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E-learning management (material design selection of contents and resources…

- - - - The role of the Instructional Designer has become very important and fundamental in a work team for any educational project. His vision, preparation and performance make it possible to process any document in a customized teaching material.
  - - - Pre-design: Based on the information obtained in the previous stage, the analysts elaborate a design proposal of the VPA that states the elements of the environment
      - Developing: The construction of each one of the designed elements is carried out, resorting to the corresponding software and hardware tools in each case.
      - Analysis: In the analysis stage, the User prepares and presents the information that will serve as the basis for the project.
      - Pilot test.
        It is a space for the evaluation of the AVA in the technical, communicative and pedagogical aspects.
      - DESING: In this stage the environment designer delivers the required inputs to materialize the project following the defined commitments.
        Preliminary diagnosis. In this stage we elaborate a general description of the User's idea and, according to it, the route to follow for the work.
      - Publication.
        Corresponds to the provision of all the elements in the or the supports suitable for its operation with the recipients, guaranteeing technical and pedagogical quality.
  - - - General data. Where the name of the module or course, level and academic program and number of hours of training or credits are specified.
        
        • Purpose of Training. The learning goals that are to be achieved with the students of the course are described.
        
        • Competences: Consists of the specification of the units and elements of competencies, as well as the evaluation criteria.
        
        • Methodology. It declares the set of strategies, pedagogical and didactic instruments that will dynamize the development of students' competences. The expressed methodology must be in accordance with the fundamentals that the model declares and the pedagogical orientations for the development of virtual courses.
        
        • Calendar. Describe the times in which the academic and administrative activities of the course will be carried out.
  - - - The evaluation is carried out by means of templates in which the evaluator is questioned on three aspects: the teaching modality, the follow-up and control of the student and the technical aspects (referring to the design, structure and functionality)
        
        who proposes a three-dimensional matrix to organize the basic analysis dimensions to evaluate educational software:
        
        The pedagogical dimension
        
        The evaluation matrix.
        
        The user interface dimension.
        
        Each dimension is evaluated by listing the questions on the indicators to be evaluated in a list. This approach is understood because the evaluation of educational software can be done by different specialists, who will have a different focus of interest among themselves.
- - - - Contents It refers to the study material of the course through which the concepts and skills required for the fulfillment of the learning objectives are transmitted.
        
        Exercises and evaluations They are technologies that allow the student to carry out activities that serve to verify individual compliance with learning objectives.
        
        Communications As the e-learning courses are carried out at a distance, the communication between the teacher and the student is a fundamental element of the course.
        
        Collaborative work. Also known as groupware, it refers to an environment in which all the participants of a project work, collaborate and help each other to carry it out.
  - - - Communication tools, such as forums, chats, email.
        
        Learning tools, such as self-assessments, group work zones, resolution of questionnaires, delivery of documents, among others.
        
        Productivity tools, such as calendar, bookmarks, help.
        
        Administration tools, such as authorization.
        
        Course tools, such as bulletin board, evaluations.
  - - - Accessibility: ability to access teaching components from a distant site through web technologies, as well as distribute them to other sites.
        
        • Adaptability: ability to customize training according to the needs of people and organizations.
        
        • Durability: ability to resist the evolution of technology without needing a reconception, a reconfiguration or a rewriting of the code.
        
        • Interoperability: ability to be used in another location and with another set of tools or on another platform of teaching components developed within a site, with a certain set of tools or on a certain platform. There are numerous levels of interoperability.
        
        • Reusability: flexibility that allows integrating teaching components within multiple contexts and applications.
- - - - General principles of the evaluation of educational systems. Arbós (2000)
        
        It must be designed and carried out since political independence. It must be impartial so that it has long-term effectiveness.
        
        It requires having an adequate pedagogical technical support that allows to confer the reliability and validity to the obtained results.
        
        The results should be interpreted in a contextual framework.
        
        It can not be considered exclusively from its internal perspective. It will be necessary for external experts to collaborate in its interpretation
        
        The results must be used for various purposes: comparative, conducting studies. The analysis of the data should attend the different audiences.
  - - - • Collection and selection of information about students' learning, through interaction with them, application of instruments, evaluation situations, etc.
        
        • Interpretation and assessment of learning in terms of the degree of development of the evaluation criteria established in each area. The valuation must occur in qualitative terms.
        
        • Decision making, which involves the establishment of an action plan that allows the student to know, reinforce and stimulate the learning to be developed with the help of the tutor, to plan new teaching-learning strategies, according to the conclusions reached. in the evaluation.
  - - - Define what information needs to be collected.
        
        • Determine the team in charge.
        
        • Prepare instruments and define the sample.
        
        • Carry out field work.
        
        • Process and validate information