E-LEARNING: THE TEACHING OF MANAGEMENT INVOLVEMENT AND STUDENT SUPPORT SYSTEM
10
E-LEARNING: THE TEACHING OF MANAGEMENT INVOLVEMENT AND STUDENT SUPPORT SYSTEM Silvia Rubín 1 1 UPAEP(MÉXICO) Abstract Given the challenges at the dawn of the century, by the industrial and technological revolutions, by the globalization of the economy and its consequences, by rapid advances in knowledge and applied technologies capable of changing profiles of human activity in very few years, major international organizations such as UNESCO, the European Commission proposed in the continental area formula answer as to promote "knowledge society", a term that implies not only the explanation of phenomena that are happening and will happen in the next decades but also provides the necessary response mechanisms of the citizens of that society. The "knowledge society" must be based on "learning society" to provide to its citizens, permanent throughout life learners, cognitive tools to acquire new and changing information, new and different professional social roles, skills and many more subtle and technologically advanced skills and in the personal sphere, attitudes and values capable of produce adaptations to deep and probably different to many of acquired in childhood or adolescence changes. The design and implementation of educational activities that integrate people with special needs is one of the prerequisites for a tutor, guide or modeler from a certain course, even more so when someone is working in virtual environments. For this reason it is necessary to identify and manage support to meet specific educational needs in virtual contexts. Derived from this evidence, there is the implementation of systems that support students, but not only that, but at the same time, how to manage to achieve the objectives of the course in terms of academics, without neglecting the personal scope of student. To this end, this course will guide the social and educational interaction with different stakeholders in the community to promote development processes. It is important that the online tutor, recognize the characteristics of student support systems from various perspectives through the analysis of different kind of proposals to identify the components of a viable one, with a comprehensive vision and formative impact; a manage academic support actions for the institutional and educational work in applying strategies for them, and so on, to strengthen their practice as a trainer, rate the importance of student support systems in virtual environments, from the institutional perspective and through a person-centered approach to create a specific proposal that includes different types of service. The proposed course “Management and Student Support” from the E-learning Master aims that by the end of the course, educational activities that have been designed by the students to integrate people with special needs in a real project. Also, the tutor will support during fourteen weeks for virtual environments are managed and interact in real social project and educationally with various stakeholders in the educational community. Methodology and the first results of piloting this proposal will appear in the final paper. Key words: e-learning, knowledge society, management involvement and student support system
Transcript of E-LEARNING: THE TEACHING OF MANAGEMENT INVOLVEMENT AND STUDENT SUPPORT SYSTEM
E-LEARNING: THE TEACHING OF MANAGEMENT INVOLVEMENT AND STUDENT SUPPORT SYSTEM
Silvia Rubín1 1UPAEP(MÉXICO)
Abstract
Given the challenges at the dawn of the century, by the industrial and technological revolutions, by the globalization of the economy and its consequences, by rapid advances in knowledge and applied technologies capable of changing profiles of human activity in very few years, major international organizations such as UNESCO, the European Commission proposed in the continental area formula answer as to promote "knowledge society", a term that implies not only the explanation of phenomena that are happening and will happen in the next decades but also provides the necessary response mechanisms of the citizens of that society.
The "knowledge society" must be based on "learning society" to provide to its citizens, permanent throughout life learners, cognitive tools to acquire new and changing information, new and different professional social roles, skills and many more subtle and technologically advanced skills and in the personal sphere, attitudes and values capable of produce adaptations to deep and probably different to many of acquired in childhood or adolescence changes.
The design and implementation of educational activities that integrate people with special needs is one of the prerequisites for a tutor, guide or modeler from a certain course, even more so when someone is working in virtual environments. For this reason it is necessary to identify and manage support to meet specific educational needs in virtual contexts.
Derived from this evidence, there is the implementation of systems that support students, but not only that, but at the same time, how to manage to achieve the objectives of the course in terms of academics, without neglecting the personal scope of student. To this end, this course will guide the social and educational interaction with different stakeholders in the community to promote development processes.
It is important that the online tutor, recognize the characteristics of student support systems from various perspectives through the analysis of different kind of proposals to identify the components of a viable one, with a comprehensive vision and formative impact; a manage academic support actions for the institutional and educational work in applying strategies for them, and so on, to strengthen their practice as a trainer, rate the importance of student support systems in virtual environments, from the institutional perspective and through a person-centered approach to create a specific proposal that includes different types of service.
The proposed course “Management and Student Support” from the E-learning Master aims that by the end of the course, educational activities that have been designed by the students to integrate people with special needs in a real project. Also, the tutor will support during fourteen weeks for virtual environments are managed and interact in real social project and educationally with various stakeholders in the educational community. Methodology and the first results of piloting this proposal will appear in the final paper.
Key words: e-learning, knowledge society, management involvement and student support system
1 INTRODUCCION
Given the challenges at the dawn of the century, by the industrial and technological revolutions, by the globalization of the economy and its consequences, by rapid advances in knowledge and applied technologies capable of changing profiles of human activity in very few years, major international organizations such as UNESCO, the European Commission proposed in the continental area formula answer as to promote "knowledge society", a term that implies not only the explanation of phenomena that are happening and will happen in the next decades but also provides the necessary response mechanisms of the citizens of that society.
The "knowledge society" must be based on "learning society" to provide to its citizens, permanent throughout life learners, cognitive tools to acquire new and changing information, new and different professional social roles, skills and many more subtle and technologically advanced skills and in the personal sphere, attitudes and values capable of produce adaptations to deep and probably different to many of acquired in childhood or adolescence changes.
The design and implementation of educational activities that integrate people with special needs is one of the prerequisites for a tutor, guide or modeler from a certain course, even more so when someone is working in virtual environments. For this reason it is necessary to identify and manage support to meet specific educational needs in virtual contexts.
Derived from this evidence, there is the implementation of systems that support students, but not only that, but at the same time, how to manage to achieve the objectives of the course in terms of academics, without neglecting the personal scope of student. To this end, this course will guide the social and educational interaction with different stakeholders in the community to promote development processes.
As a general porpoise of the course, in which we work with the competence references:
a) Knowledge competence: (To know)
The student will recognize the features of student support systems from different perspectives, through the analysis of proposals, to identify the components of a viable one, with integral vision and formative impact.
b) Habilities: (To do)
The student will manage actions of academic and institutional support in its educational work, by applying strategies for academic and administrative support, to strengthen its practice as a trainer.
c) Attitudes and values (To be)
The student will valued the importance of student support systems in the virtual environments, from the institutional perspective and through an approach focused on the person, to create a specific proposal that includes different types of service.
2 PROPOSAL
The entitled course The Teaching of Management Involvement and Student Support System from the master course online “E-learning” is edited on a LMS (Learning Management System) platform whose methodology presents an instructional design characterized by a pedagogical and didactical plan, in which is showed a plan of the course, the plans of modules with the sequence of the activities,
interactive resources based on web 2.0 tools: articulates, readings in interactive format, videos, tutorials and audiovisual material. In this course the anthology of readings is not a repository of content because they are considered by the students as inputs to analyze different positions about a topic, and to consider the environment of the information (context) and, subsequently, generate their own and compare both. Subsequently, this readings will serve to reflect on practice the own self point of view and then, at the end of the course, they will be helpful to generate an online student support proposal through the generation of a personal page.
The work during the first few weeks is fundamentally collaborative because it requires the exchange of ideas between the students, with the companions and the tutor; this activity is through the forums. At the same time is given an academic synchronous and asynchronous support, tutorials and virtual classrooms. It should also be noted that the suggested activities are encouraged to improve the self-regulated learning.
The instructional design of The Teaching of Management Involvement and Student Support System includes the following headings: notices, information about the course (structure of the course, schedule, course, anthology, and glossary guide), forums, additional reference material, week 1 to 14 (in each one, required readings, additional readings and activities folder), evaluation table. The student has access to all of them so by this way he/she can know globally all the components of the same, skills that are developed, delivery times for the revision of the contents and the generation of products requested, as well as the way of work and evaluation. These content details will be given later.
Derived from this methodology there will be developed the competencies that allude to the design and implementation of educational activities that integrate people with special needs; as well as identify and manage supports to meet specific educational needs in virtual contexts; interact socially and educationally with different stakeholders in the educational community to promote development processes.
Then for, the application of technology as a methodology of this course, will allow to work on the generation or increasing of this competencies in the students, through very precise strategies that are presented as technological resources, as it’s shown in the following table:
1. The student knows the own self, values them and deals with problems and challenges taking into account the objectives.
2. The student listen, interprets and issued relevant messages in different contexts through the use of appropriate means, codes and tools.
3. The student develops ideas and proposes solutions to problems from established methods.
4. The student sustains a personal stance on issues of general relevance and interest, whereas other views of critical and reflective way.
5. The student learns from the own initiative and self-interest throughout the life.
6. The student participates and collaborates effectively on different group teams.
7. The student participates with civic and ethical awareness in the life of the own community, region, Mexico and the world.
8. The student maintains a respectful attitude towards multiculturalism and diversity of beliefs, values, ideas and social practices.
9. The student contributes to sustainable development in a critical way, with responsible actions.
10. The student develops their capacity for learning and communication in virtual environments, as well as their digital skills in the management and use of technology.
Table 1. UPAEP generic fundamental competences to be developed in the course.
3 METHODOLOGY
In terms of the content of the course that is concerned, it considers 4 modules, organized in the following manner in the operational program:
MODULE 1: Student Support System in online environment
1.1 Support Dystem Concept
1.2 Relevance
1.2.1 From the Student Perspective
1.2.2 From the Teacher Perspective
1.2.3 From the Institution Perspective
1.3 Services and actions to help students
1.4 Media to Support Students: readings, pone, writing text, video, web, television, radio, attendance help
(4 weeks)
MODULE 2: Academic Support 2.1 Relevance and Caracteristics
2.2 Kinds of Services
(3 weeks)
MODULE 3: Institutional Support
3.1 Caracteristics
3.2 Kinds of Services
3.2.1 Scholar Services
3.2.2 Tecnical Support
3.2.3 Library
(3 weeks)
MODULE 4: How to Design Support Systems
4.1 First Step: perspective
4.2 Second Step: planification
4.3 Third Step: ejecution
(4 weeks)
Table 2. “The Teaching of Management Involvement and Student Support System” Module Program
Methodological program operation can be seen in the following storyboard which refers the module and the activities considered in each one:
Module Name Activities
1 Student Support System in online environment
-Forum to comment a reading: “Distance Education in the Knowledge Society”.
-Self-knowledge: inteligence test
-Explorative and selective Reading: "The frustration in online students"
-Conceptual map: "Online Education Myths and New Technologies”
- Audiovisual report
2 Academic Support - Metacognition with Critical Thinking Theory
- Reading: A Guide for the Critical Thinking
-Graphic organizer: The e-learning tutor: aspects to take care
3 Institutional Support
- Evaluative Comment Genre: A Good Education: Reflections about Quality.
-Forum to comment: To teach the comprehension. The Seven Knowledges.
- Check list about the online tutor activities.
4
How to Design Support Systems
- Gmail account and a web site design
- The site as a project
- Project work
-Final presentation of the site
Table 3. Storyboard de “The Teaching of Management Involvement and Student Support System”.
The activities for the course, are emphasizing on an self-management instructional design, because that way, the student takes the own knowledge activity as the evaluation one for the own self and also for the students of the personal courses in real live. To figure it out the model proposed is the Critical Thinking and Humanist Up-bringing Integration Line one, that’s because the methodology relates the thinking skills with the humanist up-bringing in three focus aspects: to see, to judge, to act. Next Excel cells show us this personal critical thinking development:
Unidad 1: escritura y conocimiento Unidad 2: contexto y comprensión Unidad 3: valoración y juicio
10% 20% pts. V 30% pts. J 40% pts. A
Elije un tema que es controversial0.5 0.5
Su problematización se refleja en el título0.5 0.5
El título apela al lector0.5
0.5
Confiabilidad y pertinencia: aplica los tres
criterios para la elección de fuentes
1 1
Se sigue un formato homogéneo de
documentación
0.5 0.5Utilizó las fuentes necesarias para desarrollar
y argumentar su opinión (0.5)
El conjunto de fuentes es confiable y pertinente
(0.5)
1
1
Contextualizar (situación): proporciona
información que describe la(s) perspectiva (s)
desde la(s) que se aborda el tema
1 1 Se verifica la validez de cada propuesta o
perspectiva en función del contexto en el que se
pretende aplicar
1 1 Identifica al lector adecuado para su ensayo
según pueda hacer frente a la propuesta o
perspectiva
1
1
5 2.5 2 2.5
Problematizar: en la información del contexto,
reconoce elementos que deben/pueden
cambiar o comprenderse mejor
2 2
Se valora la relevancia de cada postura o
perspectiva en la resolución de la problemática
1.5 1.5
Utiliza los argumentos necesarios para
sustentar su postura (0.5)
La opinión principal responnde al problema
(0.5)
La argumentación es veraz o verdadera (0.5)
La argumentación es válida (0.5)
2
2
Contrastar: selecciona posturas o
perspectivas que respondan al problema
2 2 Se evalúa cada postura o perspectiva según se
hayan considerado otros puntos de vista
1.5 1.5 Hace las concesiones o refutaciones necesarias
para sostener su postura
1
1
Integración: establece una relación lógica
entre el contexto, la problematización y las
perspectivas o propuestas
2 2
Se desarrolla una estructura que:
1) permita comprender cada postura o
perspectiva y
2)que dé cuenta del proceso mediante el cual se
l lega a la postura o perspectiva propia
1.5 1.5
Se construye una secuencia argumentativa que:
1) se deriva lógicamente de la opinión (1)
2) apela al razonamiento del lector (1)
2
2
4.5 6 4.5 5
Delimitación: discrimina y aisla la
información del contexto para identificar
la(s) idea(s) central(es) relacionada(s) con el
tema
0.5 0.5
1. Se configura una postura o perspectiva
personal (1)
2. Se explica oralmente cómo se concluyó que
dicha postura es la más conveniente,
considerando la situación, el problema y la
diversidad de posturas que se evaluaron. (1.5)
2.5 2.25
Se compromete con una propuesta o
perspectiva que responde al problema
1.5
1.25Hay cambios positivos evidentes entre cada
versión de las fichas1 1
Hay cambios positivos evidentes entre cada
versión del texto1 1
El proceso general evidencia una mejoría
respecto al nivel inicial1
1Errores de ortografía, sintaxis y léxico
(-0.1)
Errores de ortografía, sintaxis y léxico
(-0.1) Errores de ortografía, sintaxis y léxico (-0.1)
1.5 3.252.25
Act
uar
puntos
posibles por
nivel
2.6
5.05
2.35
Unidad 4: conocimiento y realidad
Aplica los criterios de la escritura epistémica
para valorar un texto te creación propia
Identifica los elementos principales que
relacionan a la escritura con la generación del
conocimiento
5
5
pts.
Juzg
arV
er 5
4.5
Table 4. Excel cells for the critical thinking development registration
Chronologically, in the LMS platform, the course is translated as is shown in table 6:
THEME SUBITEM ACTIVITIES
1-Student Support System in online environment
1.1Support Dystem Concept -Forum to comment a reading: “Distance Education in the Knowledge Society”.
- Audiovisual report
-Self-knowledge: inteligence test
1.2 Relevance
1.2.1 From the Student Perspective
1.2.2 From the Teacher Perspective
1.2.3 From the Institution Perspective
-Explorative and selective Reading: "The frustration in online students"
1.3 Services and actions to help students
-Conceptual map: "Online Education Myths and New Technologies”
1.4 Media to Support Students: readings, pone, writing text, video, web, television, radio, attendance help
- Audiovisual report
2- Academic Support
2.1 Relevance and Caracteristics - Metacognition with Critical Thinking Theory
-Graphic organizer: The e-learning tutor: aspects to take care
2.2 Kinds of Services
- Reading: A Guide for the Critical Thinking
-Graphic organizer: The e-learning tutor: aspects to take care
3- Institutional Support
3.1 Caracteristics - Evaluative Comment Genre: A Good Education: Reflections about Quality.
3.2 Kinds of Services (first)
-Forum to comment: To teach the comprehension. The Seven Knowledges.
3.2 Kinds of Services (second)
- Check list about the online tutor activities.
4- How to Design Support Systems
4.1 First Step: perspective - Gmail account and a web site design
4.2 Second Step: planification - The site as a project
4.3 Third Step: ejecution - Project work
-Final presentation of the site
Table 5. Chronogram of activities of
“The Teaching of Management Involvement and Student Support System” in 14 weeks.
For the evaluation of the learning acquired in the course, there will be two moments in each unit: the process and the final product. This means that part of the process to register all deliveries of student activities, the delivery is weighted (emphasis on quantitative); on the other hand, the quality product is evaluated with a header corresponding to the work requested (emphasis on the qualitative). The following figures shows how comply the evaluation table in which are recorded the progress of the process and product quality:
ADVANCE: MODULE 1
PRODUCT DEVELOPMENT
PONDERACIÓN 2 1.5 2 1 1.5 1.5 1 1 1
THE TEACHING OF MANAGEMENT
INVOLVEMENT AND STUDENT SUPPORT
SYSTEM Module 1
act
ivit
y
acti
vity
acti
vity
acti
vity
acti
vity
acti
vity
Per
son
al g
oal
s
Ad
van
ce
Met
aco
gnic
ion
ADVANCE ADVANCE PRODUCT DEVELOPMENT
PONDERACIÓN 2.5 2.5 5 1 1 1
THE TEACHING OF MANAGEMENT
INVOLVEMENT AND STUDENT SUPPORT
SYSTEM: Module 2
acti
vity
acti
vity
acti
vity
Per
son
al g
oal
s
Ad
van
ce
Met
aco
gnic
ion
ADVANCE: MODULE 3
PRODUCT DEVELOPMENT
PONDERACIÓN 2 1.5 2 1 1.5 1.5
THE TEACHING OF MANAGEMENT
INVOLVEMENT AND STUDENT SUPPORT SYSTEM:
Module 3
acti
vity
acti
vity
acti
vity
Per
son
al g
oal
s
Ad
van
ce
Met
aco
gnic
ion
ADVANCE: MODULE 4
METACOGNITION
PRODUCT DEVELOPMENT
PONDERACIÓN 2 1.5 2 1 1.5 1.5 1
THE TEACHING OF MANAGEMENT
INVOLVEMENT AND STUDENT SUPPORT
SYSTEM: Module 4
acti
vity
acti
vity
acti
vity
acti
vity
Per
son
al g
oal
s
Ad
van
ce
Met
aco
gnic
ion
To learn about the operation of this form of assessment, we carry out a virtual classroom at the beginning of the year and it allows to explain the students the use of a tool called "evaluation table". Excel table that makes up the document allows to us view module-by-module both the name of the product to deliver and the weighting assigned to each one. Each activity has a different value depending on the degree of complexity of the same; why some activities are worth 0.5 and others can be worth up to 3 points. All activities carried out throughout the module part of the process (blue boxes in the table) and are equivalent to 70% of the evaluation of the module; the remaining 30% is evaluated with the quality of the final product is asked at the end of each module and that is evaluated with the corresponding header that shows the skills of thinking and language involved in the product. Also dealt with exercises of bonus to score points in each module through exercises extra or other activities of materials parallel to ours, where the transfer of learning occurs.
Finally, it is worth revising the regulations in the course which is operated as follows:
The delivery of activities will take place every week NLT Sunday at 12:00 pm through virtual learning Blackboard platform; deliveries are not accepted by e-mail.
The official means of communication is email UPAEP.
Advisers will provide advice synchronous through a chat room 2 hours a week, on a schedule: __________ your participation in the chat help you learn but have no evaluation weighting.
Advisors will provide asynchronous advice via e-mail and forum questions, responding in a maximum of 48 hours.
The course has a minimum or maximum number (1-3) of virtual classrooms, which are meetings through a special program on the computer where participants and course advisors, gather to discuss issues, questions or presenting works of course. You can prepare for these sessions through the following tutorial: http://online.upaep.mx/Videos/induccion_elluminate/Induccion_elluminate.html The dates and times set for the virtual classrooms in this matter are:____________
Evidence of learning or deliverables in each of the activities, shall be submitted in time and form, although if someone requires an extension, you should check with your advisor to agree on a new date. Each participant may request only 2 extensions at 7 weeks. Not delivered activity will have a zero grade.
In adult education, not all activities are evaluated, some are intended for learning self-directed
that strengthens the individual competencies. Those that do require a rating, will have a
header that allows the participant to understand the evaluation criteria.
4 CONCLUSIONS AND RECOMENDATIONS
After the first delivery of the course (piloted), it is considered important to share the final product and the final reflection of the course from one of the students who attended it and manifesting the own
feelings in the metacognitive exercise. Also is important to share the site created by herself with all the instructional design, recommended readings and the teaching of management involvement and student support system tips:
Figura 1. Página inicial del sitio https://sites.google.com/site/turistaenpuebla/
Figura 2. Página de la metacognición: https://sites.google.com/site/turistaenpuebla/reflexion-final
REFERENCES
[1] UPAEP (2009) Generic skills institutional document.
