|
Title:
|
PROJECT-BASED ONLINE LEARNING AND TEACHING. AN EXAMPLE OF CURRICULAR DESIGN |
|
Author(s):
|
María Serván , José Francisco Murillo , Ángel I. Pérez , Miguel Sola , Encarnación Soto |
|
ISBN:
|
978-972-8924-42-3 |
|
Editors:
|
Miguel Baptista Nunes and Maggie McPherson (series editors: Piet Kommers, Pedro Isaías and Nian-Shing Chen) |
|
Year:
|
2007 |
|
Edition:
|
V II, 2 |
|
Keywords:
|
E-learning, curricular design, educational innovation, post-graduate programmes. |
|
Type:
|
Short Paper |
|
First Page:
|
75 |
|
Last Page:
|
79 |
|
Language:
|
English |
|
Cover:
|
|
|
Full Contents:
|
click to dowload 
|
|
Paper Abstract:
|
The main goal of this paper is to present an educational innovation design in an online post-graduate programme called
"Educational Innovation Policies and Practices for the Knowledge Society". The methodology of the Masters Degree
combines individual work, cooperative work, creation, personal expression, interaction and communication with the
tutor. The Masters Degree curriculum is implemented on three levels: the personal work project, which forms the heart of
students' work in the course, the disciplinary modules and the interdisciplinary core. Likewise, there are three types of
teachers: personal tutors, module teachers and core advisers. These teachers work as a team, particularly the personal
tutors and core advisers. The personal work project is carried out in line with the centre of interest chosen by each
student. The disciplinary modules group together the basic content of each of the areas of knowledge and the knowledge
we consider fundamental for specialist training in educational innovation within the framework of contemporary society.
Students work individually both on the personal work project and the disciplinary modules. Students demand information
for the disciplinary modules as required in the development of their personal projects. The interdisciplinary core refers to
theoretical and practical tools which enrich the intellectual resources of educational innovation specialists. In this core
students work in small groups. The interdisciplinary core is conceived as a didactic area for the exchange of ideas,
experiences, concerns, alternatives and examples which can be used as sources of inspiration for the personal project of
each student. |
|
|
|
|
|
|
