|
Type A
|
Code |
Competences Specific |
| |
Common |
| |
AC1 |
Analizar las TIC como herramienta e instrumento para el e-learning y la gestión del conocimiento. |
| |
AC5 |
Adoptar medios, recursos y herramientas en procesos de seguimiento y evaluación de e-learning. |
| |
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. |
|
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. |
| |
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. |
| Objectives |
Competences |
| Conèixer els principis fonamentals dels continguts oberts.
|
AC1
|
BC1
|
CC3
|
| Dominar l'arquitectura d'un repositori de recursos per a la formació. |
AC10
|
BC1
BC3
|
CC1
CC2
|
| Analitzar les característiques de l'estandardització de continguts educatius. |
AC1
AC10
|
BC3
|
CC3
CC4
|
| Analitzar exemples d'eines per a la creació de continguts educatius. |
AC1
AC9
AC10
|
BC3
BC4
|
CC3
|
| Valorar exemples de respositoris de continguts. |
AC5
|
BC1
BC2
BC8
|
CC3
|
| Topic |
Sub-topic |
1. Standarization of educational content for online environments: design, labeling and packaging of content.
|
1.1. Formats for content creation.
1.2 Tools for creating content packs.
1.3 Mnateniment techniques and updating of contents.
|
2. Creation, management and evaluation of online training.
|
2.1 Definition of the basic elements of an online training
2.2 Assessment and self-assessment in online training.
2.3 Strategies to boost online training.
|
3 Analysis of tools and platforms for the publication and maintenance of online training.
|
3.1 Platforms for publishing online training.
3.2 Adaptation of online training for mass environments.
|
| Methodologies :: Tests |
| |
Competences |
(*) Class hours |
Hours outside the classroom |
(**) Total hours |
| Introductory activities |
|
1 |
0 |
1 |
| |
| Lecture |
|
6 |
6 |
12 |
| Forums of debate |
|
0 |
7 |
7 |
| Previous study |
|
0 |
7 |
7 |
| IT-based practicals |
|
0 |
35 |
35 |
| Integrated methodologies |
|
0 |
7 |
7 |
| |
| Personal attention |
|
6 |
0 |
6 |
| |
| |
(*) 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 |
Activities aimed at making contact and collecting information from students and presentation of the subject.
|
| Lecture |
Exposition of the contents of the subject.
|
| Forums of debate |
Activity, through ICT, where current issues related to the professional field are debated. |
| Previous study |
Cerca, lectura i treball de documentació, proposta de solució d'exercicis a realitzar en el laboratori per part de l'alumne.
|
| IT-based practicals |
Apply, on a practical level, the theory of a field of knowledge in a specific context. Simulations through ICT.
|
| Integrated methodologies |
Problem-based learning, Project work, teaching portfolio, etc.
|
| Personal attention |
Individual tutoring and mentoring for the resolution of doubts and the accompaniment to the work of the students by email and videoconference.
|
| |
| Forums of debate |
| Previous study |
| Lecture |
| Integrated methodologies |
| Personal attention |
|
|
Description |
tutoring and mentoring for the resolution of doubts and the accompaniment to the work of the students by email and videoconference |
|
| |
Description |
Weight |
| IT-based practicals |
The evaluation will be based on: continuous evaluation based on the realization of the activities that are proposed throughout the course; degree of participation in debates and contributions. It is convenient to follow the schedule of the activities as proposed in the course and meet the deadlines set for each delivery. In this way, the coherence and correct integration of the contents of all the courses that each one has enrolled can be guaranteed. Attendance at least 80% of videoconference sessions is recommended.
|
100% |
| Others |
Es recorda que l'alumnat ha de respectar el criteri de l'absoluta correcció lingüística en totes les seves proves d'avaluació (i també d'ensenyament-aprenentatge i que no fer-ho pot ser motiu directe de suspens. D'altra banda, qualsevol circumstància de plagi per part de l'alumnat pot suposar el suspens directe a l'assignatura, sense possibilitat de recórrer a la segona convocatòria. Finalment, es recorda a l'alumnat la convinença de consultar la planificació específica allotjada a l'espai Moodle de l'assignatura. |
|
| |
|
Other comments and second exam session |
|
As part of the continuous evaluation, in those cases in which the student makes a second delivery of an evaluable activity suspended or not presented, this delivery will be made, within 45 days after the end of the subject, on the date determined by the teacher, only in those cases in which the student expressly contacts to request it within the ordinary teaching period of the asigantura. Once this period has ended, it will be understood that the student withdraws and will not be entitled to this second chance.
It is recalled that students must respect the criterion of absolute linguistic correctness in all their assessment tests (as well as teaching-learning tests) and that not doing so may be a direct reason for suspense. On the other hand, any circumstance of plagiarism on the part of the students can suppose the direct suspense of the subject, without the possibility of resorting to the second call. Finally, it is suggested to the students to consult the specific planning hosted in the Moodle space of the subject. |
| Basic |
|
Publicarem en l'espai del moodle dels documents i articles de referència del curs. |
| Complementary |
|
|
(*)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. |
|