Noticias, eventos y reflexiones sobre el aprendizaje a distancia.
sábado, diciembre 06, 2003
Para aquellos que utilizan el foro de WebCT y quisieran poder utilizar el archivo de otras maneras recomendamos el WebCT Discussion Object Extractor Tool:
"This tool addresses the problem of re-usability of student interactions in WebCT Discussions, and allows an instructor or a student to export a fully threaded discussion object from WebCT for re-use in course content, analysis/research, ePortfolios, recordkeeping, etc."
"This tool addresses the problem of re-usability of student interactions in WebCT Discussions, and allows an instructor or a student to export a fully threaded discussion object from WebCT for re-use in course content, analysis/research, ePortfolios, recordkeeping, etc."
lunes, noviembre 03, 2003
Hemos encontrado un programa para desarrollar tutoriales/demos que se llama Wink. A pesar de que no lo hemos utilizado tiene la ventaja de que es gratuito. Me gustaría recibir sus comentarios si alguien se anima y empieza a utilizarlo .
jueves, octubre 02, 2003
Una herramienta útil para el desarrollo de juegos es la que provee Quia. Mediante la misma he desarrollado una serie de juegos relacionados a la psicología. Los interesados pueden visitar http://www.quia.com/pages/psicologia.html .
martes, septiembre 30, 2003
Estoy convencido de que el proceso de enseñanza-aprendizaje para ser efectivo debe tener componentes que sean similares a los juegos. En ese espíritu los invito a jugar "Who wants to be a millionaire?" . Me parece que debemos explorar más profundamente la herramienta del juego y su integración a sistemas para manejar cursos como WebCT. Me dejan saber si se ganaron el millón.
lunes, septiembre 29, 2003
Ya nuestro WebCT 4.0 cuenta con el plug-in de español. Al estudiante se le puede dar la opción de seleccionar el lenguaje. En mi opinión es otra de las herramientas que hacen de WebCT el mejor sistema para manejar cursos en línea. Ya el curso "Proyecto WebCT-IDEAL" está en la plataforma en español pero puede escoger su idioma preferido.
domingo, septiembre 28, 2003
Una herramienta sencilla para crear encuestas sencillas fuera de WebCT es el Mail Survey Maker de David Zapata (CECI-RUM).
Las actas del congreso virtual celebrado en PR llamado Aprendizaje con Tecnología se encuentran disponibles. Me parece que constituyen un excelente recurso para los interesados en el desarrollo de la educación en línea en Puerto Rico.
Un artículo que puede ser de interés para aquellos que desean tener una idea de cuánto tiempo deben invertir cuando enseñan un curso en línea es: TEACHING COURSES ONLINE: HOW MUCH TIME DOES IT TAKE?.
"Studies show that temporal factors like workload and lack of release time inhibit faculty participation in developing and teaching online courses; however, few studies exist to gauge the time commitment. This longitudinal case study, presented at the Seventh Annual Sloan-C International Conference on ALN, examined the amount of time needed to teach three asynchronous online courses at The University of Michigan-Dearborn from Winter 1999 through Winter 2000. Twenty-five students were enrolled in each course. Self-monitoring was used to measure the amount of time required to complete the following activities: 1) reading and responding to emails; 2) reading, participating in, and grading 10 online discussions; and 3) grading 15 assignments. Using a stopwatch, the investigator timed and recorded the number of minutes needed for each activity. Also, all messages and assignments were archived and frequency counts were recorded. The weekly, mean number of minutes and assignments was entered on line graphs for analysis. The data showed that teaching each online course required 3 to 7 hours per week, with the greatest number of emails and amount of time required during the first and last 2-weeks of the semesters. Participation in and grading of the discussions took the greatest amount of time and remained steady across the semester. However unlike many live courses, the students participated more in the discussions than the instructor did. The number of assignments that were submitted each week steadily increased over each semester. This case study indicates that the time needed to teach online courses falls within the range of reasonable expectations for teaching either live or online courses and represents the beginning of this area of inquiry. Consequently, additional studies are needed with a variety of instructors across a variety of courses and disciplines to further pinpoint faculty time commitment. "
"Studies show that temporal factors like workload and lack of release time inhibit faculty participation in developing and teaching online courses; however, few studies exist to gauge the time commitment. This longitudinal case study, presented at the Seventh Annual Sloan-C International Conference on ALN, examined the amount of time needed to teach three asynchronous online courses at The University of Michigan-Dearborn from Winter 1999 through Winter 2000. Twenty-five students were enrolled in each course. Self-monitoring was used to measure the amount of time required to complete the following activities: 1) reading and responding to emails; 2) reading, participating in, and grading 10 online discussions; and 3) grading 15 assignments. Using a stopwatch, the investigator timed and recorded the number of minutes needed for each activity. Also, all messages and assignments were archived and frequency counts were recorded. The weekly, mean number of minutes and assignments was entered on line graphs for analysis. The data showed that teaching each online course required 3 to 7 hours per week, with the greatest number of emails and amount of time required during the first and last 2-weeks of the semesters. Participation in and grading of the discussions took the greatest amount of time and remained steady across the semester. However unlike many live courses, the students participated more in the discussions than the instructor did. The number of assignments that were submitted each week steadily increased over each semester. This case study indicates that the time needed to teach online courses falls within the range of reasonable expectations for teaching either live or online courses and represents the beginning of this area of inquiry. Consequently, additional studies are needed with a variety of instructors across a variety of courses and disciplines to further pinpoint faculty time commitment. "
domingo, septiembre 14, 2003
Recomendamos la revista VideoEnlace Interactivo de la Universidad Interamericana. Esta es una de las pocas revistas sobre enseñanza en línea publicadas en Puerto Rico. La misma contiene artículos útiles para el profesor interesado en integrar tecnologías de aprendizaje a sus cursos.
Como profesor de la Universidad de Puerto Rico me preocupa el hecho de que no exista una política oficial de esta institución en torno a la educación en línea. Nos parece necesario superar el trauma causado por el fracaso de la Universidad Virtual de Arroyo. En el congreso "Transformando la educación digital en el era de la competencia digital" se presentó un panel en donde los presidentes de las instituciones educativas del país describían los proyectos que están desarrollando en torno a la educación en línea. La representante de la Universidad de Puerto Rico no asistió a este taller.
Ya es hora de que la UPR se enfrente de forma seria a la educación en línea. No podemos dejarlo para el próximo siglo.
Ya es hora de que la UPR se enfrente de forma seria a la educación en línea. No podemos dejarlo para el próximo siglo.