La enseñanza de un curso intensivo en modalidad virtual: crónicas de una grata experiencia
The pandemic and the ASPO (preventive and compulsory quarantine) implied multiple challenges to teach and maintain the Law degree curriculum. In this framework, a course on the subject Theory of Crime was taught, which was conducive to the analysis of teaching strategies, since it was a virtual cour...
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| Autores principales: | , |
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
| Publicado: |
Universidad de Buenos Aires. Facultad de Derecho. Departamento de Publicaciones
2021
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| Acceso en línea: | http://revistas.derecho.uba.ar/index.php/academia/article/view/381/340 http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=academia&cl=CL1&d=HWA_6962 https://repositoriouba.sisbi.uba.ar/gsdl/collect/academia/index/assoc/HWA_6962.dir/6962.PDF |
| Aporte de: |
| Sumario: | The pandemic and the ASPO (preventive and compulsory quarantine) implied multiple challenges to teach and maintain the Law degree curriculum. In this framework, a course on the subject Theory of Crime was taught, which was conducive to the analysis of teaching strategies, since it was a virtual course and, moreover, in an intensive mode. The tools used to address the teaching process in that novel context from the pedagogical point of view are examined here: planning and its modalities, virtual tools such as the Faculty's web campus and its modality of use, the GSuite platform for the preparation of material, class guides and content, and also external platforms such as Socrative for course monitoring and evaluation activities. Based on these ideas, inferences are made about the potential of these technologies to meet the objectives proposed in the course syllabus |
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