Reflexiones sobre las competencias y destrezas necesarias para enseñar cursos en línea.
Por: Marcos Torres-Nazario Ed.D. IR Certificate
Interamerican University of Puerto Rico, Ponce Campus
Author Archive
Authors Volume VI, Fall Issue
Article 1: Comparison of Student’s retention of core concepts in Traditional, Hybrid and Writing-Intensive Allied Health Microbiology and Infection Control Courses.
Author: Dr. Shazia Khan
Associate Professor
Biological Sciences Department
Bronx Community College, C.U.N.Y.
Nina Sarkar is an Associate Professor at Department of Biological Sciences, Bronx Community College of City University of New York. Prior to coming to BCC, she served as an Adjunct Lecturer at both Hostos Community College and Lehman College. While at Lehman College, earned her Doctorate in Biology (subprogram Plant Sciences) as a CUNY Graduate Center student. Sarkar joined BCC as assistant professor in 2003. There became interested in Pedagogical research when asked to put together a professional Development Plan, and believe that that was one of the best thing that happened to her, since it has allowed her to reflect on my teaching and to improve and grow as an educator.
Using learner profiling technique to predict college students’ tendency to choose elearning. courses: A two-step cluster analysis.
Title
Using learner profiling technique to predict college students’ tendency to choose elearning courses: A two-step cluster analysis
Author 1
Cheng-Chang “Sam” Pan, PhD, PMP, MBA, is an associate professor of Educational Technology at The University of Texas at Brownsville (soon to be The University of Texas Rio Grande Valley). His current research agenda includes the design of elearning in the context of project management and strategic management of distance education enterprises. He can be reached at Sam.Pan@utrgv.edu
Author 2
Francisco Garcia, MEd, is the Manager of Distance Education, Online Learning, The University of Texas at Brownsville. He will soon become the Director of Center for Online Learning & Teaching Technologies at The University of Texas Rio Grande Valley). He can be reached at Francisco.Garcia@utrgv.edu
Keywords
college students; distance education enterprise, elearning; affinity for technology; separation of school life and personal life
Structuring Online & Hybrid College Courses.
Structuring Online & Hybrid College Courses
By
Janet Michello, Ph. D.
Associate Professor
Social Science
LaGuardia Community College of the City University of New York.
The world of education is rapidly changing as we move onward in the digital world. From pre-school to graduate school more instruction utilizes multimedia and digital resources and relies less on the printed word. Toddlers are playing games on iPads, kindergarteners are drawing and creating stories using laptops, middle school students are conducting online computer research, and college students are producing and submitting digital stories instead of research papers. Advantages of the increase in educational technology include education becoming more accessible, affordable, adaptable, and equitable (Bai & Smith, 2010). We have Ebooks and libraries that offer varied digitalized material and even a library with no books! The first bookless library recently opened at Florida Polytechnic University in central Florida. One of the attributes of such a library is that students can research and select material independently which often is easier and more productive than seeking assistance at a library’s help desk.
Metalectura de textos informativos.
Metalectura de textos informativos
Por
María del Carmen Malbrán
Senior Teacher,
University of Buenos Aires (UBA),
National University of La Plata (UNLP), Argentina
Abstract
Metalectura de textos informativos es un subproyecto del proyecto “Creencias epistemológicas acerca de la naturaleza del conocimiento” patrocinado por la Universidad de Buenos Aires (Argentina) para el período 2004 – 2007. El principio general considera que la lectura pone en juego creencias sobre la naturaleza y límites del saber consideradas como una categoría de pensamiento informal. Estas concepciones influyen en el conocimiento, el razonamiento, las estrategias de estudio, el procesamiento y monitoreo de la información, la organización del contenido y la evaluación de la propia comprensión. La lectura, práctica cognitiva por excelencia, es un factor crítico en los estudios universitarios. Quienes logran leer con provecho se encuentran en una situación privilegiada respecto de quienes poseen en menor grado esta cualidad. Un protocolo de lectura fue diseñado y aplicado a las cohortes 2004- 2005 (n 80) de alumnos de la cátedra Psicología Educacional, correspondiente al tercer año de estudios de la carrera de Educación, Facultad de Filosofía y Letras, Universidad de Buenos Aires. El análisis de los datos permite aceptar la validez de los fundamentos teóricos inspiradores de la experiencia.
Matrícula de estudiantes a distancia en Puerto Rico: Actualización a otoño 2013.
Por
Marcos Torres Nazario, Ed.D. IR Certificate
Resumen
En este artículo se actualiza a otoño 2013, los datos sobre la matrícula a distancia, las instituciones que ofrecen cursos por esta modalidad y el nivel educativo de estos ofrecimientos. También, se ofrece un estimado del tamaño del mercado de la educación a distancia en Puerto Rico. Al mismo tiempo, esta información se compara con la matrícula a distancia de Puerto Rico por nivel académico y sector educativo para otoño 2012 (Torres-Nazario, 2014). En general, se encontró un aumento de 36% en la matrícula de estudiantes, así como un incremento sustancial en la oferta de cursos a distancia por las instituciones de educación superior (IES) públicas del país. Por último, se estimó que para las 36 IES superior que ofrecieron cursos a distancia en otoño 2013, este segmento de mercado representó poco más de 133 millones de dólares de ingresos por concepto de matrícula y cuotas.
Growth of the Open Educational Resource Movement.
Prof. Christine Mooney
Associate Professor
Queensborough Community College, CUNY
and
Leslie L. Francis, Esq.
Assistant Professor
Queensborough Community College, CUNY
Article Abstract
The cost of a textbook for an undergraduate course can average between $60.00 and $300.00. In particular, the cost of textbooks for Hispanic and other minority students can sometimes exceed the cost of their tuition. The increasing cost of commercial texts has led many students to find alternatives for the purchase of their required course text. Students may purchase an older or international version of the text, rent them, or buy e-books. Many students do not purchase the text for the course because they cannot afford the book in any format. The implementation of Open Educational Resources as a means of reducing the cost of student textbooks has grown dramatically in recent years. This paper outlines the development of the OER trend in community colleges in particular and discusses the practical applications for the development of a business law course at Queensborough Community College.
Gamification as a Teaching Strategy: Is It Effective?
David L. Sturges
Associate Professor
University of Texas-Pan American
Jessica Sanchez
Instructional Designer
University of Texas-Pan American
Anthony Salinas
Instructional Designer
University of Texas-Pan American
Assessment of a Technology-Enhanced Review Workshop before Final Exams in an Undergraduate Human Anatomy and Physiology Course.
Seher Atamturktur,
Associate professor,Biological Sciences Department
Bronx Community College of CUNY
2155 University Avenue, Meister Hall 508, Bronx, New York 10453
Seher.atamturktur@bcc.cuny.edu
Office: 718 289 5516
Cell: 201 245 7489
Kyeng Lee
Associate professor
Biological Sciences Department
Bronx Community College of CUNY
2155 University Avenue, Meister Hall 415, Bronx, New York 10453
Kyeng.Lee@bcc.cuny.edu
Office: 718 289 5539
Cell: 917 648 1514
Rujin Tian
Associate professor
Biological Sciences Department
Bronx Community College of CUNY
2155 University Avenue, Meister Hall 412, Bronx, New York 10453
Rujin.Tian@bcc.cuny.edu
Office: 718 289 3414
Keywords: Hispanic-Serving Community College, Gateway Course, Anatomy and Physiology I, Final Exams, Review Sessions, Biomedical Animations, Jeopardy Style PowerPoint Quiz Game
Abstract
Gateway science courses are challenging for community college students, particularly for underrepresented Hispanic students who struggle with the course content as well as time management in their daily lives. In order to improve their academic success and understanding of Human Anatomy & Physiology, a series of two-weekend Anatomy and Physiology review workshops were offered prior to the cumulative final exams. Among others, teaching strategy included presentation of 3D animation video clips illuminating step-by-step biomedical processes, followed by fun Jeopardy-style Quiz competition. The competitions aimed at stimulating student interest and triggering their instant feedback that would reflect the level of their comprehension on topics of challenge. Our findings showed that the rate of passing, particularly grades of C+ and higher (required in all nursing courses), was consistently higher for workshop participants than for non-participants. We believe that the technology-enhanced workshops created an exciting, game-like learning environment that resulted in greater engagement and better academic performance among our students.
Authors: Volume V, Fall Issue
Article 1: Advances in Technology Pave the Path to Actual Learning
Author: Prof. Toni Hernen- Brzeski
Instructor, Education & Reading
Bronx Community College
Prof. Hernen-Brzeski joined Bronx Community College in 2010 as an adjunct lecturer in reading. She’s currently holding the position as an instructor in the Education and Reading Department. Prior to coming to Bronx Community College, she an elementary school teacher in both the Rockville Centre School District and the New York City Department of Education. Received her B.A. in History from Queens College and my M.A. in Elementary Education from C.W.Post Long Island University.
Her teaching interests include, remedial reading, child study, elementary education, and student development. Hernen-Brzeski also worked with the New York City Teaching Fellows Program where mentored and observed first year teachers. Developed a new course for the First Year Seminar Program for Bronx Community College and presented at the CUNY Conference for Best Practices. Along with her work at Bronx Community College, she have also helped pilot the first year debate team at York College.
Primary research interests are in the fields of elementary education with specific interests in pedagogy, child development, and effective use of technology in the classroom to promote learning. Currently reside on Long Island with husband and two children. In her free time she’s a youth girl’s lacrosse coach and enjoy exploring new and exciting attractions across the city and country.
Contact info:
Email: Toni.Hernen@bcc.cuny.edu
Article 2: Análisis sobre los riesgos de seguridad generados por usuarios para las tecnologías de información y comunicación (TIC)
Author: Dr. Isabel Candal Vicente
Associate Professor
Universidad del Este, Ana G. Méndez University System (AGMUS)
Isabel Candal Vicente is an Associate Professor of Management Information System at Universidad del Este, Ana G. Méndez University System (AGMUS). She received her Ph.D. from the San Pablo-CEU University, Spain. Her current research interests include data warehouse, data mining and information security. She has published, presented her work in many journals, and in international and national conferences.
Contact info:
Address: IEN, Business School, B-11 Paseo del Prado, San Juan, Puerto Rico 00926
email: icandal@suagm.edu
Phone: (787) 398-5186
Fax: (787) 754-9665
Co-Author: Dania I. Osorio Concepción
Article 3: Factores que facilitan u obstaculizan el avalúo del aprendizaje en la educación general de las instituciones de Educación Superior.
Author: Dr. Mariela T. Collazo
Assistant Vice President for Planning
Universidad Metropolitana
Her major areas of experience includes: development, implementation and evaluation of annual and long term Institutional Strategic Plan in Higher Education, Government Agencies and Corrections and Rehabilitation Programs. Monitor formative and summative evaluation of institutional development plans in Higher Education and Government Agencies. Ensure proper coordination between the plans, proposed development plan, according to the needs and priorities and fiscal projections. Support the assessment and institutional effectiveness and ensure that the findings and recommendations are integrated into development plans. Support the self-study for institutional accreditation and licensing processes in higher education. Evaluator of Research Proposals – US Department of Education/Title V Programs, needs assessment and or characteristics of labor market in higher education and government agencies, and assessment of the social, economic and urban situation of municipalities.
Some research are: Learning Assessment of General Education at a Private Higher Education Institution in Puerto Rico: a case study (2013), Conceptualizing a learning assessment model of general education for the School of Education of the Metropolitan University: analysis of the alignment of competencies and their development in the classroom (2010), and Models and learning assessment practices in general education (2010).
Dr. Collazo has a Ph.D. in Education – Specialization in Teaching (2013) from the Universidad de Puerto Rico, Rio Piedras Campus, a Master in Planning (license 722) from the Universidad de Puerto Rico, Cayey Campus and a Bachelor in Psychology (Magna Cum Laude, 1997).
Contact info:
Address: 1399 Ana G. Mendez Ave., San Juan, PR 00926
Phone: (787) 766-1717 Ext. 7418
Mobile: (787) 316-9739
Email: mcollazo@suagm.edu
Article 4: Impacto de aspectos visuales y estéticos en la Educación a Distancia.
Author: Dr. Lisbel M. Correa
Assistant Professor – Distance Learning Department
Center of Innovation and Creativity in Education (CICE) Coordinator
Distance Learning Associate Deanship
Inter American University of Puerto Rico, Ponce Campus
Dr. Lisbel M. Correa Suárez is Assistant Professor of the Distance Learning Department, and the Coordinator of the Center of Innovation and Creativity in Education of the Distance Learning Associate Deanship. She owns a Doctored Degree in Instructional Technology and Distance Education of the Fischler School of Education of Nova Southeastern University, and a Master Degree in Educational Technology of Caribbean University. Dr. Correa also has successfully worked as an online instructor for sub-graduate and graduate Programs, and has also provide exceptional contributions by creating standardized processes for online courses instructional design. Has actively worked as a leader for the evaluation, development and reinforcement of the assessment processes of the Associate Dean of Distance Education. Furthermore, she designed the institutional training program for online instructors. As well as other online courses for sub-graduate and graduate program.
Contact info:
Phone: 787-284-1912 Ext.2124
Mobile: 787-479-6506
email: lmcorrea@ponce.inter.edu
Article 5: La inteligencia emocional en la Educación a Distancia.
Author: Dr. Carmen Luisa Hernández
Full time professor
EDP University of Puerto Rico
Carmen Luisa Hernández has a Bachelor’s Degree in Philosophy, and a Master’s Degree in Arts, with concentration in History from the University of Puerto Rico, Río Piedras Campus. She also has a Master’s Degree in Information Systems from EDP University and a Ph. D. in Educative Innovation from the Instituto Tecnológico de Estudios Superiores de Monterrey (ITESM).
Actually she works as a full time professor in EDP University and for over fifteen years she has taught in classroom and online mode in various universities of Puerto Rico. At EDP University she was in charge of the foundation and accreditation of the online program, and of the development of the politics and capacitation of professors of the online mode. She was in charge of the Technological Development Office and directed the Academic Institutional Assessment Committee. Currently she also offers her expertise knowledge in educative innovation through the Learning Consultant Corporation, LLC.
Contact info:
email: carmenl@edpuniversity.edu
email: carmenluisahdez@yahoo.com
Phone (Puerto Rico): 787-501-7951
Phone (Dominican Republic): 809-247-3296
Article 6: La oferta académica en línea de Puerto Rico: Actualización a otoño 2014.
Author: Dr. Marcos Torres- Nazario
Full professor
Distance Education Department
Inter-American University of Puerto Rico, Ponce Campus
Dr. Marcos Torres-Nazario teaches online and face-to-face courses of statistics and research, at the Inter American University of Puerto Rico (IAUPR) Ponce Campus. He received the degree of Doctor of Education in Educational Administration from the Inter American University Metro Campus. Also completed a Post Master Certificate in Institutional Research from Florida State University. In 2013 completed a Master Degree in Research and Evaluation at the University of Puerto Rico, Río Piedras Campus. Recently, finished the ELearning Expert Certificate from FATLA.
Contact info:
Email: mtorres@ponce.inter.edu
Phone: (787) 284-1912 X 2049
Fax: (787) 841-0103
Article 7: Los estudiantes a distancia de Puerto Rico: Datos por nivel y tipo de Institución.
Author: Dr. Marcos Torres- Nazario
Full professor
Distance Education Department
Inter-American University of Puerto Rico, Ponce Campus
Dr. Marcos Torres-Nazario teaches online and face-to-face courses of statistics and research, at the Inter American University of Puerto Rico (IAUPR) Ponce Campus. He received the degree of Doctor of Education in Educational Administration from the Inter American University Metro Campus. Also completed a Post Master Certificate in Institutional Research from Florida State University. In 2013 completed a Master Degree in Research and Evaluation at the University of Puerto Rico, Río Piedras Campus. Recently, finished the ELearning Expert Certificate from FATLA.
Contact info:
Email: mtorres@ponce.inter.edu
Phone: (787) 284-1912 X 2049
Fax: (787) 841-0103
Article 8: Unified Communication Technology: The Considerations for Adoption for Administration and Pedagogy.
Author: Patricia Kahn, Ph. D.
Assistant Vice President for Technology Systems
The College of Staten Island, CUNY
Patricia Kahn, Ph.D. is the Assistant Vice President for Technology Systems at the College of Staten Island (CSI) where she oversees the operations of all information technology services. Dr. Kahn has many years of service in higher education technology services. Prior to coming to CSI, Dr. Kahn served as the Executive Director of Information Technology Services at Brookdale Community College from 2009 – 2014. While at Brookdale, she oversaw and directed all information technology activities and was the focal point on technology for the campus community and the primary liaison with Educational Services and vendors providing services for the development and management of IT resources. Prior to Brookdale, Dr. Kahn obtained extensive experience in academic technology and distance learning during her nine year tenure at Montclair State University. There she held various administrative positions including Director of Technology Training and Integration.
Dr. Kahn received her BS in Computer Information Systems and an MBA in Finance from Manhattan College. She received her Ph.D. in Education from Capella University, with a concentration in Instructional Design and Online Learning. Her favorite past time is spending time with family and friends as well as her Wheaten Terrier.
Contact info:
Address: The College of Staten Island, CUNY, 2A-303A
Phone: 718-982-2209
Email: patricia.kahn@csi.cuny.edu
To learn more about the authors of previous issues click here
Advances in Technology Pave the Path to Actual Learning: Using Blogging as a Learning Tool
by Toni Ann Brzeski
Bronx Community College
Abstract
Do you know the most common electronic device that college student’s possess? According to Joshua Bolkan, a multimedia editor for Campus Technology and The Journal, “85% of college students own laptops while smartphones come in second at 65%.” If technology is becoming a common practice among our students, what are we doing as professors to incorporate it into our classrooms? How can students use technology to reflect on their work? How can technology be used to make our students more aware of their writing? In this article, instructors will gain knowledge about virtual blog sites like edublogs.org, that help keep student and teacher interactions ongoing and engage the learner. With something as little as their cellphones, teachers and students can log onto this blog site to begin communicating and reflecting on assignments, and, in turn, keep the education ongoing.
Análisis sobre los Riesgos de Seguridad Generados por Usuarios para las Tecnologías de Información y Comunicación (TIC)
Análisis sobre los Riesgos de Seguridad Generados por Usuarios para las Tecnologías de Información y Comunicación (TIC)
por Dr. Isabel Candal Vicente
Associate Professor
Universidad del Este, Sistema Universitario Ana G. Méndez
y Dania I. Osorio Concepción
Universidad del Este, Sistema Universitario Ana G. Méndez
Introducción
La información es un recurso valioso de las organizaciones, por lo tanto se debe garantizar y proteger la continuidad de los sistemas de información, minimizar los riesgos de daño y contribuir a una mejor gestión. El entorno de riesgo de la seguridad de la información es cambiante, debe ser revisada y evaluada continuamente. Se entiende por seguridad de información todas aquellas medidas preventivas y reactivas que permiten resguardar y proteger la información buscando mantener la confidencialidad, la disponibilidad e integridad (Maiwald & Sieglein, 2002). En el estudio titulado “Amenazas a la seguridad de la información computadorizada en las universidades de Puerto Rico” de Torres-Berrio (2012), indica que la tecnología de la información ha evolucionado mediante el uso de Internet facilitando el acceso ilimitado a la información de todo tipo pudiendo afectar de esta manera los sistemas de información. Este nuevo entorno tecnológico causa preocupaciones acerca de la erosión del acceso a determinada información y conocimiento. Según nos plantea Burgos (2008), las organizaciones deben estar preparadas para daños y posibles fallas a causa de la vulnerabilidad de los sistemas. Por tal razón, deben implementar políticas de seguridad, normas, procedimientos y estándares para mantener un nivel apropiado de seguridad de la información. Los autores también aseguran que el estar preparados evita o previene las posibles amenazas en los sistemas. Las universidades se han vuelto dependientes de la facilidad de acceso a los datos que proporcionan las tecnologías de la información, simultáneamente también se han vuelto más vulnerables a las violaciones de la seguridad de que los sistemas de información tienen (Torres-Berrios, L., 2012).
Factores que facilitan u obstaculizan el avalúo del aprendizaje en la educación general de las Instituciones de Educación Superior.
Factores que facilitan u obstaculizan el avalúo del aprendizaje en la educación general de las Instituciones de Educación Superior
por Dr. Mariela T. Collazo
Assistant Vice President for Planning
Universidad Metropolitana, Sistema Universitario Ana G. Méndez
Factores que facilitan u obstaculizan el avalúo del aprendizaje en la educación general de las Instituciones de Educación Superior
ABSTRACT
Las Instituciones de Educación Superior (IES) públicas y privadas en Puerto Rico deben asegurarse de que los estudiantes logren las metas de aprendizaje relacionadas con las competencias de educación general establecidas (Middle States Commission on Higher Education, 2009). Los resultados del aprendizaje obtenido por los estudiantes en estas competencias demuestran el cumplimiento de las instituciones con su misión mediante el mecanismo de avalúo del aprendizaje. Sin embargo, las unidades académicas de las IES enfrentan el reto de desarrollar mecanismos sostenidos y fundamentados para el avalúo del aprendizaje en las competencias básicas, aun cuando reconozcan los factores que facilitan u obstaculizan el proceso.
Impacto de Aspectos Visuales y Estéticos en la Educación a Distancia.
Impacto de Aspectos Visuales y Estéticos en la Educación a Distancia
por Dr. Lisbel M. Correa Suárez
Assistant Professor Distance Learning Department;
Center of Innovation and Creativity in Education (CICE) Coordinator;
Distance Learning Associate Deanship;
Universidad Interamericana de Puerto Rico, Recinto de Ponce
Impacto de Aspectos Visuales y Estéticos en la Educación a Distancia
Introducción
Si bien es cierto que los escenarios educativos experimentan cambios incesantes (Cabero, Romero, Castaño, Román, Barroso & Llorente, 2007). De la misma forma, la movilización de estrategias cobra fuerzas a consecuencia de un mundo repleto de información cambiante (Cabrero, 2007). Hoy día, “más importante que el qué enseñar será cómo hacerlo y qué mecanismos utilizaremos para motivar y despertar el interés de los estudiantes” (p. 17). Para Cabero, Romero, Castaño, Román, Barroso y Llorente (2007) esto implica la creación de entornos más ricos y variados para el aprendizaje. Una transformación y ampliación continúa de contenidos didácticos, mas el cambio progresivo en las metodologías para promover un aprendizaje activo. Daura (2011, p. 79) argumentó que “así como es importante que el sujeto que aprende se esfuerce por ser estratégico, también lo es la estimulación que puede efectuar el agente de enseñanza por medio de las acciones que lleve a cabo”.
La Inteligencia Emocional en la Educación a Distancia.
La Inteligencia Emocional en la Educación a Distancia
Por Dr. Carmen Luisa Hernández
Full Time Professor
EDP University of Puerto Rico
La Inteligencia Emocional en la Educación a Distancia
Resumen
Este ensayo tiene el propósito de reflexionar sobre cómo la educación a distancia implica un cambio en la identidad profesional del maestro, donde la Inteligencia Emocional puede ser un recurso que permita una implementación de la educación en línea más exitosa y satisfactoria para el maestro, y por ende redunde en una experiencia de aprendizaje más completa para el estudiante. Se revisan los modelos teóricos relacionados con la Inteligencia Emocional y la involucración de las emociones en los procesos de cambios en la educación y la identidad profesional de los maestros, para proponer que la Inteligencia Emocional es un recurso valioso para promover la educación en línea centrada en el aprendizaje del estudiante.
Palabras clave: educación a distancia, educación en línea, inteligencia emocional, aprendizaje centrado en el estudiante