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This document outlines a 3 credit course consisting of 3 weekly classes and 6 hours of autonomous work. The course aims to teach students basic techniques for moderating virtual classes and exploring tools to effectively manage online courses. Students will learn theoretical and practical concepts for tutoring in virtual environments and develop skills to communicate, plan, and evaluate in online classrooms. The course consists of face-to-face seminars and workshops, readings, and independent work on classwork and a project. It is divided into 3 modules covering virtual education fundamentals, teaching in online learning environments, and designing virtual learning spaces.
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1. The document discusses principles of ICT learning including curiosity, being an active learner, and developing learning over time.
2. It emphasizes providing a variety of foundations to accommodate all learners and allowing them to choose their own path while keeping electronic portfolios.
3. Additional principles discussed include extending the classroom, scaffolding learning with guidance, practicing language skills, appreciating student creativity, promoting social and emotional development, integrating various subjects, transferring learning to other contexts, and higher-order thinking.
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Module 2 lesson 1.3
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Theroetical framework
This document discusses developing a theoretical framework for research. It explains that a theoretical framework provides an interpretive approach to understanding social reality rather than hard facts. It advises identifying good sources like books, journals, and academic databases to become immersed in existing knowledge related to the research problem. Constructs are also discussed as abstract representations of ideas, people or objects that provide a common language to communicate about a study. The document recommends including around 3 references in a theoretical framework and organizing it using a mapping method.
Discourse types
The document discusses different models for classifying the variety of discourse types and forms. It describes the Organon model of signs, symbols, and signals. It also mentions Jakobson's functions of language from 1960 and three approaches to discourse classification: relating discourse situations to characteristics, grouping general forms into types, and associating linguistic features with communicative functions. Readings for the next class are introduced on principles of critical discourse analysis.
Literature review
This document provides guidance on conducting a literature review. It defines a literature review as documents that describe the past and current state of research on a topic. A good literature review attains knowledge of the field, common methodologies, and establishes that the proposed research is needed. The review process involves identifying key terms, locating relevant literature, critically evaluating sources, organizing the literature, and writing the review using a thematic or study-by-study approach. The literature review establishes the importance and rationale for further research.
How to design a poster
This document provides guidance for creating a research poster that is A0 size and horizontal orientation. It recommends including the title, problem statement, justification, research question, objectives, constructs, paradigm, type of research, participants, context, and references.
Plagiarism and apa style
This document defines and discusses plagiarism. It identifies two types of plagiarism - deliberate and accidental. It provides reasons why students plagiarize and explains why plagiarism should be avoided, as it is unhelpful, prevents developing your own conclusions, and violates regulations. The document outlines different types of plagiarism like outright copying, paraphrasing, and patchwriting. It also lists serious consequences of plagiarism like damaged reputation, legal and financial repercussions, failing grades, dismissal from college or courses. The last part provides guidelines for citing references in the APA style.
Module 1 lesson 1.2
This document discusses different types of verbs used in writing. It provides examples of action verbs like "live", "go", and "read" and linking verbs like "is", "feel", and "look". The document also notes that common linking verbs include forms of "be", "become", "feel", "look", "seem", "sound", "taste", and "smell".
Module 1 lesson 1.3
Sentences can end with a period, exclamation point, or question mark. A sentence normally ends with a period while statements about studying, intelligence, speed, and color typically end with a period. Proper punctuation is important for writing clear and grammatically correct sentences.
Module 1 lesson 1.1
The document discusses sentences in English. It provides examples of sentences with subjects, verbs, and objects. It also provides examples of sentences that are not complete because they are missing subjects, verbs, or objects. It explains that English requires a subject in every sentence and a verb in every sentence. Many verbs also require an object to complete the thought. It also gives examples of commands and negative commands.
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Presentacion curso e tutoring
- 2. Area: Didactic Academic credits : 3 Classes : 3 per week Autonomous work : 6 per week
- 3. Have approved GBI class B1+ level
- 4. to teach basic techniques and skills required to be an effective moderator in a virtual teaching- learning environment. Explore some of the concepts related to virtual tutorials, tools and techniques that might help them to manage an online course successfully
- 5. to master the basic theoretical and practical concepts of the teaching-learning processes in a virtual course environment . In addition, students will be able to develop proper virtual tutor skills in order to carry out his tutoring duties successfully.
- 6. Students have the ability to manage effectively communication, documentation, planning and evaluation tools in a virtual classroom enabling efficient administration.
- 7. Face to face class Seminar- workshop Readings material and course design
- 8. Classwork Project Independent work
- 9. 1. Module 1: Introduction to virtual modalities and fundamentals of virtual education. 2. Module 2: Teaching in virtual learning environments 3. Module 3: Designing virtual learning environments and integration module.
- 10. Be on time Take the material to class previously read Participate activily in the discussions classmates’ microteaching and presentations Provide feedback to your classmates