|
Type A
|
Code |
Competences Specific |
| |
Common |
| |
AC1 |
Analizar las TIC como herramienta e instrumento para el e-learning y la gestión del conocimiento. |
| |
AC2 |
Dominar las herramientas y procedimentos para la planificación, organización y gestión de los procesos de e-learning. |
| |
AC4 |
Diseñar y desarrollar entornos tecnológicos y de materiales multimedia para la formación. |
| |
AC5 |
Adoptar medios, recursos y herramientas en procesos de seguimiento y evaluación de e-learning. |
| |
AC6 |
Incorporar estrategias y recursos de gestión del conocimiento en los desarrollos de innovación e investigación en e-learning. |
| |
AC7 |
Gestionar y utilizar la información en el desarrollo de proyectos. |
| |
AC9 |
Aplicar modelos pedagógicos y conocimientos técnicos para la resolución de problemas de formación en e-learning. |
| |
AC10 |
Analizar y aplicar herramientas e instrumentos para el diseño y desarrollo de materiales didácticos para el e-learning. |
| |
AC13 |
Desplegar procesos individuales y colectivos de gestión del conocimiento en actividades y procesos de e-learning. |
|
Type B
|
Code |
Competences Transversal |
| |
Common |
| |
BC1 |
Aprender a aprender. |
| |
BC2 |
Resolver problemas complejos en contextos multidisciplinares relacionados con el campo de estudio. |
| |
BC3 |
Aplicar pensamiento crítico, lógico y creativo demostrando capacidad de innovación. |
| |
BC4 |
Trabajar de forma autónoma con responsabilidad e iniciativa. |
| |
BC6 |
Clear and effective communication of information, ideas, problems and solutions in public or a specific technical field |
| |
BC8 |
Gestionar proyectos técnicos y de investigación o innovación. |
|
Type C
|
Code |
Competences Nuclear |
| |
Common |
| |
CC1 |
Dominar en un nivel intermedio una lengua extranjera, preferentemente el inglés. |
| |
CC2 |
Be advanced users of the information and communication technologies |
| |
CC3 |
Be able to manage information and knowledge |
| |
CC4 |
Expresarse correctamente de manera oral y escrita en una de las dos lenguas oficiales de la URV. |
| |
CC5 |
Comprometerse con la ética y la responsabilidad social como ciudadano y como profesional. |
| Objectives |
Competences |
| Analysing ICT as systemic and organisational elements in educational institutions from the macro and micro-institutional perspective |
AC4
AC7
AC13
|
BC3
BC4
BC6
|
CC2
CC3
CC4
CC5
|
| Evaluating and taking decisions to carry on institutional strategies for organising and managing ICT in an educational institution, introducing ICT as innovative elements |
AC1
AC2
AC4
AC5
AC7
AC10
AC13
|
BC3
BC4
BC6
|
CC2
CC3
CC4
|
| Using, organizing and managing ICT as educational resources in any institution |
AC2
AC4
AC6
AC7
|
BC2
BC3
BC4
BC6
BC8
|
CC1
CC2
CC3
CC4
|
| Developing competences for design and carry on strategies of individual managing and organizing of ICT as personal development tools, as well as knowledge management tools |
AC2
AC4
AC6
AC9
AC13
|
BC1
BC2
BC3
BC4
BC6
|
CC1
CC2
CC3
CC4
|
| Topic |
Sub-topic |
PART 1. Institutional Development
in digital times |
• Educational institutions that learn
• Analysis models for digitization of organizations
• Organizational Learning Environments OLE
• DigCompOrg and SELFIE
|
| PART 2. Personal environments for the management of digital technologies |
• Conceptual models
o PLE (Personal Learning Environment)
o Learning Ecologies
or DigComp
• Assessment of digital competence |
| PART 3. Learning spaces in the digital world |
• From the classroom to the virtual world: the diversity of "spaces"
o Physical spaces for ICT-enriched learning situations
o Enriched spaces (Smart Learning Environment)
or OpenEdu
• Initiatives for the design of innovative learning spaces in the world |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours |
Hours outside the classroom |
(**) Total hours |
| Introductory activities |
|
1 |
1 |
2 |
| |
| Lecture |
|
4 |
16 |
20 |
| Debates |
|
4 |
6 |
10 |
| Problem solving, exercises |
|
1 |
2 |
3 |
| Portfolio / Learning Guide |
|
1 |
35 |
36 |
| |
| Personal attention |
|
3 |
1 |
4 |
| |
| |
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
| |
Description |
| Introductory activities |
Touch base activities, first contact and introduction to methodologies and course's assignments. |
| Lecture |
Presentation of contents. |
| Debates |
Online meetings for discussing, solving questions, make suggestions and doing feedback about the course's topics and assignments. |
| Problem solving, exercises |
Autonomous solving problem and assignments propossed by teachers. |
| Portfolio / Learning Guide |
Creation of the course's ePortfolio, where the students will show not only the final artifact asked in the assignment, but the enriched reflections and thoughts that the work suggest him/her in a multimedia and creative way. |
| Personal attention |
|
| |
| Personal attention |
| Introductory activities |
| Problem solving, exercises |
| Debates |
| Lecture |
|
|
Description |
Contact:
Dra. Linda Castañeda Quintero (lindacq@um.es)
Dra. Paz Prendes (paz.prendes@um.es) |
|
| |
Description |
Weight |
| Portfolio / Learning Guide |
Understanding that the syllabus of the subject includes three differentiated blocks, the participating students must present -in the corresponding term- a portfolio of work in the network (in the terms that are included in the virtual classroom and that cannot be presented in format plain text) that includes at least 1 activity from each thematic block. |
100% |
| Others |
. |
|
| |
|
Other comments and second exam session |
|
The general criteria for evaluating the portfolio are: - Presentation of the work and written expression: correctness and grammatical and orthographic precision, expository clarity, structuring and systematization of the information, incorporation of new bibliography cited correctly and capacity for analysis and synthesis. - Mastery of the contents: use of resources with a CC license, inclusion of the requested parts in the work, and justification of the ideas. - Creativity: capacity for criticism and self-criticism, and originality and creativity. As part of the continuous evaluation, in those cases in which the students make a second delivery of an evaluable activity that has been suspended or not presented, this delivery will be made, within 45 days after the end of the subject, on the date determined by the responsible teacher.
It is recalled that students have to respect the criteria of absolute linguistic correctness in all their evaluation tests, as well as scrupulous respect for questions of originality and personal authorship of the exercises. Any circumstance of plagiarism or the generation of material by artificial intelligence tools by the students may imply the negative consideration of all the work of the subject, without the possibility of resorting to the second call. Finally, students are suggested to consult the specific planning housed in the Moodle space for the subject. |
| Basic |
|
Adell Segura, J. & Castañeda Quintero, L.(2010) “Los Entornos Personales de Aprendizaje (PLEs): una nueva manera deentender el aprendizaje”. En Roig Vila, R. & Fiorucci, M. (Eds.) Clavespara la investigación en innovación y calidad educativas. La integración de lasTecnologías de la Información y la Comunicación y la Interculturalidad en lasaulas. Stumenti di ricerca per l’innovaziones e la qualità in ámbito educativo.La Tecnologie dell’informazione e della Comunicaziones e l’interculturalitànella scuola.Alcoy: Marfil – Roma TRE Universita degli studi En http://hdl.handle.net/10201/17247
Castañeda y J. Adell (2013) (Eds.), Entornos Personales de Aprendizaje: Claves para elecosistema educativo en red.Alcoy: Marfil.
Castañeda, L. y Adell, J. (2011): El desarrollo profesional de los docentes en entornospersonales de aprendizaje (PLE). En Roig Vila, R. y Laneve, C. (Eds.) La práctica educativa en la Sociedadde la Información: Innovación a través de la investigación / La praticaeducativa nella Società dell’informazione: L’innovazione attraverso la ricerca.Alcoy: Marfil. 83-95
Collis, b. y Wende, m. Van der (Eds.) (2002): Models of Technology and Change inHigher Education: An international comparative survey on the current and futureuse of ICT in higher education. Centre for Higher Education Policy Studies,University of Twente, The Netherlands.
Curación de contenidos, presente y futuro deInternet http://www.etceter.com/c-social-media/p-curacion-de-contenidos-presente-y-futuro-en-internet/
JISC (2006) Designing Spaces forEffective Learning. A guide to21st century learning space design. http://www.jisc.ac.uk/media/documents/publications/learningspaces.pdf
Kanwar, A.;Uvali?-Trumbi?, S. & Butcher, N. (2011).Guía Básica de Recursos Educativos Abiertos (REA). Learning Commonwhealt. PARÍS:UNESCO.http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/publications/basic_guide_oer_es.pdf
Oblinger, D.(2006) Learning Spaces . EDUCAUSE. http://www.educause.edu/research-and-publications/books/learning-spaces.
Pedró, F.(2009): New Millennium Learners In HigherEducation: Evidence And Policy Implications. Centre forEducational Research and Innovation (CERI) Directorate for Education, OECD.
Prendes, M.P.,Gutiérrez, I. & Martínez, F. (2010). Recursos Educativos en Red. Madrid:Síntesis
Rudd, T.;Gifford, C.; Morrison, J. y Fracer, K. (2006). What If… Re-imaging Learning Spaces . Brsitol: Futurelab. http://archive.futurelab.org.uk/resources/documents/opening_education/Learning_Spaces_report.pdf
White, N.(Julio de 2012) Developing Future Workskills Through Content Curation. [entrada de Blog] http://d20innovation.d20blogs.org/2012/07/27/developing-future-workskills-through-content-curation/
|
| Complementary |
|
¿Qué es Flipped Classroom? http://www.theflippedclassroom.es/what-is-innovacion-educativa/
¿Qué es un MOOC? Un Buen resumen proporcionado
por el iNTEF http://educalab.es/mooc
¿Qué es un MOOC? http://tv.um.es/video?id=66511 |
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
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