This document presents a study on developing a model for analyzing the curriculum of online courses in higher education. It discusses reviewing literature on online education, curriculum, and implementation models. The study analyzed 33 online courses offered by the University of Murcia between 2004-2005 and 2007-2008. Data was collected through document reviews, interviews, and questionnaires. The analysis identified elements of the curriculum like objectives, content, teaching strategies, and assessment. It aimed to build a comprehensive model that could analyze all elements of an online curriculum. The proposed model provides a single tool to map and assess curriculums for online or blended courses in higher education.

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

2. Enseñanza Flexible en Red en la Universidad: Modelo de análisis curricular Flexible eLearning in Higher Education: Model of Curriculum Analysis Doctoranda: Linda Castañeda Quintero 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

3. Introducción

4. Estructura

5. 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

6. 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

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

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

9. Fundamentación Teórica TIC y Educación Superior Teleenseñanza Curriculum

10. Fundamentación Teórica Curriculum

11. Fundamentación Teórica 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

12. Fundamentación Teórica 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

13. Fundamentación Teórica 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).

14. Fundamentación Teórica 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).

15. Fundamentación Teórica 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

16. Modelo de Análisis de Desarrollo Curricular Teleenseñanza

27. Learning assesment

28. Learning assesment

29. Learning assesment

33. TheStudy (Investigación empírica)

34. Study Sample University of Murcia 2004-2005 (15 online courses) 2007-2008 (21 online courses) 2007-2008 (21 online courses) 2007-2008 (18 online courses) 33 Online Courses

38. Teacher portfolio and anecdotal evidence

39. Review of SUMAstatistics

41. Final students questionnaire

43. Study Analysis

44. Study Analysis

45. Study Analysis

46. Conclusiones (Conclusions)

47. 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

48. Conclusiones Modelos analizados

49. Conclusiones Modelos analizados

50. Conclusiones Modelos analizados

51. Conclusions Curriculum elements Objectives

52. Conclusions Curriculum elements Contents

53. Conclusions Curriculum elements Didactic Strategy

54. Conclusions Curriculum elements Learningresources

55. Conclusions Curriculum elements Assessment

56. Conclusions eLearning dimentions Virtuality, Flexibility and Interactivity

57. Conclusions eLearning dimentions Planning

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

59. Conclusions TheModel

60. 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

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

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