Designing learnings evidences, based on the expected key learning whithin the context of virtual education

Experiencias de bachillerato a distancia

Designing learnings evidences, based on the expected key learning whithin the context of virtual education

Octavio Reyes López
Profesor de Tiempo Completo (PTC)
División de Investigación y Posgrado
Universidad Virtual del Estado de Guanajuato
ocreyes@uveg.edu.mx

Abstract

This research originated during the designing of our Online High School course and it is underpinned in a Competency-Based Educational Model. Thereon, we set to answer the following: How to design our Learning Evidences (LE) to reach the expected key learning from our students in the context of virtual education?

To answer this interrogative, we used the EMFIS V-4.0 diagram, from which we generated a theoretic construct, through a heuristic, hermeneutic, phenomenological analysis research approach supported by grounded theory.

The model obtained is represented in 3 dimensions, namely: the elements of instructional design, the recitals required for its construction and the fulfillment of required representativeness. From this analysis emerged 13 categories.

In our conclusions it is affirmed that the Learning Evidences must be pertinent integrative activities, that is to say: subordinated to the competences, linked to the expected key learning and related to their social context, in addition of being challenging and interesting assignments.

Keywords: ; ;




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