presentation to the ECE Conference 2011

1. Linda Castañeda
University of Murcia

3. Understanding and analyzing the model of
curriculum development UM online courses.
Building a model of curriculum analysis for
Higher Education elearning courses.

5. Curriculum Fram ework
Oficial Compulsory
Macrocontexts of influence
Curriculum
Administrative Institutional
Condicionants
Curriculum Presented Institutional environment
to Teachers (online and face to face)
Direct curriculum
participants
Teachers conditionants Students conditionants
and characteristics and characteristics
Curriculum Process
Didactic strategies/tasks Objectives
Assessment Contents
LEARNING Teaching strategies Cognitive System
STRUCTURE
tasks
How Moment
recover
data Function Interaction
Type of Metacognitive
Modality SECUENCE System
Indicator / Teaching Role
Who references
assess Relevance of
Environmental contents in the Self -regulated
Conditionants sequence system
PROGRAMME
Why
To whom Learning TYPE of
Resources CONTENTS
How Type
Who do it
FLEXIBILITY VIRTUALITY INTERACTIVITY PLANNING

6. Curriculum Fram ework
Oficial Compulsory
Macrocontexts of influence
Curriculum
Administrative Institutional
Condicionants
Curriculum Presented Institutional environment
to Teachers (online and face to face)
Direct curriculum
participants
Teachers conditionants Students conditionants
and characteristics and characteristics
Curriculum Process
Didactic strategies/tasks Objectives
Assessment Contents
LEARNING Teaching strategies Cognitive System
STRUCTURE
tasks
How Moment
recover
data Function Interaction
Type of Metacognitive
Modality SECUENCE System
Indicator / Teaching Role
Who references
assess Relevance of
Environmental contents in the Self -regulated
Conditionants sequence system
PROGRAMME
Why
To whom Learning TYPE of
Resources CONTENTS
How Type
Who do it
FLEXIBILITY VIRTUALITY INTERACTIVITY PLANNING

7. Curriculum environment
New tachno-social environment
Political Liberalism
Macroconfigurations
Paradigm
Macrocontexts of
Market Influence
International legislative framework Social Impact of technology
Globalization - Glocalization
National legislative framework
Economical conditions Migrations
Local legislative framework
Oficial Compulsory Curriculum
Institucional autonomy
Current accepted IICT implementation nstitucional
learning Model strategy
Schedules
Administrative Institutional Conditionants
Levels of
Registration Requirements flexibility
Study programmes Face to face / online
Acreditation - Supervision
Internal rules
Levels of flexibility
Curriculum presented to
Teachers
Quality indicators
Physical Infrastructure
Elearning internal rules
Infrastructure of accesing to ICT
Institutional environment (online/ face to
face)
ICT Infrstructure in classrooms
Virtual Learning Environment

9. University of Murcia
2004-2005 (15 online courses)
2008-2009 (18
2007-2008 (21 online courses)
33 Online Courses
Economics
18% 21%
Experimental Scs
12% Humanities
18%
Health Scs
31%
Social Scs

10. General information
•Documentary review
Marco Curricular
Macrocontextos de
Curriculum Prescrito
Influencia
•Statistical data
Condicionantes
administrativos propios de
la Institución
Curriculum Presentado Entorno Institucional
a los Docentes (presencial y virtual)
Initial Evaluation
Participantes directos
en el curriculum Características y Características y
condiciones de los condiciones de los
Docentes Estudiantes
•Initial teacher interview
Proceso Curricular
Tarea/Estrategia Didácticas Objetivos
Evaluación Contenidos
DE APRENDIZAJES Métodos y Técnicas Relativos al
•Initial student questionnaire
ESTRUCTURA Sistema cognitivo
Docentes
Momento
Forma de
recog info
Función Interacción Relativos al
Tipo de
Modalidad SECUENCIA Sistema
Indicador
Rol Docente metacognitivo
y
Sujeto mecanism
evaluador o Relevancia de los Relativos al
Condicionante contenidos en la Sistema
s Espaciales secuencia autorregulativo
DEL PROGRAMA
Continuing assessment
Utilidad
Clientes Recursos TIPO de
Educativos CONTENIDOS
Forma Tipo
Sujeto evaluador
•Student portfolio and anecdotal evidence
•Teacher portfolio and anecdotal evidence
FLEXIBILIDAD VIRTUALIDAD INTERACTIVIDAD PLANIFICACIÓN
•Review of SUMA statistics
•Review of instruments and criteria of learning assessment
Final Evaluation
•Final teacher interview
•Final students questionnaire
•Final SUMA statistical analysis

11. Collecting data instrument / source 2004-2005 2007-2008 TOTAL
Initial Teacher interviews 15 15 30
Initial student questionnaires 40 120 160
Teacher Portfolio- diary 1 2 3
Student Portfolio- diary 13 51 64
Final student questionnaire 47 72 119
Final teacher interviews 3 6 9
SUMA Statistics 15 18 33

12. Marco Curricular
Macrocontextos de
Curriculum Prescrito
Influencia
Condicionantes
administrativos propios de
la Institución
Curriculum Presentado Entorno Institucional
a los Docentes (presencial y virtual)
Participantes directos
en el curriculum Características y Características y
condiciones de los condiciones de los
Docentes Estudiantes
Proceso Curricular
Tarea/Estrategia Didácticas Objetivos
Evaluación Contenidos
DE APRENDIZAJES Métodos y Técnicas Relativos al
ESTRUCTURA Sistema cognitivo
Docentes
Momento
Forma de
recog info
Función Interacción Relativos al
Tipo de
Modalidad SECUENCIA Sistema
Indicador
Rol Docente metacognitivo
y
Sujeto mecanism
evaluador o Relevancia de los Relativos al
Condicionante contenidos en la Sistema
s Espaciales secuencia autorregulativo
DEL PROGRAMA
Utilidad
Clientes Recursos TIPO de
Educativos CONTENIDOS
Forma Tipo
Sujeto evaluador
http://intra.sav.us.es:8080/pixelbit/images/stories/A10_0062-PREMAQ.pdf
FLEXIBILIDAD VIRTUALIDAD INTERACTIVIDAD PLANIFICACIÓN

13. Curriculum Fram ework
Oficial Compulsory
Macrocontexts of influence
Curriculum
Administrative Institutional
Condicionants
Curriculum Presented Institutional environment
to Teachers (online and face to face)
Direct curriculum
participants
Teachers conditionants Students conditionants
and characteristics and characteristics
Curriculum Process
Didactic strategies/tasks Objectives
Assessment Contents
LEARNING Teaching strategies Cognitive System
STRUCTURE
tasks
How Moment
recover
data Function Interaction
Type of Metacognitive
Modality SECUENCE System
Indicator / Teaching Role
Who references
assess Relevance of
Environmental contents in the Self -regulated
Conditionants sequence system
PROGRAMME
Why
To whom Learning TYPE of
Resources CONTENTS
How Type
Who do it
FLEXIBILITY VIRTUALITY INTERACTIVITY PLANNING

14. Curriculum Process
Evaluación
Contents Objectives
Didactic Strategies and
LEARNING Tasks Cognitive System
STRUCTURE
Moment Teaching methods and
Recovering Initial
Linear
data system techniques Complez with
Continue Techniques alternatives
Naturalistic Final Type of Comprehension
Formal Complex with
Interactions
Methods retroactivity Recall
Spiral
Concentric Execution
Function
Formative Interactions Analyse
Modality
Summative
Face to face Student -teacher
Creation
Online Student – student (peers) Type of
Student-contents SEQUENCE Evaluation
Indicators / Logical
Who is References Student - interface
Phsycologic
assesing Norm-reference
Self Criteria - Learning hierarchy
Co- reference Teaching Role
Problem based
external- Tutor
evaluation
Administrator
Designer Relevance of Metacognitive
contents in the System
Content Expert
PROGRAMME sequence
Equidistant
Why Environmental
No
conditionings Equidistant
Face to Face
To whom On line Self- regulated
TYPE of System
Type CONTENTS
Learning
Resources Information
Technology/meida
used Mental procedures
How
Relationship with
Physical procedures
other curr. elements.
Relationship with
participants
Who does it

15. Curriculum Fram ework
Oficial Compulsory
Macrocontexts of influence
Curriculum
Administrative Institutional
Condicionants
Curriculum Presented Institutional environment
to Teachers (online and face to face)
Direct curriculum
participants
Teachers conditionants Students conditionants
and characteristics and characteristics
Curriculum Process
Didactic strategies/tasks Objectives
Assessment Contents
LEARNING Teaching strategies Cognitive System
STRUCTURE
tasks
How Moment
recover
data Function Interaction
Type of Metacognitive
Modality SECUENCE System
Indicator / Teaching Role
Who references
assess Relevance of
Environmental contents in the Self -regulated
Conditionants sequence system
PROGRAMME
Why
To whom Learning TYPE of
Resources CONTENTS
How Type
Who do it
FLEXIBILITY VIRTUALITY INTERACTIVITY PLANNING

18. OBJECTIVES
Cognitive System
Self-
Execution
Evaluatio
Compreh
Metacogniti
Creation
Analysis
regulated
ension
ve System
Recall
System
n
Total
40 85 65 80 70 15 5 15
Percentage
Total
8 17 13 16 14 3 1 3
Frequency
Economics 0 2 2 3 3 0 0 0
Experimental
3 3 3 3 3 1 0 0
Sciences
Humanities 0 5 3 6 4 0 0 1
Health
1 2 1 1 1 1 0 0
Sciences
Social Sciences 4 5 4 3 3 1 1 2

19. the sequence
Relevance of
contents in
Type Sequence Sequence structure
Problem based
Complex with
Complex with
Psychological
Retroactivity
alternatives
Information
Equidistant
Equidistant
Concentric
Procedure
Procedure
Hierarchy
Learning
Physical
Mental
Linear
Spiral
Logic
Non
Total 55 100 0 85 0 5 25 90 10 0 0 0 95 5
Percentage
Total 11 20 0 17 0 1 5 18 2 0 0 0 19 1
Frequency
Economics 0 3 0 3 0 0 0 3 0 0 0 0 3 0
Experimental 3 3 0 3 0 0 2 3 0 0 0 0 2 1
Sciences
Humanities 2 6 0 5 0 0 1 6 0 0 0 0 6 0
Health Sciences 2 2 0 1 0 1 0 2 0 0 0 0 2 0
Social Sciences 4 6 0 5 0 0 2 4 2 0 0 0 3 0

20. Search Individual Exposition Participative Group
information Learning methods / learning
lectures
Economics 2 3 0 1 0
0 3 2 0 2
Experimental
Sciences
Humanities 0 6 0 3 1
Health 0 2 0 0 0
Sciences
Social 4 6 2 2 1
Sciences

21. Guide Content Complementary
Resource
TOTAL 16 17 6
Percentage 80% 85% 30%
Economics 1 3 2
Experimental 3 3 0
Sciences
Humanities 6 5 1
Health Sciences 1 1 1
Social Sciences 5 5 2
audio+pictures
with graphics
Hypermedia
Linear Text
Linear Text
Multimedia
Hypertext+
Interactive
Interactive
Hypertext
Graphics
graphics
Scheme
Audio
Other
audio
TOTAL 0 9 2 0 0 1 2 0 0 1 5 3
Percentage 0 45 10 0 0 5 10 0 0 5 25 15
Parallel Concentric Hierarchy
Linear Branches Hypertextual Mixed
branched branched branched
TOTAL 10 2 0 0 4 1 5
Percentage 50 10 0 0 20 5 25
Economics 3 0 0 0 0 0 0
Experimental
0 0 0 0 1 2 0
Sciences
Humanities 6 0 0 0 0 0 0
Health Sciences 0 0 0 0 2 0 0
Social Sciences 1 2 0 0 2 2 1

22. •6 online courses (30% of the total) used
only 1 tool, 7 (35%) 2, 5(25%) used up
to 3, and only 2 (10%) used up to 4
methods.
•1 tool:
•Evaluation from an expert
•formally collected
•Online
•criteria referenced
•summative.

23. 2 tools
• criteria referenced
• expert
• one of the tools used is online
• summative function
• two procedures; one which continues
over the whole course, and another used
only at the end of the course.

24. 3 assessment tools
•formal collection
•criteria referenced
•formative function

25. 4 assessment mechanisms:
•homogeneous data
•expert based
•criteria referenced.
•summative & formative
•Continual procedures
•Naturalistical collection of data

26. • Study, analysis and teachers training.
Traditional curricular • New ways toorganize curriculum elements.
elements for a model
curriculum innovation
• Curriculum as a sistemic issue.
Underuse of curriculum • Understanding of the influence between curriculum
elements each other and the influence with the whole
elements. Lack of curriculum.
pedagogical reflection
• University lecturer as a specialized teacher.
• Supporting mechanisms, and pedagogical and
Exclusive emphasize on technical advice.
contents

27. Development of ambitious
teachers training processes
Studying the curriculum to
obtain real technology
enhanced learning
Bridges between
curriculum theory and
practice

28. Linda Castañeda
University of Murcia
lindacq@um.es
Twitter id: lindacq
http://lindacastaneda.com/mushware//index.php/2011/05/19/mitesis