Teachers’ interactions in a virtual learning environment: A comprehensive approach

The goal of studying interactions in online environments is to know the kind of interactions which take place in discussion forums. This article contains the results of an exploratory, descriptive research that analyzes, with both quantitative as well as qualitative approaches, a virtual learning environment for comprehensive teacher training in their whole: the course, the platform, the tutor’s role, the exchanges between the tutor and the participating teachers in the discussion forum, analyzing those exchanges, to whom they are addressed and their collaborative or personal natures. Regarding this experience, the results show a positive evaluation for the course, the tutor’s role and the platform; as to the interventions which arise between the tutor and the participants in an interactive context, at the beginning, the participants’ interactions are personal, though, little by little, they become more collaborative.The goal of studying interactions in online environments is to know the kind of interactions which take place in discussion forums. This article contains the results of an exploratory, descriptive research that analyzes, with both quantitative as well as qualitative approaches, a virtual learning environment for comprehensive teacher training in their whole: the course, the platform, the tutor’s role, the exchanges between the tutor and the participating teachers in the discussion forum, analyzing those exchanges, to whom they are addressed and their collaborative or personal natures. Regarding this experience, the results show a positive evaluation for the course, the tutor’s role and the platform; as to the interventions which arise between the tutor and the participants in an interactive context, at the beginning, the participants’ interactions are personal, though, little by little, they become more collaborative

Teachers’ interactions in a virtual learning environment: A comprehensive approach

The goal of studying interactions in online environments is to know the kind of interactions which take place in discussion forums. This article contains the results of an exploratory, descriptive research that analyzes, with both quantitative as well as qualitative approaches, a virtual learning environment for comprehensive teacher training in their whole: the course, the platform, the tutor’s role, the exchanges between the tutor and the participating teachers in the discussion forum, analyzing those exchanges, to whom they are addressed and their collaborative or personal natures. Regarding this experience, the results show a positive evaluation for the course, the tutor’s role and the platform; as to the interventions which arise between the tutor and the participants in an interactive context, at the beginning, the participants’ interactions are personal, though, little by little, they become more collaborative.The goal of studying interactions in online environments is to know the kind of interactions which take place in discussion forums. This article contains the results of an exploratory, descriptive research that analyzes, with both quantitative as well as qualitative approaches, a virtual learning environment for comprehensive teacher training in their whole: the course, the platform, the tutor’s role, the exchanges between the tutor and the participating teachers in the discussion forum, analyzing those exchanges, to whom they are addressed and their collaborative or personal natures. Regarding this experience, the results show a positive evaluation for the course, the tutor’s role and the platform; as to the interventions which arise between the tutor and the participants in an interactive context, at the beginning, the participants’ interactions are personal, though, little by little, they become more collaborative

Inserción de TIC en pedagogías del área de las humanidades en una universidad chilena

La inserción de las tecnologías de la información y comunicación (TIC) en la formación inicial docente (FID)es una demanda creciente que el sistema educativo y la sociedad realizan a las Instituciones de Educación Superior que forman docentes, pues ellas deberían generar las condiciones para que los futuros docentes hagan un uso efectivo de las TIC durante el ejercicio de la profesión docente. Con el propósito de conocer el nivel de uso de las TIC y competencias digitales de los y las estudiantes de las Facultades de Educación, con el fin de elaborar estrategias de apoyo para la integración efectiva de las TIC en la FID,Enlaces del Ministerio de Educación diseñó, validó y aplicó una encuesta a estudiantes de tercer año de pedagogía de 12 universidades. Este trabajo presenta los resultados del estudio en los estudiantes de pedagogía de la Universidad de Santiago de Chile. Los resultados muestran que los estudiantes poseen acceso a diferentes tecnologías, sin embargo presentan un disímil uso. Presentan un adecuado uso técnico de las TIC y un deficiente uso en aspectos pedagógicos. Aprenden de TIC en forma personal o asignaturas afines, pero no aprenden como enseñar con TIC. Durante su proceso formativo en las asignaturas no reciben formación que les permita modelar usos pedagógicos de las TIC

Assessing digital competence and its relationship with the socioeconomic level of Chilean university students

[EN] Digital competence (DC) is one of the key aspects in citizen development in the digital age. The DC is particularly important in forming university students and future teachers. This article presents the main results of a study to evaluate DC and its relationship with the socioeconomic level of first-year students of pedagogy in three Chilean public universities, located in the north, center, and south of the country. A quantitative research methodology was used, with a sample of 817 students, the data were collected through the DIGCOMP-PED evaluation instrument, which evaluates DC development using the DIGCOMP framework. The results were analyzed at the general and socioeconomic level on the variables of the educational establishment where they attended high school and the territorial area of the university they attended. The main results indicate that the level of DC achievement is intermediate, the areas with the highest levels of achievement were “network security” and “online communication and collaboration.” On the other hand, the lowest levels of achievement were reached in the areas “information and digital literacy,” “digital content creation,” and “problem solving.” The level of DC is higher among students of private establishments and those who attend universities located in the central area.[ES] Este artículo presenta los principales resultados de un estudio para evaluar el DC y su relación con el nivel socioeconómico de estudiantes de primer año de pedagogía en tres universidades públicas chilenas, ubicadas en el norte, centro y sur del país. Se utilizó una metodología de investigación cuantitativa, con una muestra de 817 estudiantes, los datos fueron recolectados a través del instrumento de evaluación DIGCOMP-PED, que evalúa el desarrollo del DC utilizando el marco DIGCOMP. Los resultados fueron analizados a nivel general y socioeconómico en las variables del establecimiento educacional donde cursaron la enseñanza media y el ámbito territorial de la universidad a la que asistieron. Los principales resultados indican que el nivel de logro en DC es intermedio, las áreas con mayores niveles de logro fueron "seguridad en la red" y "comunicación y colaboración en línea". Por otro lado, los niveles más bajos de logro se alcanzaron en las áreas "alfabetización informacional y digital", "creación de contenidos digitales" y "resolución de problemas." El nivel de DC es más alto entre los estudiantes de centros privados y los que asisten a universidades situadas en la zona centro.Springer Natur

Interactive Network Model for Learning: Towards a Learning Process Online Student Centered

La innovación en los modelos formativos está en centrar el proceso de aprendizaje en el estudiante. En este contexto, actividades, metodologías, recursos, evaluaciones, contenidos, etc, deben estar al servicio de este propósito. Este artículo presenta una propuesta para el diseño de Entornos Virtuales de Aprendizaje centrada en el estudiante. En este contexto el proceso de enseñanza y aprendizaje se centra en las E-actividades, bajo metodologías activas enriquecidas por el trabajo en red. Se presentan los aspectos teóricos que sustentan el modelo y su implementación en la plataforma Moodle.Innovation in training models is in focusing the process of student learning. In this context, activities, methodologies, resources, evaluations, contents, etc., must serve this purpose. This article presents a proposal for the design of Virtual Learning Environments student-centered. In this context, the teaching and learning process is centered on E-activities under active methodologies enriched by networking. The theoretical aspects underlying the model and its implementation in the Moodle platform are presented

Innovative strategies for technology-mediated teaching-learning

This project has been funded with the support of Erasmus +. The contents are the responsibility of the author(s). The Commission cannot be held responsible for any use which may be made of the information contained therein. Project No. 598758-EPP-1-2018-1-AT-EPPKA2-CBHE-J

Dynamics of Serial Manipulators using Dual Quaternion Algebra

This paper presents two approaches to obtain the dynamical equations of serial manipulators using dual quaternion algebra. The first one is based on the recursive Newton-Euler formulation and uses twists and wrenches instead of 3D vectors, which simplifies the classic procedure by removing the necessity of exhaustive geometrical analyses since wrenches and twists are propagated through high-level algebraic operations. Furthermore, the proposed formulation works for arbitrary types of joints and does not impose any particular convention for the propagation of twists. The second approach, based on Gauss's Principle of Least Constraint (GPLC), takes into account elements of the dual quaternion algebra and provides a linear relationship between twists derivatives and joint accelerations, which can be particularly useful in robot control. Differently from other approaches based on the GPLC, which have representational singularities or require constraints, our method does not have those drawbacks. We present a thorough methodology to obtain the computational cost of both algorithms and compared them with their classic counterparts. Although our current formulations are more computationally expensive, they are more general than their counterparts in the state of the art. Simulation results showed that both methods are as accurate as the classic recursive Newton-Euler algorithm.Comment: Submitted for publication (currently under review

FORMACIÓN DE TUTORES. ASPECTO CLAVE EN ENSEÑANZA VIRTUAL

The tutor has special relevance for the success of a virtual learning experience; the skills of a classroom teacher are not enough. Training processes for tutors are required to develop the necessary skills to perform the role that covers technical, pedagogical, social and administrative issues. This article presents an overview of the role of the tutors in virtual learning environments, the need to train these professionals and the experience of a Course on Tutoring, developed for the Center for Training, Experimentation and Educational Research. The Center has trained in a three-year period 1,611 tutors, to work in virtual courses offered to teachers by the Chilean Ministry of Education. The course is described, together with its instructional design, and its main results, like the high degree of retention and value assigned, all of which is understood as the first step in a process that is complemented by experience to become a virtual tutor.En el éxito de una experiencia formativa virtual, la figura del tutor cobra especial relevancia, las competencias de un docente presencial no son suficientes. Se requiere procesos formativos para que los tutores adquieran las competencias necesarias para desempeñar su rol que abarca las áreas técnica, pedagógica, social y administrativa. Este artículo presenta una visión general del rol del tutor en los entornos virtuales de aprendizaje, las necesidades de formar a estos profesionales y la experiencia del curso de tutores desarrollado para el Centro de Perfeccionamiento Experimentaciones e Investigaciones Pedagógicas que ha formado a los largo de tres años a 1.611 tutores, para actuar en los cursos virtuales que el Ministerio de Educación Chileno ofrece a sus docentes, se presenta el curso, su diseño instruccional, los principales resultados, como el alto grado de retención y valoración de esta instancia formativa, la cual se entiende como el primer paso de un proceso que se complementa con la experiencia de convertirse en un tutor virtual

Estándares en tecnologías de la información y la comunicación para la formación inicial docente: situación actual y el caso chileno.

Actualmente, existe la necesidad creciente de que todos los docentes, ya sea los que están en ejercicio como aquellos que ingresarán al sistema escolar, estén en condiciones de aprovechar los diferentes recursos tecnológicos para incorporarlos en forma efectiva en su práctica profesional. Por ello, levantar unos estándares en estas materias permitirá orientar y mejorar la forma en que los recursos tecnológicos son incorporados a la docencia. Este artículo tiene como objetivo, describir el estado del arte respecto a estándares TIC para la formación inicial de los docentes y relevar los estándares existentes en Chile. En el marco teórico, se presenta el concepto de estándar y la revisión bibliográfica de estándares TIC en la formación docente. Para su elaboración se buscaron, sistematizaron y analizaron las principales iniciativas desarrolladas a nivel internacional considerando la experiencia Norteamericana, Europea y Latinoamericana. Finalmente, se presenta 'los estándares' existentes en Chile en dos modalidades: Red Enlaces, que se desprende de la capacitación que se imparte a través de la Red de Asistencia Técnica de Enlaces (RATE) y los programas de formación docente de alguna de las Universidades Públicas del país

LA VIRTUALIDAD UNA OPORTUNIDAD PARA INNOVAR EN EDUCACIÓN: UN MODELO PARA EL DISEÑO DE ENTORNOS VIRTUALES DE APRENDIZAJE

The use of information technology and media, especially the most popular Learning Management Systems such as LMS or learning management systems, make it possible to expand the teaching in undergraduate and graduate students at universities, along with staff training in enterprises, beyond the boundaries of the classroom. The LMS have enhanced the design of virtual learning environments, supporting, complementing, or substituting for face class completely online training. Low socio-constructivist pedagogical models, these training scenarios teaching approach to training informal spaces allowing innovation in teaching. Thus, this article seeks to answer questions like What are virtual learning environments (EVA)? How to enrich and innovate the educational experience incorporating EVA? What elements should be considered a model for designing an EVA? How to implement this model on a platform like MOODLE?El uso de las tecnologías de la información y comunicación, especialmente los Learning Management Systems más conocidos como LMS o sistemas para gestión del aprendizaje, posibilitan ampliar la docencia en pre y post grado en las universidades, junto con la formación del personal en las empresas, más allá de las fronteras del aula. Lo LMS, han potenciado el diseño de entornos virtuales de aprendizajes, apoyando, complementando, o sustituyendo la clase presencial por formación completamente online. Bajo modelos pedagógicos socio-constructivistas, estos escenarios formativos acercan la docencia, a los espacios informales de formación permitiendo innovar en la docencia. De este modo, este artículo busca responder interrogantes que ¿Qué son los entornos virtuales de aprendizaje (EVA)?, ¿cómo enriquecer e innovar en la experiencia formativa incorporando EVA?, ¿qué elementos debería considerar un modelo para diseñar un EVA?, ¿cómo implementar ese modelo en una plataforma como MOODLE