Prácticas evaluativas del aprendizaje desde Blended en la modalidad Abierta y a Distancia de los programas de pregrado de la Facultad de Educación de la Vicerectoría de Universidad Abierta y a Distancia – VUAD.

Abstract

The transformation of teaching - learning processes in the last decade, have been influenced by Technological Mediations (Definition: Relationship between teachers, students and knowledge, making use of Information Technology and communications, ICT , in Orozco Goméz, 2002, page 5), which have not ceased to be exclusive of one or another educational modality. Both, the Presential Modality and the Modality of Distance, have been modifying their structure, leading to the development of what is now known as B-Learning or Blended learning: Bimodal Learning. One of the particularities of B-learning is the possibility of discussion that is generated in face-to-face spaces and that can be extended through the resources offered by virtual classrooms, such as: forums, chats, or video conferences. This also implies the modification of evaluative practices, since the student's participation becomes more relevant in the development of the learning process; that is, it goes from being a passive actor to an active actor. This study deals with the evaluative practices developed by teachers of the Faculty of Distance Education, as a result of the redesign of virtual classrooms in the period 2014 - 2 and whose new structure begins in the period 2015 - 1. The research concern find out about how these evaluative practices have been transformed and the incorporation of the pedagogical model in virtual classrooms as an opportunity provided by the Learning Management System (LMS) Moodle. The study addresses three phases: 1. Referential review of four experiences in educational programs that have inspected the evaluation processes of learning and the impact of these by the Technological Mediations. 2. Inquiry for the conceptions of teachers around the evaluation practices in the Faculty of Education, as well as the knowledge about the B-learning model and the resources of Technological Mediations. 3. Observation of the evaluation practices in the Virtual Classrooms that the teachers develop in the periods 2014 - 2 and 2015 - 1, periods in which a change is made in the structure of the virtual classroom of the Faculty of Education. The investigation is approached from the qualitative model with interpretative character, in the first two phases. For the third phase, an approach is made from virtual ethnography. This last part makes it possible to demonstrate the development of teaching work in the face of the challenge of synchrony and asynchrony, through forums, collaborative networks, digital educational platforms, such as LMS Moodle, videoconferences or instant messaging, from the configuration of the virtual classrooms 2015 - 2 of the Faculty of Education of the Santo Tomás University.

The study also proposes a categorization of evaluative practices for the Faculty of Education, in such a way that they can rethink in a more dynamic way through the use of virtual classrooms, taking the potential generated by Technological Mediations.