Andrés Chiappe Laverde

Toward an instructional design model based on learning objects

The present moment in the history of higher education requires setting strategies and specific action plans to guarantee a place in the highly competitive and demanding world scenario. The incorporation of information and communication technologies is one of the feasible paths to be considered, but this requires formulating proposals insuring appropriate use of said technologies seeking improvement of education quality. For this purpose, Universidad de La Sabana has developed an instructional design model based on learning objects.

Literatura y práctica: una revisión crítica acerca de los MOOC

Este articulo se enfoca en una revision tanto de literatura como de experiencias practicas acerca de los MOOC. Los textos analizados fueron publicados en revistas entre los anos 2007 y 2013. Se seleccionaron 268 articulos para este estudio, de los cuales 100 se analizaron en detalle. Los asuntos encontrados en la revision se utilizaron posteriormente como criterios de analisis de 10 experiencias empiricas sobre MOOC. La literatura estudiada resalta el rapido crecimiento en el interes por comprender los MOOC, sus fundamentos pedagogicos asi como la importancia del concepto de lo abierto que se encuentra en ellos. Un nuevo enfasis ha surgido recientemente en la literatura donde los factores institucionales, particularmente aquellos concernientes con la viabilidad financiera, la certificacion y la desercion se encuentran resaltados. El analisis de la practicas actuales muestra que muchos de los temas relevantes expresados en la literatura academica estan ausentes no solo de las practicas relacionadas con las experiencias de aprendizaje basadas en los MOOC sino que se han ignorado como sustento de la implementacion de un modelo de ensenanza basada en ellos. Del analisis realizado se concluye que buena parte de la actual oferta de MOOC es tan solo un palido reflejo de la conceptualizacion que les dio origen y que se muestra significativa en la literatura. En sintesis, la verdadera esencia del concepto de lo abierto se ha perdido en la practica.This article focuses on a review of both literature and practical experiences concerning MOOCs. The literature analyzed was published in peer-reviewed journals between 2007 and 2013. 268 items were selected for this study, of which 100 were analyzed in detail. The issues raised by this analysis were used as the criteria for the analysis of 10 current empirical MOOC experiences. The literature study highlighted the rapid growth in interest in understanding MOOCs and seeking to understand the pedagogic frameworks most relevant to their adoption and the importance of the concept of openness embodied within them. More recently a new emphasis has been emerging where institutional factors, particularly those concerned with financial viability, certification and retention have been highlighted. The analysis of current practice showed that many of the concerns in the academic literature were absent from not only the practices embodied in current MOOC-based learning experiences but seem to have been ignored in the conceptual phase of implementing a MOOC-based teaching model. In practice therefore, most of the current MOOC offer is only a pale reflection of the conceptualization that gave them rise and has been shown to be significant in the literature. In particular the true essence encapsulated in the concept described as Openness has been largely lost in practice.

ACERCA DE LO PEDAGOGICO EN LOS OBJETOS DE APRENDIZAJE-REFLEXIONES CONCEPTUALES HACIA LA CONSTRUCCION DE SU ESTRUCTURA TEORICA

In order to make an effective implementation of Learning Objects within the practice and culture of teachers and students, it should be necessary, first, to understand and to make some reflections about its theoretical issues. An approach to the construction of the theoretical status of learning objects, or at least, to carry out the first steps towards it, is a valuable exercise to approach reflexively to the understanding of its complexity and its potential as a learning mediation, facing the challenges of todays education, which is presumed immersed in the phenomenon of integration of information and communication technologies. This writing is an approach to the conceptual definition of learning objects in order to enhance its pedagogical aspects.