Dr. Potter (Assigment 4)

Dr. Potter (Assigment 4)


Ubicación:
Victoria, Canadá
Dirección de correo:
gpotter@uvic.ca

Theoretical model

The learning process and the educational theories

The learning and the theories that treat the processes of acquisition of knowledge have had fundamentally during this last century an enormous due development to the advances of the psychology and of the instructional theories that have tried to systematize the mechanisms associated to the mental processes that make possible the learning [Reigeluth, 1983].

The purpose of the educational theories is the one of to understand and to identify these processes and starting from them, to try to describe methods so that the instruction is more effective. It is in this last aspect in the one that mainly the instructional design is based that is based in identifying which they are the methods that should be used in the design of the instruction process, and also in determining these methods should be used in what situations.

Of agreement with [Reigeluth, 1987], of the combination of these elements (methods and situations) the principles and the theories of the learning are determined. A learning principle describes the effect of an only strategic component in the learning so that it determines the result of this component on the low enseñante some certain conditions. From the prescriptive point of view, a principle determines when it owes this component to be used. On the other hand, a theory describes the goods of a complete model of instruction, expert as an integrated group of strategic components instead of the goods of an isolated strategic component.

To this respect, the study of the mind and of the mechanisms that intervene in the learning it has been developed from several points of view based on the same fundamental question, that is: Which are the conditions that determine a more effective learning? [Gagné, 1987].

In a first place, from a psychological and pedagogic point of view, it is to identify what elements of knowledge they intervene in the teaching and which the conditions are under those that it is possible the learning. On the other hand, in the field of the instructional technology, it is to systematize this learning process by means of the identification of the mechanisms and of the mental processes that intervene in the same one. Both fields will serve as reference mark for the development of the education systems based on computer.

Learning theories

The learning theories from the psychological point of view have been associated to the realization of the pedagogic method in the education. The scenario in which is carried out the educational process determines the methods and the stimuli with those that it is carried out the learning. From a historical point of view, to big features they are three the educational tendencies that have had validity along the education: The social education, the liberal education and the progressive education [Holmes, 1999].

In the social education we are in a stage previous to the existence of educational institutions. In this context the education you can consider that it is exclusively oral and responsibility of the family and of the society that the guard and it transmits it. In this situation, the learning process is carried out in the social context and like part of the individual's integration in the group, process this that is carried out day by day along its life.

The classic pattern of education you can consider the liberal pattern, based on Plato's Republic, where this thinks about as a disciplined process and demanding. The learning process is based on the pursuit of a strict currículum where the matters are presented in form of a logical sequence that makes more coherent the learning.

In opposition to this it can be defined the pattern `` progressive '' that tries of helping the student in their educational process so that this it is perceived as a process `` natural ''. These theories have origin in the development of the social ideas of Rousseau and that they have had a great development in the second half of the century of John's hand Dewey in USA and of Jean Piaget in Europe [Dewey, 1933,Piaget, 1969,Piaget, 1970].

These three pedagogic currents have generally leaned on in several educational theories and cognitive models of the mind for the elaboration of the learning strategies. In many aspects, the development of these theories and of other derivative of them it is influenced by the technological context in which are applied, but fundamentally they have as consequence the development of elements of instructional design, like part of a modelizar process the learning, for that which is to investigate the mental mechanisms that intervene in the learning so much like those that describe the knowledge [O'Shea and Self, 1985,Fernández-Valmayor et to the., 1991 , Wilson et to the., 1993 ]. From this more oriented point of view to the psychology can be distinguished mainly two focuses: the focus behaviorist and the focus cognitivista.

The focus behaviorist

For the conductismo, the pattern of the mind behaves like a `` black box '' where the knowledge is perceived through the behavior, as external manifestation of the internal mental processes, although these last they are manifested unknown. From the point of view of the application of these theories in the instructional design, they were the works developed by B. F Skinner for the search of measures of effectiveness in the teaching the one that first it led the movement of the objective behaviorists [Skinner, 1958,Skinner, 1968,Tyler, 1975]. This way, the learning based on this paradigm suggests to measure the effectiveness in terms of results, that is to say, of the final behavior, for what this is conditioned by the immediate stimulus before the student's result, with object of providing a feedback or reinforcement to each one of the stocks of the same one. At the same time, models of design of the instruction are developed based on the behaviorism starting from the taxonomía formulated for [Bloom, 1956] and the later works of [Gagné, 1985] and also of M. D. Merrill [Merrill, 1980,Merrill, 1987,Merrill, 1994].

The critics to the behaviorism are based on the fact that certain types of alone learning provide a quantitative description of the behavior and they don't allow to know the internal state in which is the individual neither the mental processes that could facilitate or to improve the learning.

The focus cognitivista

The cognitive theories have their main exponent in the constructivismo [Bruner, 1966,Piaget, 1969,Piaget, 1970]. The constructivismo in fact covers a wide spectrum of theories about the knowledge that you/they are based in that the knowledge exists in the mind like internal representation of an external reality [Duffy and Jonassen, 1992]. The learning in the constructivismo has an individual dimension, since when residing the knowledge in the own mind, the learning is seen as a process of construction individual intern of this knowledge [Jonassen, 1991].

On the other hand, this individual constructivismo, represented for [Papert, 1988] and based on the ideas of J. Piaget is opposed to the new school of the social constructivismo. In this line the most recent works are based of [Bruner, 1990] and also of [Vigotsky, 1978] that develop the idea of a social perspective of the knowledge that you/they have given place to the appearance of new educational paradigms in the teaching for computer, as those described in [Koschmann, 1996,Barros, 1999].

Another of the theories educational cognitivistas is the conexionismo. The conexionismo is fruit of the investigation in artificial intelligence, neurology and computer science for the creation of a model of the processes neuronales. For the theories conexionistas the mind is a natural machine with a net structure where the knowledge resides in form of patterns and relationships among neurons and that it is built by means of the experience [Edelman, 1992,Sylwester, 1993]. In the conexionismo, the external knowledge and the representation mental intern they don't keep direct relationship, that is to say, the net non modeliza or it reflects the external reality because the representation is not symbolic but based on a certain reinforcement of the connections due to the experience in a certain situation.

The computer in the education

The origin of the automatic instruction, expert as a process that doesn't need of the intervention of a professor, has her roots before even of the appearance of the first computers toward half-filled of the years 40.

Already in 1912, E. L. Thorndike aimed the idea of a car-aided material or of a scheduled teaching in an automatic way, in what can be considered a vision precursor of that that later understood each other as assisted instruction:
`` If, by to miracle of modern ingenuity, to book could be arranged so that only to him who had donates what was directed on page one would page two visible become, and so on, much that now requires personal instruction could be managed by print. `` (p. 165) [Thorndike, 1912]
Later on, it is not until the years 50, when the teaching attended by computer arises, expert as the application of the computer technology to provide teaching, and as the technological solution to the process of individualized instruction.

In general, it is commonly accepted that the birth of the discipline of the `` on-line assisted instruction '' and of the first instructional foundations of the same one he/she is carried out toward half-filled of the years 50 of the hand of the theories behaviorists, already mentioned, of B. F. Skinner with the publication of the article `` The Science of Learning and the Art of Teaching '' who first it aims the deficiencies of the traditional instruction techniques and establishing that these could improve with the use of that that then were denominated teaching machines. The paradigm in which is inspired for the development from the applied technology to the teaching is the one that then is denominated `` scheduled instruction '', of which was pioneer the North American psychologist S. J. Pressey, and that he/she settles on the base that the material instructional debit side to be compound for a series of small `` steps '', each one of those which precise of the student's active answer who receives an instantaneous feedback in the use of the same ones.

According to these design principles, the student should conserve capacity at every moment to come in a free way in the material and conserving what you/they are defined as three fundamental principles of the scheduled instruction: The development of the car-stimulus in the use of the systems, the student's active participation and the feedback during the use of the systems [Pressey, 1964,Gagné, 1987].

In the following years initiatives like the realized ones are continued by the investigators of IBM for the creation of computer systems for the teaching, in what you already began to know as Computer Assisted Instruction (I FELL), term that has been used until our days. Along the following decade the use of systems is developed for the individual learning based on the paradigm of the scheduled instruction and he/she is prolonged until half-filled of the 70 with having sometimes been adverse, in general guided to contrast that the effectiveness of the educational materials based on the traditional teaching was not worse than those based ones in the scheduled instruction [Tyler, 1975]. Starting from this moment other more oriented pedagogic focuses are also developed toward the cognitivismo but now based on the systems I FELL [Reigeluth, 1987].

Parallelly, at the beginning of the years 70 a proposal arises to improve the systems I FELL with the application of the techniques of Artificial intelligence, in complete peak in that moment. To this respect it was [Carbonell, 1970] with their article `` AI in I FELL: Artificial An Intelligence Approach to Computer Aided Instruction '' and the development of the SCHOLAR a system intelligent tutor for the teaching of the geography of America of the South who sat down the bases for the development of the calls ICAI (Intelligent FELL) that you can consider as the starting point of the Systems Intelligent Tutors (ITS), term coined for [Sleeman and Brown, 1982].

Carbonell proposes to the Intelligent Tutors as substitutes of the systems I FELL, as consequence to a series of critics that you/they are carried out to these last and that they are mainly: the student lacks own initiative or this is very limited; you cannot use the natural language in the answers; the systems FELL they are too rigid and lacking of own initiative since her behavior is preprogramed; and they don't possess `` actual knowledge ''.
In the following years they intend generic architectures for these systems that develop the modelización of three types of knowledge: the student's pattern, the pattern of the educational strategy and the pattern of knowledge of the domain or of the matter, architecture this that continues being valid at the present time [Wenger, 1987].

The mark of reference of the IA in the education has marked the development of the education systems attended by computer partly and it has established the development of the Intelligent Tutors as the main paradigm of the educational systems based on computer until our days [Murray, 1999,Andriessen and Sandberg, 1999]. However the ITS manifests an extreme difficulty in the practice for the complex thing that they are the cognitive models that intervene in their design, like Terry aims Mayes:

`` The immense dificulty of modelling domain, learner and tutorial strategy in to computationally and pedagogically effective way, have raised many fundamental questions about the viability of this type of approach and led some to abandon ITS approaches altogether '' [Mayes and Neilson, 1995].

On one hand the tutors they are restricted to a particular domain, not being easy to adapt them and to configure them for other domains. Also, they implement a certain teaching strategy that depends on the student's pattern to modify it or to personalize it. They are systems of an enormous complexity in which you/they stand out as much purely computer aspects as the current limitations of the Artificial intelligence or the educational psychology whose foundations you has not ended up understanding completely [O'Shea and Self, 1985,Manjón, 1996].

This way, the search of practical solutions has been diversified in some cases and in the position of new educational paradigms fewer centered in the behaviorism and that they are opposed to the metaphor of the `` computer like tutor '' that is taken to end in the ITS. On one hand the proposals based on the creation of scenarios for the realization of activities in group appear, where to put into practice the theories cognitivistas of the social constructivismo that have been translated in the development of systems based on the cooperative work (CSCW) and more concretely in the educational environment, the cooperative learning attended by computer (CSCL) [Crook, 1994]. On the other hand new educational metaphors have been developed based on the simulation and in the development of environments hipermedia [Jonassen and Grabinger, 1990], as basic technologies in the focus constructivista [Jonassen et to the., 1992 ].

This last, the hypertext concept and hipermedia appear by the middle of the years 60 like a new form of organization of the information based on nodes and connections of textual information or multimedia that form a net that allows to increase the journey possibilities, it consults and access to the material. In a system hipermedia, the user can determine the sequence by means of which consents to the information, providing in some cases the necessary interactivity to add additional nodes. The interactivity level varies with the system type and the purpose of the same one [Jonassen and Grabinger, 1990,Bieber, 1995].

The utility of these systems of information for educational uses was aimed from the first moment due to the capacity to represent conceptual domains and to simulate the interactivity of the environment by means of the offer to the student of several possibilities of choosing the journeys for the material.

In [Fernández-Valmayor et to the., 2000 ] three different focuses are described for the design of material educational hipermedia:

A first approach based on the design of the educational contents that you/they are articulated in courses, lessons, exercises and tests. The content pattern is oriented toward a similar focus to the organization of the databases and centered in the idea of the structuring of the educational domain.
The second focus is based on the pattern hypertext, in the one that you modeliza an educational domain as a net of components of a certain granularidad and where the user's interactions come given by the decisions that this he/she carries out during the sailing for the material.

In third place the system is centered in the student and in its necessities where the design is carried out adapting it to the student's previous knowledge and the potential interactions of this with the environment. In this sense there is a previous analysis of the interactions with the environment from a pedagogic point of view and this allows to incorporate some new learning paradigms in the system.

These aspects, also guided to the constructivismo, they have tried to replace the lack of a tutor that allows the interaction with the enseñante by means of the use of environments that you/they exercise diverse learning types included in the call learning based on projects and the scenarios based on goals as much as possible [Schank, 1990,Schank and Edelson, 1990,Schank, 1996,Henze and Nejdl, 1997].

On the other hand, supported in the hipermedia concepts, they have also been developed the calls systems adaptativos, with a similar focus to that of the systems tutors [Brusilowsky, 1995] and it has been deepened in the development of complex environments providing technical of design with more elaborated models of information [Schwabe and Rossi, 1995,Isakowitz et to the., 1995 , Nanard and Nanard, 1995] and more extended educational uses [Díaz et to the., 1998 ].

Another proposal in this line is the development of learning environments that you/they try to capture the wealth of the interaction as much as possible with the professor or the tutor by means of the recreation of the dialogues professor-student. This idea, led for [Laurillard, 1993] and collection in [Mayes and Neilson, 1995], it embraces several works like the Engines for Education of [Schank and Cleary, 1994] and also the proposals of [Ackerman and Malowne, 1990] and [Thomas, 1993], and they constitute an approach to a type of based learning in an interaction in form of questions and answers that are an important ingredient in the learning process, mainly when the real interaction with the tutor is not possible [Verdejo and Cerri, 1994,Hietala et to the., 1998 ].

It is in this last aspect in which intends the creation of scenarios based on a new type of instructional material that you/they provide the necessary wealth to carry out an educational work in the mark of the higher education. This focus is specially necessary in the case of the teaching at distance, where the access to the professor is restricted and there is not an interaction that facilitates the feedback in the learning process.

Theories of the Learning and the Practice of the Instructional Design

Which is the difference among the learning theory in terms of the practice of the instructional design? Is it maybe an approach easier of achieving that another? To be able to give answer to this queries we should take into account that the cognitive theory is the one that dominates in the instructional design and that most of the Instructional strategies that have been protected and used by the behaviorists, they have also been used thoroughly by the cognoscitivistas, auque for different reasons. For example, the behaviorists evaluate the apprentices to determine a beginning point for the instruction, while the cognoscitivistas looks for the bias to the student's learning (Ertmer and Newby, 1993). Therewith in mind, the practice of the instructional design one can see, from the perspective of the conductismo/cognoscitivismo, as something opposed to the approach of the design instructional constructivista.

When it is designed from the position conductista/cognoscitivista, the designer analyzes the situation and the group of goals to achieve. The tasks or individual activities are subdivided in learning objectives. The evaluation consists on determining if the approaches of the objectives have been reached. In this approach the designer decides what is important to learn for the student and he tries to transfer him that knowledge. The learning package is somehow a closed system, although it would be opened in some ramifications or remediaciones, here, the apprentice in any way is confined to the “world” of the designer or of the instructor.

For the design from an approach constructivista is required the designer to produce strategies and materials of nature much more facilitadora that prescriptive. The contents are not specified, the address is determined by the one that learns and the evaluation is much more subjective since it doesn't depend on specific quantitative approaches, but in its place the processes are evaluated and the apprentice carries out autoevaluaciones. The test with the help of paper and standard pencil of domain of learnings is not used in a design instructional constructivista; in its place they are carried out evaluations based on summaries or synthesis, lines, completed products and publications. (Assessment, in it lines).

Due to the divergence of the subjective nature of the learning constructivista it is easier for an instructional designer to work from the systems and this way the objective approach for the instructional design. This doesn't mean that the techniques of design instructional classics are better than those of the design constructivista, but if they are easier, they require of smaller time and they could be less expensive for the design inside a “closed system” instead of one open. Maybe really have something in saying that “the constructivismo is a “learning theory” more than a “teaching approach.” (Wilkinson, 1995)

You index and Bibliography

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The instructional design model

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)

The global appreciation:
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

Archers, M., García, M., Perera, V., Talavera, M. & Toast, J., (2001). System of analysis of the speech in the synchronous communication. Ability of Sciences of the education, University of Seville. Consulted October 14 2005 in the place web: http://www.edutec.es/edutec01/edutec/comunic/EXP24.html

Berge, Z.L., and M.P. Collins. (1995). Overview and perspectives. In Z.L. Berge and M.P. Collins (Eds.), Computer-mediated communication and the online classroom (Vol.1). Creskill, NJ: Hampton Press.
Dewald, N., Scholz-Crane, A., Booth, A. and Levine, C. (2000). Information literacy at to distance. The Journal of Academic Librarianship, 26 (1), 33-44. Keenan, C. (1996). Technology in English 015: Building low-cost, high-powered writing communities. Available at: http://horizon.unc.edu/projects/monograph/CD / Language_Music/Keenan.asp

Díaz Camacho, J. E., Ramírez, V. T and Assad, M. A. (2004). Learning in
Line. Chapter III, consulted October 13 2005 in the place web:
http://www.uv.mx/jdiaz/aprenderlinea/contenidoIII.htm

Hernández, N. (2001). The Chat like Tool of Communication in the Education at Distance: Uses and Potentialities to Foment the Cooperative Learning. Consulted October 13 2005 in the place web: http://www.sadpro.ucv.ve/docencia/vol02/chatherrcomeducdistusopontfomaprecoo.html


Gagne, R. (1962). Military training and principles of learning. American
Psychologist, 17, 263-276.

Gagne, R. (1985). The Conditions of Learning (4th ed.). New York: Holt,
Rinehart & Winston.

Gagne, R. (1987). Instructional Technology Foundations. Hillsdale, NJ:
Lawrence Erlbaum Assoc.

Gagne, R. & Driscoll, M. (1988). Essentials of Learning for Instruction (2nd Ed.).
Englewood Cliffs, NJ: Prentice-Hall.

Gagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design
(4th Ed.). Fort Worth, TX: HBJ College Publishers.


Keenan, C. (1996). Technology in English 015: Building low-cost, high-powered writing communities.Disponible: http://horizon.unc.edu/projects/monograph/CD / Language_Music/Keenan.asp

Neal, L. (1997). Virtual classrooms and Consulted communities October 13 2005 in the place web: http://www. lucent.com/cedl/group97.html

Saltzberg, S., Polyson, S., and Godwin-Jones, R. (1996). To practical guide to teaching and learning with the World Wide Web. Syllabus, 10 (2), 12-16. Schutte, J. (1996). Virtual teaching in higher education: the new intellectual superhighway or just another traffic jam. Consulted October 13 2005 in the place web: http://www.csun.edu/sociology/virexp.htm

(Shirt S. Sciffman, Instrucctional Systems Design, Instructional Technology:
Past, Present and Future, Anglin, 1995).

Thiagarajan, S. (1992). Small-group activities. In H.D. Stolovitch (Ed.), Handbook of human performance technology. To comprehensive guide for analyzing and solving performance problems in organizations (pp.412-430). San Francisco: Jossey-Bass.

Wilson, J.M. (1997). Distance learning for continuous education. Educom Review. Consulted October 14 2005 in the place web: http://www.educause.edu/pub/er/review/reviewArticles/32212.html
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www.expansion.com.mx/nivel2.asp?cve=925