MEDIATION STRATEGIES IN VIRTUAL LEARNING SCENARIOS

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By: Fernando Quijano Martínez

To define the type of strategies to be used in the students’ training process, we start from the concept of strategy cited by Tobón (2006): “a set of actions that is projected and implemented in an orderly manner to achieve a certain purpose ”, which in the case of virtual learning scenarios refer to action plans that are implemented by the program designer team in a systematic way to achieve the proposed learning objectives and that the participant uses in a conscious and thoughtful way to facilitate the execution of their learning processes. They are classified into two classes:

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Pedagogical strategies. These types of strategies are constituted by specific spaces for learning that require a specific space-time location and the use of the tools offered by the technological platform on which the course is published, including: Chat, forum, blog, video tutoring, among other.

Teaching strategies. Tools and procedures characterized by their adaptation to the diverse learning needs of students, according to the stage of the process and their respective pedagogical intention.

The selection of the didactic technique to be used depends on the disciplinary field or area of ​​knowledge and the level of training of the students and based on the document Didactic Techniques in the Educational Model of the Instituto Tecnológico de Estudios Superiores de Monterrey (2000), they must characterized by stimulating in students active participation in the construction of knowledge while promoting a broad and sufficient learning of knowledge, intentionally developing skills, attitudes and values ​​through experiential experiences, problem solving, cases and projects . They should promote collaborative learning while allowing the student to build their own knowledge and participate in the assessment process.

In addition to the above, the didactic strategies to be used must be characterized as: 1) Flexible. Adaptation to the diverse learning styles and characteristics of the students’ context. 2) Planned. Systematic determination of its purposes in the learning process of students. 3) Reflective. To be in constant verification and adaptation from the evaluation that of these is made in relation to the achievement of the goals and learning objectives.

The teacher must be an expert in the use of both learning and teaching strategies, capable of selecting and using the most pertinent for learning the specific area of ​​knowledge and for the level and context of the students. Strategies can be used to activate previous knowledge, orient students about the most important of the study contents, the way in which information is organized, among others (Diaz and Hernández, 2004. p.144).

The following table describes some of the didactic strategies to be used in virtual learning scenarios:

Table 1. Teaching strategies

Strategy Description
Socratic questions Questions aimed at allowing the participant to identify the unknown aspects of a topic or information, with the aim of disturbing them so that they generate new knowledge.

Image-word pairing
Experiences in which the degree of association of concepts and procedures is evidenced. Word-word, image-word, image-image associations can be used, depending on age, level of education and the design of the proposed graphical interface.
Graphic organizers They are those tools that allow you to organize information, rank it, present it, demonstrate the design of a course, among other things. Concept maps, mindfacts, cognitive maps, flow charts, mind maps are some examples of these tools.
Interpretation of drawings, images and graphics: The participants are confronted with images, drawings and graphs so that they are interpreted from their previous conception, they allow to verify the capacity of observation, identification and comparison.
Analogies They allow little-known elements to be compared with others for which there is more information and knowledge. They are presented as an extended simile and allow us to compare two aspects, either by their essence or by their operation.
Study of cases Strategy that allows you to work on a real situation related to performance in an academic or work context that raises a decision, an opportunity, a problem or a complex issue to face, making use of your knowledge and skills.
Problem-based learning Learning method that is based on the principle of using problems as a starting point to acquire and integrate new knowledge. This strategy is useful both for the construction of knowledge and for the development of skills and attitudes.
Forums They allow managing the complexity of a discussion around a specific topic with the help of hierarchical structures of the dialogues. They are carried out asynchronously through the study platform.
Games Strategy that helps participants to enjoy a pleasant, participatory, interactive and challenging moment, making learning fun.
Simulations Strategy that contributes to the development of competences in apprentices as it allows the experimentation and experience of situations similar or equal to those in the real world, making decisions and taking actions without putting facilities, equipment and other resources at risk.
Virtual reality It is the complete or partial representation of a real or fictional environment, through the use of electronic media, which may include 3D graphics or images, has the property of being interactive and may or may not be immersive.

 

Source. Own elaboration from consulted sources.

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