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Abstract(s)
Nowadays is incontestable the ICT role in our lives, as in a professional level, as in a personal level. The education field is not indifferent to its potential and opened doors to its utilization. However, using technology could not mean that is a plus to education. So Herrington et al (2010) say “We argue that technologies need to be used as cognitive tools for learning rather than as simply alternative delivery platforms” (p.3)
Our proposal aim is to present the developed work in order to adjust a course unit into an e-learning model. Firstly, it is going to be contextualized this restructuring in the Universidade Aberta’s Pedagogical Virtual Model and regulatory instruments related to the model. Secondly, we are going to expose our options, as well as the reasons why they were chosen, seeking the conciliation of the model’s principles with the idea of technologies should go beyond the availability of the contents. This structuring was made in different levels. Among them stands out the thematic to approach and its organization, the definition of general and specifics aims inherent to each one of them, the materials to be used, the type and the technique to present formative and evaluative activities. At the learning unity development level, it will be explained the used strategies, based on the University’s Pedagogical Virtual Model, mentioned above. Finally, through this process there will be reflections, having as indicators some students’ feedback, as well as their level of success.
Description
Keywords
ICT Elearning Course unit
Pedagogical Context
Citation
Publisher
Athens Institute for Education and Research