CÓDIGO BTA-F1-P6-C05-

GMCA
FORMATO ESTRUCTURA DE SYLLABUS
VERSIÓN 1

FECHA: 10/09/2019

1. Course general information

1.1 Basic information

Faculty or Program: Core: Course name:

academic unit: B.A. in Modern Languages with Disciplinary Educational Technology and
Education Sciences Emphasis in English Area: Language Learning
Education
and new
technologie
s
Code: Academic term: Semester: No. credits: No. hours:
BOGPRE4762 2020-2S 7
2 96
Theoretic Theoretica Associated
Practical Yes No
Course type: al l-practical to
transversal
X project: X
Created on: Updated on:
June, 2018 July, 2020

1.2 Course description

The ICT is involved in educational contexts, their social impact, as well as the challenges they pose, offer
alternatives that promote efficiency in the teaching-learning process. These alternatives have backed a systematic
transformation at an economic, social and cultural level in Latin America. Nevertheless, for such challenges and
changes to be successful, it is necessary to develop specific skills and competences in terms of the use of ICT. The
development pace of technology makes it more difficult to face social inequality, given the limited access still
present in certain regions around the world. On the other hand, given the need of empowering students with tools
for autonomous learning, ICT may set appropriate conditions to support the language learning process.

2.Learning intentions

2.1. Formative aims

General aims:
To train students at the B. Ed in Modern Languages with emphasis in English to integrate some of the major
principles of Educational Technology into their own teaching and learning practice.

Specific aims:
● To identify key principles of Educational Technology integration.
● To identify some of the cognitive and motivational implications of Educational Technology.
● To apply key principles of Educational Technology for Instructional Design purposes.
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2.2 UGC graduate profile

Alumni from the B.Ed. in Modern Languages with Emphasis in English at Universidad La Gran Colombia stand out
due to their knowledge of context-based needs, meaning to cooperate in building initiatives that will impact their
betterment and their communities’ quality of life. In this way, they will acknowledge their political role and their
profession's fellowship range, as educators aiming to transform society from fields that strengthen the development
of English as a second language, by promoting an environment of self-recognition and the exchange of experiences
and sociocultural knowledge.

2.3. Competences:

Specific Competence Evaluation indicators.

● Analyze educational contexts based on cognitive,
physical, and psychological development of students
with the purpose of establishing technological
breakthroughs to benefit learning processes.
● Design and assess digital and technological teaching
resources to facilitate Foreign Language Learning
processes within a given context
● Identify some of the major principles of Educational
Technology.
● Be able to apply Educational Technology principles in
the field of Instructional Design.
Generic Competence
Adapt new teaching trends that are in line with the needs of
the environment, for engaging learners in their education.
Cross-Competence
Select, produce, and make use of teaching and learning
materials based on local needs and international language
teaching standards framed within national educational
policies
Students spot and classify key characteristics of
Gamification.
Students propose the use of a specific ICT to
accomplish the learning objective.
Students try and analyze the primary features of an
Augmented Reality experience.
Evaluation indicators.
1. Apply the “Ladder of Inference Model”.
2. Propose an intervention project following the
suggested stages for Educational Technology
incorporation: adoption implementation and
incorporation.
Evaluation indicators.
Students define the baseline of an English Language
course.

2.4. Expected learning results

● Students will be able to propose the inclusion of ICT solutions for language learning and teaching,
considering key principles in the field of Instructional Design.

2.5. Teaching methodology

The class will be developed applying a constant interaction between the teacher and the students. Students
demonstrate knowledge by presenting the required activities but also through a constant and active participation in
class.
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3. Evaluation

3.1 Types of evaluation:

Formative: Evaluation carried out during the three terms. It includes a series of activities described in 3.2.
Self-assessment: Student self-evaluate his/her class participation, class attendance, and general class activities
commitment.
Peer-assessment: Peers value their classmates having into account assignment quality, responsibility, attitudes
and general class performance perceptions.
Teacher’s assessment: The professor assesses students’ commitment in terms of academic excellence,
responsibility, and commitment and assignment fulfillment.

3.2 Evaluation percentages and strategies

Partial Resource strategy Date

● Project on ICT Implementation

First 30% 1 to 6 week
● First midterm exam

● Project on Gamification
7 to 11 week
Second 30% ● Second midterm exam

● Project on Instructional Design

Third 40% ● Self-evaluation 12 to 16 week
● Final Written Exam

Weekly study guide (appendix)

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FECHA: 10/09/2019

Appendix
Weekly Study Guide

Course Professor

Full name

E-mail

Program B.A. in Modern Languages with Emphasis in English

Academic degree

Specific X Generic____ Transversal___

Description
● Analyze educational contexts based on cognitive, physical, and psychological development of students
with the purpose of establishing technological breakthroughs to benefit learning processes.
● Design and assess digital and technological teaching resources to facilitate Foreign Language Learning
processes within a given context
● Identify some of the major principles of Educational Technology.
● Be able to apply Educational Technology principles in the field of Instructional Design.
Week Core Topics and Academic Activites

Explores students’ previous conceptions on the following concepts and terms: e-learning, face to face
teaching, ICT support, Blended Learning and Online Learning.

READINGS: Alonso, F. López, G. Manrique, D. Viñes, J. (2005). An instructional model for web-based
e-learning education with a blended learning process approach. British Journal of Educational
Technology, 36 (2), 217-235
http://www.fisme.science.uu.nl/publicaties/literatuur/2005_modelforwebbasedelearning.pdf
1
Osguthorpe, Russell T. Graham, Charles R. (2003). Blended Learning Environments, Definitions and
Directions. The Quarterly Review of Distance Education. Volume 4(3). p.227-233. Information Age
Publishing. Inc.
http://www.publicationshare.com/c1-Charles-Graham-BYU--Definitions-of-Blended.pdf

MOODLE TASK: draw a mind map to summarize one of the given texts. Use:
https://www.canva.com/es_co/graficos/mapas-mentales/
https://www.goconqr.com/es/mapas-mentales/
Argyris’ “Ladder of Inference” model. ICTs are considered as a key element of the proposed solution.

2 READING: https://www.mindtools.com/pages/article/newTMC_91.htm
MOODLE VIDEO: Ladder of Inference https://www.youtube.com/watch?v=XA94chykm-c
MOODLE TASK: forum to talk on the video
Educational Technology Incorporation (Process Stages - Adoption)
READING: slideshare presentation https://es.slideshare.net/danielmstamaria/stages-in-technology-
3 education
MOODLE VIDEOS:
Incorporating Educational Technology Learning: https://www.youtube.com/watch?v=Gij6ej85tF8
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Introduction to Technology acceptance Models for Education:

https://www.youtube.com/watch?v=icZbLhQoqG8
MOODLE TASK: draw a concept map on the main points from the videos. Use free websites to
draw it.

Educational Technology Incorporation (Process Stages - Implementation)

READING: Van Loon, A. Ros, A. & Martens, R. (2012). Motivated learning with digital learning tasks:
what about autonomy and structure? Educational Technology Research & Development, 60. 1015-1032
4 http://sites.uci.edu/bsemdpedagogyposts/files/2014/01/peda-3.pdf
MOODLE VIDEO: 3 Phases of Educational Technology: https://www.youtube.com/watch?v=-Ir4-
EFVhzI
MOODLE TASK: forum on the given text.

Professor gives a CLIL lesson (45 minutes) using Gamification. At the end of this sample session,
students spot and classify key characteristics of Gamification
5
READINGS: CLIL Gamification: http://clilheroes.com/
MOODLE TASK. CLIL lesson plan: students prepare presentations.
https://www.teachingenglish.org.uk/sites/teacheng/files/CLIL%20a%20lesson%20plan.pdf

6 1st Midterm Assessment Activity

Students are given around 20 minutes to design a lesson plan to teach a given grammar topic. Once
they have done it, professor formally presents the concept SDT. Professor leads a discussion on the
basic psychological needs from the SDT: autonomy, competence and relatedness.

READING. Deci, E. L., & Ryan, R. M. (2000). The 'What' and 'Why' of Goal Pursuits: Human Needs
7 and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227.
https://selfdeterminationtheory.org/SDT/documents/2000_DeciRyan_PIWhatWhy.pdf
MOODLE TASK: students improve their lesson plans and upload their proposals.

Students explore available online resources to be incorporated in a pedagogical intervention for

motivational purposes. Professor formally introduces the topic “Flow: The Psychology of Optimal
Experience”. Students are asked to think about specific cases where the “Flow” experience can be
detected.

READINGS: Keller, J. & Bless, H. (2008). Flow and regulatory compatibility: An experimental approach
8
to the flow model of intrinsic motivation. Personality and Social Psychology Bulletin, 34. 196-209
MOODLE VIDEO: Integrating online resources into your teaching:
https://www.youtube.com/watch?v=WUApcBloiMI
MOODLE TASK: forum on resources to be incorporated in a pedagogical intervention for motivational
purposes

Students make groups of 3 to 4 people. Each group is given a learning problem to be solved. Students
have to:
9 1. Apply the “Ladder of Inference Model”.
2. Propose an intervention project following the suggested stages for Educational Technology
incorporation: adoption, implementation and incorporation. Groups hand in their proposals at the end of
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the session.

READING: Reigeluth. Ch. (2012). Teoría instruccional y tecnología para el nuevo paradigma de la
educación. RED, Revista de Educación a Distancia.
https://www.um.es/ead/red/32/reigeluth_es.pdf
MOODLE VIDEO: https://www.youtube.com/watch?v=wF00ScERJaM
MOODLE TASK: workshop

Professor presents a deductive model for Instructional Design. Students learn to state course aims and
objectives for further lesson planning. Professor introduces the concept of “Flipped Classroom”. Based
on this, students are given a study guide to prepare for the next week.

READING: Merrill, M. (2001). First Principles of Instruction. Journal Of Structural Learning & Intelligent
10 Systems, 14(4), 459.
https://mdavidmerrill.files.wordpress.com/2019/04/firstprinciplesbymerrill.pdf
MOODLE VIDEO: Flipped classroom Model: https://www.youtube.com/watch?v=BCIxikOq73Q
MOODLE TASK: study guide

11 2nd Midterm Assessment Activity

Professor leads a review on the topic assigned to be studied: “The New Taxonomy by Marzano and
Kendall”. Professor presents the Cognitive dimension of the Taxonomy, providing examples on each
one of the concepts in it.
READING: Marzano, R & Kendall, S. (2006). The New Taxonomy of Educational Objectives. Corwin
12 Press
http://www.ifeet.org/files/The-New-taxonomy-of-Educational-Objectives.pdf
MOODLE VIDEO: Marzano’s new taxonomy: https://www.youtube.com/watch?v=zNycBrA2NKI
MOODLE TASK: presentations

Students use the studied learning taxonomy to state a learning objective and design a corresponding
class activity. Students propose the use of a specific ICT to accomplish the learning objective previously
stated.

READING: Marzano, R & Kendall, S. (2006). The New Taxonomy of Educational Objectives. Corwin
13
Press
MOODLE VIDEO: Designing and Assessing Educational Objectives:
https://www.youtube.com/watch?v=Y5R2puQK5fI
MOODLE TASK: presentations

Professor leads a discussion on Disruptive Technologies. The class explores one ICT of this kind:
Augmented Reality. Students try and analyze the primary features of an Augmented Reality experience.

READING: Tobón, M. (2007). Diseño instruccional en un entorno de aprendizaje abierto. Universidad

14 Tecnológica de Pereira. Pereira, Colombia.
https://issuu.com/eslibre.com/docs/dise__o_instruccional_en_un_entorno
MOODLE VIDEOS: Disruptive Technologies: https://www.youtube.com/watch?v=O2f3vKrJTzI
Augmented Reality: https://www.youtube.com/watch?v=f9MwaH6oGEY
MOODLE TASK: workshop
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Professor presents an online learning platform: Udemy. Students are asked to define the baseline of an
English Language course. Students are asked to state aims, objectives, units and evaluation rubrics.
15
Students work on the course outline.
MOODLE TASK : Students upload their proposals.

16 Final Assessment

References

Compulsory references Location

Alonso, F. López, G. Manrique, D. Viñes, J. (2005). An

instructional model for web-based e-learning education with a
blended learning process approach. British Journal of Educational
Technology, 36 (2), 217-235.

Andrews, R. Haythornthwaite, C. (2007). Introduction to E-

learning Research. The Sage Handbook of E-learning Research.
SAGE Publications. Londres.

Deci, E. L., & Ryan, R. M. (1996). Need satisfaction and the self-
regulation of learning. Learning and Individual Differences, 8(3),
165.

Deci, E. L., & Ryan, R. M. (2000). The 'What' and 'Why' of Goal
Pursuits: Human Needs and the Self-Determination of Behavior.
Psychological Inquiry, 11(4), 227. UGC Library
Gagné, M., & Deci, E.L. (2010). Self-Determination Theory and
Work Motivation. Journal of Organizational Behavior, 26(4). 331-
362

Keller, J. & Bless, H. (2008). Flow and regulatory compatibility: An

experimental approach to the flow model of intrinsic motivation.
Personality and Social Psychology Bulletin, 34. 196-209

Marzano, R & Kendall, S. (2006). The New Taxonomy of

Educational Objectives. Corwin Press

Merrill, M. (2001). First Principles of Instruction. Journal Of

Structural Learning & Intelligent Systems, 14(4), 459.

Osguthorpe, Russell T. Graham, Charles R. (2003). Blended

 CÓDIGO BTA-F1-P6-C05-
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Learning Environments, Definitions and Directions. The Quarterly

Review of Distance Education. Volume 4(3). p.227-233.
Information Age Publishing. Inc.

Qing, Xu. (2013). Maximizing Learner Autonomy Through

Reflective Teaching. Cross-Cultural Communication, 9 (4) 19 – 22

Van Loon, A. Ros, A. & Martens, R. (2012). Motivated learning

with digital learning tasks: what about autonomy and structure?
Educational Technology Research & Development, 60. 1015-
1032.
mplementary references cation

Reigeluth. Ch. (2012). Teoría instruccional y tecnología para el

nuevo paradigma de la educación. RED, Revista de Educación a
Distancia.

Tobón, M. (2007). Diseño instruccional en un entorno de

aprendizaje abierto. Universidad Tecnológica de Pereira. Pereira,
Colombia.

Digital or technological resources

Ladder of Inference
https://www.youtube.com/watch?v=XA94chykm-c
Incorporating Educational Technology Learning:
https://www.youtube.com/watch?v=Gij6ej85tF8
Introduction to Technology acceptance Models for Education:
https://www.youtube.com/watch?v=icZbLhQoqG8
3 Phases of Educational Technology: On youtube
https://www.youtube.com/watch?v=-Ir4-EFVhzI
Integrating online resources into your teaching:
https://www.youtube.com/watch?v=WUApcBloiMI
Flipped classroom Model:
https://www.youtube.com/watch?v=BCIxikOq73Q
Marzano’s new taxonomy:
https://www.youtube.com/watch?v=zNycBrA2NKI
Designing and Assessing Educational Objectives:
https://www.youtube.com/watch?v=Y5R2puQK5fI
Disruptive Technologies:
https://www.youtube.com/watch?v=O2f3vKrJTzI
Augmented Reality:
https://www.youtube.com/watch?v=f9MwaH6oGEY