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Form VIRTUAL ROLE OF STUDENT


To find out more about the role of virtual students do no better than a esntrevista to a person skilled in the matter. Our interviewee is Jackqueline Puchi Ingrid Peña, a professor who takes his position teaching ICT Update (online), Coordinator of the training unit, leader of the project: National Teacher Training System Remote Network and updating of teachers (RENADIT), instructional design of online courses. For his experinecia in the field decided that she would bring us important insight about the role of virtual destudiante.

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My favorite site What is a Learning Object?

Given that the existing definitions are designed to meet particular needs of the agencies that issue and can be very ambiguous to the value of education, the Ministry of National Education, with the support of experts from various education institutions Superior has agreed the following definition, in which initiatives are part of the Ministry on the subject: A learning object is a collection of digital resources, reusable entity with an educational purpose and consisting of at least three internal components: Content, learning activities and context elements. The learning object must have a structure of external information (metadata) to facilitate their storage, identification and recovery. Structural elements of a Learning Object Structure OA has a number of momentous twists through time analysis showing that the academic community has done on the subject. In the beginning, still use the term Learning Object, there was talk of resources that could be reused in different contexts, such as documents or images, the structure was self-contained in the summary of the document, key words or simply the name . Later be evolved towards interoperability, where the structure of a LO should contain all the necessary aspects, both technical and pedagogical, to "connect" two or more objects, there arose initiatives description objects and metadata standards. Recently is returning to highlight the educational value of the object, either with or without the technical components, because the technical discussion of the problem was choking the potential of the initiative of objects in the sea of \u200b\u200bstandards and interoperability. The educational value is present in the availability of the following components: Objectives: express explicitly what the student will learn. Contents: Refers to the types of knowledge and multiple ways of representing, include: definitions, explanations, articles, videos, interviews, readings, reviews, including links to other objects, sources, references, etc.. Learning activities: To guide the student to achieve the objectives. Elements contexts: to reuse the object in other settings, such as introductory texts, the type of licensing and credits of the object. Although not referred to in this definition, evaluation is a tool to verify the learning achieved. Are consistent the proposed objectives and the type of content presented

Article taken from the portal colombiaaprende.

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PURPOSE OF LEARNING STANDARDS

A learning object is anything that teachers can be reused to support and strengthen the learning process. Are multimedia learning objects that teachers must reuse and transformation. Objects that technology gives us, we must adapt, and create learning objects according to social context and time to propose teaching experience education.

To better illustrate the connectors with this link.

http://eae.ilce.edu.mx/objetosaprendizaje.htm

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APILICADOS TO USE ICT IN EDUCATION

LEARNING OBJECTS
Consider, therefore, in more detail the central element the new way to develop the courses is the learning object. Let's analyze what is meant by learning object.
The definition most cited in the literature is that of IEEE, proposed in one of the few standards related to e-learning that have been approved. This is LOM, which is defined a learning object as "any entity, digital or non digital, that can be used for learning, education or training." This definition is too general and has led to more specific definitions provided by other like Wiley (2000): "any digital resource that can be reused to support learning." Wiley also clarifies that is used to describe educational materials designed and created in small units in order to maximize the number of educational situations in which they can use that resource. This idea is directly reflected in the definition provided by Polsani (2003) which defines as "teaching unit of content, self-contained and independent, predisposed for reuse in multiple instructional contexts." Figure 2.4.a.
Diagram of e-learning process using learning objects (Adapted from Eduworks)


actually slightly IEEE currently has redefined the concept of learning object as any digital or other entity that can be used, reused or referenced during learning process supported by technology. Now it gives more importance to technological support, among which the LMS, and also provided as possible examples of multimedia learning objects, instructional content, learning objectives or instructional programs.
The aim is that the courses can be created by aggregation of these learning objects. The set of specifications and standards for e-learnign intended to facilitate all processes related to that can be done efficiently and consistently. For this purpose it is to regulate issues such as the description (using metadata) of learning objects, so that they can be managed, indexed and classified in an efficient manner, or stored in catalogs or databases (which typically are identified by the Anglicism repositories) or a complete course description. The standards therefore primarily facilitate reuse and interoperability, allowing direct exchange of learning objects and complete courses among different e-learning systems. On the other hand, the learning objects do not presuppose any particular educational philosophy, and although they have used mostly following instructional approach, can also be used in systems using other paradigms (eg constructivist). Nor does it imply that can be used only in distance education and to simplify processes and the reuse and integration of content so they can help teachers in other modes of education (eg blended learning or classroom teaching support).

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THE WEB 2.0

computer networks, and specifically the Internet, represent, or should represent at least a factor-radical or catalyst for educational renewal and improvement of education. However, it is also true that Internet use for teaching purposes is not an easy process to implement and not always possible to perform satisfactorily. All educational renewal process is a complex subject the variability of many factors. Computer networks, by their very nature, allow that there are different levels of use and development of educational activities around them. Actions that can range from small teaching experiences (for example, publish a webpage with the syllabus of the subject) to the creation and functioning of an online training system.

For this reason, we can identify different levels of integration and use of Internet resources on a continuum that goes from simple to complex, evolving from the Internet as an ad hoc element to the conventional teaching practice, to creation of virtual scenarios teaching. This is the most basic level, which is identified with the course of learning environments, is simply to make the program accessible to students of the course (objectives, agenda, methodology, evaluation and recommended reading) and / or "notes" or topics of the field through the World Wide Web. Any teacher who has a space for your personal web page can do so with minimal knowledge of HTML (even without them). Any file produced on a word processor (like Word or Word Perfect) can be automatically transformed into an HTML file.

However, it is very important when designing and developing a website, take account of principles, procedures and some clear rules relating to the design of graphic content and page structuring, when applied to these elements, you are ready to create a well presented web site. Provide these elements is the aim of these weeks of work.

Links
_____________________________________________________

http://sociedaddelainformacion.telefonica.es/jsp/articulos/detalle.jsp?elem=2146
http://www.maestrosdelweb.com/editorial/ web2 /
http://www.microsiervos.com/archivo/internet/que-es-web-20.html

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Cooperative learning is one that the student performs with his working group, which should develop an activity according to the instructions of teachers, which should indicate the roles of each of the members and the responsibility the same in the conduct of the activity, as seen in the following quote "cooperative learning requires a division of tasks between the members of the group. For example, the teacher poses a problem and indicates what to do each member of the group, each taking responsibility for the solution of one part of the problem. This means that each student is responsible for one aspect and then they share results. " [1] , according to the above we can realize the following concept of" cooperative learning is to use small group teaching in which students work together to maximize their own learning and that of others. " [2] .
This learning is very similar to collaborative learning, the two are a social construction of knowledge for this reason many authors tend to give the same meaning but their differences go beyond mere semantics, as evidenced in the following paragraph "Approaches or paradigms of collaborative and cooperative learning, have some characteristics that differ markedly. Each paradigm represents one end of the teaching - learning that is going to be highly structured by the teacher (cooperative) to leave the responsibility primarily on student learning (collaborative). " [3]
Cooperative learning can be used in all subjects without any problem, you could say that their use is limited to the creativity of teachers, which is responsible for implementing the use of this strategy within the classroom, for which it can develop some of the following activities : Troubleshooting


project approaches.
Studies. Although

limit its implementation is not appropriate to divide the number of applications that enables learning.


[1] Zañartu Correa, Luz Maria, Cooperative learning: A new form of interpersonal dialogue and networking.
[2] IDEM
[3] IDEM

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Web 2.0 pedagogic design of Learning Objects Web

How can we apply the instructional design criteria for learning objects?

Learning objects are destined to forever change the form and substance of learning and therefore change with unprecedented efficiency design, development and management of learning content.

Based on the concept that tells us Wiley (2000), the fundamental idea behind a learning object is that the designer can build small educational curriculum components that can be reused several times in different learning contexts. Three aspects therefore relevant to consider when defining a learning object:

-
any digital resource - that can be reused
- to "build" learning

Given this definition we can think of several examples of what could be an object of learning, from simple to complex: images (photographs, maps, diagrams, etc..) applications computer (Java applets, flash files and the like), case studies, references, URLs, etc.

Once developed, located, classified and systematized relevant learning objects passed to a second phase would be to design a teaching process from such learning objects, which follows a number of features inherent to this model of instructional design :

• Flexibility Ease of update, search and store
• Customizing
• Interoperability
• Ease of learning competency-based
• to invest less effort in designing new curriculum materials.
• Create personalized learning processes. Front
• through variety of channels (auditory, visual and textual), interactivity, hypermedia and hypertext.
• Lack of communication and information barriers, if we use the Internet as a medium.
  

Assembling Learning Objects:

WebQuests WebQuest concept
In the new general pedagogical approach, which gives utmost importance to the process student learning, has its rationale for the development of WebQuests by teachers because it allows you to design a sequence based on problem solving and independent learning. Furthermore, the relation between WebQuests and learning object is straightforward because the first is divided into parts that, in isolation, we can identify as learning objects. In this regard, Brown (1999) also speaks of "building blocks of a WebQuest" to identify as "Lego" various parts of a WebQuest.

WebQuest The idea was developed in 1995 at the San Diego State University by Bernie Dodge (1995) with Tom March. When defined as WebQuest simple, we use the terms "assisted search" (Vivancos). More complex area Moreira (2004a) indicates that it is "implementing a strategy of guided discovery learning a process of work developed by students using the resources of the WWW." In addition, Adelman (2004) defines it as "a learning activity that proposes a task feasible and attractive to students and a process to do during which students do things with information: analyze, synthesize, understand, transform, create , judge and evaluate, create new information, publish, share, etc.. " We can therefore highlight the features that has a WebQuest:

• An informative guided search activity in which most of the information used by learners is drawn from the mains.
• One type of unit that presents students with a task or solve a problem and a collaborative working process, mainly based on Internet resources.
• One of the teaching strategies to integrate into the curriculum resources of the Internet. It's about using the Internet in the daily activities of the class to achieve the objectives of the curriculum and provide students better learning opportunities.
• An activity didactic proposes a task feasible and attractive to students and a process to do it. The task should be more than answer questions about facts or concepts or copy what's on the computer screen, it's about doing something with the information, analyze, synthesize, transform, create, judge ...

Some of the features of a WebQuest are:

• requires students to solve the WQ forming teams, each taking a perspective or role for which specific information is available, and sharing the foreground to make the final product.
• final product quality depends on cooperative and collaborative work. And all this through a targeted and efficient use by the designer of the WQ of Internet resources and tools for access and information processing (computers, printers, browsers etc.).

WebQuest is designed to capitalize on students' time by focusing activity on the use of information rather than search, and to support student reflection on levels of analysis, synthesis and evaluation. It is built around a task attractive and motivating.

Parts of a WebQuest: spent a very brief show parts of a WebQuest:

- Addressed to students :
1. Introduction, which presents the general approach of the WQ.
2. Task is identified with the ultimate goal of the WQ: what should be drawn at the end of the WQ.
3. Process, which describes the activities and tasks to be performed.
4. Assessment, which describes the aspects that are valued and how they are valued.
5. Conclusions, which shows some final thoughts.

- Addressed to teachers:
6. Guidelines for teachers, which lists tips for using the WebQuest in the classroom.

These parts are common to any WebQuest but the combinations we can do in terms of issues, tasks, sequences, resources, etc. are endless and, perhaps most interesting when designing a WebQuest is the customization that can make the design of a WebQuest as a student recipient of the educational process. Generally, "if classroom training learning activities play an important role in distance learning could say that it is through such activities as the students learn" (Marcelo et al, 2000:81). If we can also customize most of such activities, we face the current scenario of e-learning and, specifically, combining learning objects to create structured learning sequences is one of the WebQuests possible solutions to this issue. Taken

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2.0 PURPOSE OF LEARNING AND INTELLIGENT AGENT

"A learning object is a collection of digital resources, reusable entity with an educational purpose and consisting of at least three internal components: Content, learning activities and context elements. The learning object must have a structure of external information (metadata) to facilitate their storage, identification and recovery. " (A concept taken from the web site colombiaaprende-virtual learning objects)

We can then consider Web 2.0 as an OA because it allows interactivity between users and their respective roles.

An OA is an intelligent agent. An intelligent agent is one that refers to any entity that has the ability, capacity and authority to act on behalf of another. For example we have intelligent software as Eva, Eduagent, CoBrown, Zeus and others. And a common factor in these OA is the goal of creating a collaborative learning environment among participants.

Some of the properties of the Intelligent Agent are:

· Autonomy, acts without the intervention of a person. Ability
social: it is communicative
· Reactivity: Detects the state of environment in which it is immersed and responds according to its function.
• Counseling by objectives: works in accordance with the objectives.
· Continuity temporary: it remains active.
· Mobility: travel, find resources.

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virtual learning objects - OVA.

OVAS. Virtual Learning Objects .



















Figure No 1. Substantive requirements in the educational service

OVA
Definition

A Virtual Learning Object, you can take a logical interpretation when added meaning and significance to a minimal structure that must contain a learning goal, context, associated activity, an evaluation component and a metadata.

Other definitions:

The standards committee learning1 technology delivers the following definition:
"A learning object is any entity, digital or not digital, which can be used, reused or referenced during technology-supported learning. Examples of learning supported by technology systems include computer-based training, interactive learning environments, intelligent computer-supported instruction, distance learning systems and collaborative learning environments. "
[1] Learning Technology Standards Committee LTSC http://ltsc.ieee.org

Examples of learning objects : include multimedia content, instructional content, learning objectives, instructional software and software tools, and persons, organizations or events referenced during computer-supported learning.

Aproa2 For the project, is defined as Learning Object:

"low freestanding structure that contains an objective, a learning activity un metadato y un mecanismo de evaluación, el cual puede ser desarrollado con tecnologías de infocomunicación (TIC) con el fin de posibilitar su reutilización, interoperabilidad, accesibilidad y duración en el tiempo." [2] http://www.aproa.cl

Origen y Evolución de los OVAs

Históricamente los Objetos de Aprendizaje no se encuentran tan lejanos, algunos de los pioneros que iniciaron las primeras aproximaciones sobre empaquetamiento de recursos digitales con fines formativos surgen en los años 70 con la participación de Merrill, y que para la década de los 90 se convirtió en Instructional Transaction Theory. La identidad sobre learning object appears to be attributed to Wayne Hodgins (1992), who developed a concept around the fragmentation of content to facilitate and stimulate learning in a simple, but that in turn facilitate progress in the construction of other more complex learning broader basis. After that date, began to be born several teams working on these issues, among which can be referred to the Learning Object Metadata Group of the National Institute of Science and Technology, the IMS group, the IEEE (Learning Technology Standards Committee -LTSC-), which today have become recognized as a benchmark to address various issues associated.

In Colombia, in a recent issue of the LO Learning Object, has taken a relevant and more attractive in the past five years, today's public and private educational institutions accompanied together government policy have promoted the construction of both informative virtual objects as virtual objects learning. By 2005 around 8 universities in the country began the process of collective construction of objects to be incorporated into the portal Colombia Learns impacting several areas of knowledge to share and consult on open access. Features

aspects of learning objects that can be associated in terms of its essential attributes can be expressed as:
• The way that can be adapted on various educational purposes.
• On the way in which they are consulted on various platforms.
• The meaning and significance that associated with a learning objective. • The speed
be located and used at the appropriate time.
• The power to derive new objects. Generic
Thus, the characteristics that are associated with objects, can be summarized in the following diagram:

Figure No 2. Characteristics associated with virtual learning objects.

Benefits from

Objects

benefits derived from the object when it comes to promoting and stimulating the learning process, not only articulate with the academic activities but also the processes of research, strategic direction that can be attributed to the development of skills, to be used for freeform and massive at the same time, the harness its power generating savings in resources for both teachers and students, or other sometimes meet the competition and demand simultaneous queries per object in a repository, or finally, to motivate and promote collaborative work and the autonomy of the individual training.

While the direct benefits provided by the learning objects in the training process are multiple, similarly, have facilitated the development of techno-pedagogical applications on content and instructional design for e-learning, m-learning or development multimedia. A differential advantage for the implementation and management of knowledge.

directed approach to the construction of learning objects, then allows all the human resource physical and technology available to an educational institution can contribute to the development of objects as a competitive advantage within the mission of the organization object.

The diagram below expresses some significant benefits to be gained by maintaining a partnership approach to the construction of objects:

Figure No 3. Benefits from virtual learning objects.

Other aspects can be highlighted as benefits associated with different interest groups are:

• For the student

objects that can be adjusted to different levels and learning objectives
Quick Reference and tailored global accessibility and content in less time.
Motivation, self-management and productivity in learning and skills development. • By Guardian

Share, updated, use other objects to associate the same purpose
Facilitate and lead processes of learning focused efforts
users acquire recognition in the academic community
allows the reuse of educational resources in various contexts and learning addressing the skills development focused
• For e-learning processes:
promotes adaptability, integration and reuse of Learning Objects.
facilitates the integration of different media through graphical interfaces.
structuring of information in hypertext format.
facilitates the interaction of different levels of users. (Manager, designer, student) savings in time and money resources

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Bibliography.

UNAD. Virtual Tutor Diploma, OAVs. 2008.

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According Learning Standards technlogy Comitee (LTSC) of the IEEE are:
That learning objects should be: reusable, flexible and accessible and interoperable. According
educational use can be: an object of instruction, subject or object of practical cooperation.
Based on their level of granularity (related to the reusability) unit learning N1, N2 learning library, N3 N1 + N2 and N4 set of courses.

at the following URL we can see the construction of an OVA design using virtual tools. Http://www.slideboom.com/presentations/13192/Diseno-Objetos-Virtuales-de-Aprendizaje

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virtual learning objects Learning Objects in Virtual Education

Learning Objects in Virtual Education

The OA are elements for instruction, learning or computer-based teaching. Not really a technology.

Object orientation is based on the creation of entities with the intention that can be reused in multiple applications. This method promises wide-ranging improvements in the way of design, software development and maintenance of offering a long-term solution to the problems and concerns that have existed since the beginning of software development: the lack of code portability and reuse code that is difficult to modify, long development cycles and non-intuitive coding techniques.

The virtual education is characterized by the intensive use of ICT value added which prints, especially communication processes, which in turn enhance the chances of a better interaction between students and teachers and certainly among the students themselves and even with the educational process actors who are neither students nor teachers but play important roles current educational processes, we are talking about community, family, state, trade unions, the private sector, etc. What what is now known as virtual education is far from the idea we have of distance education? Sure. And it is only natural considering that virtual education is a much improved distance education in both pedagogical strategies in the design of the resources required for learning. Undoubtedly, virtual education is for educational processes in which students and teachers are geographically distant and make use of ICT to support learning processes that are brewing there.

Learning objects appear as an alterative to the development of content conceived and designed for virtual learning environments. However, applying vastly surpasses this scenario so that it can be used as supporting materials to the speech teacher, and self-study materials or as part of the learning process, either face, blended or distance learning.

A virtual learning object (OVA) is defined as any material structured in a meaningful way, coupled with an educational purpose, corresponding to a resource of digital character that can be distributed among magnetic and consulted on the Internet


MAIN OVAS

• Simulators are learning objects through a try to model software program from a replica of the phenomena of reality. Its purpose is to build user knowledge from the exploratory work, the inference and discovery learning. The simulators are developed in an interactive environment that allows the user to modify parameters and see how the system reacts to the change introduced.

• Animations are a set of static images that are placed in sequence to give the impression motion, to be shot at high speed. Usually used for demonstrations or simulations.

• Interactive Documents are documents in which the interaction refers to the hypertext refers to a navigation system that provides access to content Digital

• Courses OVAs are complex and structured training in any area of \u200b\u200bknowledge through the Internet or distributed on electronic media such as CD-ROMs

• Multimedia applications are computer equipment which is to facilitate self-learning by the user. Integrated into a single package various media (hence the name), such as text, images, videos, animations and sounds. They are a powerful educational tool, useful for teaching various subjects, especially languages.

The Virtual Classroom

is a private environment to manage educational processes supported by systems computer mediated communication. Comparable to a real classroom because it has everything that this provides: board, textbook, library, communication channels, calendar and many additional tools. Presents many advantages as an opportunity to meet anytime and anywhere. In principle thought to be only useful for distance learning courses, but many teachers have found that supplementing a classroom course with a virtual classroom is ideal.

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THEORIES EDA.

Some distance theories that emphasize the use of the media (ICTs)

integrative theory or didactic dialogue mediated

Basa its proposal in communication through the media that when it comes to materials, relies on self-study when it comes to communication channels in the vertical and horizontal interaction: teacher-student and student-student. Who has raised

this proposal Aretio Lorenzo Garcia, who stated that dialogue is not mediated learning rather than didactic two-way interaction between two entities in store geographically and, possibly, in time, established through means made up of materials produced and for a few roads that allow synchronous or asynchronous connection. Dialogue

simulated and asynchronous learning: self-study is presented-by or in relation to instructional materials. The student acts autonomously and independently with the material that the teacher (institution) has been prepared. Requires preparation of material for self learning.

real dialogue didactic synchronous or asynchronous, is the feedback or reinforcement, which comes through channels or communication channels. Is real and lies in vertical reinforcement (teacher-student) for achieving learning objectives. Therefore demand the availability of channels or permanent channels of communication open and available to students and teachers to real interaction and synchronous or asynchronous. According to Garcia Aretio

, the objective of EAD system should be to facilitate effective dialogue mediated learning between the teacher (institution) and the distance learner to learn it independently independent. It is therefore the responsibility of the teacher (institution) at a distance, design, produce materials, tutors and interact with students, promoting flexible learning, autonomous and independent individual or cooperative.

Theory of equivalence or emergency American, Michael Simonson

This theory is the following statement, which focuses the objective of any system of EAD: So that distance education is successful, your application must provide distant students learning experiences equivalent to those of local students to achieve learning outcomes also equivalent (Simonson, Samaldino, Albright and Zvacek, 2002 p.46) above regardless of applied instructional design and learning environments are different for both groups.

addition, these authors report that they should consider the following requirements for an equivalent education: A learning experience is anything to facilitate learning including what is seen, felt, heard or done. For example, if library resources are important for a correspondence course, then those resources must be available to all students, accessible either by mail or by regular mail channeled loan.

EAD A system implies that the experiences student learning or classroom distance learning, show equivalent values, but these experiences are different or developed in different environments. (García Aretio), that if, subject to achieve the same learning objectives. It also requires proper implementation of instructional designs that exploit the use of telecommunications technology and computer science, and facilitate the accomplishment of learning events of equal value to all students.

To implement this theory of equivalence, the distance educator is responsible for design proposals and instructional activities that provide learning experiences of equal value to all students (García Aretio)

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learning objects as learning objects

are times where the teaching is focused on student learning
therefore be designed learning objects from a constructivist perspective which involves building knowledge through conceptual models whose projection fits within the mental models of students and expand.
also means taking into account student characteristics, their cognitive styles,
special educational needs, etc ..., to adapt these learning objects and
enable each which can activate the most appropriate learning strategies to acquire knowledge
.
The OA must become facilitators of learning elements should be reusable in different learning environments, accessible and interchangeable between different subjects.
The structure of OA, their presentation and quantity of information which may contain
is directly subordinate to the type of information to be treated.
Given the importance of presenting the student with structured information
and schematic, we refer to as OA content organized into introduction, theoretical modules which in turn have a subgoal, and evaluation activities that may contain resources such as text, audio, video, JavaScript, Flash, simulations, case studies, etc. ..
The OA as facilitators must strengthen the teaching-learning process and as such should be able to motivate, attract attention and lead to memory to achieve meaningful learning. Not to forget to reach all students equally.

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FACILITATORS -

The following table may be the advantages offered by the learning objects for both students and teachers

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Advantages Features Components and OVA

professor and fellow Hello, below I focus my contribution related to the OVA (Virtual Learning Objects). Significantly, these components must integrate and meet certain specific characteristics that allow them to be reusable and upgradeable.

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"The educational technology in the classroom is worth nothing if teachers do not use it efficiently." "Computers are not magic, teachers yes." Craig Barrett, Intel chairman.

EDUCACATIVO GRAPHIC SUMMARY OF USE OF MEDIA
(Dar click to view chart)

FUNCTIONS THAT MAY MAKE THE MEDIA . According

as used in the teaching and learning, teaching aids and educational resources in general can perform various functions, including:

- Providing information. Virtually all the information provided explicitly teaching aids, books, videos, computer programs.

- Guiding the learning of students, instruct. Help organize information, to link knowledge, create new knowledge and apply ... It's what makes a textbook for example.

- Exercise skills training. For example, a computer program that requires a certain psychomotor response to its users.

- motivate, arouse and maintain interest. A good educational material should always be motivating for students.

- Assess the knowledge and skills you have, as do the questions from textbooks or software.

Correcting students' mistakes are sometimes made explicitly (as in the case of multimedia who monitor the actions of the users) and in other cases it implicit as is the student who realizes their mistakes (as happens for example when interacting with a simulation)

- Provide simulations that offer environments for observation, exploration and experimentation. For example, a flight simulator computer, which helps to understand how to pilot a plane.

- Provide environment for expression and creation. This is the case of word processors or computer graphics publishers.

media classification

From consideration of technological platform which are sustained, teaching aids, and therefore the educational resources in general, are usually classified into three groups:

conventional materials:

- Print (text) books, photocopies, newspapers and documents.
- Boards Teaching: Blackboard, franelograma.
- manipulative materials, cutouts, cardboard.
- Games: architectures, table games.
- Materials Lab.

visual materials:

- projectable Stills (photos): slides, photographs.
- Sound materials (audio) cassettes, CDs, radio programs.
- visual materials (video): audiovisuals, films, videos, television programs.

New technologies:

- Software (CD or online) education: videogames, author languages, learning activities, multimedia presentations, encyclopedias, animations and interactive simulations.
- Telematic services: websites, weblogs, virtual tours, webquests, treasure hunts, email, chats, forums, lessons and courses on-line ...
- TV and interactive video.

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media use peer

Thanks to advances in technology that gives us the possibility to access to knowledge in an agile and real-time without the barriers of the past, it is urgent that the school opens its doors to modernity articulating their educational content with new forms communication to confirm that education and technology go hand in hand for the benefit of their students.

Something that caught my attention surfing the Internet for material to participate in this blog was "The peer program" sponsored by Microsoft. Is to implement a model of continuous teacher training in integrating technology into curriculum development.

This training proposal is to prepare teacher leaders to be able to work collaboratively on educational projects with their colleagues, helping them identify how technology can enhance the curriculum and improve students' academic performance.

has a tutorial system that promotes the development of an institutional work plan that allows the design of management strategies that promote effective integration of technology into teaching practices.

Entering the following link to find the tabs or options:

Portfolio: This tool allows the advisor to create a Web page you can save resources that are helpful in working with teachers.
These portfolios are available from any computer that allows the advisor to share with colleagues.

Weblessons: A Weblesson is an activity that poses a situation or problem that students must meet with a series of tasks that promote significant learning. These activities are integrated into the curriculum and enhance the use of technology. Working in a
Weblesson, students looking for resources, interactive tools and perform tasks online.
During the process of resolving the problem or situation, students develop their creativity and critical thinking. This allows them to discern, make judgments and decisions about resources and content to use.

Success Stories: These articles were written by the facilitators and advisors to the Peer Coaching program in order to share with other teachers their experiences, achievements and best practices.

advisor Tools: The tools found on these pages offer a variety of resources consultants to support teachers in the use and integration of technology. among others are: • Best practices
.
• planning tools.
• teaching and learning tools
• Research tools.
• Learning Communities.
• Teacher training.

believe that these tools facilitate the work of teachers to the extent that this is put in tune with technology and achieve a high level of knowledge in the use thereof. Finally we must stress that technology alone does not educate, it is necessary to coordinate all actors participate in the teaching-learning process.

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Program SOME TECHNOLOGICAL TOOLS IN EDUCATION

SOME TECHNOLOGICAL TOOLS IN TEACHING:

The WebQuest as an educational medium:

The Webquest, can be defined as a teaching strategy, Internet technology. According to Wikipedia, the WebQuest is a guided search method, in which almost all resources used from the Web. By using this tool, students learn to learn to make the research process, with a guide who can guide you.

Some outstanding features of this tool for teaching and learning are:

• A space for active participation of students, by providing an appropriate environment for achieving the educational objectives.
• is a tool of teaching, using innovative teaching strategies, through a directed study methodology where a guide-prepared material by the teacher-specified, tasks and activities that the student must perform.
• is evaluated at the previously established criteria to be considered for assessing learning.

is one of the essential support tools that teachers can use, especially when considering features such as asynchrony. It is important to have clear purpose of its use, the instructions for the development of tasks and activities, quality of resources used and the evaluation criteria.
On the other hand, the use of resources such as PHP in the development and publication of Webquest offers teachers the ability to create dynamic content and applications in a simple, friendly and intuitive. This is very important because we know that not all teachers have knowledge of programming, however, this type of facility the teacher performs a simple as providing general information about the WebQuest, choose the format, enter the information for each 6 parts of the WebQuest (introduction, task, process, resources, evaluation, and conclusion), to include other media such as images, etc.

Blogs and blog

A blog is a resource that allows a person or group, or organization to express their ideas and chronological immediately by sending of items remaining recorded in an ad-hoc page. The blog is a suitable tool for carrying out these activities.

The characteristic features of this tool are:
• Harnessing collective intelligence. Such tools provide interactive services on network and give users (eg students and teachers) to participate in a common project, drawing on the contributions of each participant.
• The user participation. Users (eg students) are free to participate at any time (within a certain range of time indicated by the teacher).
• Construction voluntary and cooperative. By giving freely their contribution, the participants cooperate and contribute to the social construction of knowledge.
• The constructivist approach. Participants are involved in the construction of knowledge because they are the protagonists and also learn by making use of the log.
• The teaching resources. This type of tool encourages the development of lifelong self-learning using the tools we offer, solving real problems in collaborative environments and motivators.
• The social character. The blogs encourage student participation and communication among themselves and with the teacher, building the knowledge and benefit the entire virtual community.
• The amendment of the information, which enables the teacher (administrator) to add, modify, customize and improve the information presented.

Bibliography:

UNAD, Diploma - Tools telematic, 2008.

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USE OF ICT IN THE INFORMATION SOCIETY AND KNOWLEDGE

To participate in the SIC (information society and knowledge) is necessary for both teachers and students should be digitally literate. In education, new technologies have made inroads in an overwhelming and this is where the teacher must begin to innovate and create opportunities for learning as a tool having the ICT. I am a fully convinced of the constructivist theory is the epistemological foundation of ICT in the learning of our students. It is from this theory through ICT and the excellent implementation of teacher-student begins the learning to learn, the role of the student changes completely, gaining autonomy, and so customizing your workflow after socialize with digital publishing . Importantly, the socialization that makes the student through digital publication as this will be aware that is part of the solution and / or question posed by a specific situation where you will change and transform situations and do participate in a democracy. Given all this then let us highlight that digital literacy and knowledge to use and manage technology means it is a relevant factor in the SIC.

I share the following video we can draw several lessons here and there a phrase that says the blunt end "technology does not ask permission ..."

The video is owned by newort martketing, it returned to use as a teaching tool. And as you will realize there are truths and realities quite strong. Hear your comments.

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educational use

We have seen through of the reading and our teaching practice that ICT `s are very efficient tools in the teaching-learning process. That
provided when used with a clear objective to help fulfill their role in the teaching-learning process. Teachers must be at the forefront of the same to keep up with and able to "compete" with our students. Regards Ruth

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media Learning Objects

LEARNING OBJECTS: Multiple
digital options to meet various instructional objectives.

According to IEEE (Institute of Electrical and Electronics Engineers, Inc.), a Learning Object is: "Any digital or other entity that can be used, re-used or referred to learning supported by technology. " Simply put, a learning object is a set of resources, tools and even computer programs that have been articulated in a structure with a specific intent to teach something. The particularity with the elements of this structure is that it can be disaggregated and placed in new combinations to form different units and deal with them new learning needs.

According to Mason, Pegler and Weller (2003) a LO is "a digital piece of learning material that addresses a a clearly identifiable topic or learning output and has the potential to be reused in different contexts. "

The following diagram illustrates what we have just stated:

Suppose you as a teacher has created and used a simulator to teach students the Molecular Theory (OA2) and on the other side has a video that refers to the behavior of the molecules of air (OA3), but its claim now is to get their students to learn about global warming phenomenon, then find a resource (for example, a presentation in Power Point) (OA1), which articulates with the other two and gets a new "discourse", other, broader, and designed to meet a new need for learning, ie, a new learning object (OA4).

In the field of teaching, the idea is that we, the teachers, we can create reusable educational components, so that learning objects would be small digital modules, articulated in different ways, can be reused different learning contexts.

PECULIARITIES OF LEARNING OBJECTS

The OA are not resources isolated, have internal structure and attributes specific to them to interact with others in varied learning environments - learning are easy to locate, store, share and use.

For text files, pictures, videos, photos, animations and other digital resources can be considered learning objects should be:

· Reusable. Ie must be modular, having a strong and consistent internal structure, so that they can be used, together with others to serve as a base or other source component. They must also have a technology and necessary components to be included in various applications.

· Approaches. What it means to be allowed to be organized, cataloged and indexed so they can be located and retrieved more efficiently, using metadata standards schemes.

• Interoperability. Can be operated from different platforms of hardware and software.

· Portable. May move and lodge in different platforms in a transparent manner, without any change in structure or content.

· Durable. Must remain intact to updated software and hardware.

To achieve the reuse of OA, it is required to have a design, development and documentation to ensure a high level of product quality in itself and it can easily interact with others.

Given the modularity of OA and its independence from other resources, their use in different applications is one of its advantages, avoiding duplication of efforts for the development of content. The reuse of a content increases its value and produces savings in different ways, institutional or individual level. The huge potential of reusing the OA is able to use the content they have developed others to form new resources.

When we talk about metadata we mean the set of data to be attached to each OA indicating the source from which the information was preliminary, subject or content which relates the potential profits that can be given, its location and the software on which is mounted, in short, metadata is data that "speaks" of the data contained in the OA.

BENEFITS OF LEARNING OBJECTS

The first and most notable advantage of OA is their reusability. If it exists, for example, an excellent video in which an experiment is recorded chemistry, another teacher who faces the same subject or another may use it without additional re-incur the costs and efforts to re-do the same video.

"For reuse and to achieve other attributes described, it is necessary that the learning object has the metadata that enable them to be identified, organized and retrieved, among other aspects such as categorization and pedagogical qualification object, but more important is that these are based on a metadata standard to ensure compatibility and interoperability with the system that can reuse them (Lopez, Garcia & Pernías, 2005), whether these learning platforms and repositories to share content. " [1]

Another
allocated to the OA advantage is the reduction in development costs the same, because as mentioned, it is not necessary to incur expenditure on new time and money to produce what has already been produced and tested with success in other learning contexts. And
Reusability also derived from the time the economy arises because if you do not need to re-produce what has already occurred, the time it takes to prepare a new OA is much less than that would start from scratch.

In addition, the flexibility or, in other words the ability of OA to link up with others in a new structure with different learning objectives can be referenced as a property and also an advantage of learning objects that Anatomic joins her that makes them compatible with different subjects in different learning processes. It is therefore essential that every modular form, ie, each OA specify which aims to develop skills in students.

BY WAY OF CONCLUSION

Anything can be the object of learning, provided that the teacher will give the meaning or learning objective. A photograph, a digital document, a picture can be a learning object. If after taking a picture and we will place a text alluding to what shows will be objects of information, which may represent processes, procedures or establish certain concepts. And what is formally called learning object is an object of information that is given a learning objective, if you have multiple learning objects, they can raise and train a unit of the syllabus and build units course.

Today, the Web 2.0 space is like a wealth of technological Construction of Learning Objects as it allows to incorporate different kinds of resources (Wikis, Blogs, Pod Cast, multimedia, etc.) that are online available to teachers anxious to believe in the benefits of OA to achieve learning more efficient.

The future is not yet clear, but there is great expectation that the OA revolutionize education systems. Therefore it is necessary to organize and locate OA repositories compatible standards endowed with different platforms and recognized unanimously by the users who put in a position to be exploited properly. A key requirement is to access them.

For access, organization and reuse, OA being discharged into containers called Learning Object Repositories, which allow applications, existing and future content removed and transported for modification and reuse. This will benefit teachers, students and designers, but also be an important support for the automatic exchange of content between systems, a context for learning or other contexts that may require them.




[1] http://www.biblioweb.dgsca.unam.mx/libros/repositorios/objetos_aprendizaje.htm # 34r

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Initiative D Immortality ", oil and pencil on canvas, 100x150cm. "Initiating Immortality"