16 SES 02 A, Instructional Support with ICT Tools
This communication presents the evolution of a long and intense trajectory that began in in the year 2009, and that is still in process of development. The main purpose of this research is to deepen in the development of online formative models which integrate both, asynchronous virtual classrooms and synchronous virtual classrooms in Higher Education Spaces as well as in other areas of lifelong education.
One of the main apparent challenges of educational institutions in the present XXI century is to transform the traditional and conventional training processes to other processes more suitable to face the changes of the our present contexts. E-learning is has become a training and an educational global trend but it is still discussed which model is the best. Therefore, the real challenge for us is not to adapt the traditional system to an emerging context, but to reflect and erect teaching and learning models able to guide these new process. As Ferrandez considers (1996, p.15), the epistemological, technologic and practical utility of the training and educational models is that:
“ The models are useful as organizers of the theoretical and research activity, as well as de teaching practice. These are platforms for reflect and research to generate new proposals in order to structure the base and the framework of new models. They propel the genetic spiral of the scientific structure of Didactics and, therefore, its normative and practical context.” Ferrandez (1996, p.15).
In the specialized literature we find three key-variables of every educational and training model: theoretical framework, didactical strategies (share and evaluate) and the different roles and functions of their actors. Summing these variables up, two dimensions have to be considered: Educational and Technological:
The Educational dimension is related to the theoretical perspective , strategies, roles and functions to be considered to design, develop and evaluate the teaching and learning process.
The technological dimension is related to the selection and development of virtual classrooms, but, of course, bearing in mind the aspects considered in the educational dimension.
In this point, we would like to clarify what we do understand as synchronous or asynchronous virtual classrooms:
Asynchronous virtual classrooms are communication online spaces between teachers and students. They area technologically related to those Learning Management Systems known as virtual platforms. As Arias and Bonilla points out, in this spaces is not necessary students and teachers to be connected at the same time, and the educational content is available for the students at any time. This platforms use forums, wikis, blogs, tasks revisions, workshops, etc.
Synchronous virtual classrooms are spaces supplied with new, useful and versatile resources, as they combine tools as videoconference and share other elements as desktop, blackboard, documents and presentations that are viewed at the same time by all the participants. Therefore teachers and students can collaborate face to face, getting over the barriers that provoke the lack of visual and hearing barriers, bus through different geographical spaces.
This is the framework of our research, which is immersing in two main periods. During the first period, that is already concluded, we have drawn the map of the didactical and pedagogical, methodological and technological shape of synchronous virtual classrooms in higher education. Different educational methods have been developed to be implanted in synchronous online learning and they have been implemented and tested in several University of Extremadura e-learning subjects and courses, choosing and testing different synchronous technologies. After analyzing the results of this first period, the second period of our research is beginning ant its main objective is to develop an and integrated e-learning model that combines synchronous and asynchronous virtual classrooms that persecute educational innovation and excellence in Higher Education and other lifelong learning context.
Adell, J. y Castañeda, L. (2012). Tecnologías emergentes, ¿pedagogías emergentes? En J. Hernández, M. Pennesi, D. Sobrino y A. Vázquez (coord.). Tendencias emergentes en educación con TIC. Barcelona: Asociación Espiral, Educación y Tecnología. págs. 13-32. ISBN: 978-84-616-0448-7. Disponible en http://digitum.um.es/xmlui/bitstream/10201/29916/1/Adell_Castaneda_emergentes2012.pdf
Alonso, L. y Blázquez, F. (2009). Are the functions of teachers in e-learning and face-to-face learning environments really different? Educational Technology & Society, 12 (4), 331-343.
Área Moreira, M. (2009). Manual electrónico. Introducción a la Tecnología Educativa. [en línea]
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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