IDENTIFYING DATA 2023_24
Subject (*) COMMUNICATION, INTERACTION AND COLLABORATION Code 11665216
Study programme
Educational Technology: e-Learning and Knowledge Management (2012)
Cycle 2nd
Descriptors Credits Type Year Period
3 Optional AN
Language
Castellà
Department Pedagogy
Coordinator
USART RODRÍGUEZ, MIREIA
E-mail mireia.usart@urv.cat
miriam.conde@urv.cat
Lecturers
USART RODRÍGUEZ, MIREIA
CONDE VILA, MÍRIAM
Web http://moodle.urv.net
General description and relevant information <p> This subject is lectured by Dra. Miriam Conde (miriam.conde@uib.es) </p>

Competences
Type A Code Competences Specific
  Common
  AC1 Analizar las TIC como herramienta e instrumento para el e-learning y la gestión del conocimiento.
  AC6 Incorporar estrategias y recursos de gestión del conocimiento en los desarrollos de innovación e investigación en e-learning.
  AC10 Analizar y aplicar herramientas e instrumentos para el diseño y desarrollo de materiales didácticos para el e-learning.
  AC16 Usar herramientas tecnológicas para el diseño y desarrollo de instrumentos y recursos para la investigación.
Type B Code Competences Transversal
  Common
  BC1 Aprender a aprender.
  BC3 Aplicar pensamiento crítico, lógico y creativo demostrando capacidad de innovación.
  BC8 Gestionar proyectos técnicos y de investigación o innovación.
Type C Code Competences Nuclear
  Common
  CC2 Be advanced users of the information and communication technologies
  CC3 Be able to manage information and knowledge
  CC6 Definir y desarrollar el proyecto académico y profesional.

Learning aims
Objectives Competences
Identify the communicative characteristics of educational communication tools. AC1
BC1
Acquire criteria for designing and managing educational communication situations and spaces in virtual environments and selecting the most appropriate communication tools for a given didactic strategy. AC6
BC3
CC3
Reflect on the possibilities and limitations of communication tools. AC1
AC10
BC3
CC2
Identify lines of research in relation to educational communication through telematics tools. AC16
BC3
BC8
CC6

Contents
Topic Sub-topic
Educational communication online. Educational communication in online teaching and learning models.
Communicative situations in new environments.
Didactic strategies based on communication.
Tools based on communication and interaction for learning.

Analysis of Tools and Apps for educational communication. Characteristics of communication tools and Apps to facilitate the creation of educational communication spaces.
The design and management of learning environments based on communication.
Design and management of communication spaces.
Design and management of educational communication.

Planning
Methodologies  ::  Tests
  Competences (*) Class hours Hours outside the classroom (**) Total hours
Introductory activities
1 1 2
 
Lecture
6 6 12
Forums of debate
1 5 6
Previous study
1 6 7
Assignments
2 33 35
Integrated methodologies
1 6 7
 
Personal attention
5 1 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
Methodologies
  Description
Introductory activities Activities aimed at making contact and collecting information about the students and presentation of the subject.
Lecture Presentation of the contents of the subject.

Forums of debate Activity, through ICT, where current issues related to the professional field are discussed.
Previous study Search, reading and documentation work, proposed resolution of exercises to be carried out in the laboratory by the student.
Assignments Resolution of practical cases in an analytical way. Design projects.




Integrated methodologies Problem-based learning, project work, teaching portfolio, etc.
Personal attention Personalized tutorials through videoconference or email.

Personalized attention
 
Previous study
Forums of debate
Lecture
Integrated methodologies
Personal attention
Introductory activities
Description

It is the time that each teacher has reserved to answer and resolve doubts to the students and pursues the following objectives: - Attend, monitor and guide the student at a professional level. - Exchange information, opinion and knowledge. - Encourage feedback between teacher and student on the work of the subject. - Monitor the understanding of concepts and contents and clarify doubts. - Advise in the search for information. - Etc.


Assessment
  Description Weight
Assignments -Continuous evaluation from the completion of the activities that are proposed throughout the course. It is recommended to consult the specific planning of the subject available in the Moodle space of the subject to know the details of these activities.

-Degree of participation in the debates and the contributions they make. It is convenient to follow the schedule of the activities as proposed in the course and meet the deadlines set for their delivery.

In this way it will be possible to guarantee a coherence and a correct integration of the contents of all the courses to which each student has enrolled.
100%
Others

.

 
Other comments and second exam session

In the second call, 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 them to request it within the school period. ordinary of the subject. Once this period is over, it will be understood that the student withdraws and will not have the right to this second opportunity. 

It is recalled that students have to respect the criterion of absolute linguistic correctness in all their evaluation tests (and also teaching-learning tests) and that not doing so can be a direct reason for failing. On the other hand, any circumstance of plagiarism on the part of the students can mean direct failure to 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 of the subject.


Sources of information

Basic

Adell J., Castaeda, L. (2013). El ecosistema pedagógico de los PLEs. En L. Castañeda y J. AdelL (Eds.), Entornos Personales de Aprendizaje: Claves para el ecosistema educativo en Red. (pp. 29-51). Alcoy: Marfil. (http://digitum.um.es/xmlui/bitstream/ 10201/ -30409/1/capitulo2.pdf) (10-07-2013).

Castañeda, L. (2010): Aprendizaje con Redes Sociales. Tejidos educativos para los nuevos entornos. Sevilla. Mad-Eduforma.

Castaño, C., Maiz, I., Palacio, G., Villaroel, J.D. (2008). Práctica educativa en entornos Web 2.0. Síntesis, Madrid.

Darder, A., Pérez Garcias, A. (2012). La tutoría para la dirección de proyectos de investigación. En Congreso Internacional Edutec 2012 (pp. 575–584). Las Palmas de Gran Canaria: Universidad de las Palmas de Gran Canaria. Retrieved from http://www.edutec.es/congresos/xv-congreso-edutec-2012

Marín, V., Negre, F., Pérez, A. (2014). Entornos y redes personales de aprendizaje (PLE-PLN) para el aprendizaje colaborativo. Revista Comunicar, 21(42), 35–43. Retrieved from http://www.revistacomunicar.com/

McCarthey, S.J., McMahon, S. (1992): From convention to invention: three approaches to peer interactions during writing. En Hertz-Lazarowitz, R., Miller, N. (eds.) Interaction in co-operative groups. Cambridge. University Press, pp: 17-35.

Moore, M. G. (1993): «Theory of transactional distance», a KEEGAN, D (Ed.) Theoretical principles of distance education. London: Routhtledge.

Pérez i Garcias, A. (2004): Comunicación mediada por ordenador, estrategias didácticas y tutoría. En Salinas, J. Aguaded, J.I. y Cabero, J. (Coords.): Tecnologías para la educación. Diseño, producción y evaluación de medios para la formación docente. Alianza Editorial, Madrid, 295-310.

Ramírez, R. B. (2015). Revista Electrónica de Investigación Educativa Validación de una escala de interacción en contextos virtuales de aprendizaje Validation of a Scale Interaction in Virtual Educational Contexts, 17, 116–129.

Salinas J.  (2013b). La computación en la nube y sus posibilidades para la formación. En Tecnologías y medios para la educación en la e-sociedad Coord. Aguaded, J.I., Cabero, J., págs. 137-158 (pp. 137-158). ISBN 978-84-206-7857

Salinas, J. (2013a). Enseñanza flexible y aprendizaje abierto. Fundamentos clave de los PLEs. En Castañeda L., Adell, J. (Eds.). Entornos personales de aprendizaje: Claves para el ecosistema educativo en Red. (pp. 53-70). Alcoy: Marfil. (http://digitum. um. es/ jspui/bitstream/10201/30410/1/capitulo3.pdf) (10.7.2013)

Salinas, J., Pérez A., de Benito, B. (2008). Metodologías centradas en el alumno para el aprendizaje en red. Síntesis. Madrid.

Complementary

Recommendations


(*)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.