A self-directed Virtual Learning Environment: Mi propio jefe (My own boss)

Size: px
Start display at page:

Download "A self-directed Virtual Learning Environment: Mi propio jefe (My own boss)"

Transcription

1 A self-directed Virtual Learning Environment: Mi propio jefe (My own boss) Diego Ernesto Leal Fonseca, Gerardo Tibaná Herrera LIDIE Research and Development Laboratory about Informatics in Education Universidad de los Andes Bogota, Colombia Abstract: To make students acquire, take possession of and/or build knowledge in an effective way without anyone assisting them is a very important idea in formal and corporative training processes. This document presents the development of a proposal about a Self-directed Virtual Learning Environment, which was implemented as a contribution from the School of Management at Universidad de los Andes to the World Bank s GDLN (Global Learning Development Network). Keywords: Self-directed learning, Collaborative learning, Virtual Course. 1 Introduction The GDLN (Global Development Learning Network) is an initiative of the World Bank, which started in 1997 with the purpose of using communication and information technologies between different countries in order to share knowledge about development topics. The GDLN is composed by international developmental agencies; public and private organizations; non-governmental organizations and training institutions all around the world. The institutions that take part in this network provide technical and financial resources for its support; offer their experience and knowledge about development problems to be shared out through the network; and have the necessary technology to receive and share this knowledge. Among those topics shared by the institutions members of GDLN, is possible to find experiences about educational reform; AIDS prevention; communitary development and other key topics. Knowledge is shared through short courses and seminars; face-to-face and distance meetings, supported usually by videoconference technology. Universidad de los Andes is the GDLN node in Colombia, and among its programs offered for the network, included a course that compiles the learning obtained by the School of Management in developing enterprising skills in its undergraduate students. Professor Andrés Dussán, who was in charge of this course in its face-to-face modality, was also in charge of creating the initial proposal presented to GDLN in order to obtain financing, which was approved in In developing the project, professor Dussan was supported by members of the Research and Development Laboratory about Informatics in Education (LIDIE), who let him have access to its experience in designing, building and dynamizing Virtual Learning Environments (VLE) and incorporating information and communication technologies (ICT) in educational processes 1. The result of the project was a technological platform for self-directed courses, which presents a course about developing enterprising skills named Mi Propio Jefe (my own boss) (available at The course is aimed to people who take it to learn elements which make easier the processes of identifying and evaluating business ideas, identifying their potential, benefits, target, etc. In the final stage of the project the teacher Dussan s duty was assumed by professor Fernando Escobar, who is currently managing the course. 1 In innovative educational projects like Ludomatica ( and strategic planning in educational informatics.

2 2 Theoretical basis of the proposal 2.1 Virtual Learning Environments According to (Galvis, 1998), a virtual learning environment (VLE) is one which is implemented on virtual networks, also called conversational networks, which are no other thing but concrete relationships, through the network, between people who have computer access. Through conversational networks is possible to exchange ideas and share material which are very often stored and presented as multimedia networks of information. This computer networks, on which conversational networks are based, make possible interaction between people who are geographically far, in real time (synchronous) or differed (asynchronous); and also make possible the use of different material to build knowledge; this goes from simple readings to simulators for all kinds of phenomena. However, these networks are not very popular among students and the potential of this media is finally associated to the possibilities offered by a specific technological tool. The experience in LIDIE about including TIC in educational processes shows that beyond the different technological platforms on which is possible to implement a learning environment and beyond the additional resources it can include, the real potential of this kind of environment lies in the pedagogical and didactic possibilities that can be built with its support, and in the different kinds of learning processes it can provoke. This potential should be met and seized in the generation of proposals which go beyond resource centers or interactive books. Here, it is important to make evident some kind of classification which allows identifying the different possibilities of technological media. Project Ariadne 2 proposes three media offered by technology to support constant learning, which where used as a guide in making the proposal for Mi Propio Jefe. These are: Expositive media, where tutors set knowledge in an organized way and students decide in what order they want to acquire and take possession of this knowledge. Active media, those which demand an active participation from student in taking possession of underlying knowledge. For example, interactive micro worlds, where their own mental models are generated and tested by questioning, guessing and experiencing with the object of study. Interactive media, those which allow a direct communication between the different actors of the virtual environment, even if it is made in a synchronous or asynchronous way, and which makes possible the exchange of ideas between groups of students as a way to acquire or generate knowledge. 2.2 Self-directed learning Self-directed learning is the one where students make the process of constructing knowledge by themselves; this process can be seen as personalized, independent, at their own rhythm, or self-paced. In this way, the learning responsibility lies in the student, who requires a high degree of motivation and a defined purpose when approaching these kinds of processes. Traditionally, the most common examples of self-directed learning environments correspond to tutorials, which guide students to acquire knowledge, and this knowledge has usually a routine element. (Galvis, 1994). The appearance of Internet with all its interaction possibilities at a low price caused the appearance of self-directed learning environments which, in general, do not go beyond presenting interactive books or resources centers where students only receive information, which can be widen by using the possibilities offered by the media (multimedia and hypermedia). In this way, it is evident that these kinds of environments sponsor the self-directed learning according to the definition proposed above. However, the idea of interactive book leaves aside the biggest potential of the virtual media, which, as it has been mentioned, has to do with networks of people involved. The possibility to exchange ideas, generate hypothesis, take such hypothesis back, and in general, build knowledge through group work (cooperative learning) opens new options, which have not been explored in the right way in the wide offer of virtual courses existing. 2 ARIADNE project is supported by the European Commission; it pretends to sponsor the sharing and re-using digital pedagogical material. It provides a technological infrastructure which accepts indexing, management and storage of educational objects based in the LOM standard, in the KPS (Knowledge Pool System), access based in questions (query)

3 3 Methodological strategy 3.1 Participants roles In designing the virtual environment for this course, professor Dussan took part in an active way, as well as a team from LIDIE. Every participant had a critical role in different moments of the process: Content Expert: In this course, Professor Andres Dussan, with wide experience in managing the face-to-fce version of the course. As a direct client, he was in charge of defining the guidelines that the technological platform as well as the course environment must fulfill. Expert in VLE: In charge of guaranteeing a proper use to the technological media in order to pay attention to the course needs, particularly its characteristics as a self-directed learning process. Working as a group with the pedagogue he was in charge of proposing and testing different strategies to motivate and tracking students, as well as the definition of interaction spaces in the course. Pedagogue: In charge of the instructional treatment of the contents of the course, based in the big topics defined by the content expert and the spaces and activities designed working along with the expert in VLE. Evaluator: In charge of proposing and verifying self-evaluation mechanisms coherent with the methodological proposal, and that contribute to keep the intrinsic motivation in the student. Graphic designer: In charge of creating a graphical proposal according to the characteristics of the designed model, the imaginary associated to the enterprising topic and the characteristics of the target population of the course. Technology Expert: In charge of developing the technological platform the course was set on. 3.2 Educational proposal The educational design is based on the premise that an environment, visually and functionally friendly, whose contents are part of the students interests (significant AND close to their reality) and enriched with communicative tools which allow cooperative learning, enables the knowledge generation without being necessary a teacher or tutor to guide the process. In the next paragraphs will be presented in detail the premises and strategies defined from the description of the operative characteristics of the course Pedagogical design The proposed model uses self-directed learning (started by the student in an independent way), but at the same time pretends to keep the group work strategy used in a face-to-face course, where students interact and in this way build knowledge, whether they are or not accompanied by a tutor. The purpose of keeping the group notion is to compensate the isolation feeling which appears in any self-directed course and which easily leads to dropping out. The activities proposed in the course aim to develop critical sense, instead of presenting contents. The kind of learning process intended is based in recognizing the preconceived theories in the student and in the cooperative construction of the new knowledge, by using discussions between participants Activities design The activities of the course are initially ones of reflection (individual or in group). These kinds of activities allow students to discuss contents, share ideas and solve problems, and are developed by using discussion forums, based on generative questions related to the content or to results of other learning activities. It can be in plenary or small groups. The kind of activities developed in the course will depend on the content and learning objectives defined (which are not detailed here since they are part of internal documents of the School of Management at Universidad de los Andes). The reflection is made by: Small groups work: by working in small groups, students discuss contents, share ideas and solve problems. They present their own ideas and at the same time consider others ideas, being in this way exposed to a big variety of points of view about a given topic. Among the options caused by working in small groups we can find discussions about a generative question and debates where the different members of the group assume

4 and defend contradictory positions. Discussions promote analysis and synthesis skills in the participants. In debates, additionally to what has just been said, there is an important component of conflict management, negotiation and tolerance to other participants points of view. Plenary discussions: This kind of activity is developed in discussion forums, based on generative questions related to the content or the result from other learning activities. In general, they have the same characteristics of the small groups work, only with more participants. Case study: The methodology used in traditional case study can also be applied to a virtual learning environment. Analyzing a particular case is an individual task (complemented with self-evaluations which indicate the achievement of the objectives proposed in the case) or a group task (supporting analysis in discussions) Contents management The content of the course is not completely available since the first day. On the contrary, at the beginning of each week a different section of the content is published. The students can see the content corresponding to the current week and the previous ones, but they can not see what is coming. This decision seeks to maintain the sense of group, so a participant can catch up with the required activities, but is also forced to keep the same pace of the group. Inside the content there are several voices in its treatment. By voice, we meant a person who is conveying something to the student: Professor: Is the main voice in the course. Is in charge of presenting the content, state the activities and suggest discussion generative questions. Besides, it is the teacher s voice the one which appears in the feedback processes mentioned below. Virtual students: These students are people who offer divergent points of view to the generative questions. The purpose of the virtual students is to give students access to different points of view before going to an individual or group reflection. Virtual students also generate questions which pretend to break the balance and offer information contrasting with that given by the professor Materials and resources Given the characteristics of the course, and the interest in accomplishing a high level of accessibility from the users, it was decided to use a restricted collection of resources: Printed readings, as well as some recommended bibliography as local financial newspapers, as a way to link daily activities with the job done in the course. Digital readings, articles available on Internet. Links to web sites, resources centers and search engines related to the topic of the course. Communication tools: discussion forum, chat and messenger tools to keep the group work sense Motivation strategies In every learning process, the student s motivation when approaching knowledge construction is a fundamental piece to conquer the proposed goals. This aspect is specially complicated in a virtual course, even more when it refers to self-directed environments. Now, identifying and using those things that compose a student s real motivation is a hard task. Having this in mind, several motivation strategies were proposed. All of them are currently being tested: In the financial environment: The course is free for anyone who wants to take it. In the concept environment: Is a very interesting and current topic for society, given the economical and working conditions of a big part of the population not only in Colombia, but also in Latin America. In the graphic environment: By using a metaphor which captures the student and makes easier his interaction with the software components.

5 3.2.2 Evaluation design Strategies for self-evaluation Within the course s scheme, evaluation has a big significance not only as a tool used by the students to verify their comprehension level about the suggested topics, but also as a way which enables them to continue the course, given that presenting the proposed evaluation at the end of the week is a requirement to continue the following week. The existing evaluation methods are: Evaluation about learning: The chosen option was the model based in multiple choice questions with only one possible answer. The statements and choices seek to go beyond a memory process and intend to involve situation analysis processes. An evaluation is a group of questions which seek to verify the achievement of learning objectives in a particular week. This kind of test generates a grade (percentage corresponding to right answers for each student), which goes to the feedback about performance section. However, if the student did not get a satisfactory result, it does not affect continuity in the course. The evaluation about learning can be answered only once, but the student can see at anytime her answers. This evaluation takes place at the end of the activities of the week. Opinion Surveys: This mechanism allows identifying trends about certain topics related in a direct or indirect way with the course. These surveys do not generate grades. The result of the opinion surveys is not a part of the feedback about performance; it is just information which is published in the beginning of the next week (the one after it is done). During one week it is possible or not to have both evaluations; it means there are four possible kinds of week: one without any kind of evaluation; other with one evaluation; other with a survey; and a last one with both evaluation and survey Strategies for feedback Peer feedback: The use of discussion forums is encouraged in order to achieve that the students themselves clarify and solve doubts. Feedback about performance: Statistic data from the evaluation about learning are taken to show students weekly performance compared with their section s and the section s performance compared with the course s. The historical situation of the student, according to these indicators is also shown (number of completed weeks of the course). This information is a tool to motivate students to improve their performance, according to the level where they are located. Evaluation feedback: The feedback given to the student s evaluation about learning is not only to say whether there were mistakes or not. On the contrary, students receive clues concerning what their conceptual weaknesses are and what aspects need reinforcement. Customize system-student communication: One of the most interesting possibilities about Internet applications is the chance to make every user s experience unique. In this sense, the course communicates in the most personal way possible with the student in aspects such as invitations to take part in the week s activities or invitations to catch up with a week s activities; all of this is done via Follow-up strategies (from the sponsor group) Although the strategies for evaluation proposed can also be effectively used as follow-up tools, it was decided to implement a space where students can send their comments to the group offering the course. The suggestion box is a tool which allows students to express any doubt, suggestion or critic about the different aspects of the course. Considering that students do not have a tutor beside or behind them, it could be thought that this space does not fit in this pedagogical experience. In the first stages, this space is only for one-way communication, since students are informed that they should not necessarily expect a reply. However, the experience suggests the need of an assistant, who would be in charge of solving and giving response to the technical and logistic problems that can come up Implementation, tests and adjustment The developed system can be seen at Before its official publishing, the LIDIE team and the course professor performed a pilot test of the course with 20 students who belonged to the School of

6 Management of Universidad de los Andes, who interacted with two weeks of the course, in order to verify how valid the proposed hypothesis were. This initial test allowed ratifying the acceptance of the graphical metaphor and of the academic value of the contents from the group; it was also possible to improve the tone and language used in the contents, and to make the appearance of the course a little more personal. These results were taken in account to perform the necessary adjustment and leave everything ready in order to receive the first students of the Self-directed Virtual Course Mi Propio Jefe. The first offer of the course was made between March and July From this offer some preliminary results of the use and seizing of the learning environment were obtained. Currently, a second version of the course is being prepared, in which is expected to make a formal evaluation of different instructional and communicative aspects; among them are the impact of the absence of the tutor in the achievement of learning objectives. 4 Conclusions A revision of the results obtained at the end of the first version of the course led to identify the following preliminary conclusions: The discussions among students led to unexpected results in the weekly evaluations, since the opinions included points of view which were not had in account as possible right answers. However, this difference with the results does not affect the proposed pedagogical premise, that students generate their own knowledge through virtual discussions. The designed and implemented platform is a big supply for creating new virtual courses, and the pedagogical model will not affect its design in a dramatic way. It is necessary to evaluate in a formal way the impact of not having a tutor, in how students seize the discussion spaces. The biggest lesson learned along this process was how important the coordinated and organized interaction of the different people taking part in the process is. The active participation from the expert in contents in defining the guidelines of the course was an invaluable experience for performing future projects in the LIDIE about the design and construction of Virtual Learning Environments line. 5 References 1. GALVIS, A.H. (1988). Ambientes virtuales para participar en la sociedad del conocimiento. Revista de Informática Educativa. Volumen 11 Número 2. Santa Fe de Bogotá D.C. Colombia. 2. GALVIS, A.H. (1994). Ingeniería de Software Educativo. Ediciones Uniandes, Bogotá.

Best Practices for Online Courses. 100 Quality Indicators for Online Course Design

Best Practices for Online Courses. 100 Quality Indicators for Online Course Design Best Practices for Online Courses 100 Quality Indicators for Online Course Design The following criteria are meant to act as guidelines for the course development process. Some of these guidelines would

More information

Evaluation of an exercise for measuring impact in e-learning: Case study of learning a second language

Evaluation of an exercise for measuring impact in e-learning: Case study of learning a second language Evaluation of an exercise for measuring impact in e-learning: Case study of learning a second language J.M. Sánchez-Torres Universidad Nacional de Colombia Bogotá D.C., Colombia jmsanchezt@unal.edu.co

More information

Participants Teachers and other education professionals concerned with mathematics education from all phases of schooling.

Participants Teachers and other education professionals concerned with mathematics education from all phases of schooling. PROGRAMME SPECIFICATION MA Mathematics Education Awarding Institution: University College London Teaching Institution: UCL Institute of Education Name of final award MA Master of Arts (MA) in Mathematics

More information

Presentation on blended training

Presentation on blended training Presentation on blended training Bruno Guillet Ingénieur pédagogique bruno.guillet@cnam.fr WHY? Our territory 2 important notions: Our environment Training mission at a regional level Learners whose ways

More information

Educational Media, Online Learning, Didactical Design, Master Program, Internet

Educational Media, Online Learning, Didactical Design, Master Program, Internet "Educational Media": An internet based master-program for teachers and educational managers Michael Kerres University of Duisburg-Essen, Germany Chair of Educational Media and Knowledge Management Director

More information

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA ESCUELA CIENCIAS DE LA EDUCACIÓN

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA ESCUELA CIENCIAS DE LA EDUCACIÓN UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA ESCUELA CIENCIAS DE LA EDUCACIÓN 551018 FIRST AND SECOND LANGUAGE ACQUITION AND LEARNING Julio Tulande Henry Carvajal Evaluador UNAD Enero de 2014 1 551018 First

More information

THE ROLE OF THE TRAINER IN ONLINE COURSES

THE ROLE OF THE TRAINER IN ONLINE COURSES THE ROLE OF THE TRAINER IN ONLINE COURSES Ana Augusta Saraiva de Menezes da Silva Dias TecMinho - Associação Universidade Empresa para o Desenvolvimento (Portugal) anadias@tecminho.uminho.pt This article

More information

University of Strathclyde: Department of Psychology. Basic Psychology. A REAP project case study June 2006. About the class: Drivers for change:

University of Strathclyde: Department of Psychology. Basic Psychology. A REAP project case study June 2006. About the class: Drivers for change: University of Strathclyde: Department of Psychology Basic Psychology A REAP project case study June 2006 About the class: Basic Psychology is a first year class, running over two semesters with typically

More information

Defining Blended Learning in the GDLN Context

Defining Blended Learning in the GDLN Context Defining Blended Learning in the GDLN Context Blended learning refers to an educational experience created cost-effectively using a mix of integrated distance learning technologies such as videoconferencing,

More information

Go to contents 12 Semi-Medial Post Professional Studies Building Conservation for Architects and Structural Engineers

Go to contents 12 Semi-Medial Post Professional Studies Building Conservation for Architects and Structural Engineers Semi-Medial Post Professional Studies Building Conservation for Architects and Structural Engineers TISKEN, Sandra; VOORMANN, Friedmar; FRANZ, Birgit; KOCH, Volker; RUSSEL, Peter University of Karlsruhe,

More information

Using Instructional Technology in Education for Peace

Using Instructional Technology in Education for Peace Online Course Using Instructional Technology in Education for Peace Edgar Salgado-García, Psy.D. esalgado.cr@gmail.com 1. Overview of the Course General description: Instructional technology has been around

More information

Learning about the influence of certain strategies and communication structures in the organizational effectiveness

Learning about the influence of certain strategies and communication structures in the organizational effectiveness Learning about the influence of certain strategies and communication structures in the organizational effectiveness Ricardo Barros 1, Catalina Ramírez 2, Katherine Stradaioli 3 1 Universidad de los Andes,

More information

THE DESIGN AND DEVELOPMENT OF A MULTIMEDIA- ASSISTED MASTERY LEARNING COURSEWARE IN LEARNING OF CELLULAR RESPIRATION

THE DESIGN AND DEVELOPMENT OF A MULTIMEDIA- ASSISTED MASTERY LEARNING COURSEWARE IN LEARNING OF CELLULAR RESPIRATION THE DESIGN AND DEVELOPMENT OF A MULTIMEDIA- ASSISTED MASTERY LEARNING COURSEWARE IN LEARNING OF CELLULAR RESPIRATION Fazzlijan Mohamed Adnan Khan 1 and Mona Masood 2 1 Universiti Sains Malaysia,, f_ijnkhan@yahoo.com

More information

LIFE-LONG LEARNING OF SECONDARY SCHOOL SCIENCE TEACHERS ENHANCED BY THE USE OF ICT. Andrés Sampedro, Raquel-Amaya Martínez and Beatriz Rodríguez

LIFE-LONG LEARNING OF SECONDARY SCHOOL SCIENCE TEACHERS ENHANCED BY THE USE OF ICT. Andrés Sampedro, Raquel-Amaya Martínez and Beatriz Rodríguez LIFE-LONG LEARNING OF SECONDARY SCHOOL SCIENCE TEACHERS ENHANCED BY THE USE OF ICT Andrés Sampedro, Raquel-Amaya Martínez and Beatriz Rodríguez Introduction The information and communication technologies

More information

elearning Methodology

elearning Methodology 1 Introduction elearning is the education methodology that takes advantage of modern information and communication technologies (ICT) to address the continuing educational needs of students. "Internet-enabled

More information

E-ASSESSMENT IN A MASTER ONLINE COURSE. A CASE STUDY

E-ASSESSMENT IN A MASTER ONLINE COURSE. A CASE STUDY E-ASSESSMENT IN A MASTER ONLINE COURSE. A CASE STUDY Inés Gil-Jaurena, Teresa Aguado, Beatriz Malik, Pilar Cucalón Universidad Nacional de Educación a Distancia (UNED) (SPAIN) Abstract E-assessment is

More information

CHALLENGES AND OPPORTUNITIES OFFERED BY E-LEARNING PLATFORM IN THE EDUCATIONAL PROCESS AT THE UNIVERSITY LEVEL

CHALLENGES AND OPPORTUNITIES OFFERED BY E-LEARNING PLATFORM IN THE EDUCATIONAL PROCESS AT THE UNIVERSITY LEVEL CHALLENGES AND OPPORTUNITIES OFFERED BY E-LEARNING PLATFORM IN THE EDUCATIONAL PROCESS AT THE UNIVERSITY LEVEL BĂLĂCESCU ANIELA LECTURER PH.D., CONSTANTIN BRANCUSI UNIVERSITY OF TÂRGU JIU, FACULTY OF ECONOMICS

More information

RESULTS OF THE PROYECTO AULA APPLICATION TO ENGINEERING STUDENTS

RESULTS OF THE PROYECTO AULA APPLICATION TO ENGINEERING STUDENTS RESULTS OF THE PROYECTO AULA APPLICATION TO ENGINEERING STUDENTS A. Vidal, J. Reyes, M. Fierro, A. Castellanos Facultad de Ingeniería Región Veracruz, Universidad Veracruzana (MEXICO) avidal@uv.mx, jreyes@uv.mx,

More information

ADVANCED MANAGEMENT PROGRAM. Hugo Cetrángolo, Fernando Vilella, Héctor Ordoñez

ADVANCED MANAGEMENT PROGRAM. Hugo Cetrángolo, Fernando Vilella, Héctor Ordoñez 1 DISTANCE EXECUTIVE EDUCATION FOOD AND AGRIBUSINESS ADVANCED MANAGEMENT PROGRAM Hugo Cetrángolo, Fernando Vilella, Héctor Ordoñez Food Agribusiness Program School of Agriculture UNIVERSITY OF BUENOS AIRES

More information

Module: GER229 & GER320, Dutch Language and Culture: The Multicultural Society in the Netherlands.

Module: GER229 & GER320, Dutch Language and Culture: The Multicultural Society in the Netherlands. Inquiry-based Learning Design Overview The Multicultural Society in the Netherlands 1. The students and the curriculum Level: 2 and 3 Module: GER229 & GER320, Dutch Language and Culture: The Multicultural

More information

Chapter Four: How to Collaborate and Write With Others

Chapter Four: How to Collaborate and Write With Others Chapter Four: How to Collaborate and Write With Others Why Collaborate on Writing? Considering (and Balancing) the Two Extremes of Collaboration Peer Review as Collaboration * A sample recipe for how peer

More information

Analysis a project at learner used collaboration of educational process promote collaboration application

Analysis a project at learner used collaboration of educational process promote collaboration application Proceedings of the 1 st International Conference and Exhibition on Future RFID Technologies Eszterhazy Karoly University of Applied Sciences and Bay Zoltán Nonprofit Ltd. for Applied Research Eger, Hungary,

More information

PROBLEM-BASED LEARNING AND THE USE OF NEW LEARNING- TEACHING METHODOLOGY

PROBLEM-BASED LEARNING AND THE USE OF NEW LEARNING- TEACHING METHODOLOGY PROBLEM-BASED LEARNING AND THE USE OF NEW LEARNING- TEACHING METHODOLOGY A. Avalos, L. Martín, E. Pérez-Urria, B. Pintos Facultad de Biología. Universidad Complutense Madrid / Spain avagar@bio.ucm.es,

More information

Utilising Online Learning in a Humanities Context

Utilising Online Learning in a Humanities Context Utilising Online Learning in a Humanities Context Context Name of Course: Introduction to Cultural Studies Level: 1 st Year Undergraduate BA degree courses Number of Students: 150-200 per semester intake

More information

Communication Software Laboratory Academic Year 2007-2008. E-learning Platforms. Moodle and Dokeos.

Communication Software Laboratory Academic Year 2007-2008. E-learning Platforms. Moodle and Dokeos. Communication Software Laboratory Academic Year 2007-2008 E-learning Platforms. Moodle and Dokeos. Group 95 Homero Canales Guenaneche 100031592 Fernando García Radigales 100039032 Index 1. Introduction...

More information

FREEDOM IN ADULT EDUCATION

FREEDOM IN ADULT EDUCATION FREEDOM IN ADULT EDUCATION Abstract The paper deals with the term freedom in the education environment. The author s attention is focused on the adult education. He attempts to specify his point of view

More information

TRANSITIONAL DISTANCE THEORY AND COMMUNIMCATION IN ONLINE COURSES A CASE STUDY

TRANSITIONAL DISTANCE THEORY AND COMMUNIMCATION IN ONLINE COURSES A CASE STUDY TRANSITIONAL DISTANCE THEORY AND COMMUNIMCATION IN ONLINE COURSES A CASE STUDY Scott Mensch, Indiana University of Pennsylvania SMensch@IUP.edu Azad Ali, Indiana University of Pennsylvania Azad.Ali@IUP.edu

More information

E-Learning at school level: Challenges and Benefits

E-Learning at school level: Challenges and Benefits E-Learning at school level: Challenges and Benefits Joumana Dargham 1, Dana Saeed 1, and Hamid Mcheik 2 1. University of Balamand, Computer science department Joumana.dargham@balamand.edu.lb, dandoun5@hotmail.com

More information

BLENDED LEARNING APPROACH TO IMPROVE IN-SERVICE TEACHER EDUCATION IN EUROPE THROUGH THE FISTE COMENIUS 2.1. PROJECT

BLENDED LEARNING APPROACH TO IMPROVE IN-SERVICE TEACHER EDUCATION IN EUROPE THROUGH THE FISTE COMENIUS 2.1. PROJECT BLENDED LEARNING APPROACH TO IMPROVE IN-SERVICE TEACHER EDUCATION IN EUROPE THROUGH THE FISTE COMENIUS 2.1. PROJECT G. THORSTEINSSON *,1 and T. PAGE 2 1 Department of Design and Craft, Iceland University

More information

VALUE ADDED THE EDITOR IN DESIGN AND DEVELOPMENT OF ONLINE COURSES. Introduction

VALUE ADDED THE EDITOR IN DESIGN AND DEVELOPMENT OF ONLINE COURSES. Introduction CHAPTER 10 VALUE ADDED THE EDITOR IN DESIGN AND DEVELOPMENT OF ONLINE COURSES Jan Thiessen & Vince Ambrock Athabasca University Introduction The editor has traditionally played a key role in the design

More information

Inter university use of tutored online courses: an alternative to MOOCs

Inter university use of tutored online courses: an alternative to MOOCs 14 Inter university use of tutored online courses: an alternative to MOOCs Paul Rühl* 1 *Bavarian Virtual University, Bamberg, Germany Introduction There is a variety of definitions of what MOOCs (massive

More information

Data Warehousing and Decision Support Tales from a Virtual Classroom

Data Warehousing and Decision Support Tales from a Virtual Classroom To appear in Data Warehousing and Decision Support - Tales from a Virtual Classroom, in Best Practices in Computer Enhanced Teaching and Learning, D. G. Brown, Ed. Winston-Salem, NC: Wake Forest University

More information

IMPROVING QUALITY. Quality criteria for global education school visits

IMPROVING QUALITY. Quality criteria for global education school visits IMPROVING QUALITY Quality criteria for global education school visits Organisations that have worked on these quality criteria: Pro Ethical Trade Finland Kepa Service Centre for Development Cooperation

More information

A STUDY ON THE CREATION OF UNIVERSITY VIRTUAL DEGREES IN THE TECHNOLOGICAL UNIVERSITY OF SAN JUAN OF THE RÍO

A STUDY ON THE CREATION OF UNIVERSITY VIRTUAL DEGREES IN THE TECHNOLOGICAL UNIVERSITY OF SAN JUAN OF THE RÍO A STUDY ON THE CREATION OF UNIVERSITY VIRTUAL DEGREES IN THE TECHNOLOGICAL UNIVERSITY OF SAN JUAN OF THE RÍO K. Anaya 1, E. Herrera-Viedma, 2 O. Cordón 2 1 Dept. of Technological Innovation. Technological

More information

Supporting students in their transition to university mathematics

Supporting students in their transition to university mathematics Supporting students in their transition to university mathematics Paul Hernandez-Martinez a, Julian Williams b and Valerie Farnsworth c a Loughborough University, b University of Manchester, c University

More information

Electronic Engineering Technology Program Exit Examination as an ABET and Self-Assessment Tool

Electronic Engineering Technology Program Exit Examination as an ABET and Self-Assessment Tool Electronic Engineering Technology Program Exit Examination as an ABET and Self-Assessment Tool Graham Thomas, Ph.D. Texas Southern University Shahryar Darayan, Ph.D. Texas Southern University Abstract

More information

ANALYSIS OF NEGOTIATION AND ARGUMENTATIVE SKILLS IN ONLINE COLLABORATIVE LEARNING FROM SOCIAL, COGNITIVE, AND CONSTRUCTIVIST PERSPECTIVES

ANALYSIS OF NEGOTIATION AND ARGUMENTATIVE SKILLS IN ONLINE COLLABORATIVE LEARNING FROM SOCIAL, COGNITIVE, AND CONSTRUCTIVIST PERSPECTIVES ANALYSIS OF NEGOTIATION AND ARGUMENTATIVE SKILLS IN ONLINE COLLABORATIVE LEARNING FROM SOCIAL, COGNITIVE, AND CONSTRUCTIVIST PERSPECTIVES Maria José de Miranda Nazaré Loureiro, Universidade de Aveiro,

More information

Implementation of the Web-based Learning in PhD Education

Implementation of the Web-based Learning in PhD Education Implementation of the Web-based Learning in PhD Education Valentina Terzieva, Katia Todorova, Lilia Simeonova Abstract: One of the continuing challenges of education is enabling those who attempt to improve

More information

Master. in English Language Teaching for Self-Directed Learning. Online Program DEPARTMENT OF FOREIGN LANGUAGES AND CULTURES

Master. in English Language Teaching for Self-Directed Learning. Online Program DEPARTMENT OF FOREIGN LANGUAGES AND CULTURES Master in English Teaching for Self-Directed Learning Online Program DEPARTMENT OF FOREIGN LANGUAGES AND CULTURES Master in English Teaching for Self- Directed Learning Online Program Awarded by the Universidad

More information

Roles, Responsibilities and Expectations for Developing and Teaching Online Courses in Continuing and Distance Studies

Roles, Responsibilities and Expectations for Developing and Teaching Online Courses in Continuing and Distance Studies CONTINUING AND DISTANCE STUDIES FACULTY OF ARTS AND S CIENCE Roles, Responsibilities and Expectations for Developing and Teaching Online Courses in Continuing and Distance Studies www.queensu.ca/artsci_online

More information

New pedagogies and delivery models for developing open online courses for international students

New pedagogies and delivery models for developing open online courses for international students Authors Li Yuan l.yuan@bolton.ac.uk Stephen Powell stephenp.powell@gmail.com CETIS (Centre for Educational Technology & Interoperability Standards), University of Bolton UK Hongliang Ma yangmahl@gmail.com

More information

DOCUSCHEMAS: EXPERIENCING WITH A MULTIMEDIA TOOL FOR SUPPORTING HIGHER EDUCATION

DOCUSCHEMAS: EXPERIENCING WITH A MULTIMEDIA TOOL FOR SUPPORTING HIGHER EDUCATION DOCUSCHEMAS: EXPERIENCING WITH A MULTIMEDIA TOOL FOR SUPPORTING HIGHER EDUCATION Carolina Franco Espinosa, Jose Jesus García Rueda, Rebeca Román Julián Departamento de Ingeniería Telemática, Universidad

More information

Enhancing the online class: Effective use of synchronous interactive online instruction

Enhancing the online class: Effective use of synchronous interactive online instruction Enhancing the online class: Effective use of synchronous interactive online instruction Dr. Enid Acosta-Tello National University Abstract The delivery of instruction through an online platform has become

More information

KM Tools. Introduction. Communities of practice

KM Tools. Introduction. Communities of practice KM Tools Introduction The purpose of this note is to provide an overview of various tools that can be used for improving the sharing of knowledge and lessons. There are several inter-related tools, each

More information

3 Conceptual Framework

3 Conceptual Framework Concept Mapping: Connecting Educators Proc. of the Third Int. Conference on Concept Mapping Tallinn, Estonia & Helsinki, Finland 2008 INDIVIDUAL CONSTRUCTION OF KNOWLEDGE IN AN ONLINE COMMUNITY THROUGH

More information

INTRODUCTION... 2. 1. Definition of e-learning... 3. 2. Advantages of e-learning for a tourism company... 3. 3. Elements of e-learning...

INTRODUCTION... 2. 1. Definition of e-learning... 3. 2. Advantages of e-learning for a tourism company... 3. 3. Elements of e-learning... T our i s m Bus i ne s s P or t a l T ut or i a l HOW T ODE VE L OPT HEBE S TE MPL OY E E T RAI NI NGT HROUGHE L E ARNI NG INDEX INTRODUCTION... 2 1. Definition of e-learning... 3 2. Advantages of e-learning

More information

CREATIVE USE OF THREADED DISCUSSION AREAS

CREATIVE USE OF THREADED DISCUSSION AREAS CREATIVE USE OF THREADED DISCUSSION AREAS by Karen M. Peters Used with author s permission So many times we hear from faculty that they started a threaded discussion area and the students never used it.

More information

DoQuP project. WP.1 - Definition and implementation of an on-line documentation system for quality assurance of study programmes in partner countries

DoQuP project. WP.1 - Definition and implementation of an on-line documentation system for quality assurance of study programmes in partner countries DoQuP project WP.1 - Definition and implementation of an on-line documentation system for quality assurance of study programmes in partner countries Deliverable 1.3 - Methodologies and procedures of definition,

More information

EARLY VERSIONS OF THE COURSE

EARLY VERSIONS OF THE COURSE 1 Parliamentary Strengthening Programs: Improving Access, Availability and Governance Through a Self-Paced Learning Program Rick Stapenhurst, The World Bank Institute, fstapenhurst@worldbank.org Brooke

More information

The "Art" of Online Learning: Teaching Visual Art Virtually

The Art of Online Learning: Teaching Visual Art Virtually The "Art" of Online Learning: Teaching Visual Art Virtually Professor Barbara Saromines-Ganne Leeward Community College 96-045 Ala Ike Pearl City, Hawaii, USA bsg@hawaii.edu Peter Leong Department of Educational

More information

V2 Programme Specification HNC Level 4 Diploma in Electrical and Electronic Engineering

V2 Programme Specification HNC Level 4 Diploma in Electrical and Electronic Engineering V2 Programme Specification HNC Level 4 Diploma in Electrical and Electronic Engineering V2HE 1. Awarding Organisation Pearson 2. Teaching Institution Highbury College Portsmouth 3. Programme Accredited

More information

PRACTICAL TRAINING IN THE CURRICULUM OF THE CIVIL ENGINEERING EDUCATION

PRACTICAL TRAINING IN THE CURRICULUM OF THE CIVIL ENGINEERING EDUCATION PRACTICAL TRAINING IN THE CURRICULUM OF THE CIVIL ENGINEERING EDUCATION Patricio Tapia 1, Kitti Manokhoon 1, Dr. Fazil Najafi 2 Abstract This paper is intended to show the importance of the practical training

More information

Research groups on masters level a pedagogical experiment

Research groups on masters level a pedagogical experiment Kerstin Rydbeck Research groups on masters level a pedagogical experiment Paper for the IFLA satellite meeting, 8 9 August 2010, in Borås, Sweden Introduction The two years master programme in ALM (archive,

More information

Aspects Related to the Usefulness of a Distance Training Course Having Moodle as Course Management System Support

Aspects Related to the Usefulness of a Distance Training Course Having Moodle as Course Management System Support Aspects Related to the Usefulness of a Distance Training Course Having Moodle as Course Management System Support GABRIEL GORGHIU 1, MIHAI BÎZOI 1, LAURA MONICA GORGHIU 2, ANA-MARIA SUDUC 1 1 Electrical

More information

Active methodology in the Audiovisual communication degree

Active methodology in the Audiovisual communication degree Available online at www.sciencedirect.com Procedia Social and Behavioral Sciences 2 (2010) 4487 4491 WCES-2010 Active methodology in the Audiovisual communication degree J.L Gimenez-Lopez a *, T. Magal

More information

EXPERIENCE WITH THE DISCUSSION OF GAMES IN A SUBJECT OF THE ONLINE MATHEMATICS DEGREE COURSE.

EXPERIENCE WITH THE DISCUSSION OF GAMES IN A SUBJECT OF THE ONLINE MATHEMATICS DEGREE COURSE. EXPERIENCE WITH THE DISCUSSION OF GAMES IN A SUBJECT OF THE ONLINE MATHEMATICS DEGREE COURSE. João Pessoa/PB 2011,May Jussara Patrícia Andrade Alves Paiva UFPB jussara@dce.ufpb.br Educational Area University

More information

TEACHING AND LEARNING JURIDICAL SCIENCES BY MEANS OF CONCEPTUAL MAPS. A TRIAL WITH CMAPTOOLS

TEACHING AND LEARNING JURIDICAL SCIENCES BY MEANS OF CONCEPTUAL MAPS. A TRIAL WITH CMAPTOOLS TEACHING AND LEARNING JURIDICAL SCIENCES BY MEANS OF CONCEPTUAL MAPS. A TRIAL WITH CMAPTOOLS María de la Sierra Flores Doña y Marta Blanco Carrasco Facultad de Derecho, Universidad Complutense Madrid,

More information

Maturity, motivation and effective learning in projects - benefits from using industrial clients

Maturity, motivation and effective learning in projects - benefits from using industrial clients Maturity, motivation and effective learning in projects - benefits from using industrial clients C Johansson Ericsson Software Technology AB/University of Karlskrona/Ronneby P Molin University of Karlskrona/Ronneby,

More information

Reflections on the Online Learner Competencies

Reflections on the Online Learner Competencies Reflections on the Online Learner Competencies Ileana de la Teja, Ph.D Laboratory of Cognitive Engineering and Learning Environments (LICEF) Télé-université/UQAM, Montreal Introduction The point of view

More information

The Open University s repository of research publications and other research outputs. Effective recruitment and selection of online tutors

The Open University s repository of research publications and other research outputs. Effective recruitment and selection of online tutors Open Research Online The Open University s repository of research publications and other research outputs Effective recruitment and selection of online tutors Conference Item How to cite: Slade, Sharon

More information

VIEWS OF STUDENTS IN THE DEPARTMENT OF RECREATION AND SPORT MANAGEMENT ON DISTANCE EDUCATION

VIEWS OF STUDENTS IN THE DEPARTMENT OF RECREATION AND SPORT MANAGEMENT ON DISTANCE EDUCATION VIEWS OF STUDENTS IN THE DEPARTMENT OF RECREATION AND SPORT MANAGEMENT ON DISTANCE EDUCATION Asst.Prof.Dr.Gülten Hergüner Sakarya University Physical Education and Sports Teaching Department herguner@sakarya.edu.tr

More information

Designing e-assessment in Massive Online Courses

Designing e-assessment in Massive Online Courses 20115th International Conference on Distance Learning and Education IPCSIT vol.12 (2011) (2011) IACSIT Press, Singapore Designing e-assessment in Massive Online Courses K. P. Hewagamage 1, Hakim Usoof

More information

lnteractivity in CALL Courseware Design Carla Meskill University of Massachusetts/Boston

lnteractivity in CALL Courseware Design Carla Meskill University of Massachusetts/Boston lnteractivity in CALL Courseware Design Carla Meskill University of Massachusetts/Boston ABSTRACT: This article discusses three crucial elements to be considered in the design of CALL. These design attributes,

More information

CATALYST REPORT DebateHub and Collective Intelligence Dashboard Testing University of Naples Federico II

CATALYST REPORT DebateHub and Collective Intelligence Dashboard Testing University of Naples Federico II CATALYST REPORT DebateHub and Collective Intelligence Dashboard Testing University of Naples Federico II 1. Overview: Information about Community Partner Involved 1.1. Resumé This test was carried out

More information

STRATEGIC MANAGEMENT OF SPORTS ORGANIZATIONS

STRATEGIC MANAGEMENT OF SPORTS ORGANIZATIONS ONLINE COURSE IN STRATEGIC MANAGEMENT OF SPORTS ORGANIZATIONS TURN YOUR PASSION FOR SPORT INTO YOUR PROFESSION GENERAL INFORMATION Certificate Certificate for the Course in Strategic Management of Sports

More information

IMPLEMENTATION OF ONLINE FORUMS IN GRADUATE EDUCATION

IMPLEMENTATION OF ONLINE FORUMS IN GRADUATE EDUCATION IMPLEMENTATION OF ONLINE FORUMS IN GRADUATE EDUCATION Walkyria Goode ESPAE-Graduate School of Management Escuela Superior Politécnica del Litoral Abstract 1 This paper argues that online forums in graduate

More information

ADVANTAGES AND DISADVANTAGES REGARDING THE I.T.C. USE DURING TEACHING

ADVANTAGES AND DISADVANTAGES REGARDING THE I.T.C. USE DURING TEACHING ADVANTAGES AND DISADVANTAGES REGARDING THE I.T.C. USE DURING TEACHING Maria Ocnărescu Grup Şcolar Doamna Stanca, Bucharest Gabriela Jicmon Grup Şcolar Doamna Stanca, Bucharest Abstract: Introducing educational

More information

Assuring flexibility to educational platforms Case study: UniBuc Virtual Campus

Assuring flexibility to educational platforms Case study: UniBuc Virtual Campus The 1 st International Conference on Virtual Learning, ICVL 2006 253 Assuring flexibility to educational platforms Case study: UniBuc Virtual Campus Bogdan Logofatu 1 Alina Boboc-Corcotoi 1 Michaela Logofatu

More information

DISTANCE EDUCATION IN EDUCATIONAL SCIENCES:

DISTANCE EDUCATION IN EDUCATIONAL SCIENCES: DISTANCE EDUCATION IN EDUCATIONAL SCIENCES: ACCOMPANYING TEACHERS IN ONLINE COURSES IN 3 MASTER DEGREES CAROLINE LADAGE JUNE 12 TH 2012 Context Department of Educational Sciences in continuing education

More information

Transitional Kindergarten Parent Engagement Toolkit

Transitional Kindergarten Parent Engagement Toolkit Transitional Kindergarten Parent Engagement Toolkit A Parent Outreach and Communications Resource for School Districts and Local Education Agencies Implementing Transitional Kindergarten The Kindergarten

More information

TH E. General Guidelines for Charting Your Career Path

TH E. General Guidelines for Charting Your Career Path TH E INDIVIDUAL DEVELOPMENT PLAN G U ID E General Guidelines for Charting Your Career Path Wildland Fire Leadership Development Program April 2010 TABLE OF CONTENTS Credits... ii Introduction... 1 What

More information

A Framework for Distance Learning Employing Video on Web Environment

A Framework for Distance Learning Employing Video on Web Environment A Framework for Distance Learning Employing Video on Web Environment GRAÇA BRESSAN REGINA MELO SILVEIRA WILSON VICENTE RUGGIERO LARC Laboratório de Arquitetura e Redes de Computadores PCS - Escola Politécnica

More information

EDUCATIONAL TECHNOLOGY, E-LEARNING AND KNOWLEDGE MANAGEMENT: An evolving initiative for an evolving world

EDUCATIONAL TECHNOLOGY, E-LEARNING AND KNOWLEDGE MANAGEMENT: An evolving initiative for an evolving world 1 EDUCATIONAL TECHNOLOGY, E-LEARNING AND KNOWLEDGE MANAGEMENT: An evolving initiative for an evolving world Janaina Minelli de Oliveira 1, Luis Marqués Molías 2, Mercè Gisbert Cervera 3 Universitat Rovira

More information

Forum. Report from Professional Dialogue Seminar 2 Held at RAF Cosford on 11 December 2009

Forum. Report from Professional Dialogue Seminar 2 Held at RAF Cosford on 11 December 2009 Forum Report from Professional Dialogue Seminar 2 Held at RAF Cosford on 11 December 2009 The Forum is a partnership of the Higher Education Institutions offering initial teacher training (ITT) programmes

More information

ARDEN UNIVERSITY QUALITY ASSURANCE DOCUMENT QA3 - PROGRAMME SPECIFICATION. Awaiting APM Accreditation

ARDEN UNIVERSITY QUALITY ASSURANCE DOCUMENT QA3 - PROGRAMME SPECIFICATION. Awaiting APM Accreditation ARDEN UNIVERSITY QUALITY ASSURANCE DOCUMENT QA3 - PROGRAMME SPECIFICATION 1. Target Award MSc Project Management 2. Programme Title MSc Project Management 3. Exit Awards PG Diploma in Project Management

More information

POWAY UNIFIED SCHOOL DISTRICT CONTINUUM OF TEACHING STANDARDS

POWAY UNIFIED SCHOOL DISTRICT CONTINUUM OF TEACHING STANDARDS POWAY UNIFIED SCHOOL DISTRICT CONTINUUM OF TEACHING STANDARDS Poway Unified School District Teaching Standards Domain I Domain II Domain III Domain IV Domain V Planning and Designing Instruction Element

More information

Teaching/Learning and Multimedia Learning Content Management System

Teaching/Learning and Multimedia Learning Content Management System For 15 years, Software that matters AeL Teaching/Learning and Multimedia Learning Content Management System Based on modern education principles, AeL is a complete teaching/learning and content management

More information

Student Feedback on Online Summer Courses

Student Feedback on Online Summer Courses Student Feedback on Online Summer Courses October 8, 2015 Santa Clara University Office of Assessment Report Introduction In the summer of 2015, approximately 700 undergraduate students were enrolled in

More information

TECHNOLOGY AND SEMIOTIC REPRESENTATIONS IN LEARNING MATHEMATICS. Jose Luis Lupiáñez Gómez University of Cantabria, Spain. Abstract

TECHNOLOGY AND SEMIOTIC REPRESENTATIONS IN LEARNING MATHEMATICS. Jose Luis Lupiáñez Gómez University of Cantabria, Spain. Abstract 1 TECHNOLOGY AND SEMIOTIC REPRESENTATIONS IN LEARNING MATHEMATICS Jose Luis Lupiáñez Gómez University of Cantabria, Spain Abstract New technologies modify the socioculturals environments. The educational

More information

Teaching guide ECONOMETRICS

Teaching guide ECONOMETRICS Teaching guide ECONOMETRICS INDEX CARD Subject Data Código Titulación Nombre Carácter Ciclo 1313.- Grado en Administración y Dirección de Empresas, Mención Creación y Dirección de Empresas, Itinerario

More information

Pedagogy Over Technology: Supporting Inquiry-based Learning in the Caribbean

Pedagogy Over Technology: Supporting Inquiry-based Learning in the Caribbean Pedagogy Over Technology: Supporting Inquiry-based Learning in the Caribbean Sabine Little s.little@sheffield.ac.uk Abstract This paper focuses on the development of a networked learning environment, supporting

More information

Creative Lighting Control

Creative Lighting Control School of Design, Management and Technical Arts Bachelor of Arts (Honours) Creative Lighting Control Programme Specification 6 May 2011 (Updated August 2014) Introduction: What are programme specifications?

More information

BRIDGEIT CHILE: PUENTES EDUCATIVOS 2010 2012

BRIDGEIT CHILE: PUENTES EDUCATIVOS 2010 2012 BRIDGEIT CHILE: PUENTES EDUCATIVOS 2010 2012 Gonzalo Plaza 1 and Francisco Carreras 2 February 2010 Papers from The World Bank and Stanford University 3 in the field of Economics of Education, strongly

More information

Post Graduate Certificate in Learning and Teaching in Theatre and Performing Arts in Higher Education

Post Graduate Certificate in Learning and Teaching in Theatre and Performing Arts in Higher Education Post Graduate Certificate in Learning and Teaching in Theatre and Performing Arts in Higher Education Programme Specification June 2014 (updated August 2014) 1 Rose Bruford College Postgraduate Programme

More information

Moodle E-Learning Platforms and Technologies Project Project No. LLP-LdV-PRT-2012-LT-0316

Moodle E-Learning Platforms and Technologies Project Project No. LLP-LdV-PRT-2012-LT-0316 Moodle E-Learning Platforms and Technologies Project Project No. LLP-LdV-PRT--LT-36 Survey Report according answers to Questionnaire for Students The aim of the research This questionnaire is part of the

More information

La educación virtual como herramienta en la orientación educativa

La educación virtual como herramienta en la orientación educativa La educación virtual como herramienta en la orientación educativa Virtual education as a tool in educational guidance Ma. Guadalupe Medina Zúñiga Colegio de Bachilleres del Estado de Querétaro. pequis288@hotmail.com

More information

MODULE CO-ORDINATOR HANDBOOK. Collaborative Partners

MODULE CO-ORDINATOR HANDBOOK. Collaborative Partners MODULE CO-ORDINATOR HANDBOOK Collaborative Partners January 2012 GENERAL INFORMATION Who is this handbook for? This handbook is for staff working at collaborative partner organisations, who are responsible

More information

CASES ON GLOBAL E-LEARNING PRACTICES: Successes and Pitfalls

CASES ON GLOBAL E-LEARNING PRACTICES: Successes and Pitfalls Turkish Online Journal of Distance Education-TOJDE July 2007 ISSN 1302-6488 Volume: 8 Number: 3 Review: 1 CASES ON GLOBAL E-LEARNING PRACTICES: Successes and Pitfalls Sharma, R. C., & Mishra, S. (Eds.).

More information

INTERDISCIPLINARY GRADUATE CERTIFICATE IN UNIVERSITY TEACHING Course Options

INTERDISCIPLINARY GRADUATE CERTIFICATE IN UNIVERSITY TEACHING Course Options INTERDISCIPLINARY GRADUATE CERTIFICATE IN UNIVERSITY TEACHING Course Options A total of 9 credits must be completed in at least three of four areas; Teaching Strategies, Student Learning/Assessment of

More information

University of Cambridge: Programme Specifications ADVANCED DIPLOMA IN ENTREPRENEURSHIP

University of Cambridge: Programme Specifications ADVANCED DIPLOMA IN ENTREPRENEURSHIP University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed

More information

Programme Specification. BA (Hons) Religion and Theology. Valid from: September 2012 Faculty of Humanities and Social Sciences

Programme Specification. BA (Hons) Religion and Theology. Valid from: September 2012 Faculty of Humanities and Social Sciences Programme Specification BA (Hons) Religion and Valid from: September 2012 Faculty of Humanities and Social Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final

More information

Course Specification

Course Specification LEEDS BECKETT UNIVERSITY Course Specification MSc Sport and Exercise Science 2016-17 (SEMSC) Our courses undergo a process of review periodically, in addition to annual review and enhancement. Course Specifications

More information

King Fahd University of Petroleum and Minerals DEANSHIP OF ACADEMIC DEVELOPMENT KFUPM ONLINE COURSES:

King Fahd University of Petroleum and Minerals DEANSHIP OF ACADEMIC DEVELOPMENT KFUPM ONLINE COURSES: King Fahd University of Petroleum and Minerals DEANSHIP OF ACADEMIC DEVELOPMENT KFUPM ONLINE COURSES: LAST REVISED: March 2003 TABLE OF CONTENTS Page 1. INTRODUCTION 1 2. ESSENTIAL FEATURES FOR AN EFFECTIVE

More information

What s the Big Idea?

What s the Big Idea? What s the Big Idea? Understanding Media Messages An Arts-Integrated Performance Task using Understanding by Design by Kim Chronister 2011 What s the Big Idea? Seminars are supported through grants from

More information

Discussion (Forums Best Practices) Contents

Discussion (Forums Best Practices) Contents 1 Contents Discussion (Forums Best Practices) Discussion (Forums Best Practices)... 1 What are Forums?... 2 How do others use forums?... 2 How will you use forums?... 2 Understanding the Forum Structure...

More information

Effective Learner-Lecturer Interaction Working With a Virtual Learning Environment

Effective Learner-Lecturer Interaction Working With a Virtual Learning Environment Sino-US English Teaching, ISSN 1539-8072 July 2012, Vol. 9, No. 7, 1300-1305 D DAVID PUBLISHING Effective Learner-Lecturer Interaction Working With a Virtual Learning Environment María Luisa Renau Renau

More information

EDME 532: TESOL INTERNSHIP AND SEMINAR SUMMER / 2015

EDME 532: TESOL INTERNSHIP AND SEMINAR SUMMER / 2015 EDME 532: TESOL INTERNSHIP AND SEMINAR SUMMER / 2015 Professor: S. Quinn O. Dyrli Course Dates: May 17-Aug. 22, 2015 Email: quinndyrli@comcast.net Phone: (570)-310-1228 Faculty Availability: via forum,

More information

Internet Technologies course with combined professor and on-line contents methodology

Internet Technologies course with combined professor and on-line contents methodology Internet Technologies course with combined professor and on-line contents methodology Eduardo Magaña, Daniel Morató Department of Electrical Engineering and Computer Sciences University of California,

More information

Introduction: Reading and writing; talking and thinking

Introduction: Reading and writing; talking and thinking Introduction: Reading and writing; talking and thinking We begin, not with reading, writing or reasoning, but with talk, which is a more complicated business than most people realize. Of course, being

More information

Programme Specification (Postgraduate) Date amended: 12 April 2012

Programme Specification (Postgraduate) Date amended: 12 April 2012 Programme Specification (Postgraduate) Date amended: 12 April 2012 1. Programme Title(s): MSc Educational Leadership (School Business Managers) 2. Awarding body or institution: University of Leicester

More information