Summary This article addresses the challenge that new technologies and, in particular, b-learning mode, faced by higher education both in terms of updating of curricula, strategic vision, transfrontierization of educational opportunities, as well as teaching at the methodological change. New technologies are proving to be an important educational resource that colleges must seriously consider their bets curriculum. This work is not intended to analyze the results implmentación b-learning strategies, but describe the comparative advantages of including this technology in the curriculum of the various races.
Keywords: curriculum, technology, learning styles, b-learning paradigm
This Abstract article deals with the challenge that new technologies, particularly b-learning, pose on higher education both in matters concerning curricular net update, strategic vision, internationalization of educational offer, and changes at the teacher level. New technologies have demonstrated to be an important pedagogical resource that higher-education institutions should seriously consider in their curricular proposals. This work does not attempt to analyze the results of having implemented b-learning strategies, but it does describe the comparative advantages of integrating said technology in the curriculum of various programs.
Keywords: curriculum, technology, learning styles, b-learning, paradigm
I. Introducción
The XXI century requires us new opportunities and great challenges due to the ubiquitous presence of Technologies of Information and Communication Technologies (ICTs) in all spheres of life. In this sense, the field of education is undergoing significant changes as a result of technological penetration. Thus, the traditional paradigms of teaching and learning are being modified by the integration of ICT into the curriculum. Moreover, in the era of knowledge society, the distribution of power now depends on who handles more and better information.
Therefore, higher education, and especially universities, have understood this new stage of profound change and begun to adjust their curriculum projects for students with diverse needs and varied learning styles and rhythms. This is how modest have been undertaken and / or major technological projects, with the subsequent need to change the attitude and vision of teachers to new ways of teaching and learning, where interaction and collaborative work become critical success factors educational projects supported through Internet platforms.
Today nearly all universities have virtual campuses and support tools based on Internet. This has enabled the emergence of an interesting educational offer in distance learning or e-learning and emerging lately bets on the combined modality or b-learning (classroom / virtual). Precisely the aim of this paper is to analyze and reflect on the incorporation of the combined curriculum in higher education. Therefore addresses the issue of ICTs in the context of higher education and, centrally, the application of combined models. In this context, it is suggested that this combination goes for good pedagogical approach and good technological choices that support the academic project and allow not only its development but also its expansion. It is therefore to deliver valuable information for decision-making in the field of new technologies and their incorporation into the curriculum.
For a better understanding of this article has been divided into the following sections: Higher Education and ICT What is Blended Learning, Blended Learning and Learning, Blended Learning Models and Elements subyacents, Benefits and resources required, Conclusions and Bibliography.
II. Higher Education and ICTs
Undoubtedly, the technologies of information and communication technologies (ICTs) have experienced spectacular growth in recent years, overcrowded use in higher education, and especially in most universities. It is precisely through that ICT is enabling transfrontierization of the education offered by universities. In this context, ICTs represent a major factor of change in higher education institutions, since, according to Informa Bricall (2000),
They predict in the educational field the progressive removal of restrictions of space and time in education and the adoption of a model for learning more student centered. At the same time, promote the commercialization and globalization of higher education and as a new management model for your organization (p. 453).
However, the blended learning or blended learning is an emerging strategy in our country. However, we are not so out of context of the global reality in this respect because, as indicated by the Bricall Report 2000, regarding the use of ICT, "higher education changes occur, by far, more slowly, but not so become less important "(p. 453). In this context, some experience at the national level, they deserve our attention are related to graduate programs and continuing education.
In this context, we can say that the introduction of ICT in higher education creates opportunities for development in the following areas:
teaching model: This ranges from teaching-centered paradigm to a learning-centered paradigm, with emphasis on the styles and rhythms of the cognitive process and the collaborative construction of knowledge.
transfrontierization of educational provision: It enables the delivery of education services outside the national territory of the institutions.
Institutional Management: It speeds up decision making and communication and / or socializing with the educational community.
Research Strategies: We favor real-time relationships between researchers and groups of researchers, no distance restrictions.
However, although there was an effort in higher education institutions to incorporate ICTs in these areas, evidenced some resistance in the academy for taking this important change. This aspect is well documented in the literature (Twigg, 1999, and Barone, 2001; Rodríguez, 2004, Vera, 2005). Moreover, this resistance can be understood as a particular quality of people and institutions, which paradoxically acts as a guarantee of control for good corporate governance (Duart & Lupiáñez, 2005). This involves incorporating ICT as part of the strategic plan of the institutions, thereby enabling its proper socialization and training of faculty and staff, both technical and ethical aspects of technology strategy. For this purpose we recommend the following actions:
Institutionalize an adequate organizational structure to support information technology and communication, and plan and manage their development.
ICT Management Institute or failing Technology Coordinating Council, to ensure implementation, monitoring and developing the area. Develop
well-defined process for the ICT area, to incorporate an important item in the corporate budget.
Design, implement, monitor and evaluate a training program in ICT for teaching and administrative staff.
Plan and implement network infrastructure and telecommunications to support all types of digital communications.
Integrate a system of wired and wireless communications, internal and external to the educational institution.
Develop goals and policies for the institutionalized use of email for commercial, academic and research institutions.
Establish strategic alliances with suppliers of technology to equip the installations and / or renew the institution's computer.
Provide technical support and tools for the implementation of multimedia and distance education.
Institute a strong program of technological equipment in classrooms and laboratories.
Incorporate information technology and communication (ICT) in all curricula of the institution (curriculum cyberspace).
In general, higher education level, the introduction of information technology and communication (ICT) can establish the following comparative table:
Old paradigm (non ICT)
Limited availability of courses and / or programs
Delivery of educational services on-campus activities
based on a rigid academic schedule
educational provision locally and / or national
Training Books terminal as the main source of mono-disciplinary approach
Focus on technology education as an expense
New paradigm
(with ICT) Creating courses
request Delivery servicio educativo a distancia y/o en modalidad combinada
Actividades académicas a través de todo el año
Oferta educativa transfronteriza
Formación continua
Información disponible en línea
Enfoque multi-/inter-/transdisciplinario
Enfoque centrado en el aprendizaje
Tecnología como inversión y elemento diferenciador
III. ¿Qué es el Blended Learning?
En términos simples, el aprendizaje combinado (mixto o bimodal) apunta a un modo de aprender en el cual se combina una modalidad de enseñanza y aprendizaje presencial con una modalidad de enseñanza and virtual learning (Salinas 1999; Coates, 2003; Marsh, McFadden & Price, 2003) is precisely the technological component, through a virtual campus, which brings the novelty of this modality. This is a hybrid model (Marsh et al., 2003), through which tutors can make use of methodologies for classroom sessions and at the same time promote the development of themes through a virtual platform. This model does not specify who should go first, but in any case, combines the traditional role of class time with the new role of distance education tutor.
Moreover, one could consider that this mixed approach seems to be a valid response to improve the quality of education because it brings together all the pieces of mosaic (Forés & Trinidad, 2003, Vera, 2005). In this model the tutor plays a key role in mediating the process of teaching and learning.
IV. Blended Learning and Learning
Blended learning (bimodal or mixed) is founded on learning theories and their application to use technological means (Kemp & Smellie, 1989, cited in Pérez & Mestre, 2007; Tomei, 2003; Kress, 2003). In this sense, we could identify the following theories:
Behaviorism: attention to exercises mechanical with immediate feedback (eg tutorials).
Constructivism: attention to the construction of knowledge based on individual effort (eg, exploration in virtual libraries, case studies)
Cognitivism: a focus on learning strategies to learn and ability to inquiries from students ( eg exploration).
Humanism: attention to individual differences and to collaborative work (eg, learning styles and rhythms.)
Therefore, and although it emphasizes the centrality of the student, this blended learning mode does not rely on a single learning model, but more of an eclectic approach aimed at critical reflection as an essential component. Moreover, Dodge (2001) suggested that the blended learning involves putting students in various situations which have to interact. Thus, according to several authors, the interaction in a blended learning environment is an important component of cognitive processing, because it increases the motivation, a positive attitude towards learning, and meaningful learning (Entwistle & Entwistle, 1991; Garrison, 1990; Hackman & Walter, 1990, cited in Sutton, 1999).
V. Blended Learning Models and underlying elements
According to what has been raised, blended learning offers several models, which combine several options, such as physical classroom lectures, classes, virtual classroom, self-paced learning and collaborative learning. The following briefly explains the most widely disseminated:
Model STAD (Student Teams Achievement Divisions): Through this model uses a heterogeneous grouping. Each team member has a responsibility to support their peers, with explanations, discussions and / or exercises. However, assessments are individual. The aim is to improve group performance. (Slavin, 1999, quoted in Trombley, 2005).
Jigsaw Model: This model allows the creation of heterogeneous groups of five to six members. Each member must study some of the material. In general, this model is used guides (guardian). Aronson, Blaney, Sikes, Stephan & Snapp, 1978, cited in Sherman, 1996).
Model GI (Group Investigation): This model allows the creation of heterogeneous groups of five to six members. Your work is selected for a study topic. The team then presents the learning strategy used. The tutor's role is to oversee and support the work. In general, this model involves research, interaction, interpretation, and intrinsic motivation (Sharan & Sharan, 1992, cited in Passi & Vahtivuori, s / f).
subyancentes Among the elements that can be distinguished in collaborative learning, present in the form b-learning, are the following (Driscoll & Vergara, 1997, cited in Zañartu, 2003):
Individual responsibility: all Members are responsible for their individual performance within the group.
Positive interdependence: group members must depend on each other to achieve common goal.
collaborative skills: the skills necessary for the group to function effectively, such as teamwork, leadership and conflict resolution.
promoter interaction: group members work together to develop interpersonal relationships and learning effective strategies. Process
group: the group reflects on a regular basis and evaluate their performance, making the necessary changes to increase their effectiveness (self-assessment and peer assessment).
VI. Benefits and resources required
The following table summarizes the main benefits and resources required for a successful strategy of b-learning: Benefits
Resources required
From a business perspective:
Lower tariffs lower fees
teachers Marketing
attractive customer Quick Capture
From an academic standpoint: Democratization in the curriculum
Socialization
content Critical thinking
Assimilation eclectic content
Finding ways of learning through various means
Increased interaction tutor / student
Improved student academic performance in
From the cognitive perspective:
Co-responsibility of the student
Using a heuristic approach to find solutions
Centrality Increased student involvement of students in their learning
From the practical point of view:
Increased availability of time Organization
personal time and work
Component Set personal goals based: Class
exhibition / participatory seminars and workshops
Organization
collaborative teams and guides Textbooks
virtual component: the space
Web
Use of synchronous communication tools / asynchronous
Virtual Library hosted platform Personal Journals basal
methodological components:
Collaborative work
Problem-based learning materials Search
network online tutorials
Self-assessment and / or co-evaluation of tutor feedback
VII. Conclusions
Technologies Information and Communication Technologies (ICTs) have constituted an important contribution to teaching and learning systems of higher education, mainly universities. However, it still requires a great deal of socialization and collective learning by the teacher, supporting the incorporation of new technologies in the curriculum.
The incorporation of blended learning or blended learning is an interesting strategy as it aims to integrate the best teaching practices with the latest technology for virtual learning environments. In this sense, the possibilities and the b-learning applications are broad: it extends educational opportunities, improving the interaction between members of a community, and increasing students' intrinsic motivation, among others. This, in turn, leads to interesting challenges for theories of teaching and learning, as it migrates from a teacher centered approach to student-centered approach.
Finally, it should be noted that any proposal for curriculum, a commitment to technology requires the active participation of teachers, both at the methodological, technological and axiological. Therefore, it is critical to generate a change in attitude on the teachers, who are called to play primarily a role of mediator between students and the underlying technological interface. This assumes, of course, a thorough review of corporate decisions, methodologies teaching and learning, assessment systems, and finally, the plans for initial and / or training of the teaching staff.
Also available in:
http://www.utemvirtual.cl/nodoeducativo/wp-content/uploads/2009/03/fvera_2.pdf
VIII. Bibliography
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