Formation in cyberspace: concepts, models and methodologies in the Latino/Hispanic context Dra. Omayra Caraballo Pagán May 31, 2013

Transcription

1 Formation in cyberspace: concepts, models and methodologies in the Latino/Hispanic context Dra. Omayra Caraballo Pagán May 31, 2013 E-Formation 2013 Virginia Theological Seminary Alexandria, VA

2 Technology or Methodology

3 Concepts: Distance Learning Is a formal education process, where the teaching process occurs most of the time, when the student and professor are not at the same place or time- Distance education/learning (UIPR,1998). Distance Learning Program Administrative structure that plans, organizes, implements, and evaluates curriculum, administrative and technical aspects conducive to the offering of distance learning programs (UIPR, 1998).

4 New Educational Paradigm (Clark, 2001) New students profile Prompt and innovative technological advances for knowledge transfer Budget restrictions The necessity to adapt to environmental demands (strategic plans) Versatility in the Institutions structures (more commitment and support of University senior leaders) Educational globalization (overview)

5 Myth and Realities Myth Transfer presentiality (traditional classroom face to face) to virtuality (online classroom) Faculty do not need technical skills Faculty can use the same traditional pedagogical strategies Lack of human contact compared to presentiality Realities Individual environment. It s necessary to adapt the classroom. Necessity of strong technological skills (first contact with the students on the course) Reinforcement of pedagogical strategies considering student learning styles. Online courses experiment student diversity. Students with more self-confidence

6 Myth and Realities Myth Realities Online courses are easier Self-directed, self-motivated and more collaborative students The professor as unique entity in transferring information The transformation of the faculty role as a facilitator, who contributes in the development of student knowledge Lack of rigorous Federal requirements: guarantee student identity and academic integrity in distance learning

7 A campus to the world

8 Continuous change It doesn t end with program implementations; that s why, we must consider: Continuous evaluation Error acknowledgement Student and faculty perception Adoption of new technologies Change people s mentality Identify competition Diversification of the academic offer. Change of roles (administration, faculty and student)

9 New and continuous challenges

10 Global Exposure of Distance Education Program of Inter Ponce

11 E-formation for e-formers -Professional development focused on the use and integration of new tools that support distance education processes. -More dynamic and interactive course design focused on different student learning styles. -Pedagogical strategies focused on virtual classrooms: -Leadership on virtual classrooms

12 Our Students Around the World

13 Distance Education: an inescapable reality - The continuous change of distance education is a priority, and an investment value for all university components: campuses and systems (Álvarez, 2009). - Distance education is an investment not only in technology, it brings prestige for future modern universities. - Is a complement for todays education and a natural evolution of higher education.

14 Our Best Presentation Card

15 Our Responsibility: Rigor and academic integrity

16 Reference / Bibliography Álvarez Peña, J. (2009). Retos y desafíos del Modelo de Educación a Distancia de la Universidad Interamericana de Puerto Rico. Presentación ofrecida a la Universidad de Puerto Rico, Recinto de Cayey. Caraballo Pagán, O. (2009). La educación a distancia: hacia un aprendizaje autodirigido Caraballo Pagán, O. (2010). Evaluación del Nivel de Satisfacción de la Gestión de un Programa de Aprendizaje a Distancia Aplicando el Modelo CIPP: Caso del Programa de Administración de Sistemas de Oficina de una Universidad Privada de Puerto Rico. Disertación doctoral no publicada, Nova Southeastern University, Miami, FL. Clark, R. E. (2001).New Directions: Evaluating distance education technologies. En R. E. Clark (Ed.), Learning from media: Arguments, analysis, and evidence. (pp ). Greenwich, CT: Information Age. Collins, J. (2009). Empresas que sobresalen: Por qué unas sí pueden mejorar la rentabilidad y otras no. Colombia: Editorial Norma S.A. Simonson, M., Smaldino, S., Albright, M. & Zvacek, S. (2006). Definitions, history, and theories of distance education. Teaching and learning at a distance: Foundations of distance education (3 rd ed.), Upper Saddle River, NJ: Prentice Hall. Universidad Central de Venezuela. (2003). Educación a Distancia: Diseño instruccional. Recuperado el 16 de abril de 2008, de Yukl, G. A. (2006). Leadership in organizations. (6th ed.). Upper Saddle River, NJ: Prentice Hall.

17 QUESTIONS AND COMMENTS Thank You!!

18 Dra. Omayra Caraballo Pagán Associate Distance Learning Universidad Interamericana de Puerto Rico Recinto de Ponce ocarabal@ponce.inter.edu