Contradictions and dilemmas: design and practice epistemological coherence for virtual quality programs
Virtual Educational Programs become valid if the final outcome of their projects lead to the building of relevant knowledge from the personal and social viewpoints. This means inferring coherence between theory and practice so as to elicit powerful knowledge and thus contribute to assure good qualit...
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Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología
2011
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/vesc/article/view/333 |
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I10-R378-article-3332024-09-03T23:09:49Z Contradictions and dilemmas: design and practice epistemological coherence for virtual quality programs Contradicciones y dilemas: la coherencia epistemológica del diseño y la práctica para una calidad de los programas virtuales Fainholc, Beatriz educación virtual superior esclarecimiento y coherencia epistemológicos producción de conocimiento diseños alternativos abiertos calidad educativa virtual higher virtual education epistemological coherence knowledge production open alternative design virtual education quality Virtual Educational Programs become valid if the final outcome of their projects lead to the building of relevant knowledge from the personal and social viewpoints. This means inferring coherence between theory and practice so as to elicit powerful knowledge and thus contribute to assure good quality. The deconstruction of rationalities, the study of articulation between scientific and other approaches, the best application of ICT potentials, etc. they would all help to plan, carry out and evaluate programs established and distributed by techno-cultural convergence through the relevant selection and combination of media and formats. A creative production of knowledge with coherence, quality and real strength in virtual educational innovations is genuinely interested in different types of design with resources open to learning both flexible and oriented to selecting mediation and technological applications on learning and to casting some light on epistemological bases upon which virtual educational programs are planned. Los programas educativos electrónicos adquieren validez, si los productos de sus proyectos conducen a la construcción de saberes significativos desde el punto de vista personal y social. Significa inferir coherencia entre las teorías propuestas y las prácticas realizadas, para una producción de conocimiento potente, y así, aportar para configurar un aseguramiento de calidad. Desmontar racionalidades, estudiar la articulación entre los estudios científicos y otros, exprimir potencialidades de las TIC, etc., coadyuvaría a planificar, ejecutar y evaluar programas situados y distribuidos por convergencia tecnológico-cultural, a través de una pertinente selección y combinación de medios y formatos. Otro tipo de diseños de entornos con recursos abiertos para aprendizajes, flexibles y orientados a seleccionar mediaciones y aplicaciones tecnológicas para el aprendizaje, y esclarecer los presupuestos epistemológicos por los cuales se elaboran, ejecutan y contrastan aquellas en programas educativos virtuales, interesa para una producción creadora de saberes, con coherencia, calidad y fortaleza genuina en las innovaciones educativas virtuales. Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2011-07-07 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/vesc/article/view/333 10.60020/1853-6530.v2.n2.333 Virtuality, Education and Science; Vol. 2 No. 2; 47-64 Virtualidad, Educación y Ciencia; Vol. 2 Núm. 2; 47-64 1853-6530 10.60020/1853-6530.v2.n2 spa https://revistas.unc.edu.ar/index.php/vesc/article/view/333/332 Derechos de autor 2011 Beatriz Fainholc https://creativecommons.org/licenses/by-nc/4.0 |
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Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-378 |
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Virtualidad, Educación y Ciencia |
| language |
Español |
| format |
Artículo revista |
| topic |
educación virtual superior esclarecimiento y coherencia epistemológicos producción de conocimiento diseños alternativos abiertos calidad educativa virtual higher virtual education epistemological coherence knowledge production open alternative design virtual education quality |
| spellingShingle |
educación virtual superior esclarecimiento y coherencia epistemológicos producción de conocimiento diseños alternativos abiertos calidad educativa virtual higher virtual education epistemological coherence knowledge production open alternative design virtual education quality Fainholc, Beatriz Contradictions and dilemmas: design and practice epistemological coherence for virtual quality programs |
| topic_facet |
educación virtual superior esclarecimiento y coherencia epistemológicos producción de conocimiento diseños alternativos abiertos calidad educativa virtual higher virtual education epistemological coherence knowledge production open alternative design virtual education quality |
| author |
Fainholc, Beatriz |
| author_facet |
Fainholc, Beatriz |
| author_sort |
Fainholc, Beatriz |
| title |
Contradictions and dilemmas: design and practice epistemological coherence for virtual quality programs |
| title_short |
Contradictions and dilemmas: design and practice epistemological coherence for virtual quality programs |
| title_full |
Contradictions and dilemmas: design and practice epistemological coherence for virtual quality programs |
| title_fullStr |
Contradictions and dilemmas: design and practice epistemological coherence for virtual quality programs |
| title_full_unstemmed |
Contradictions and dilemmas: design and practice epistemological coherence for virtual quality programs |
| title_sort |
contradictions and dilemmas: design and practice epistemological coherence for virtual quality programs |
| description |
Virtual Educational Programs become valid if the final outcome of their projects lead to the building of relevant knowledge from the personal and social viewpoints. This means inferring coherence between theory and practice so as to elicit powerful knowledge and thus contribute to assure good quality. The deconstruction of rationalities, the study of articulation between scientific and other approaches, the best application of ICT potentials, etc. they would all help to plan, carry out and evaluate programs established and distributed by techno-cultural convergence through the relevant selection and combination of media and formats. A creative production of knowledge with coherence, quality and real strength in virtual educational innovations is genuinely interested in different types of design with resources open to learning both flexible and oriented to selecting mediation and technological applications on learning and to casting some light on epistemological bases upon which virtual educational programs are planned. |
| publisher |
Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología |
| publishDate |
2011 |
| url |
https://revistas.unc.edu.ar/index.php/vesc/article/view/333 |
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2024-09-03T23:11:24Z |
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2024-09-03T23:11:24Z |
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