DISEO DEL CURSO VIRTUAL

PRESENTADO POR
MIGUEL ANTONIO MAHECHA ROJAS

MAESTRA EN GESTIN DE LA TECNOLOGA EDUCATIVA

GESTIN DE PROCESOS DE DISEO Y DESARROLLO DE PROGRAMAS
EDUCATIVOS EN LNEA
UNIVERSIDAD DE SANTANDER
2016

DISEO DEL CURSO VIRTUAL

PRESENTADO POR
MIGUEL ANTONIO MAHECHA ROJAS

PRESENTADO A
LUZ DELIA OSORIO M.Sc

MAESTRA EN GESTIN DE LA TECNOLOGA EDUCATIVA

GESTIN DE PROCESOS DE DISEO Y DESARROLLO DE PROGRAMAS
EDUCATIVOS EN LNEA
UNIVERSIDAD DE SANTANDER
2016

Cules son los aspectos pedaggicos que usted tendra en cuenta para el diseo de
un curso virtual?
La educacin virtual no es un concepto actual, desde hace ms de una dcada se viene
realizando el proceso de enseanza aprendizaje a travs de los ambientes de
aprendizaje, lo nuevo es la evolucin de las diferentes herramientas de las tecnologas
de la informacin y comunicacin que cada da logran acercar si se puede utilizar sta
palabra, al estudiante y el docente, mediante la evolucin de la web, que en un principio
fue basada solo en contenidos textuales que en cierto modo aburran a los aprendices,
a diferencia de hoy en da que existen aplicaciones web 3.0 que comunican en tiempo
real y con alta calidad al estudiantes y su maestros. Solo por mencionar algunos de
stos ejemplo, en los cursos en lnea se tienen las opciones del chat, la
videoconferencia.
Teniendo en cuenta la introduccin previa los recursos pedaggicos fundamentales
para un buen diseo, pero ms an, para un mejor resultado en el proceso de
enseanza aprendizaje en lnea son:
1. Herramientas de diseo y gestin de los programas de enseanza virtual fciles
de usar y con buenas posibilidades creativas.
2. Organizar los contenidos mediante ndices, mapas conceptuales u otros
esquemas.
3. Creacin de glosario de trminos relacionados con las unidades de aprendizaje.
4. Utilizacin de recursos multimedia en gran medida.
5. Insercin de ejemplos, demostraciones y casos de estudio.
6. Contenidos cortos y claros.
7. Guiar una secuencia de aprendizaje lgico y coherente.
8. Claridad en el cronograma de actividades y evaluaciones, que el estudiante
pueda planear su tiempo de trabajo.

TEACHER: MIGUEL ANTONIO MAHECHA ROJAS

INTEGRADO DEL CARARE HIGH SCHOOL
GENERAL SECTION
Course Name
Level, Grade
Hours weekly
Presentation

Technology in teaching English as a

foreign language
Advanced English Eleventh Grade
3
This course is intended to encourage
the student to develop skills for the

instrumental
mastery
of
the
computer as a processor and as an
advanced seeker of information, as
well as interactivity tool for teaching
English as a foreign language, thus
articulating
the
Technologycontextual Component expressed in
the MEN and MINTIC, which is the
media
support,
expressed
in
different
formats,
to
the
accompaniment of learning, from the
production and use of different
pedagogical
mediations
through
technology.
From
this
perspective,
the
technological
skills
that
are
developed in this course, suggest
the concept of resources and
learning environments based on ICT;
here is pursued to use the New
Technologies of Information and
Communication
to
support
the
development of new knowledge and
critical spirit, to support lifelong and
reflective learning and to create
communities
of
learning
in
collaboration with other students
and teachers. They may also play a
leading role in training their teachers
and the creation and implementation
of a community based on the spirit of
innovation and lifelong learning,
enriched by the software and
telematics tools.
Likewise, they may have the ability
to select and use appropriate
existing
instructional
methods,
games,
training,
practice
and
Internet content in computer labs to
manage class data and support their
own professional development. They

Learning Objectives

Welcome Ad
Comunication
Activities

will be competent to use technology

information: searchers, analyzers
and
evaluators
of
information,
problem
solvers
and
decision
makers, creative and effective users
of
productivity
tools,
communicators,
collaborators,
publishers
and
producers;
and
informed and responsible citizens
able to contribute to society.
To ensure the student makes an
effective use of computers in
teaching
and
learning
English
processes, viewing this as an
educational tool that has a positive
effect on increasing communication
skills in foreign languages.
Welcome
dear
students
to
Technology in teaching English as a
foreign language course.
Forum, chat, messaging, social
networking and video conferencing.
UNIT 1
GENERAL COURSE AND ACTORS
RECOGNITION ACTIVITY
UNIT 2
AN
OVERVIEW
OF
ICT
AND
LANGUAGE
TEACHING
AND
LEARNING
UNIT 2
HOW
CAN
TECHNOLOGIES
IMPROVE ICT?
UNIT 3
BLOGS - WEBQUESTS - WIKIS

TEACHING UNITS
COMPETENCE TO DEVELOP:

The student makes an effective use of computers in teaching and learning English
processes, viewing this as an educational tool that has a positive effect on increasing
communication skills in foreign languages.
RESULTS OF LEARNING:
Using different tools of Web 2.0 and 3.0 applied to English teaching and learning
TOPICS: ICT WEB TOOLS English teaching and learning

GENERAL COURSE AND ACTORS RECOGNITION ACTIVITY - ACTIVITY GUIDE

Aim:
To reflect about the importance of Information and Communication Technologies
(ICT) to enhance language teaching and learning and identify the usability of Web
tools in Teaching English as a Foreign Language (TEFL).
Topics:
Technology and education; TEFL; Web 2.0 tools; resources, strategies and methodologies to
teach English as a foreign language.
Expected product:
Each student will post in the forum a message to introduce him or herself with a link to
the site Slideboom where peers and tutor will see a video based on a Power Point
presentation about the use of ICT in education and some Web 2.0 tools to enhance
TEFL.
Post a flash video in Slideboom according to the following indications:
1. Make a Power Point presentation with no more than twelve slides, in which
you will include text, pictures and audio.
2. You must explain each slide with audio, even the front page, in which you will
introduce yourself saying in the audio a greeting, your name, where from,
location, the title of your presentation, and date. The front page must include
the title of the presentation, your name, code, group number, tutor, program,
course, place and date.
3. Based upon your reflection on the following issues, design creatively as many
slides as you consider necessary to talk about:
a. How do ICT help improve education?
b. Are ICT useful in TEFL (Teaching English as a Foreign Language)? Why?
In addition to text, you can use pictures, graphics, etc. Its better if you include
animations and transitions. Prepare a script for your audio to explain each slide.

When all the presentation is finished, you will use the option Record presentation
with slides to add your voice to each slide.
4. Watch attentively the following video: Technologies for Students, available at
http://www.youtube.com/watch?v=EqN07FPdDo0
and
http://www.youtube.com/watch?v=0ltOZSc1MNc
Take note of the different
Web 2.0 tools presented on the video and choose three of them that you would
like to use as an English student in your classroom (virtual or face-to-face).
Design creatively the slides you need to explain the three selected Web 2.0 tools.
You ought to define them and indicate in general terms how you would use
them as an English student. You dont need to give at this point very
detailed information about such use. Include text, pictures|, and graphics. Avoid
large amounts of text. Once again, prepare a script to explain these slides
with audio.
5. At the end, include a Thank you slide. In the audio of this slide be thankful
and say good-bye.
6. When the presentation (maximum 12 slides) is ready with the front page, text,
pictures, graphics, animations, and transitions giving answer to above points 3
and 4, and the final slide (being thankful), go to the tab Presentacin con
diapositivas in Power Point and use the option Grabar presentacin con
diapositivas. You must have your script at hand. Start recording the
presentation with the animations and transitions while you are recording your
voice explaining each slide. In this way, the whole presentation will include the
audio of your voice.
7. Convert your presentation in a Flash file. You will need to download iSpring.
(http://ispring.softonic.com/descargar).
8. Once you have converted your Power Point into a flash file using iSpring,
upload this last file to Slideboom (http://www.slideboom.com/). You have to
register first. Be sure your presentation is public, not private, so that any
person can access it from the link you will share.
9. Post a participation in the forum, greeting your tutor and partners and inviting
them to watch your presentation at slideboom site. Write the title of your
presentation and paste the link. NOTE: In the forum you are to paste the link
with the final presentation uploaded at Slideboom. You dont have to attach
your Power Point in the forum.
10. Comment in a meaningful way at least two of your partners presentations in
the forum. Talk about the relevance of the information presented by your
partner.

Enjoy this activity. We hope it will be suitable for you to start or improve the use of
technology in your current or future experience as an English student.
If you have any questions, ask your tutor by internal mail.
Go ahead!!!

EVIDENCE ACTIVITY 1

Slides and video.

KIND OF EVIDENCE

Performance

DESCRIPTION:

Links slides and video posted on slideboom

DELIVERY DATE

Three weeks

% ACTIVITY

25

EVALUATED ITEM
Post of link of presentation in the
forum
Suitable use of text, images,
animations, and audio in the
presentation.
Structure of presentation
Coherence in reflection about ICT
related to education and technology
Explanation or three web 2.0 tools to
be used in the English classroom
(virtual or traditional)
Activity socialization and group
interaction.
Total Score

Knowledge

Product

SCORE

COLLABORATIVE WORK 1
USING WEB 2.0 TOOLS TO ENHANCE ENGLISH LANGUAGE TEACHING AND
LEARNING
Purpose:
To identify the role of Web 2.0 tools in online teaching and learning and to
implement their use in English language teaching in a particular context. In this first
collaborative work students will explore several Web 2.0 tools to get familiar with
them and recognize their potential to be used accurately in English teaching
processes. In a second stage, students will design an activity or resource to
present a selected aspect of English language using their preferred Web 2.0 tool.
Procedure:
Look for information on the internet about Web 2.0 tools, and write a text (between
250 and 400 words) including the following information: definition of Web 2.0,
difference with Web 1.0, implementation of technology in English language
teaching and learning, and a brief description of the following tools and

applications: social networks, web pages, webmail, blogs, wikis, podcasting, video
and image sharing, and instant messaging. You can include pictures to illustrate
your text. Remember to cite in APA style your sources. Your text must have
introduction, body and conclusion.
Explore the following tools and applications:
Facebook Twitter Prezi VoiceThread Vuvox Jing YouTube Scribd
Complete the following chart based on your exploration of above tools.

TOOL
or
APPLICATION URL

DESCRIPTION

WOULD YOU USE IT IN

ENGLISH TEACHING? (Y
or N) WHY?

Your Word file must include:

Front page (title, student, code, tutor, name of institution, school, subject, and date)
Text about Web 2.0 tools, including all required information in numeral 1, and
structured in introduction, body, and conclusion.
Chart result of your exploration of the proposed Web 2.0 tools and applications in
numeral 2
Your file must be named as follows:
First
name
+
Last
name_CW1_grade+grade
number
(e.g.
MIGUELMAHECHA_CW1_eleventh01)
Once you have uploaded your contribution in the forum, you are to comment
meaningfully at least two of your peers assignments.
If you have any questions, please contact your tutor by internal mail, including
your group number. Youd better not procrastinate this work to the last minute, so
that you will guarantee a meaningful learning process!
EVIDENCE ACTIVITY 2

Slides and video.

KIND OF EVIDENCE

Performance x

DESCRIPTION:

Learning Strategy:

Knowledge

Product

Through Research Based Learning students will acquire

knowledge by searching different sources about the
proposed topic of Web 2.0 tools. They will be able to
analyze the suitability of such tools in their everyday
context as language learners. Comparisons and analysis
will be required.
Expected product:
Students will upload in the forum a paper in a Word file
with information about Web 2.0 tools and the analysis of
some specific applications to be used in the language
learning classroom. In addition, in the forum, students
must evaluate the relevance and accuracy of their peers
contributions.
DELIVERY DATE

Four weeks

% ACTIVITY

25

EVALUATED ITEM
Individual participation and posting of
individual contribution in the forum.
Text about web tools.
Comparative chart web 2.0 tools, as
outcome of exploration.
Activity socialization and group
interaction.
Writing and spelling.
Total Score

SCORE

COLLABORATIVE 2
Purpose:
To identify the role of Web 2.0 tools in online teaching and learning and
to implement their use in English language teaching in a particular context.
After exploration of some Web 2.0 tools in the previous collaborative work,
in this second one students will design an activity or resource to present a
selected aspect of English language using their preferred Web 2.0 tool.
Procedure:
1. Characterization of your students. Suppose you are an English tutor, so you are
to identify a learning need in your context (real or unreal) related to teaching
any aspect of English language. It can be vocabulary, pronunciation, a

grammar point (tense, modals, passive voice, etc.) a function (talking about
routines, talking about the past, etc.) in a word life, state of characterization of
your group of students, including the following information:
Institution: Real or unreal
Numbers of students
Average age
Grade if it is a school
English learning need or topic to be taught Previous knowledge
Web 2.0 tool to create your activity (choose from point 2) Objective of your activity
2. Activity creation. Once characterization is ready, create an activity to
present the content you want to teach to your real or unreal students
using one of the following tools. If you wish, you can use a combination of
these tools or use a different one.
Prezi VoiceThread Vuvox Jing YouTube - Scribd
Your activity MUST BE ORIGINAL and it must be useful enough to present the
content(s) you want to teach. Get familiar with the tool you selected through the
tutorials you find in the tool itself or online. If you want to include audio files in
your activity or resource, it must be your voice. Remember your tool should be
100% created on your own. You can make a video of yours too. Just keep in
mind that the activity or resource you are creating should agree the objective
you stated at the beginning.
3. Public your activity or resource. After the activity or resource has been
created, paste the link in your Word file. The tool you created must be
public to enable anyone to see it. Upload your Word file in the forum
named: First name+Last name_CW2_grade+ grade number (e.g.
MIGUELMAHECHA_CW2_grade17)

4. Socialization and Co-evaluation. After posting your document, evaluate

at least two of your peers activities or resources. Make comments
about the relevance of the created tool in regards of the group
characterization your partner did. Keep in mind this is also a very
important step. Read the evaluation rubric carefully.

NOTE: This activity you create for this second collaborative work will be input on
our next collaborative work

EVIDENCE ACTIVITY 2

Slides and video.

KIND OF EVIDENCE

Performance

DESCRIPTION:

Learning Strategy:

Knowledge

Product

Through problem solving, students will identify a

language learning need in their particular teaching
context (real or fictitious) and will implement the use of
a chosen Web 2.0 tool to supply such a need.
Expected product:
Students will upload in the forum a Word file with the
contextualization of an English learning need in a
specific context of theirs. At the end of the document,
they must post the link of their created Web 2.0 tool to
supply their identified English learning need.
DELIVERY DATE

Four weeks

% ACTIVITY

25

EVALUATED ITEM
Characterization of students and
identification of an English learning
need.
Creation of web 2.0 activity or
resource.
Activity socialization and co-evaluation
Writing and spelling
Total Score

SCORE

COLLABORATIVE WORK 3
Aim:
To identify the role of Web 2.0 tools in online teaching and learning and to
implement their use in English language teaching. After designing an activity or
resource to present a selected aspect of English language using a Web 2.0
tool, in this third collaborative work students will design a blog or web site in
order to provide a space for English language learning.
Procedure:

The group will interact in the forum to make decision about the following:
Who will be the leader
What tool will the group implement: either a blog or a web page?
What application will be used depending on the above decision? If you are going
to build a blog, you can use Blogger or WordPress or any other application
you know. If the group decides on a web page, you can use Sites from Google,
Wix, Yola, or any other you would prefer. Anyway, the application must be
free. You shouldnt pay for any of them.
The blog or web site will integrate the Web 2.0 tools each member of the group
designed in Collaborative Work 2. So, you are to decide on the name of your blog
or web page whose main purpose will be teaching English as a foreign language.
Decide on the welcoming message of your blog or site. This message should invite
people to interact in the application. Apart from this welcoming message, on top of
the blog or site you must include its objective and an outline of the contents or
topics visitors will find. NOTICE: This message must be signed only by the
people who actively participated in this collaborative work 3.
The group leader will create the blog or web site in the chosen application and
will set it to allow the other group members to edit it. So the leader should share
the created application to his/her partners with permission to edit.
Each person in the group will get the embedding code from the Web 2.0 tool
designed in previous collaborative work. Each group member can either send
the embedding code to the leader or use the embedding code to include the
designed activity in the blog or web page (this last option is possible as all group
members must have permission to edit the blog or site).
In order to include the activities or resources you had previously designed in
the blog or website: 1) copy your embedding code; 2) open the HTML editor of
your entry in the blog or website; and 3) paste the code in the HTML editor.
And ready! Your activity will be included in the blog or website.
Apart from embedding the Web 2.0 activity or resource, you must add a brief text
indicating the name of the activity and its objective. You can take this
information from the paper you posted in Collaborative Work 2.

The group is free to design the blog or website in your preferred format. You can
have all activities in one single page or each activity in different tabs. It is up to
you.

Design collaboratively at least a practice activity that corresponds to one of the

Web 2.0 resources included in the blog or website. The group must select one
of the activities or resources that presents content included in the blog or website
and design a practice activity related to it. This practice activity can be a multiple
choice quiz of at least ten questions, or a game (a wordsearch, a crossword, a
puzzle, a hangman, a concentration game, etc.), or a matching activity, or a
cloze activity, etc.

Use the educative software you prefer to design this practice activity, which
must be aimed to practice English language. Choose from the following or
pick another software you know. Once the activity is ready, paste the HTML code
in the HTML editor of the blog or website.

Hot Potatoes => http://hotpot.uvic.ca/

JClick => http://clic.xtec.cat/en/jclic/
Ardora => http://webardora.net/index_cas.htm
Educaplay (you design the activities online, so you dont need to download the
software to your pc, just register to start designing your activity) =>
http://en.educaplay.com/

Once the blog or website is ready with all required elements, the group leader
must post the link in the forum, along with the names of group members who
participated in the activity.
TO WRAP UP: Your group blog or website to teach and practice English must
have a name, a welcoming message, a brief text with its objective and outline of
its contents (this text must be signed by the people who actively participated in
this Collaborative Work 3). It must embed the Web 2.0 activities or resources
designed by each group member in Collaborative Work 2. Each one of these
resources must have a text indicating its name and objective. Based on one of
these activities, design an English practice activity using educative software.
The group leader must post the link of the blog or website in the forum.
This collaborative work will be successful in regards of each group members
commitment. Remember that your actions affect not only yourself but also your
peers. It is mandatory that each person in the group starts interacting from the very
beginning of the activity. This Collaborative Work 3 does not permit to have
participation just in the last days before deadline. If necessary, you should
communicate with peers by Skype and use the sharing screen tool.
So, everybody had better start working now!!!
If you have any queries, please contact your tutor!!!
GOOD LUCK!!!
EVIDENCE ACTIVITY 3

Slides and video.

KIND OF EVIDENCE

Performance

DESCRIPTION:

Learning Strategy:

Knowledge

Product

Collaborative work. Each member of the group will take

his/her individual product from Collaborative work 2 and
will integrate it with those of partners into a group blog
or web page. In addition, the group will design at least
one practice activity to enrich the blog or web site.
Expected product:
A blog or web page per group to teach and practice
English language. The blog or web page should include
all members Web 2.0 activities or resources designed
previously in Collaborative Work 2. In addition, the blog or
web page must include at least two practice activities
built with educative software like Hot Potatoes, JClic,
Ardora, or Educaplay. The group leader will be in charge
to post the link of the blog or web page in the forum.
DELIVERY DATE

Four weeks

% ACTIVITY

25

EVALUATED ITEM
Interaction in the collaborative forum
choose the group leader and the
application
to
be
designed
collaboratively (Blog or website)
Information included at the top of blog
or website
Embedding of each group members
web tools from collaborative work 2
Design of practice activity for English
language learning, using educative
software
Publishing of blog or website.
Writing and spelling.
Total Score

SCORE

SCHEDULE
TECHNOLOGY IN TEACHING ENGLISH AS A FOREIGN LANGUAGE ADVANCED
LEVEL
ACTIVITY
GENERAL

START DATE

CLOSE DATE

SCORE

COURSE
AND
ACTORS
RECOGNITION
ACTIVITY
AN OVERVIEW OF
ICT
AND
LANGUAGE
TEACHING
AND
LEARNING
HOW
CAN
TECHNOLOGIES
IMPROVE ICT?
BLOGS WEBQUESTS
WIKIS

August 3rd

August 21th

August 24th

September 21th

September 25th

October 25th

October 28th

November 23th

E-PORTFOLIO

December 3rd

December 13th

REFERENCIAS BIBLIOGRFICAS

Iberoamericana, C. (17 de Octubre de 2016). AtlantTIC. Obtenido de AtlantTIC:

http://remo.det.uvigo.es/solite/attachments/039_Guia%20Web%202.0.pdf
Iriarte Navarro, L., Duch, M., Morn Martn, D., Pernas Peco, P., & Prez Sancho, C.
(2004). Generacin de una biblioteca de objetos de aprendizaje (LO) a partir de
contenidos preexistentes. Revista de Educacin a Distancia, 1-10.
LEM. Captulo 3 Gestin de Procesos de Diseo y Desarrollo de Programas Educativos
en Lnea. CVUDES.
Lopez Guzman, C., & Garcia Pealvo , F. (2009). Recursos en los entorno E-Learning.
Biblioteca Universitaria, 99-107.
Poveda Polo, A. (2011). Los objetos de aprendizaje: aprender y ensear de forma
interactiva en biociencias. Revista Cubana de ACIMED, 155-166.
Perzylo, L. (1993). The Application of Multimedia CD-ROMs in Schools. British Journal
of Educational Technology.
Suarez, O., Suarez Medellin, L., & Sanchez Muoz, C. (2008). Diseo y desarrollo de
objetos de aprendizaje, una experiencia en la formacin de docentes para la
incorporacin de las TIC. Universidad distrital Francisco Jos de Caldas, 1-10.

INSTRUMENTO DE EVALUACIN ACTIVIDAD 3 DISEO Y CONSTRUCCIN

CURSO VIRTUAL. GESTIN DE PROCESOS DE DISEO Y DESARROLLO DE
PROGRAMAS EDUCATIVOS EN LNEA

CUMPLE

TEM
Nombre

de

la

Si
institucin

No

OBSERVACIONES

educativa
Nombre del curso

Poblacin objeto

Competencias a alcanzar

las

Utiliza un lenguaje claro en

Define

claramente

unidades a trabajar.

las explicaciones realizadas

en cada gua.
Establece

tiempos

adecuados

para

la

elaboracin y presentacin
de actividades.
a

Establece un cronograma del

Enumera

los

aspectos

evaluar en cada actividad.

curso.
Ofrece

medios

de

comunicacin e interaccin

No es claro en los medios de

interaccin como tutor del curso.

entre estudiante-tutor.
Asigna

fechas

retroalimentacin
actividades.

de

de

Uno de los principales principios de la

las

evaluacin es afianzar el aprendizaje

a travs de las falencias presentadas,
se establecen fechas de inicio y

cierre de actividad, pero establece un

momento de retroalimentacin en el
cronograma.
Establece una metodologa
de

trabajo

individual

colaborativo
para

e
los

estudiantes.

Evaluacin realizada por la Ingeniera Yolanda Santos Len Docente de tecnologa

e informtica del Colegio Integrado del Carare.