José Eduardo Padilla Beltrán

Educación a Distancia y educación virtual: Una diferencia necesaria desde la perspectiva pedagógica y la formación del ser humano

Distance and Virtual Education are currently the educational settings that make a difference from a pedagogical perspective and training of human beings. As set out in Decree 1295 of April 20, 2010, the distance education programs are those “whose educational methodology is characterized by using teaching strategies - learning to overcome the limitations of space and time between the actors of the educational process. Similarly, the same Decree states that “virtual programs, in addition, require the use of such networks as the primary environment in which to carry out all or at least eighty percent (80%) of academic activities”. According to the above definitions is necessary to make a deep reflection from the pedagogical point of view, that clarifies the influence of the methodologies or virtual learning environments in the formation of the human being beyond the cognition; the paper presented is to develop pedagogical reflection on the training of human beings in the methodology for distance and virtual learning environments It is hoped that the ideas support to the discussion about the real role of teacher or tutor in the described environments and the basic and professional required competences he must possess as a person in order to attend to people and professionals in these types of education. Comprehension about sense, significance, functions and practices of distance education and virtual education requires educational and pedagogical research becomes a significant progress in the integral formation of human beings in contexts other than being present As mentioned above, we propose as an object of study from a critical and pedagogical perspective, the issues presented in the Distance and Virtual Education, highlighting the achievements, contradictions and conflicts over these methodologies, and inviting the teacher researchers and study groups to reflection, dialogue and dialectical reasoning in order to insert an educational and pedagogical character to teaching methodologies being introduced as the future of education.

Transformation of the Teacher into “Produser”: An Emergency Case from the Appropriation of Social Web-Based Technologies

The teacher “produser” as an emerging figure that explores the ability of the subject to participate or to generate new experiences and content from information and communication technologies, provides a new overview of the impact of technological developments in the social, cultural and even educational fields. This overview is the main focus of this manuscript. For this reason, it is sought to investigate both the emerging role of this figure and its relation with the work of teachers in higher education. A quantitative methodological approach is adopted with exploratory design, which allows determining the favorability on behalf of the teachers to take on this role, through the technique of semantic differential. As a result of this approach, the produser is characterized by the will, cultural work and empathy shown to promote innovation and learning with autonomous and collaborative purposes in order to achieve relevance and flexibility in teaching. The conclusion is that transitioning to produser depends on its disassociation with economic components closer to the action of the prosumers and thereby generates processes of collective consciousness from the social web to address many different issues, both inside and outside of the classroom.

Teaching Training Using Learning Collaborative Technologies for Knowledge Generation

Changes in learning and collaborative technologies due to social web have great impact on education, in particular, regarding the generation of knowledge. In this learning environment, two actors emerge in higher education, the Prosumer (to produce and to consume technologies), and the Produser (to produce and reuse technologies empowered by them). This article characterizes, describes and compares these two figures, in order to determine how appropriate the producer’s action in higher education is. For research purposes, we used an exploratory study with a quantitative approach of non-experimental design, in which the Likert scale was used. Several teachers from university Militar Nueva Granada (Colombia), who use Learning and Collaborative Technologies as well as b-learning, participated in the study. Although the prosumer action is considered a preponderant figure in the economic context, this does not necessarily implies that it should be transferred to education. In fact, the producer and action should be deemed more appropriate for higher education since implementation and usage of Learning and Collaborative Technologies develop competences of empowerment and creativity, which transcend mere technologies for production and consumption.

Aspectos psicosociales del rol docente en la modalidad B-Learning de la Universidad Militar Nueva Granada

Changes in higher education come in part preceded by the impact of the technologies of information and communication, whose incidence is reflected in the change of teacher’s roles. Therefore, in b-learning modalities teachers must acquire new roles, which are the product of social influence in professional activities from educational institutions and society, in general. Otherwise, the approach of social representations to characterize the set of everyday thoughts of teachers in the Faculty of Distance Studies is articulated, finding out that the roles of a facilitator, a guide, and a companion acquire significance in the pedagogical action of the teaching as a way of key aspects of the representation.Changes in higher education come in part preceded by the impact of the technologies of information and communication, whose incidence is reflected in the change of teacher’s roles. Therefore, in b-learning modalities teachers must acquire new roles, which are the product of social influence in professional activities from educational institutions and society, in general. Otherwise, the approach of social representations to characterize the set of everyday thoughts of teachers in the Faculty of Distance Studies is articulated, finding out that the roles of a facilitator, a guide, and a companion acquire significance in the pedagogical action of the teaching as a way of key aspects of the representation.

Educational research from the theory of social representations at the Faculty of Distance Education of Universidad Militar Nueva Granada

En el marco de la funcion sustantiva de la Educacion Superior, el referente de investigacion formativa en la Universidad Militar Nueva Granada constituye un pilar sustancial para el desarrollo del proyecto educativo; por ende, la caracterizacion de este proceso en sus diferentes instancias, actores y dinamicas propicia una comprension en torno a la necesidad de procesos formativos sustentados en aspectos representacionales. En ese sentido, este estudio emplea el enfoque cualitativo desde el metodo de comparacion constante como propuesta metodologica para establecer referentes teoricos de la investigacion formativa a nivel nacional e institucional, asi como aspectos del contenido representacional de jovenes investigadores y semilleros de investigacion interpretados a traves de la tecnica de asociacion libre. Por ello, los resultados giran en torno a una lectura de estas concepciones de la investigacion formativa bajo el prisma de la teoria de las representaciones sociales, en tanto permita la comprension del objeto de estudio desde una perspectiva psicosocial, para luego tener como conclusiones un desarrollo reflexivo acerca de supuestos metodologicos que indaguen por las practicas, creencias y sistemas representacionales adquiridas sobre la investigacion formativa en la Universidad Militar Nueva Granada

LA FORMACIÓN DEL COMPONENTE PEDAGÓGICO DEL DOCENTE UNIVERSITARIO DESDE UN ENFOQUE SOCIOCRÍTICO

this current research article seeks, from a socio-critical approach, to examine and to understand the context framing higher education in Colombia and the specific problems that structured its existence.

La docencia universitaria con miras a la comprensión de la realidad: una mirada desde el enfoque sociocrítico.

Teacher training, especially in Latin America, has undergone a deep reconceptualisation as a society’s significant phenomenon. Therefore, it is appropriate to ground teacher training on a sociocritical approach, by establishing some theoretical points of reference that support it, and as a means of democratic empowerment for teachers and students face to emerging challenges from political and economic paradigms and systems shaping society. This research paper studies the importance of discussing and examining teaching formation practices, purposes, context and actors from a sociocritical approach, as a proposal that facilitates and leads to unravel and challenge any and all forms of domination, through an individual building a critical and constructive awareness of society.

La formación del docente para el uso de ambientes b-learning con el fin de preservar la dignidad humana y la ética mundial

El proposito de esta investigacion es develar las funciones y roles del docente, quien se apoya del b-learning para orientar los aprendizajes de los estudiantes, con el fin de llevarlos a las facultades de educacion, teniendo en cuenta la formacion de los docentes con miras a preservar la dignidad humana y la etica mundial. El abordaje metodologico se realizo desde una perspectiva cualitativa, abierta y flexible apoyado del ATLAS. Ti para la revision de mas de ciento veinte articulos. La investigacion al momento permite determinar las funciones y roles de los maestros, quienes hacen uso de los ambientes virtuales para orientar sus saberes.