Publicación: Competencias digitales e innovación educativa en la conversión de curso presencial en curso virtual durante la pandemia de COVID-19
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2021
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info:eu-repo/semantics/openAccess
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UniRede
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Este trabajo pretende dar cuenta de la experiencia sobre la participación en un curso virtual de Capacitación de Formadores en la Competencia Digital de Comunicación y Colaboración, aplicado a funcionarios públicos de América Latina y el Caribe (ALC), originalmente preparado para ser presentado de manera híbrida y posteriormente adaptado para ser totalmente a distancia, debido a la pandemia ocasionada por la COVID-19. El curso se enmarca en el Programa de Capacitación de Formadores en Competencias Digitales coordinado por la Universidad de Educación a Distancia (UNED) en asociación con la OEI-Panamá y el Convenio Andrés Bello. En este Programa participan: la Universidad Nacional de la Patagonia San Juan Bosco (Argentina) y la Universidad Federal de Santa Catarina (Brasil). El Programa forma parte del Plan INTERCOONECTA y se encuentra financiado por la Agencia Española de Cooperación Internacional para el Desarrollo (AECID). Para adaptar la formación a la virtualidad esta experiencia utilizó como metodología el Aprendizaje Basado en Problemas (ABP) con la mediación de profesores y tutores en un entorno virtual de aprendizaje (EVA) desarrollado en Moodle, debidamente estructurado para apoyar las acciones de cursos de esta naturaleza. La experiencia lograda en el curso indica que la educación debe tener una mirada diferente en la aplicación de modelos de este tipo, la transmisión de los conocimientos obtenidos a otros compañeros de la institución, pudiendo así maximizar y desarrollar habilidades de comunicación y colaboración digital de todos los involucrados.
This paper aims to give an account of the experience of participating in a virtual Training of Trainers course in Digital Communication and Collaboration Competence, applied to public officials from Latin America and the Caribbean (LAC), originally prepared to be presented in a hybrid way and later adapted to be totally remote, due to the pandemic caused by COVID-19. The course is part of the Training Program for Trainers in Digital Competences coordinated by the Distance Education University (UNED) in association with the OEI-Panama and the Andrés Bello Agreement. Participating in this Program are: the San Juan Bosco National University of Patagonia (Argentina) and the Federal University of Santa Catarina (Brazil). The Program is part of the INTERCOONECTA Plan and is funded by the Spanish Agency for International Development Cooperation (AECID). To adapt the training to virtuality, this experience used Problem-Based Learning (PBL) as a methodology with the mediation of teachers and tutors in a virtual learning environment (VLE) developed in Moodle, duly structured to support the actions of courses of this nature. That said, the experience gained in the course indicates that education should take a different look at the application of models of this type. This is because it is one of the conditions for the participants in this course, the transmission of the knowledge obtained to other colleagues of the institution, thus being able to maximize and develop communication skills and digital collaboration of all those involved.
This paper aims to give an account of the experience of participating in a virtual Training of Trainers course in Digital Communication and Collaboration Competence, applied to public officials from Latin America and the Caribbean (LAC), originally prepared to be presented in a hybrid way and later adapted to be totally remote, due to the pandemic caused by COVID-19. The course is part of the Training Program for Trainers in Digital Competences coordinated by the Distance Education University (UNED) in association with the OEI-Panama and the Andrés Bello Agreement. Participating in this Program are: the San Juan Bosco National University of Patagonia (Argentina) and the Federal University of Santa Catarina (Brazil). The Program is part of the INTERCOONECTA Plan and is funded by the Spanish Agency for International Development Cooperation (AECID). To adapt the training to virtuality, this experience used Problem-Based Learning (PBL) as a methodology with the mediation of teachers and tutors in a virtual learning environment (VLE) developed in Moodle, duly structured to support the actions of courses of this nature. That said, the experience gained in the course indicates that education should take a different look at the application of models of this type. This is because it is one of the conditions for the participants in this course, the transmission of the knowledge obtained to other colleagues of the institution, thus being able to maximize and develop communication skills and digital collaboration of all those involved.
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competencias digitales, entornos virtuales de aprendizaje, aprendizaje basado en problemas, comunicación y colaboración, digital competence, virtual Learning Environments, problem-based learning, communication and collaboration
Citación
Martín-Cuadrado, A. M., Spanhol, F. J., Sánchez, L. P., Alvarez, M., & Simon, R. M. (2021). Competencias digitales e innovación educativa en la conversión de curso presencial en curso virtual durante la pandemia de COVID-19. EmRede - Revista De Educação a Distância, 8(2), 1–13. https://doi.org/10.53628/emrede.v8i2.808
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Facultad de Educación
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Didáctica, Organización Escolar y Didácticas Especiales