UNIVERSIDAD DISTRITAL FRANCISCO JOS DE CALDAS FACULTAD DE CIENCIAS Y EDUCACIN PROYECTO CURRICULAR DE LA LICENCIATURA EN EDUCACIN BSICA CON NFASIS

EN INGLS SYLLABUS
NOMBRE DEL ESPACIO ACADEMICO: Materials and Media 2

CDIGO: 16509009 (Gr.1)) TIPO DE ESPACIO ACADEMICO: OBLIGATORIO BASICO (X) OBLIGATORIO COMPLEMENTARIO ( ) ELECTIVO INTRINSECO ( ) ELECTIVO EXTRINSECO ( )

PERIODO ACADEMICO: 2012_1

NUMERO DE CREDITOS: NA

NUMERO DE HORAS: TRABAJO DIRECTO 2 TRABAJO MEDIADO _____ TRABAJO AUTONOMO _____

JUSTIFICACIN: Below you will find a number of reasons why it is important for teacher-trainees to become familiar with the evaluation, design, adoption and adaptation of materials and media for primary / secondary school: 1. 2. 3. 4. 5. Teachers are usually asked to evaluate teaching materials in their teaching contexts. It is necessary for teachers to have clear materials evaluation criteria so that they can make the best decisions possible when it comes to selecting course materials. The Decreto 1860 de Agosto 3 de 1994 states that teachers are now encouraged to develop their own teaching materials for the courses they teach. The Internet now offers abundant quality materials that teachers need to integrate in their regular courses. There are now many pieces of software that have the potential to improve the quality of the materials developed by teachers to support their teaching.

OBJETIVOS: Below you will find a number of reasons why it is important for teacher-trainees to become familiar with the evaluation, design, adoption and adaptation of materials and media for primary 1. 2. 3. 4. 5. Teachers are usually asked to evaluate teaching materials in their teaching contexts. It is necessary for teachers to have clear materials evaluation criteria so that they can make the best decisions possible when it comes to selecting course materials. The Decreto 1860 de Agosto 3 de 1994 states that teachers are now encouraged to develop their own teaching materials for the courses they teach. The Internet now offers abundant quality materials that teachers need to integrate in their regular courses. There are now many pieces of software that have the potential to improve the quality of the materials developed by teachers to support their teaching.

CONTENIDOS: The following list contains some of the technological mediations that will be studied in this course. The order in which they appear may be changed depending on availability at the computer lab. NOTE: Some of these will be studied by students autonomously. PHP forum (discussion board) administration. Guestbooks. Wikis Hot Potatoes (Quiz, Match, Cross, Mix, Cloze).

WebQuests. Digital edition of audio files. Digital edition of image files. Video editing. Linking Hot Potatoes exercises with audio and image files. FreeMind / X-Mind: Knowledge Representation Software. Web Design. Web hosting, Web administration. Integration of learning objects. Apart for the contents listed above, the course draws attention to a number of issues which are important for teachers integrating materials and technological mediations in their teaching practices. Therefore, the instructor has made a selection of topics to be tackled by attendants on-line. The topics selected will be discussed both in Spanish and in English (depending on the text). Topics for on-line work include: E-learning, B-learning, D-learning,M-learning. Sstandards for e-learning. ICT and culture. Anthropology of cyberculture. El programa de la cibercultura. Digital literacy. The history of the Internet, Web 1.0, Web 2.0, Web 3.0. Virtual communities and social networks. Collective intelligence. Communities of practice. Knowledge representation. Cultura de la representacin. Cultura de la presencia.

METODOLOGIA (Descripcin de la metodologa de acuerdo a las modalidades de trabajo contenidas en la normatividad de la universidad: 1. Crditos acadmicos: trabajo directo, mediado y autnomo; 2. Competencias a desarrollar ver Artculo 4 Acuerdo No. 009/2006) Most of the class sessions will be led by the participants. The instructor will prepare application workshops and make presentations of important aspects for the course, but these workshops and presentations will always be followed or preceded by student-led activities. The participants are strongly encouraged to be well prepared for each class session, this is the main reason why the reading materials has been organized and provided beforehand. Unprepared participants may be requested to develop and present additional materials. The participants must also do the various individual activities posted on the virtual campus. Although this participation is asynchronous, it is also compulsory, and the deadline is the last week of regular class sessions. Note that the instructor will evaluate these activities based on the aspects listed in the Evaluation Procedures section of this document. The participants are expected to do many knowledge representation exercises using the reading materials for this course. These representations will be kept in a portfolio, which will also contain reflective notes and feedback notes from the instructor and the other participants. The portfolio must also contain a timetable in which you list the activities you do throughout the development process, a reflective teacher log (your own reflections, reflecting hypotheses, inferences you make, etc.), and a statement of the principles you hold in the development of didactic resources. At the end of the semester, the participant must hand in the portfolio, together with the printed materials developed and a digital copy of such materials. Participants are also expected to hand in a learning module, with additional support materials (video-tapes, audio-tapes, workbooks, teachers guides, flashcards, etc.)

EVALUACION (Seguimiento evaluativo en relacin con las competencias y modalidades de trabajo contenidas en la normatividad de la universidad) 30% Lesson plans for the four units, preliminary design of two lessons (including mediations studied until then).

30% Theoretical support (methodological & didactic principles) for the materials, detailed description of the materials designed (including computer software used, number of lessons per unit, etc.), a document containing the names and contact information (email, phone number, etc.) of all team members. 35% At the end of the semester, all teacher-trainees must hand in the final products (their design projects), that is, a minimum of four (4) digital didactic units designed with multiple technological mediations (studied in class and on-line). These didactic units must be coherent with the products designed in the previous course.

BIBLIOGRAFA, HEMEROGRAFIA, CIBERGRAFIA GENERAL Y/O ESPECIFICA: Escobar, Arturo (1999). Bienvenidos a Cyberia. Notas para una antropologa de la cibercultura. En: El final del salvaje. Naturaleza, cultura y poltica en la antropologa contempornea. Bogot: Instituto Colombiano de Antropologa / CEREC
Fumero, Antonio y Roca Gens (2007). Web 2.0. Fundacin Orange, Madrid: 2007 (http://www.fundacionauna.com/ areas/25_publicaciones/publi_25 3_11.asp) [ltima consulta: 2 de febrero de 2012] Gumbrecht , Hans Ulrico (2005). Produccin de presencia: lo que el significado no puede transmitir Gutirrez Alfonso (2003). Alfabetizacin digital. Barcelona: Gedisa,

Jirousek, Ch. Art, Design and Visual Thinking. http://char.txa.cornell.edu/

Lvy, Pierre (2007) Cibercultura. La cultura de la sociedad digital. Anthropos. Universidad Autnoma Metropolitana. Barcelona.

Magarios de Morentin,J. Las semiticas de la imagen visual. http://www.fortunecity.com/victorian/bacon/1244/vision.html Maley, A. (1998) Chapt 12 - Materials development in language teaching. Squaring the circle- reconciling materials as constraint and materials as empowerment. Cambridge University Press. Marty, R. Introduccin a la semitica. Semitica de la imagen. http://www.univ-perp.fr/see/rch/lts/marty/espagnol.htm
Medina, Manuel. Tic y Cultura (2007). En: Prlogo a Cibercultura. La cultura de la sociedad digital. Anthropos. Universidad Autnoma Metropolitana. Barcelona.

Skaalid, B. Design Theory. www.usask.ca/education/coursework/skaalid/theory/theory.htm

Ugalde, David. El poder de la redes (2008). http://www.deugarte.com/gomi/el_poder_de_las_redes.pdf Wenger, Etienne (2001) Comunidades de Prctica. Aprendizaje, significado e identidad. Cognicin y desarrollo humano. Paids. Barcelona.

ADDITIONAL REFERENCES AVAILABLE ON-LINE AND AT STUDENT REQUEST.

Prof. Email: Moodle: Twitter:

ALEJANDRO MCNEIL amcneilf@udistrital.edu.co http://virtual.udistrital.edu.co/ciencias/ www.twitter.com/profmcneil/