Didactic proposal for virtual learning environments from the praxeological approach
The virtual learning environments have transformed education, which has generated changes in teaching methods, learning modalities and styles, among other aspects. The versatility and the wide range of options offered by digital technologies allow finding different academic and professional training...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6856
- Fecha de publicación:
- 2018
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13506
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8298
https://repositorio.uptc.edu.co/handle/001/13506
- Palabra clave:
- virtual learning environments
didactics
virtual education
instructional design
praxeology
ambientes virtuales de aprendizaje
didáctica
educación virtual
diseño instruccional
praxeología
environnements virtuels d’apprentissage
didactique
éducation virtuelle
ingénierie pédagogique
praxéologie
ambientes virtuais de aprendizagem
didática
educação virtual
desenho instrucional
praxeología
- Rights
- License
- Derechos de autor 2018 Ilber Darío Saza Garzón
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Didactic proposal for virtual learning environments from the praxeological approach |
| dc.title.es-ES.fl_str_mv |
Propuesta didáctica para ambientes virtuales de aprendizaje desde el enfoque praxeológico |
| dc.title.fr-FR.fl_str_mv |
Proposition didactique pour les environnements virtuels d’apprentissage a partir de l’approche praxeologique |
| dc.title.pt-BR.fl_str_mv |
Proposta didática para ambientes virtuais de aprendizagem desde o enfoque praxeológico |
| title |
Didactic proposal for virtual learning environments from the praxeological approach |
| spellingShingle |
Didactic proposal for virtual learning environments from the praxeological approach virtual learning environments didactics virtual education instructional design praxeology ambientes virtuales de aprendizaje didáctica educación virtual diseño instruccional praxeología environnements virtuels d’apprentissage didactique éducation virtuelle ingénierie pédagogique praxéologie ambientes virtuais de aprendizagem didática educação virtual desenho instrucional praxeología |
| title_short |
Didactic proposal for virtual learning environments from the praxeological approach |
| title_full |
Didactic proposal for virtual learning environments from the praxeological approach |
| title_fullStr |
Didactic proposal for virtual learning environments from the praxeological approach |
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Didactic proposal for virtual learning environments from the praxeological approach |
| title_sort |
Didactic proposal for virtual learning environments from the praxeological approach |
| dc.subject.en-US.fl_str_mv |
virtual learning environments didactics virtual education instructional design praxeology |
| topic |
virtual learning environments didactics virtual education instructional design praxeology ambientes virtuales de aprendizaje didáctica educación virtual diseño instruccional praxeología environnements virtuels d’apprentissage didactique éducation virtuelle ingénierie pédagogique praxéologie ambientes virtuais de aprendizagem didática educação virtual desenho instrucional praxeología |
| dc.subject.es-ES.fl_str_mv |
ambientes virtuales de aprendizaje didáctica educación virtual diseño instruccional praxeología |
| dc.subject.fr-FR.fl_str_mv |
environnements virtuels d’apprentissage didactique éducation virtuelle ingénierie pédagogique praxéologie |
| dc.subject.pt-BR.fl_str_mv |
ambientes virtuais de aprendizagem didática educação virtual desenho instrucional praxeología |
| description |
The virtual learning environments have transformed education, which has generated changes in teaching methods, learning modalities and styles, among other aspects. The versatility and the wide range of options offered by digital technologies allow finding different academic and professional training applications. However, new questions have been raised about how to create a virtual learning environment such as: what is the starting point? How to teach? How to assess? The present text focuses on one of the specific objectives of the research project Impact of the instructional design in teaching and learning processes, which describes the experiences of engineering teachers regarding virtual classrooms and the convergence with the praxeological approach, pedagogical approach of Uniminuto. Data were obtained by direct observation and interviews. This process was complemented by surveys. The present research uses mixed methods and seeks to explain the impact of teacher training in the process of creating virtual learning environments. |
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2018 |
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2024-07-05T19:04:29Z |
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2024-07-05T19:04:29Z |
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2018-05-06 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_6856 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8298 10.19053/22160159.v9.n20.2018.8298 |
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https://repositorio.uptc.edu.co/handle/001/13506 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8298 https://repositorio.uptc.edu.co/handle/001/13506 |
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10.19053/22160159.v9.n20.2018.8298 |
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spa |
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spa |
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spa |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8298/7154 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8298/7544 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8298/9050 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8298/9052 |
| dc.rights.es-ES.fl_str_mv |
Derechos de autor 2018 Ilber Darío Saza Garzón |
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Derechos de autor 2018 Ilber Darío Saza Garzón http://purl.org/coar/access_right/c_abf357 http://purl.org/coar/access_right/c_abf2 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 9 No. 20 (2018): Diversidad, Pedagogía y Escuela; 217 - 237 |
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Praxis & Saber; Vol. 9 Núm. 20 (2018): Diversidad, Pedagogía y Escuela; 217 - 237 |
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Praxis & Saber; Vol. 9 No 20 (2018): Diversidad, Pedagogía y Escuela; 217 - 237 |
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Praxis & Saber; V. 9 N. 20 (2018): Diversidad, Pedagogía y Escuela; 217 - 237 |
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Praxis & Saber; v. 9 n. 20 (2018): Diversidad, Pedagogía y Escuela; 217 - 237 |
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2462-8603 2216-0159 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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repositorio.uptc@uptc.edu.co |
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2018-05-062024-07-05T19:04:29Z2024-07-05T19:04:29Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/829810.19053/22160159.v9.n20.2018.8298https://repositorio.uptc.edu.co/handle/001/13506The virtual learning environments have transformed education, which has generated changes in teaching methods, learning modalities and styles, among other aspects. The versatility and the wide range of options offered by digital technologies allow finding different academic and professional training applications. However, new questions have been raised about how to create a virtual learning environment such as: what is the starting point? How to teach? How to assess? The present text focuses on one of the specific objectives of the research project Impact of the instructional design in teaching and learning processes, which describes the experiences of engineering teachers regarding virtual classrooms and the convergence with the praxeological approach, pedagogical approach of Uniminuto. Data were obtained by direct observation and interviews. This process was complemented by surveys. The present research uses mixed methods and seeks to explain the impact of teacher training in the process of creating virtual learning environments.Los ambientes virtuales de aprendizaje han transformado la educación, generando cambios en las didácticas, modalidades y formas de aprender, entre otros aspectos. Gracias a la versatilidad y a la amplia gama de opciones que ofrecen las tecnologías digitales, se pueden encontrar diferentes aplicaciones para la formación académica y laboral. Sin embargo, se han generado nuevos interrogantes acerca de cómo crear un ambiente virtual de aprendizaje, cuál es el punto de partida, cómo enseñar y cómo evaluar. Este escrito se centra en uno de los objetivos específicos de la investigación Impacto del diseño instruccional en los procesos de enseñanza y aprendizaje, el cual describe la experiencia de la capacitación de docentes de ingeniería en aulas virtuales y la convergencia con el enfoque praxeológico, enfoque pedagógico de Uniminuto. Los datos se obtuvieron mediante la observación directa y la entrevista. Este proceso está complementado por la encuesta. La investigación es de carácter mixto y tiene el fin de explicar el impacto de la capacitación docente en el proceso de crear ambientes virtuales de aprendizaje.Les environnements virtuels d’apprentissage ont transformé l’éducation, ce qui a généré des changements dans les méthodes pédagogiques, les styles et les formes d’apprentissage, entre autres aspects. La versatilité et la large gamme d'options offertes par les technologies numériques permettent de trouver différentes applications pour la formation académique et professionnelle. Cependant, de nouvelles questions sur comment créer un environnement virtuel d’apprentissage ont apparu telles que: quel est le point de départ? Comment enseigner? Comment évaluer? Le présent texte se concentre sur un des objectifs spécifiques du projet de recherche Impact de l’Ingénierie pédagogique dans les processus d’enseignement et d’apprentissage, qui décrit l’expérience des enseignants en génie concernant la formation en classes virtuelles et la convergence avec l’approche praxéologique, approche pédagogique de Uniminuto. Les données ont été obtenues au moyen de l’observation directe et des entretiens. Tel processus a été complémenté par des enquêtes. La présente recherche utilise des méthodes mixtes et son objectif est d’expliquer l’impact de la formation des enseignants dans le processus de création d’environnements virtuels d’apprentissage.Os ambientes virtuais de aprendizagem têm transformado a educação, gerando mudanças nas didáticas, modalidades e formas de aprender, entre outros aspectos. Graças à versatilidade e à ampla gama de opções que oferecem as tecnologias digitais, podem-se encontrar diferentes aplicativos para a formação académica e laboral. No entanto, geraram-se novos interrogantes a respeito de como criar um ambiente virtual de aprendizagem, qual é o ponto de partida, como ensinar, como avaliar. Este escrito centra-se num dos objetivos específicos da pesquisa Impacto do desenho instrucional nos processos de ensino e aprendizagem, o qual descreve a experiência da capacitação de docentes de engenharia em salas virtuais e a convergência com o enfoque praxeológico, enfoque pedagógico de Uniminuto. Os dados obtiveram-se mediante a observação direta e a entrevista. Este processo está complementado pela encuesta. A investigação é de carácter misto e tem o fim de explicar o impacto da capacitação docente no processo de criar ambientes virtuais de aprendizagem. application/pdfapplication/xmltext/htmlapplication/zipspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8298/7154https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8298/7544https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8298/9050https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8298/9052Derechos de autor 2018 Ilber Darío Saza Garzónhttp://purl.org/coar/access_right/c_abf357http://purl.org/coar/access_right/c_abf2Praxis & Saber; Vol. 9 No. 20 (2018): Diversidad, Pedagogía y Escuela; 217 - 237Praxis & Saber; Vol. 9 Núm. 20 (2018): Diversidad, Pedagogía y Escuela; 217 - 237Praxis & Saber; Vol. 9 No 20 (2018): Diversidad, Pedagogía y Escuela; 217 - 237Praxis & Saber; V. 9 N. 20 (2018): Diversidad, Pedagogía y Escuela; 217 - 237Praxis & Saber; v. 9 n. 20 (2018): Diversidad, Pedagogía y Escuela; 217 - 2372462-86032216-0159virtual learning environmentsdidacticsvirtual educationinstructional designpraxeologyambientes virtuales de aprendizajedidácticaeducación virtualdiseño instruccionalpraxeologíaenvironnements virtuels d’apprentissagedidactiqueéducation virtuelleingénierie pédagogiquepraxéologieambientes virtuais de aprendizagemdidáticaeducação virtualdesenho instrucionalpraxeologíaDidactic proposal for virtual learning environments from the praxeological approachPropuesta didáctica para ambientes virtuales de aprendizaje desde el enfoque praxeológicoProposition didactique pour les environnements virtuels d’apprentissage a partir de l’approche praxeologiqueProposta didática para ambientes virtuais de aprendizagem desde o enfoque praxeológicoinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6856http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a440http://purl.org/coar/version/c_970fb48d4fbd8a85Saza, Ilber Darío001/13506oai:repositorio.uptc.edu.co:001/135062025-07-18 11:44:11.686metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |