Examinando por Autor "a del Valle Pacheco, Jessica"
Mostrando 1 - 1 de 1
Resultados por página
Opciones de ordenación
Publicación Acceso abierto Diálogos emergentes sobre educación virtual: claves para el empoderamiento en el siglo XXI(2020-08) Boada, Antonio; a del Valle Pacheco, Jessica; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000065829 - Antonio Boada; https://scholar.google.es/citations?hl=es&user=Zv0EdDoAAAAJ - Antonio Boada; https://orcid.org/0000-0002-8882-7680 - Antonio BoadaIn this 21st century, education must unavoidably harmonize with the changes experienced by the world in technological, political, economic, social, cultural, environmental, legal, ethical in order to provide citizens with the development competitions; understood as the sum of skills, knowledge and values necessary in, by and for life in society. For this reason, an active dialogue has been proposed that crosses borders of disciplinarity, fragmentation, disengagement and homogeneity. And at the same time promote change and focus in the individual as a rational, emotional, social, cultural and environmental; that is to say that it is valued in its fair dimension from the multiple knowledges that come to agglutinate each other for a total understanding of yourself and your environment. With all this, we want to provide lifelong learning and place that has been assigned in recent times to the way in which learn, what is learned, when is learned, what is taught, how is it taught, when it is taught, who teaches, where it is taught, to where does the school go… So, in this knowledge society there have been open these discourses on virtual education to propose to the reader the adoption and/or development of new skills that allow make their way in their day to day within the labor-business sector, family, social or of any other nature. Those questions lead to a set of dissertations that from a critical, open, flexible, analytical, multidisciplinary, transversal, creative and innovative forces us to check, question, evaluate, build and validate a series of emerging discourses that help to weigh the free transit of the individual towards an increasingly global and competitive world. For this reason, the works included here are ―in principle― findings or contributions that have been added to the emerging reflections on lifelong learning from different fields of knowledge where the CEIPA University Foundation offers a well-nourished corpus with the intention of evaluating -in the 21st century- its potential within of the field of virtual education based on the results of the Saber Pro tests, which are applied by the Ministry of Education National to the future graduates of the country to measure the equality of competences acquired during their training independently of their study modality ―face-to-face or virtual―. In this sense, it is necessary and timely to systematize and assess of the contributions given by CEIPA to raise the quality of the education that is imparted in Colombia. Considering that the demands of daily life demand new teaching scenarios and learning is a sine qua non condition that the conception of these processes evolve and transcend space-time notions, teacher-student, education-work, behaviorism-constructivism among others, in order to guarantee the transformation of educational praxis in higher education institutions. Given the heterogeneity of the contributions, it has been decided to organize information in four parts. The first part, “Potentialities of virtual education in the 21st century: a reality in equality of competences”, is an investigation that according to the nature of the subject matter it addresses, it follows the methods and procedures of a documentary research and the criteria of an investigation descriptive in order to make a better presentation of the results achieved. These results will serve to demonstrate whether CEIPA has managed to establish parity in the educational training of its students and the design, development, management and implementation of plans of studies more attractive and in harmony with the environment, the institution and the group where the educational act is carried out since it teaching must be at the service of knowledge and society that demands it, not the other way around. The second part, "Performance in competitions of students of Face-to-face and virtual modalities in Saber Pro tests: case CEIPA”, where, based on a statistical-descriptive analysis, contrasts the performance of the institution's students in relation to with the various institutions of higher education in Colombia ―already either in the face-to-face modality (day-night) or under the modality virtual-. In this part, the results of the the Saber Pro tests applied to measure the competences of the future professionals of the country for their insertion in a world more globalized and competitive day. The third part, “Problem-based learning: new challenges of virtual education”, makes an outline of the new challenges facing virtual education from the implementation of the problem-based learning given the demands of daily life that demand radical changes in the way it is taught and how learned in this century. Starting from the premise that the rise of ICT ―at the end of the 90s― has been a key factor for the creation, improvement, development and adoption of new models, much more attractive methods, programs and curricula with with a view to preparing citizens for the deployment of skills necessary in the immediate future. Although methodologically this division traces the emphasis or priority that has been assigned today to the teaching and learning process through the development of skills, which are essential to accentuate the empowerment of the person for life and for action above any other model or teaching method to be carried out since the most important thing -for now- is that the student appropriates for himself the skills, knowledge and values necessary to function in a world that is increasingly globalized, competitive, convulsive and overwhelming. No matter the how but the results. Therefore, competency-based training is more than ever an urgency within the social fabric where modern man gravitates. Finally, it includes "The challenges of education in the twentieth century XXI, by way of conclusion”. In this part, a balance is made of the studies gathered here with the firm intention of unleashing new discussions in the near future. Specifically, if you think about the construction-reconstruction-transformation of the social fabric and of man as the creator of the same; hence it is seen as an active entity ―as demanded by the age of technology, the information and knowledge―within their own process of teaching and learning. There is still a long way to go and ground to pave, for this reason, through these challenges, a Useful blog to safely navigate between society 3.0 and 4.0. Developing skills to access information, interpret it, give it meaning, transform it, communicate it, share it or modify it to produce new knowledge useful in, by and for the global world; that is the biggest challenge assume education in this century.