Manual Diseño Curricular Este Manual Cumple con el requisito del Art. 15 del Reglamento de Normalización Mayo del 2000 Este manual tiene como propósito principal facilitar y brindar la información, el conocimiento y el apoyo necesarios para que el desarrollo curricular de la institución se lleve a cabo en forma proactiva , con base en criterios técnicos y de acuerdo con los lineamientos institucionales. Los lineamientos generales buscan coadyuvar al desarrollo curricular, y brindan los fundamentos generales para su ejecución. Se fundamenta en la necesidad de que existan criterios de orden que lo racionalicen. En modo alguno este manual, en cuanto a procedimientos para el diseño de planes de estudio o actualizaciones curriculares, es exhaustivo. Cualquier tipo de cambio o diseño de un plan de estudio, desde los primeros pasos, debe contar con la asesoría de un curriculista del CEDA. a. La planificación, la organización, la estructuración y la presentación del plan curricular de cualquier opción académica. b. c.
Content Packaging IMS Content Packaging v1.2 Public Draft v2.0 specification describes data structures that can be used to exchange data between systems that wish to import, export, aggregate, and disaggregate packages of content. IMS content packages enable exporting content from one learning content management system or digital repository and importing it into another while retaining information describing the media in the content package and how it is structured, such as a table of contents or which web page to show first. The IMS Content Packaging Specification focuses on the packaging and transport of resources but doesn’t determine the nature of those resources. Content Packaging v1.2 is undergoing standardisation by ISO/IEC. Please post comments or questions at XML Schema Version 1.2 Public Draft v2 Specification - PDF Download the Documents and Schemas and Examples To submit comments, visit the IMS Public Forms. Download the PDF documents
Course Developer Manual We are here to provide full support and assistance as you: Integrate the required TN eCampus course design standards into your course designIdentify where to locate TN eCampus policies, guidelines, and standards for course developmentApply TN eCampus course design standards by performing a self-assessed course reviewReflect on the academic research base for TN eCampus design standards and their impact on studentsPerform the actions necessary to develop a course using D2L tools and widgetsUse feedback on course development progress The Course Developer Manual (link is external) addresses: Course Development StandardsAccessibility Standards and GuidelinesServices and SupportD2L Learning Management SystemDigital Media in CoursesInstructional Design/Pedagogy
ROCC Course Development | Middle Tennessee State University Introduction Responsibilities Getting Started Course Development Course Approval Course Development Fees Scheduling Faculty Hiring and Required Training Instructional Resources Instructional Best Practices Testing MTSU faculty may propose development of online courses for the TN eCampus which is an educational collaborative initiated by the Tennessee Board of Regents (TBR) with the purpose of providing a central resource for exploration of online undergraduate and graduate courses and programs developed by the system’s thirteen two-year community colleges and six universities. All information about online programs and courses offered by each institution is found at the TN eCampus website. TN eCampus uses a Master Course model in which a single course is developed and may be taught by multiple instructors from multiple institutions. MTSU’s TN e-Campus Online Course Definition Faculty Course Developer Complete, sign and submit the required Electronic Course Development Proposal. TN e-Campus
ION Initiatives | Quality Online Course Initiative ION and the Illinois Virtual Campus have taken the lead to develop a quality online course rubric and evaluation system in the state of Illinois. The goal of this project is to help colleges and universities to improve accountability of their online courses. The main objectives of this project were to: create a useful evaluation tool (rubric) that can help faculty develop quality online courses identify "best practices" in online courses recognize faculty, programs, and institutions that are creating quality online courses QOCI Rubric Categories The first step of our process was to brainstorm criteria for what makes a quality online course. Each Category was then broken down into topics and finally individual critierion. I. II. Communication, Interaction, and Collaboration addresses how the course design, assignments, and technology effectively encourage exchanges amongst the instructor, students, and content. III. IV. V. VI. QOCI Rubric Evaluation Scale The scale is below. Web Rubric
webexample Instructional Design refers to the analysis of learning needs and the systemic approach of developing an online course in a manner that facilitates the transfer of knowledge and skills to the learner through the use of a variety of instructional methods, which relate to multiple learning styles, strategies, and preferences. A. Structure 1. Content is sequenced and structured in a manner which enables learners to achieve the stated goals. 2. Information is "chunked" or grouped to help students learn the content. 3. Purpose of learning activities is clearly presented. B. 1. Course Goals and Objectives/Outcomes are present and explicitly stated to the learner. 2. Module Objectives / Outcomes are clearly presented to the learner and are aligned with the larger course objectives. C. 1. A course description is provided. 2. Instructor information is available to student with contact, biographical, and availability information, and picture. 3. 4. 5. 6. 7. 8. 9. D. 1. 2. 3. 4. E. 1. 2. F. 1. 2. A. 1.
Welcome – CATL Teaching Guides | UW-La Crosse Welcome to the Teaching Guides websites prepared by the staff at the Center for Advancing Teaching & Learning at UW - La Crosse. The teaching guides are intended to help instructors prepare for courses and improve their teaching and student learning. The Syllabus Guide provides instructors with information about the goals and purposes of the syllabus, along with downloadable templates for UWL that include recommended statements, components, and policies. The Teaching Improvement Guide is intended to help college teachers identify, explore, and plan ways to improve their teaching and student learning. The menu under How can I improve . . . corresponds to several important areas of teaching: teaching methods, such as lecture, class discussion, and various forms of group learning. These resources will help you plan, implement, monitor, assess, and document your teaching improvement work.
Guides and Tutorials – Center for Advancing Teaching and Learning (CATL) | UW-La Crosse 10 Online Teaching Tips (PDF) Consider these 10 essential suggestions for teaching an awesome online course, prepared by CATL instructional designers.Alignment of Outcomes and Assessments (Web) This guide, with examples, describes the process of aligning course outcomes, assessments and learning activities. Multimedia Principles and PowerPoint - CATL Teaching Resources Research on Multimedia Richard E. Mayer (in collaboration with many others) has done extensive research and writing on cognitive load theory, the effect of multimedia on retention and transfer of learning. Cognitive load represents the amount of mental resources required by working memory to process information at a single point in time. Working memory consists of a dual-processing system (dual-coding), wherein a visual/pictorial channel processes visual representations of sensory data, and a separate auditory/verbal channel processes auditory and verbal information.Working memory is limited to processing only 2-3 chunks of information simultaneously, and can hold no more than 5-7 chunks before memory fades (chunk here is a fuzzy term that doesn't necessarily translate to a single word, number or concept). For the most useful principles for effective presentations see the seven Techniques to Reduce Cognitive Load, listed in entry for Cognitive Load Theory. Reiteration: Pictures and Words
The 31 Educational Web Tools Every Teacher Should Know about Below is a list I have been working on for the last couple of days. This list features some interesting web tools for teachers keen on integrating technology into their instruction and work routine. There are loads of web platforms that are educationally focused and to contain them all in one list is way beyond the scope of a short blog post like this , therefore I selected only what I deemed the most important. 1- Google drive Google Drive is a great suite of productivity tools that works across different devices. 2- Dropbox Dopbox is another wonderful cloud-based storage platform that allows you to easily save and store your docs and PDFs and share them with others. 3- Evernote Evernote is powerful web tool that you can use to make notes, bookmark webpages and many more. 4- Twitter This is one of the best social networking platform out there. 5- Google Plus 6- Pinterest 7- Socrative 8- Edmodo 9- Tweetdeck Tweetdeck allows you to create a custom Twitter experience. 10- Prezi 11- Paper.li
Recursos Tecnologicos: TIC Las diferentes concepciones del DI son expresadas a través de los Modelos de Diseño Instruccional que sirven de guia a los profesionales sistematizando el proceso de desarrollo de acciones formativas. Los modelos de diseño instruccional se fundamentan y planifican en la teoría de aprendizaje que se asumía en cada momento. Benitez (2010) plantea cuatro generaciones en los modelos de DI atendiendo a la teoría de aprendizaje en la que se sustentan: Década 1960. Los modelos tienen su fundamento en el conductismo, son lineales, sistemáticos y prescriptivos; se enfocan en los conocimientos y destrezas académicas y en objetivos de aprendizaje observables y medibles. A estas etapas podriamos añadir la concepción de aprendizaje surgida a raiz del uso de la tecnología y su influencia en el aprendizaje, nos referimos al Conectivismo o Conectismo. Video Conectivismo A continuación presentamos algunos de los modelos utilizados en el diseño instruccional. Modelo de Dick y Carey Las fases del modelo son: