Historical records of the learning, with the focus of the instructional design with the support of the systems of I compute.
The technological advances of 80s 90s have allowed the Instructional designers to move more toward the constructivismo. One of the most useful tools in the designers Instructional constructivistas is the hypertext and the hipermedia because it allows them branched designs instead of lineal as traditionally they have been made. The hiperligas for the students is a good means of indispensable control for the learning constructivismo; although some concerns have arisen around the apprentices beginners, as that they are been able to “to lose” in the hipermedia ocean. To assist this risk, Jonassen and McAlleese (Jonnassen and McAlleese, on-line) they make notice that each stage of the acquisition of knowledge requires of types different from learning and that the acquisition of the initial knowledge, perhaps be better to carry out it by means of the traditional instruction with predetermined learning exits, certain sequential interaction and evaluations with indexed approaches, while a state-of-the-art phase of acquisition of knowledge is adjusted better to ambient constructivitas.
If an apprentice beginner is unable to settle down an it anchors (he gets lost with easiness) in the hipermedia atmosphere he could doubt of the effectiveness of the resource and it would be disoriented. Reigeluth and Chung suggest a system prescritivo that strengthens the apprentice's autocontrol. In their method, the students have a certain previous knowledge and they are guided to develop their own strategies metacognitivas and to create means that allow them to return to the learning trajectory that you/they had been traced, avoiding this way “to get lost” (Davison, 1998).
A good part of the literature on design instructional constructivita is the one that, don't be left loose to the apprentice in the hipermedia atmospheres or hypertext and that they think about some instructions and learning strategies mixing approaches constructivitas with traditional. In their article Davison recommends an approach of learning hipermedia based in “explorations of theories of the outstanding learning”, (an example of this method).
Having discovered the eclectic nature of the instructional design, it is exactly to make notice that not all the theories plead for a strategy of “it mixes and tie” for the instructional design. Bendar, Cunningham, Duffy and Perry wrote an article in which you/they challenge to the eclectic nature of the design from the instructional system when standing out that “... the abstraction of concepts and strategies from a theoretical position that catches them robbing them of their real meaning.” They question the epistemología objetivista totally and they accept an approach constructivista for the instructional design. In their article they make a comparison of the traditional approach of the analysis, synthesis and evaluation with the approach constructivista of these concepts (Bendar, Cunningham, Duffy and Perry, 1995).
Jonassen points out that the difference among the instructional design for the constructivismo and the objectivism (behaviorism and cognoscitivismo), it is that the design based on objectives has predetermined exits and it intervenes in the learning process to create predetermined outlines of the reality of a concept in the mind of which learns; while the constructivismo is reserved because the apprentice's exits are generally impredecibles, the instruction should reinforce, more not to model the learning. Therewith in mind, Jonassen looked for aspects comunes through the approach constructivista so that the students suggested a “I model” that allowed him to design atmospheres of learning constructivistas.
“....a process of design instructional constructivista should be related with the design of atmospheres that you/they favor the construction of knowledge, the one which....”
be based on the internal negotiation:
a process of articulation of mental outlines, using those outlines that explain, predict and infer and meditate about their utility (accommodation of Piaget, adjustment and restructuring of Norman and Rumelhart).
be based on the social negotiation:
a process of sharing a reality with other using the same ones or similar processes to those of the internal negotiation.
be facilitated by means of the exploration of the environment of the real world and for the incorporation of new environments:
processes that are regulated by each intention, necessities and/or individual expectations.
the results are identified in new mental outlines and in and of itself, he/she makes sense for which learns, real contexts for the learning and the use of the built knowledge.
it should be supported by means of problems based on cases that have been derived of a situation of the real world with all their uncertainty and complexity and based on an authentic practice of the real life.
it requires of the understanding of their own thought processes and of the troubleshooting methods.
the problems of a context are different to those of another.
casting for the apprentice by means of the development of abilities but he/she not necessarily has to be expert realizadores.
it requires of the so much collaboration of which learns as of the one that facilitates the learning:
Here the professor works more as a trainer or orientador that a supplier of knowledge.
it provides a group of intellectual tools that you/they facilitate the necessary internal mental negotiation to build new mental outlines.
The phases in detail lives
1.-Analysis
We clarify what the performance problem i and select to number of solutions. Training i never to solution on its own. It always needs to be accompanied by some sort of organizational support and usually by information and material reference.
Eleven we have identified to training need, we dog analyze the needs of the target group and defines the final objective for the learning.
2.-Design
We break down the topic into chunks (you subordinate yourself objectives) and then group these together into modulates which dog be taught together. Then we choose appropriate half and methods, and design appropriate tests and learning activities for each modulates.
3.-Development
The draft material i produced, e.g., word processed, programmed, filmed, or desktop published.
4.-Testing and improvement
The draft material i tested with representatives from the target group and progressively improved.
5.-Implementation
The material i used by the target audience in the real environment. Designers notices what extra support i
Needed.
6.- Evaluation
We check the success of the solutions in solving the original performance problem. and., dog people do
What the customer wanted them to be able to do?
Internet and the communication
Internet allows two basic forms of communication: synchronous and asynchronous. The chat would enter inside the synchronous technologies. According to Dewald et to the one. (2000), the synchronous communication allows the apprentice to communicate in real time with other students, with the facilitator, or with both. Even when this communication type could remember the context of the living room of traditional class, with the use of the computer this talkative form acquires a new dimension. The synchronous technology (via chat, for example) it increases the opportunity that the students interactúen in real time among them the feedback is since immediate. The chats allows the synchronous communication among different people that are connected in certain moment. The list of connected people appears on screen the same as the messages that you/they are writing. These characteristics of simultaneous communication represent a great contribution for the interactivity in the education at distance.
The synchronous communication also allows the on-line discussion of the assigned tasks, of the doubts that exist on the content of the material and of the projects grupales. Wilson (1997) he/she suggests the balanced combination of synchronous and asynchronous learning in the design of a course, also pointing out that the synchronous sessions have the particularity that they can be recorded what allows the students that lose a session, to find out of how this was developed.
The conditions of Learning (R. Gagner)
This theory specifies that there are different types you even of learning. The importance of these classifications is that each different type requires types different from instruction. Gagne identifies five categories bigger than learning: the verbal information, intellectual abilities, cognitive strategies, psicomotoras abilities and the attitudes. The different interior and external conditions are necessary for each style of learning. For the strategies cognitive debit side to have an opportunity for example, to practice developing the new solutions to the problems to be learned; to learn the attitudes, the apprentice should be exposed to model of the believable paper or the persuasive arguments.
Gagne suggests that the learning for the intellectual abilities can be organized in a hierarchy according to the complexity: the recognition of the stimulus, the generation of the answer, the procedure continuing, the terminology use, discriminations, concept formation, application of the rule, and resolution of problems. The main importance is to identify the prerequisites that should be completed to facilitate the learning each student. The prerequisites are identified making an analysis of the task. Also, the theory profiles nine Instructional events and the corresponding cognitive processes:
(1) to win the attention (the reception)
(2) to inform the apprentices of the objective (the hope)
(3) he stimulates before learning (the recovery)
(4) to present the stimulus (the selective perception)
(5)Proporcionar the learning guide (the semantic code)
(6) taking out the performance (responding)
(7) providing the regeneration (the reinforcement)
(8) evaluating the performance (the recovery)
(9) reinforcing retention and transfer (the generalization).
These events should satisfy or they should maintain the necessary conditions and debit side to be good as the base for the instruction and the means of communication selecting (Gagne, the Briggs & Wager, 1992).
While the theoretical frame of Gagne covers all the aspects to learn, the focus of the theory is in the intellectual abilities. The theory has been applied to the instruction plan in all the domains (the Gagner & Driscoll, 1988). In their original formulation (Gagne, 1962), he/she paid special attention to the scenes of training of the army. Gagne (1987)
The student is an active, autonomous being that builds, it enriches it modifies, it diversifies it questions and it coordinates his own learning outlines and knowledge, that is to say, it is the subject of the internal so much change for his structures, like for his products, since it generates conditions different from the learning, and it looks for to renovate the knowledge continually.
The professor is a mediator or guide in the process of the learning that guides and it facilitates, the atmospheres and contents of the learning that the student requires.
From a perspective of mutual help and of collaboration of knowledge. It doesn't use the prizes neither the punishments.
Located knowledge
Design of learning activities that drive to the student to the learning autodirigido, to the contact with the reality and to learnings of knowledge and abilities in real situations.
Presentation of the information in rich and varied atmospheres.
To incorporate activities through which the student meditates about the reality, analyzing problems, studying cases, and relating facts, situations or realities with knowledge.
To include activities through which the student has to interact with the reality designing, taking place, investigating and solving problems.
Presentation of situations where the student applies that learned her real life or professional.
To locate the student with their environment to intervene social and professionally
The virtual classroom
The virtual classroom is a teaching-learning atmosphere located inside a half-filled communication system by the computer (Starr, 1995). Courses and programs that look for the obtaining of an academic grade are carried out totally, or in parts, through WWW.
The area for the on-line conversation is part of one of the essential components of this virtual living room of classes (synchronous discussions) together with the on-line Instructional materials, the communication person to person, the asynchronous communications, the access to remote systems and database, the learning experiences, the on-line evaluation and the monitoring of the course and of the content.
In what concerns to the chat, this becomes a place of virtual encounters to discuss the tasks, to carry out projects, or to promote the exchange of ideas in particular on some point (Saltzberg, Polyson & Goodwin-Jones, 1995)
Interaction grupal
The capacity of interaction grupal gives place to different forms of collaborative learning where the students work in team being helped reciprocally. In this sense, it is necessary to point out that the work in group, as which could be given, for example, in the sessions of interactive chat, it possesses certain characteristics that we should keep in mind if we want that a really effective learning is given. The attributes comunes of the team work consist on the following ones: he/she witnesses of more than a participant (between two and fifteen approximately), active participation of their members, interaction among the participants, search of a specific result and Structuring of their activities.
The debate
In a debate messages related with the topic should only be sent that you discutiendo. is
Brief messages should be used to facilitate the fluency in the debate (less than 10 lines).
The messages should contribute something new, to favor or against the ideas already exposed, or to open new discussion fields. It is important that the debate is not blocked around an only idea.
He/she should take care the language and evidently not to miss respect to the rest of the participants. The capitals should not be used to write words or whole sentences, since in a chat, forum or electronic mail means that you are screaming to your interlocutor.
It participates everybody (students and profesores/as) but it generally moderates it the profesor/a, although this intervenes under the same conditions that the resto.
Discussions
The discussions grupales that are carried out through a tool like the chat, constitute one of the categories of activities grupales where one is pursued taking of combined decisions and the creative resolution of a problem.
The chat and the evaluation
The activities grupales via chat can be used to evaluate formatively to the groups. Because these encounters can be recorded, the professor could revise the acting of the groups, to make changes when this way the amerite the situation, to examine the elements that can be producing confusion and to suggest alternating roads of discussion.
THE EVALUATION OF THE TEACHING AND LEARNING (THE EFFECTIVENESS).
Most of the systems are very similar to a diagram of flow with steps for those that the designer moves during the development of the instruction. Established and objective goals are included, the resources should be analyzed, an action plan and the continuous evaluations are revised as well as the adjustments to the program (Saettler, 1990).
I design Instructional for the handling of the Messenger with voice.
Name of the course: I Manage of the Messenger with voice for shop students of I compute.
Managed to: Students of the general high school of the system of superior half education of the University of Guadalajara.
General objective. To know and to evaluate the different stages that integrate the process of design of a course on the handling of the Messenger with voice at distance and to apply the didactic tools that promote the effective learning, by the light of the new educational technologies.
Duration: This course will be imparted with a duration of one hour for students of of general high school in the shop of I compute.
Methodology: The course will have a theoretical-practical focus and it will operate under the present modalities and “on-line” by means of the use of the well-known didactic techniques as collaborative learning and learning based on projects.
He/she will have printed and electronic backup material, besides an academic guide for the participant, which contains the thematic objectives and the learning activities to develop during the course.
The participants will make use of Internet and they will be offered later virtual consultantship to the course; this with an eye toward achieving the emigration of the courses that you/they impart, from the present pattern until a model at distance.
Prospective products:
a) Formation of a communication ability among the users that it facilitates the learning autodirigido.
b) Construction of atmospheres of innovative learnings that allow the effective learning at distance.
c) I Design of interactive programs that facilitate the learning at distance.
Evaluation: three evaluations will be applied: diagnostic, intermediate and final.
During the trial of installation the suitable learning activities will be developed in the academic guide of the Course where you/they will be solved autoevaluación exercises. Also coevaluación formats will be applied for the projects that are worked in team, cooperating to the collaborative learning
References
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www.expansion.com.mx/nivel2.asp?cve=925
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