• Aproximación a un modelo metodológico para el análisis de las interacciones discursivas en línea

      Colmenares, Ana Mercedes; Castillo, Nellys (AperturaApertura, 2010-10-28)
      El presente artículo resume la experiencia pedagógica e investigativa desarrollada en el curso de evaluación del subprograma de maestría en Educación Técnica, administrado en la modalidad semipresencial, durante el lapso académico III-2008. El grupo estuvo formado por 22 docentes participantes y la facilitadora, integrantes todos de la mencionada especialidad. Entre las estrategias de interacción se planificaron encuentros dialógicos (de carácter presencial) y dos foros en línea (asincrónicos), acompañados de la elaboración de infografías, proyectos de investigación y e-moderación (correo electrónico), entre otras. El propósito era generar la aproximación a un modelo metodológico que permitiera el análisis de las discusiones asincrónicas en los foros de aprendizaje programados en línea, dentro del desarrollo de la temática del curso. El modelo de análisis de las interacciones constituye una integración de categorías e indicadores provenientes de los modelos de Mercer (2001), Järvelä (2002) y Garrison y Anderson (2005). La experiencia se desarrolló en cinco fases: 1) selección de las participaciones discursivas relevantes de acuerdo con la temática; 2) construcción y adaptación de categorías; 3) selección de los fragmentos discursivos que se corresponden con las categorías identificadas, representadas en unidades de análisis; 4) examen crítico de las unidades de análisis; y 5) aproximaciones reflexivas. Los hallazgos muestran que las participaciones más relevantes estuvieron centradas en la dimensión "Presencia cognitiva" y en la categoría "Pensamiento reflexivo". Se concluye que los foros virtuales son excelentes herramientas que pueden ser utilizadas por el profesor-tutor de cursos en línea para favorecer aprendizajes significativos y colaborativos; analizar las contribuciones y aportes; promover la auto- y covaloración de los aprendizajes alcanzados; formular nuevas interrogantes y comentarios; y, por ende, contribuir al desarrollo del pensamiento crítico reflexivo en sus estudiantes.
    • Editorial

      Suárez Dávila, Gabriela Margarita (AperturaApertura, 2010-10-28)
      Editorial
    • Management or distance learning programs. A study case

      García Martínez, Verónica; Hernández Chirino, Mario; Santos Fajardo, César Manuel; Fabila Echauri, Angélica M. (AperturaApertura, 2010-10-28)
      The management is a key factor in any strategy implemented in educational organizations. It can make the difference between success and failure of a policy or a program. Unfortunately it is difficult to grasp, even to become aware. It is important to undertake studies to demonstrate its significance, which can provide resources to improve administrative processes. The present paper reports the results of a distance programmes from an institution of higher education as part of a larger project that seeks to identify factors motivating or limiting the performance of non-conventional programs. The analytical exercise was based on a proposed management model, and data were collected through the documents that support the mode, and interviews with programmes staff. The results suggest that the management problems in non-conventional modalities are solving when they arise, this because there are not institutional guidelines, and to assure the advancement of educational programmes, which reflects the need to address this aspect of this modalities implementation..
    • Communication and interaction through virtual learning approaches

      Pérez Alcalá, María del Socorro (AperturaApertura, 2010-10-28)
      From reviewing sources related with the topic, this article deals with two aspects that favor learning processes and the building of collaborative learning experiences on virtual environments: communication and interaction. We consider that put some attention into these aspects may improve the development of collaborative learning experiences as well as to strengthen interpersonal communication skills that help to reduce the loneliness feeling of the students on distance learning; doubtless one of the main desertion factors in this way of learning.
    • The learning objects as didactic resources for math teaching

      Aragón Carave, Eduardo; Castro Ling, Cynthia C.; Gómez Heredia, Blas Alberto; González Plascencia, Rafael (AperturaApertura, 2010-10-28)
      The present document shapes the joint work of five professionals of the education pertaining to different Mexican institutions from higher education, focused in the design and validation of a project of educational innovation based on the evidence, which must like intention facilitate the learning on Mathematics through innovating strategies that generate significant learning, as well as the understanding and the use of the mathematical knowledge in higher education students. This research was accomplished through a qualitative methodology, of exploratory-descriptive type to analyze the impact in the education of the Mathematics that had the use of a learning object supported by technological resources. The obtained results were satisfactory because through the application of the learning object the roll was identified that play the technical and pedagogical elements in the learning of the students and was obtained a collaborative work in the classroom for the construction, understanding and application of the studied mathematical concepts. The attitude shown by the students on the learning of mathematical concepts, before this innovating strategy, was very positive.
    • Conservación y preservación de objetos culturales cerámicos. Educación y Gestión Cultural. Experiencias de acciones culturales en prácticas educativas

      Mariscal Orozco, José Luis; Becerra Angulo, Jorge Arturo (AperturaApertura, 2010-10-28)
      Conservación y preservación de objetos culturales cerámicos. Educación y Gestión Cultural. Experiencias de acciones   culturales en prácticas educativas
    • Instructional elements for the design and production of "moving" learning materials

      Contreras Arriaga, Josefina; Herrera Bernal, José Alberto; Ramírez Montoya, María Soledad (AperturaApertura, 2010-10-28)
      The big enthusiasm about using mobile devices now days has caught the attention of the educational field. A Mexican educational institution took mobile devices into the classroom for a formative purpose. That situation began the search of the necessary elements to design and produce educational mobile materials. The case study of two campuses through focus group, observation and surveys, concluded that pedagogical objectives establish the materials and its design to generate knowledge. Also, thanks to mobile applications, it was possible to extend the impact beyond, evolving the on line designed materials to predict new structures, learning and mobile materials.
    • Teacher's skills facing the knowledge society

      Oviedo G., Yajaira del Carmen (AperturaApertura, 2010-10-28)
      The scientific advances and the new global economy prepare the need to acquire new competitions, particularly personal and professionals in the civil futures and citizens. It is urgent and pertinent that the professionals of the teaching assume the challenges of tackling requirements and the information of the traffic to a society of the knowledge. Specifically, this reflection of documentary nature, he contributes with a contribution to the forming institutions of the teacher in this 21st century, before the urgency of facing new challenges. Likewise it is viable as an alternative to the requirements of the design of an educational profile from competitions that guarantee the search of multiple and complex answers that a society of the information demands in traffic to the knowledge, where the construction, managing and diffusion is supported of knowledge from the use of the TIC. From this area, the intention consists of generating a vision holistic of the perspectives that shape the formation of this professional (constructive, reflexive, and human) to attack these challenges; implying, the managing and positioning of strategies, and tools to happen between (among) the technology and the student. These contributions, they will offer spaces to generate approximations to a profile of the Venezuelan teacher under a dimension: ethical, participative, awkward, and consulting with his pedagogic half-full occupation for the TIC. It is a time to assume it as a spiritual tangible being for his demonstrations of love, equity, respect, responsibility, commitment, and solidarity for with his couples. Finally it is a professional of the teaching stops aside under conceptions mechanics, to understand it from an of integration vision.
    • Página legal

      Apertura, Revista (AperturaApertura, 2010-10-28)
      Página legal
    • Management of a virtual learning environment towards the development of intercultural professional skills: a shared higher education experience between Mexico and Spain

      Farías Martínez, Gabriela María; Montoya del Corte, Javier (AperturaApertura, 2010-10-28)
      The professional competences development and strengthening among higher education students needs the design of didactic innovative strategies. The information technologies and communication play a determinant role in this respect. The purpose of this work is to share the educational experience on the management of a virtual learning environment for the development and strengthening of professional competences among students of Mexico and Spain. The research methodology combines tools of quantitative and qualitative analysis. The results demonstrate the convenience of a virtual l earning environment to develop intercultural learning activities that give to the students the opportunity to interact with peers of other countries to construct knowledge, to strengthen competences and to establish contact. Nevertheless it is necessary bear in mind the strengths and weaknesses of a virtual learning environment, so the learning process design and organization could be effective depending on the conceptual, procedure and attitude learning objectives required by an educational model based on competences.
    • Presencia social, didáctica y cognitiva del docente a distancia

      de Aguinaga Vázquez, Patricia; Ávila González, Claudia; Barragán de Anda, Amelia Berenice (AperturaApertura, 2010-10-28)
      Este trabajo describe la necesidad de presencias sociales, didácticas y cognitivas del docente en la educación a distancia. Plantea algunos ejemplos prácticos de cómo un facilitador puede llevarlas a cabo desde la etapa del diseño hasta la implementación. Concibe al facilitador en la presencia social como quien propicia las interacciones que fomentan las relaciones de tal manera que humanizan intencionalmente el ambiente de aprendizaje. Esboza, además, la presencia didáctica y cognitiva del docente en actividades que van desde el diseño hasta la evaluación del curso.
    • Enero 1992

      Autores, Varios (AperturaApertura, 2010-10-28)
      Boletín de Enero de 1992
    • Revista Apertura Septiembre 2003

      Autores, Varios (AperturaApertura, 2010-10-28)
      Revista Apertura Septiembre 2003
    • Octubre 1991

      Autores, Varios (AperturaApertura, 2010-10-28)
      Boletín de Octubre de 1991
    • Revista Apertura Diciembre 2002

      Autores, Varios (AperturaApertura, 2010-10-28)
      Revista Apertura Diciembre 2002
    • Agosto 1991

      Autores, Varios (AperturaApertura, 2010-10-28)
      Boletín de Agosto de 1991
    • Social presence and didactics of the distance teacher

      de Aguinaga Vázquez, Patricia; Ávila González, Claudia; Barragán de Anda, Amelia Berenice (AperturaAperturaApertura, 2010-10-28)
      This paper describes the need for social, cognitive and didactic teacher´s presence in a distance education environment. Proposes some practical examples of how a facilitator can bring them out from the design stage through to implementation. Conceived the facilitator in the presence as one that fosters social interactions that intentionally encourage relationships so that humanize the learning environment. Also outlines the didactic and cognitive presence of teachers from design to evaluation of the course.
    • An approach towards a metodological model for the analysis of the discursive online interactions

      Colmenares, Ana Mercedes; Castillo, Nellys (AperturaAperturaApertura, 2010-10-28)
      This report summarizes the research and teaching experience developed in the course Evaluation, Subprogramme Master of Technical Education, administered under the mode of semi presence, during the academic period 2008-III. The group was comprised of 22 participating teachers and facilitator, all of that specialty. Among the strategies planned meetings dialogical interaction (whether in person) and two online forums (asynchronous), accompanied by the development of computer graphics, research projects and e-moderation (email), among others. Its purpose was to generate a methodological approach allowing the analysis of asynchronous discussion forums in online learning programmed within the development of the theme of the course. This model of analysis of interactions is an integration of categories and indicators from the model (2001), Järvelä (2002) and Garrison and Ansderson (2005). Selection of relevant discursive units according to the theme; Construction and / or adjusting categories, selection of discursive fragments that correspond to the identified categories, represented in units of analysis; Critical Analysis units of analysis; Reflective Approaches. The findings reveal that the most important holdings were centered on the size and Cognitive Presence in category Reflective Thinking. We conclude that the virtual forums are excellent tools that can be used by the teacher-tutors of online courses, to foster meaningful learning and collaboration, to analyze the contributions and inputs, and promote self and co-valuation of learning achieved, raise new questions, comments, thus contributing to the development of reflective thinking in their students.
    • Editorial

      Suárez Dávila, Gabriela Margarita (AperturaApertura, 2010-10-29)
      Editorial
    • Patterns for the evaluation of the educative model of the Bibliotecology program and information studies in the on-line learning and their relationship with electronic learning

      Rodríguez Vidal, Patricia Lucía; Kim Cisneros, Paola (AperturaApertura, 2010-10-29)
      The present article is focused in the guidelines to evaluate the educational model for the Librarianship and Information Science in the distance mode who recently taught career in the System Open University and Distance Education, Faculty of Philosophy and Letters, at UNAM. For the teaching of this degree, is designed a specific website where students through virtual classrooms enrolled subjects in the curriculum that will qualify as e-learning throughout their professional training. In this context it seemed appropriate to plan and organize the various stages of model assessment in general education and institutional in order to carry out a first approach with regard to students of the first generation.