Planning of teaching in virtual environments

Development of custom materials or "canned"

What is meant by self-instructional materials

The main components of a course: objectives, contents, activities, resources and evaluation

Variety in activities: cases, problem solving

Resources for learning assessment

Use of graphics-images-audio-video-animations-simulations

Reusability and content packaging

Learning objects (pills and learning objects)

Planning is the process by which a vision of the future is obtained, where it is possible to determine and achieve the objectives, through the choice of resources, methodologies and activities that contribute to it.

The following recommendations will help you plan your virtual classes to be more successful:

• Select the program, page or application where you are going to teach your class.
• Determine the duration of your class.
• Record your sessions to share them with students.
• Continue evaluating your students.

Virtual Pedagogical Strategies

• Interactivity. This principle allows the participants to be more active and constructors of their own learning.
• Media
• Durable and Upgradeable.
• Synchronous and Asynchronous
• Easy access and handling of materials and activities.
• Follow-up.
• Horizontal communication.

One of the factors associated with the success of an educational intervention, regardless of the modality in which it is carried out, is the didactic mediation planned and designed in an intelligent and coherent way.

The issue of didactic mediation is addressed as a space for the pedagogical relationship and planning as a space for elaboration, emphasizing virtual teaching and learning environments (EVEA).

Therefore, the teacher must develop skills that allow him to have an adequate action plan, although due to its dynamic and situational nature, it requires making modifications during the process to respond to the events that arise:

• How to base and operationalize the teaching action?
  
  • What are the educational intentions, the instructional need and the nature of disciplinary knowledge as basic conditions for planning?
  • What are the facilitation, learning and evaluative strategies that are consistent with the orientation assumed and the context where they are applied?

What is instructional design?

Organization and presentation of components (objectives, content, activities, materials and means) and relationships that articulate the teaching and learning process in a specific context in theoretical frameworks and specific approaches.

What is an instructional designer?

The instructional designer (ID) is the specialist in methodologies, processes, strategies, and application of the different methods that must be considered during the design phase of an online course or program.

What is instructional design in pedagogy?

Instructional design, also known as instructional systems design, is the analysis of learning needs and the systematic development of instruction. Instructional designers often use educational technology as a method to develop instruction.

The most important thing and that we must never forget is that the contents have to cover the training needs of our workers and provide them with the skills and abilities necessary to carry out their work in a more optimal or efficient way.

In the same way, the acquisition of new knowledge through the consultation and work of the contents can also serve them to promote and carry out new positions and functions.

The contents must be synchronized with the topics to be discussed. The characteristics of the designer of the didactic material must be: abilities, cognitive styles, interests, previous knowledge, experience and skills required for the use of these materials.

Two main functions are attributed to educational materials: to mediate student learning and to support the pedagogical practices of teachers. In such a way that they can be conceived as bridges between the world of teaching and the world of learning.

Text concept.
The text is the highest unit of communication and organizational competence of the speaker.

Its extension is variable and corresponds to an understandable whole that has a communicative purpose in a given context.

The communicative, pragmatic and structural character allow its identification.

• LANGUAGE: It is the ability that all human beings have to communicate through signs. If the sign we use to communicate is the linguistic sign, then we speak of verbal communication (oral or written).

  
  

• COMMUNICATION: It is the transmission of information from a sender to a receiver.

Autonomous learning takes the teacher out of the picture.

But there are many benefits to this approach for students, going back to Plato and Socrates, it has been the same in training and development: on the path of learning, we have a teacher and we have a student.

The teacher guides the student(s) on their learning path, and through ongoing communication, the student's knowledge and potential is enhanced.

What happens when we give freedom to a student and allow him to learn by himself?

Well, with a self-directed learning approach, we often find students better prepared for their job role and life in general.

But, is there no instructor?

Well, that's not entirely true, and in that sense "autonomous" is a bit of a misnomer. Autonomous learners are autonomous, yes, but the teacher still exists as something of a "learning agent" who fosters and maintains learning environments that support the development of learner autonomy.

In fact, Peter Voller, an expert on student autonomy, identified three roles for the teacher-student relationship:

• Facilitator: the teacher as assistant coordinator to support student learning.
• Counselor: the teacher as a mentor, available to help the student when requested.
• Resource: the teacher as a source of guidance to the materials to help point the student to the correct sources of knowledge.
• Cultivate distance: the student and the instructor must understand that the role of the instructor is facilitator instead of tutor.

They can also create personalized learning paths, track and monitor learning progress, and assess performance within the right learning management system.

Additionally, the location-independent nature of a platform for online learning allows for distance learning as well as the ability of the instructor as a facilitator to “check in” on student progress as requested or needed.

Problem-solving strategies can be defined as a learner's abilities that influence how they process information to achieve a goal. The main achievement of a student when using the strategy appropriately is that he becomes autonomous in the task (Swanson, 1993).

The most used techniques to identify the problem are:

• Brainstorming.
• Pareto analysis.
• Weighted voting.
• List Reduction.
• Interviews.
• Surveys.

To make better use of the information that these observations can provide, the following instruments can be used:

• Assessment scales. They contain a list of traits in which the level of achievement of the aspect observed is graded through a series of progressive assessments (from never to always; from little to a lot; from nothing to everything; etc.)
• Checklists. They contain a series of features to observe, before which the teacher indicates their presence or absence during the development of the activity or task.
• The anecdotal record. Consisting of cards to collect behaviors that are not foreseeable beforehand and that can provide significant information to evaluate deficiencies or positive attitudes.

Notebook
The student's class notebook is a very useful instrument for collecting information for continuous assessment, since it reflects the daily work carried out by the student. Through it you can check:

• If the student takes notes correctly.
• His level of understanding, of abstraction and what ideas he selects.
• Your level of written expression, the clarity and propriety of your expressions.
• Spelling, calligraphy, sentence composition, etc.
• The approaches that he makes of the information provided, if he has understood the essential content, if he manages to order and differentiate the contributions that can be differentiated in those contents.
• If you include your own reflections or comments.
• If you expand the information on the topics worked on by consulting other sources.
• If you make outlines, summaries, underlining, etc.
• The care or dedication you use to keep your notebook up to date, etc.

Multimedia resources are those content tools made up of different things; such as audio, text, video, images or animation, which are intended to convey information to the consumer, that is, the viewer of the content.

What are ICT multimedia resources?

Audiovisual Multimedia Resources are all those video and/or audio resources, downloadable or not, that allow the presentation of dynamic and interactive information, taking advantage not only of the potential of written and iconic verbal communication, but also of oral verbal communication and non verbal.

What are the benefits of multimedia?

Impact by bringing together eye-catching effects such as sounds, images, 3D animations to create excellent quality presentations. Flexibility, digital material can be easily and quickly updated and presented through various media.

What benefits are obtained with the development of multimedia Why?

The advantages of the application of multimedia lie in what these materials generate in the students, such as: interest, motivation, development of the initiative, greater communication and cooperative learning.

The texts, sounds, images, animations, videos, graphics, illustrations and photos; with all its possible combinations and introducing interactivity, which is the control you have over the contents by means of a keyboard or mouse.

Multimedia Application Concept

Currently, the term multimedia refers to the combined use of different media: text, image, sound, animation and video.

According to Fred Hoffstetter: Multimedia is the use of the computer to present and combine: text, graphics, audio and video with links that allow the user to navigate, interact, create and communicate. Multimedia applications may be stored on CD-ROMs (off-line use) or reside on Web pages (on-line use).

The concept of didactic object or learning object (learning object) has become the center of a new paradigm for the design of online learning activities, which emphasizes the reuse of content and activities, through the use of metadata in known formats.

The concept offers a conceptual framework for the justification of the new paradigm and for the delimitation of its essential properties. Specifically, the concepts of reuse and reusability are analyzed in their different aspects.

The essential characteristic of a didactic object is the "predisposition to reuse". In one way or another, this aspect appears in the most popular definitions of the term.

Polsani (2003) includes reuse in his definition of learning objects as “an independent and self-contained unit of learning content that is predisposed to be reused in multiple learning contexts”, and Wiley (2001) also mentions the term in his definition. of learning object “any digital resource that can be reused to provide learning”.

As evaluation criteria, the properties that these materials must preserve are measured, such as legibility, the use of images and diagrams, the order and structure of the information. For digital books, the influence on learning that the interactivity of these materials can have is recognized.

The evaluation of the didactic material allows establishing a systematic process of self-criticism and feedback to improve teaching performance, as well as making the appropriate modifications to enrich the teaching and learning processes.

The evaluation criteria are a means to select the most relevant learning of a learning objective, whether conceptual, procedural or attitudinal.

One of the fundamental elements, when talking about data and information management, are standards, which allow us to take advantage of information, simplify and optimize processes and guarantee the quality and timeliness of products.

In a formal environment, the term "standard" is known as documented agreements that contain technical specifications or precise criteria that are used consistently, such as rules, guides or definitions of characteristics to ensure that materials, products, processes and services fulfill their purpose. .

In simple terms, they are common languages ​​that allow understanding and communication between different ACTORS.

In the case of information management so that it can be shared, it must comply with a set of rules and standards that make it possible.

What is a norm?

They are documents that are used to determine certain policies to improve processes and productivity, which apply to different scientific, economic, industrial activities, in order to order and improve.

It is a regulatory specification to achieve an optimum degree of quality. These are prepared by institutions that, based on experience and technological development, are approved by consensus.

Compliance with these standards guarantees the safety of the installation, manufacturers and/or brands, in order to certify the work carried out, verify that the standards are strictly complied with, in order to extend the warranty of their product for as long as each one of them defines.

The objective of this Communication and in accordance with the theme of the Congress, aims to be a commitment, on the one hand, to the inclusion and participation of all students with their individual characteristics and needs in ordinary classrooms and, on the other, opt for the inclusion in the curriculum of Information and Communication Technologies (ICTs), in our case, through Learning Objects, to provide a quality educational response according to educational needs individual students with high abilities.

To which students is our Educational Response Proposal addressed?

To those students who show performances that make them different from the rest of their group. To those students who, in the opinion of the experts, have mistakenly thought that they do not need anything to learn, quite the contrary, they need a rigorous teaching-learning process according to their specific needs.

It is necessary to recognize their diversity in order to provide them with a quality education according to their needs, not special ones, but rather specific and individual ones.