)<br />
  47. 47. Conclusiones<br />Objetivo 1<br />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<br />
  48. 48. Conclusiones<br />Modelos analizados<br />
  49. 49. Conclusiones<br />Modelos analizados<br />
  50. 50. Conclusiones<br />Modelos analizados<br />
  51. 51. Conclusions<br />Curriculum elements<br />Objectives<br />
  52. 52. Conclusions<br />Curriculum elements<br />Contents<br />
  53. 53. Conclusions<br />Curriculum elements<br />Didactic<br />Strategy<br />
  54. 54. Conclusions<br />Curriculum elements<br />Learningresources<br />
  55. 55. Conclusions<br />Curriculum elements<br />Assessment<br />
  56. 56. Conclusions<br />eLearning dimentions<br />Virtuality, Flexibility and Interactivity<br />
  57. 57. Conclusions<br />eLearning dimentions<br />Planning<br />
  58. 58. Conclusions<br />Objective 2<br />Building and validating a complete model of curriculum analysis for Higher Education elearning courses<br />
  59. 59. Conclusions<br />TheModel<br />
  60. 60. Conclusions<br />TheModel<br />current map of curriculum<br />integrated model, a single analytical tool<br />all the curriculum elements in a model of teaching using ICT<br />not only useful for elearning<br />useful for analysis, assessing, route mapping<br />
  61. 61. FutureSteps<br />Development of ambitious teachers training processes<br />Studying the curriculum to obtain real technology enhanced learning<br />Bridges between curriculum theory and practice<br />
  62. 62. Enseñanza Flexible en Red en la Universidad:<br />Modelo de análisis curricular<br />Linda Castañeda Quintero<br />2010<br />

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