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Alternative Lines of Action for the Design of Online Multimedia Material Directed towards the Collaborative Training of Teachers in the Design of the Teaching

 

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Opened Access Alternative Lines of Action for the Design of Online Multimedia Material Directed towards the Collaborative Training of Teachers in the Design of the Teaching
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Author: Ballesteros Regaña, Cristóbal
Siles Rojas, Carmen
Department: Universidad de Sevilla. Departamento de Didáctica y Organización Educativa
Date: 2014
Published in: Conceptual, Methodological and Practical Challenges on How and What People and Organizations Learn Across Time and Space
ISBN/ISSN: 978-1-62948-911-7
Document type: Chapter of Book
Abstract: The aim of the study was to evaluate the potential for online multimedia materials as alternative learning tools for the collaborative training of teachers in the design of research-based teaching. A case study using a team of three trainee teachers was used to develop a process of initial training in the design of a constructivist and research-based teaching unit supported by online multimedia material. The results obtained from the research allowed some principles to be identified, and basic recommendations and alternative lines of action to be given for designing online multimedia materials. Online multimedia materials can be alternative teaching tools that contribute (with other materials) to the development of constructivist, collaborative and research-based strategies which help provide the necessary support for improving the initial and ongoing training of new teachers in the design of teaching from a research perspective
Cite: Ballesteros Regaña, C., y Siles Rojas, C. (2014). Alternative Lines of Action for the Design of Online Multimedia Material Directed towards the Collaborative Training of Teachers in the Design of the Teaching. En Conceptual, Methodological and Practical Challenges on How and What People and Organizations Learn Across Time and Space (pp. 1-13). Hauppauge NY, United States: Nova Science
Size: 195.8Kb
Format: PDF

URI: http://hdl.handle.net/11441/62406

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