La formación b-learning en el máster de español segunda lengua y lengua extranjera de la Universidade do Minho: innovación pedagógica y desafíos educativos

En el actual marco de creciente innovación pedagógica, debido entre otros factores, a la irrupción de nuevas herramientas informáticas, la enseñanza a distancia (e-learning y/o b-learning) va ocupando cada vez más espacio en la oferta educativa de diversas instituciones. En esta dirección, en la Universidade do Minho, y concretamente en el Área de Estudos Espanhóis e Hispano-Americanos,[1] hemos dedicado considerables esfuerzos a la ampliación de nuestra oferta desde 2010: primero en la elaboración e implementación del Curso de Formación Especializada en Español Lengua Extranjera, modalidad b-learning (3 ediciones; 2010-2013), y, actualmente, con el Máster Universitario en Español Lengua Segunda / Lengua Extranjera (vid. www.melsle.ilch.uminho.pt), también b-learning. En las siguientes páginas, nos proponemos compartir una serie de experiencias y reflexiones que han ido surgiendo durante estos años acerca de la formación universitária de profesores de Español Lengua Extranjera, en general, con recurso a la modalidade b-learning; para ello, nos centraremos en los siguientes aspectos: (i) caracterización general y problematización de la enseñanza a distancia en la Universidade do Minho; (ii) descripción del Máster Universitario en Español Lengua Segunda / Lengua Extranjera, acerca del cual detallaremos algunas prácticas adoptadas, relacionadas com la enseñanza e-learning como, por ejemplo, (iii) la coordinación pedagógica o (iv) los enfoques metodológicos adoptados a partir de la experiencia de una Unidad Curricular concreta.

CbL-Cálculo : curso b-learning para el apoyo de la enseñanza y aprendizaje de cálculo en ingeniería.

Resumen basado en el de la publicación

Aplicación del modelo b-learning en la asignatura 'Modelos y Simulación' de las carreras de Sistemas de la FACENA- UNNE.

Resumen tomado de la publicación. Incluye gráficas y tablas de datos

La formación on-line : una mirada integral sobre el e-learning, b-learning...

Se ofrecen el instrumento para los profesionales y las organizaciones que quieran analizar y profundizar en la formación on-line. Este tipo de formación supone la toma de decisiones sobre multitud de aspectos vinculados a la impartición, implica la creación y la coordinación de equipos multiprofesionales, y la generación de procesos y circuitos internos. Se basa en la experiencia docente de sus autores.

Identidad y aprendizaje de estudiantes de psicopedagogía : Análisis de un contexto de b-learning en didáctica de la matemática.

Resumen basado en el del autor

El modelo b-learning implementado en la asignatura Simulación.

Resumen basado en el de la publicación

Uso de Agentes Conversacionales Pedagógicos en Sistemas de Aprendizaje Híbrido (B-learning).

Resumen basado en el de la publicación

Selección de atributos predictivos del rendimiento académico de estudiantes en un modelo de B-Learning

Resumen tomado de la publicación

Thinking over b‐learning strategy: the MIPO model approach

This article describes the main research results in a new methodology, in which the stages and strategies of the technology integration process are identified and described. A set of principles and recommendations are therefore presented. The MIPO model described in this paper is a result of the effort made regarding the understanding of the main success features of good practices, in the web environment, integrated in the information systems/information technology context. The initial model has been created, based on experiences and literature review. After that, it was tested in the information and technology system units at higher school and also adapted as a result of four cycles of an actionresearch work combined with a case study research. The information, concepts and procedures presented here give support to teachers and instructors, instructional designers and planning teams – anyone who wants to develop effective b‐learning instructions.

Terminologia e b-learning; o regresso de Humpty Dumpry

Este estudo tem por objectivo reflectir sobre o papel da Terminologia na organização conceptual e linguística das áreas de especialidade. Defender-se-á que, pela sua natureza hermenêutica, organizadora, harmonizadora e heurística, esta área científica poderá reduzir a complexidade e a fragmentação lexical e conceptual que impera no domínio dos modelos de educação para o Ensino Superior, permitindo ajudar a clarificar a filiação ideológica das várias visões de ensino, levando deste modo a que o debate seja epistemologicamente transparente. Será focado o caso particular do Blended-Learning, enquanto exemplo de um sub-domínio ainda instável, do ponto de vista da sua organização ontológica e da sua materialização linguística e terminológica.

A B-learning strategy for Therapeutics at the Bachelor Level

Background Information:The incorporation of distance learning activities by institutions of higher education is considered an important contribution to create new opportunities for teaching at both, initial and continuing training. In Medicine and Nursing, several papers illustrate the adaptation of technological components and teaching methods are prolific, however, when we look at the Pharmaceutical Education area, the examples are scarce. In that sense this project demonstrates the implementation and assessment of a B-Learning Strategy for Therapeutics using a “case based learning” approach. Setting: Academic Pharmacy Methods:This is an exploratory study involving 2nd year students of the Pharmacy Degree at the School of Allied Health Sciences of Oporto. The study population consists of 61 students, divided in groups of 3-4 elements. The b-learning model was implemented during a time period of 8 weeks. Results:A B-learning environment and digital learning objects were successfully created and implemented. Collaboration and assessment techniques were carefully developed to ensure the active participation and fair assessment of all students. Moodle records show a consistent activity of students during the assignments. E-portfolios were also developed using Wikispaces, which promoted reflective writing and clinical reasoning. Conclusions:Our exploratory study suggests that the “case based learning” method can be successfully combined with the technological components to create and maintain a feasible online learning environment for the teaching of therapeutics.

Moodle e ensino-misto (b-learning)

Dissertação de mestrado em Geologia para o ensino

Dimensões para a construção de um curso em b-learning: um estudo de caso

Cet article décrit la méthodologie qui a été employé dans le développement d’un cours de post graduation et qui a eu pour base les critères de qualité dans les dimensions de l’institution, la technologie, le design des media, la pédagogie et l’évaluation. En parallèle, nous avons aussi analyse quelques résultat provenant d’un questionnaire que les étudiants ont répondu et où ils ont identifié les critères de succès. Nous concluons avec quelques suggestions pratiques pour ces qui aimerions proposer des cours em b-learning.

B-learning quality: dimensions, criteria and pedagogical approach

Measuring the quality of a b-learning environment is critical to determine the success of a b-learning course. Several initiatives have been recently conducted on benchmarking and quality in e-learning. Despite these efforts in defining and examining quality issues concerning online courses, a defining instrument to evaluate quality is one of the key challenges for blended learning, since it incorporates both traditional and online instruction methods. For this paper, six frameworks for quality assessment of technological enhanced learning were examined and compared regarding similarities and differences. These frameworks aim at the same global objective: the quality of e-learning environment/products. They present different perspectives but also many common issues. Some of them are more specific and related to the course and other are more global and related to institutional aspects. In this work we collected and arrange all the quality criteria identified in order to get a more complete framework and determine if it fits our b-learning environment. We also included elements related to our own b-learning research and experience, acquired during more than 10 years of experience. As a result we have create a new quality reference with a set of dimensions and criteria that should be taken into account when you are analyzing, designing, developing, implementing and evaluating a b-learning environment. Besides these perspectives on what to do when you are developing a b-learning environment we have also included pedagogical issues in order to give directions on how to do it to reach the success of the learning. The information, concepts and procedures here presented give support to teachers and instructors, which intend to validate the quality of their blended learning courses.