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TEACHING AND LEARNING IN A VIRTUAL CAMPUS. THE ROLE OF THE GUARDIAN -…

- - - - virtual learning communities
        When we talk about virtual communities in our field, we usually refer to those that arise in different professional fields for the exchange of ideas and experiences and the professional and personal development of its members.
        The possibility and the challenge of sharing different perspectives on common problems constitutes a privileged space for learning relationships that tend to be configured as more or less common demands in professional practices.
        
        It can be understood that the different types of communities do not exist in a pure state and that virtual learning communities incorporate many of the characteristics of communities of discourse, practice or knowledge construction (Salinas, 2003).
        
        In any case, and in the context of higher and continuing education, it is sometimes difficult to draw the dividing line between the different types of communities.
        It is also difficult to determine when a virtual community (created for other types of functions) develops learning activities, from those that are created expressly to develop and host learning activities where the emphasis is on exchange, creation and sharing. collaboration.
- - - - ACADEMIC RACINALISM
        Form people
        Cultured and knowledgeable about culture. They are organized according to the contents of a disciplinary area. It is based on the teacher's presentation.
        Educational supports are based on discourse and texts. What the student knows about a field of knowledge is evaluated through tests, generally written or oral.
        The pedagogical movements or currents are lines of research on the most convenient way to approach the education and training of people.
- - - - "El principal objetivo de la educación es criar personas capaces de hacer cosas nuevas y no solamente repetir lo que otras generaciones hicieron". Jean Piaget
- - - - Its application as a learning strategy lies in the fact that it does not provide solutions, but rather concrete data to reflect, analyze and discuss in a group the possible solutions to the problem it presents.
        The student works in a small group to analyze, compare, contrast their possible solutions with the solutions of others; It is trained in collaborative work and group decision making.
- - - - How do we offer follow-up support?
        The type of follow-up support depends on the needs of the participants and the goals of the initiative. Here are some of the ways you could get paid:
        
        Tutoring program that pairs students with other more experienced participants.
        
        Training programs to maintain momentum and motivation.
        
        Communities of practice for constant peer support.
        
        Internet forums, link of participants for reciprocal support.
        
        Refreshment courses face-to-face or online.
        
        Technical assistance to help adapt learning to a specific environment.
        
        Assistance service or coordination centers, for permanent access to resources and queries.
        
        Instruments and materials of the Network, as a permanent reference.
        
        Planning of follow-up activities
        Ideally, follow-up activities are planned during the design phase of a capacity-building initiative and can be fine-tuned as they are developed and additional feedback is provided by participants.
- - - - How to improve communication in virtual teams
        
        Adjust the technology to the task at hand.
        
        Make your intentions clear.
        
        Keep the team in sync.
        
        Show receptivity and understanding with your classmates.
        
        Be open and inclusive.
- - - - Communication tools are those through which a response from the receiver is achieved, in this case the sender sends the message and awaits possible return information.
        These communications are subdivided into asynchronous and synchronous.
        Asynchronous communication tools, are those in which the sender sends the message and the receiver's response is immediate. Several hours or days may elapse before receiving a response to the message, depending on the work dynamics of the use and organization of use of the resources that have these characteristics. Among these tools is internal messaging, email, forums, wiki, blog, among others.
        Synchronous communication tools, are those in which communication takes place in real time between the sender and the receiver, for example, between the students and the teacher and vice versa. In this communication, the participants of a remote process have the possibility of obtaining immediate feedback on their activities and the topic of discussion.