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Environments for Teaching and Learning with ICT

Amplía información Environments for Teaching and Learning with ICT Environments for Teaching and Learning with ICT
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Course in Environments for Teaching and Learning with ICT


ICTs in Education have given rise to new challenges not only in the forms of production, representation, dissemination and access to knowledge, but also in creating new conditions that offer the possibility of building innovative learning environments.

It is a new teaching based on synchronous and asynchronous communication, with innovative communication and collaboration tools that respond to the emerging needs of an educational system that flees from traditional patterns.


Objectives

Upon finishing this subject, the student must:

  • Understand the context of Digital Society and its influence and the challenges that arise in the field of education and learning.
  • Know in depth the educational, communicative and technological aspects that comprise digital learning.
  • Reflect on the teacher's role in the teaching and learning process with ICTs.
  • Understand the principles of interaction in a hyperconnected society.
  • Recognize the functional, technological, educational-pedagogical and communicative aspects of the platforms and tools for teaching and learning.
  • Be able to recognize and analyze theories and models of ICT implementation in teaching practice and know how to apply them.
  • Understand the role of ICT and its integration in the different teaching modalities.
  • Recognize the components of digital communication and their role in the ICT-mediated teaching and learning process.
  • Analyze the importance and necessity of acquiring digital and media skills and abilities in the educational context.
  • Design and implement strategies that favor digital and complete media literacy.
  • Recognize and be aware of educational trends in the context of the Digital Society.
  • Analyze, design and apply innovative practices in the classroom through ICT in a creative and original way.
  • Be able to analyze the data generated on the platforms in the process of teaching and digital learning.
  • Know the characteristics of adaptive learning with the use of ICT.
  • Recognize the potential of Virtual Reality and Augmented Reality in education.
  • Know the basic principles of Neuroeducation.
  • Understand the basic principles of affective computing and robotics in education.

General competences

  • Possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context.
  • Possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context.
  • The students must know how to apply the acquired knowledge and their ability to solve problems in new or little-known environments within broader (or multidisciplinary) contexts related to their area of study.
  • The students must be able to integrate knowledge and face the complexity of making judgments based on information that, being incomplete or limited, includes reflections on social and ethical responsibilities related to the application of their knowledge and judgments.
  • The students must know how to communicate their conclusions and the latest knowledge and reasons that support them to specialized and non-specialized audiences in a clear and unambiguous way.
  • The students must possess the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous.
  • Be able to identify and understand theories, pedagogical models and methodologies for teaching and learning mediated through ICT.
  • Be able to understand the educational, communicative, social and technological implications in the design of educational proposals with ICT.
  • Be able to develop innovative teaching interventions based on forms of active learning, meeting the demands of the digital society.
  • Be able to understand digital communication processes and be able to communicate effectively through technology in the educational context.
  • Know how the context of Digital Society influences the teaching and learning processes, and understand how it affects the different educational modalities: eLearning, bLearning and lectures.
  • Analyze, develop and create educational initiatives with ICT in a creative and original way.
  • Recognize, understand and know how to apply educational trends and innovations with ICT in the classroom.
  • Search and analyze information on the use of ICT in educational contexts for the improvement of teaching and learning processes and educational innovation.

Course program


Unit 1.
Technologies and media for education in e-society
  • From traditional media to web 3.0: ubiquitous, timeless and immediate information
  • Evolution and foundation of educational technology.
  • Transform Information and Communication Technologies (ICT) into Learning and Knowledge Technologies (LKT)
  • Advantages and disadvantages of educational technology and digital platforms.
Unit 2.
ICT in the different teaching modalities
  • Models of ICT distribution in the classroom
  • The class attendance modality
  • Blended learning (b-learning)
  • E-Learning or online education
  • Current trends in digital modalities: Flipped classroom, Project-based Learning, Problem-based Learning, MOOC, apps and augmented reality.
    • Flipped classroom
    • Project-based learning
    • Problem-based Learning
    • MOOC, apps and augmented reality
Unit 3.
Learning theories
  • Behaviorism and Cognitivism: Behaviorism/Constructivism
  • Constructivism and Gestalt.
  • Theory of information processing.
  • Learning styles: Visual, auditory and kinesthetic.
  • Gardner's multiple intelligences theory.
Unit 4.
Communication models
  • Communication as a system.
  • Lasswell's hypodermic needle
  • Schramm mass communication model
  • Digital communication: Bidirectionality, ubiquity and immediacy.
  • Theory of social networks and digital nodes: Towards a collaborative education.
Unit 5.
Personal Learning Environments (PLE)
  • Definition and origin of PLE.
  • Elements or components of PLE.
  • The Personal Learning Network (PLN).
  • The PLE in face-to-face, virtual and professional environments.
  • Tools, mechanisms and activities.
Unit 6.
Gamification, serious games and digital games
  • Differences between gamification, serious games and digital games
  • The mechanics
  • Intrinsic and extrinsic motivation in recreational processes
  • Escape games, trivia and other gamification tools in the classroom
  • Review of some gamified digital platforms
  • Impact of games on education
Unit 7.
Collaborative environments in education
  • Collaboration in virtual learning communities
  • Psychological teaching foundations of collaborative learning
  • From collaboration to cooperation
  • Didactic situations that favor collaborative learning
  • Resources in digital training environments
Unit 8.
Mobile learning
  • From educational software to mobile applications.
  • Ubiquitous learning.
  • Applications according to their function and learning outcomes
  • The selection of mobile applications for learning.
  • Gamification in mobile applications.
Unit 9.
Educational implications of social networks
  • Social networks.
  • Uses of social networks.
  • Configuration and types of social networks.
  • Social networks in educational communities.
Unit 10.
The role of teachers and students
  • Interactions in the class attendance modality.
  • Active role of students in the class attendance modality: flipped classroom, PBL and PrBL.
  • Interactions in blended learning (b-learning) and virtual (e-learning) modalities.
  • MOOCs: a challenge for educational and pedagogical innovation
  • The teacher as designer and evaluator of the subject.
  • Active role of the student.
Unit 11.
Sources of documentary and scientific information
  • • Concept and types of sources
  • Digital resources and their principles: Suitability, topicality, referentiality.
  • General search engines: Advantages and disadvantages.
  • Specialized repositories of scientific and academic documentation
  • Metadata and descriptors
Unit 12.
Hypermedia and audiovisual education
  • Audiovisual history and language.
  • Educational use of audiovisuals in the classroom and on the internet.
  • Multimedia applications.
  • The design of educational video content.