Module 2

Challenges in 21st
Century Education
Analyzing educational contexts
Module 2
2022 Oficina de Educación
Virtual USTA
Module 2
Challenges in 21st
Century Education
Module 2
Author
Diana Margarita Araque Torres
2022 Oficina de Educación

Virtual USTA
DIRECTIVOS UNIVERSIDAD SANTO TOMÁS
fr. José Gabriel Mesa Angulo,O.P.

Rector
fr. Eduardo González Gil,O.P.

Vicerrector Académico General
fr. Wilson Fernando Mendoza Rivera,O.P.

Vicerrector Administrativo y Financiero General
fr. Javier Antonio Castellanos, O.P.

Decano División de Educación Abierta y a Distancia
Ing. Carlos Eduardo Balanta Reina

Decano Facultad de Ciencias y Tecnologías
AUTOR DISCIPLINAR
Educación Abierta y a Distancia

Facultad de Educación
Maestría en Ambientes Bilingües de Aprendizaje
Challenges in 21st Century Education
Module 2: Analyzing educational contexts
Author : Diana Margarita Araque Torres
ASESORÍA Y PRODUCCIÓN
Mg. Carlos Eduardo Álvarez Martínez

Coordinador Oficina de Educación Virtual
Mg. Wilson Arley Sánchez Pinzón

Asesor tecnopedagógico, corrector de estilo y diseñador instruccional
Prof. Diego Fernando Jaramillo Herrera

Diseñador gráfico
Universidad Santo Tomás
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Content of Module 2
Problematization - Learning situation - Context
Guiding questions
Instructional Analysis (Content Synthesis)
Methodology
Introduction - Presentation
1. Definition of macroeconomics
2. Social Analysis: Understanding the problem
2.1 The Logical Framework Approach (Arbol de Problemas)
Bibliography / Webgraphy
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1.
Problematización
Learning Context: Problematization
The government of a border city in a Latin American country has analyzed

educational achievements derived from the bilingualism programs, defined as a
critical objective for its inhabitants' social and economic development.
The analysis of results in the last decade reported a series of educational

complexities and challenges related to difficulties in responding to the city's
current social and economic dynamics and of the world. The most relevant
challenges identified are the disparity between rural and urban communities,
differences in access to technology, the need to strengthen bilingualism in
schools, and the lack of social development strategies for vulnerable
communities, such as migrants who speak other languages, native or foreign.
Moreover, there is a shortage of opportunities and solutions to respond to current
social, technological, and educational changes.
Therefore, the educational leaders of this city have determined the need to
establish an action plan that allows them to make informed decisions about the
future of Education and bilingualism. Furthermore, such a plan will create a frame
of reference to solve problems and respond to challenges in educational contexts
and bilingual learning environments. However, they conclude an action plan is
possible only when the inhabitants' needs are central and consider social, cultural,
and linguistic diversity.
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2.
Core Questions
How to find possible solutions to problems in specific educational contexts?
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3.
Instructional Analysis
(Content synthesis)
Analysing educational contexts
Context 1: Rural schools

and working with people
Context 2: Adult literacy and

community building
1. Recognising Bilingual contexts: Context 3: Education in

Needs, realities and expectations Emergencies and refugees
Context 4: Remote
learning and special needs
Context 5: Smart classroom

and multi-age grouping
Social Analysis: Understanding 2.1 The Logical Framework

the problem Approach (Arbol de Problemas)
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4.
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5.
Methodology
This module uses problem-based learning as the didactic strategy to achieve this
module's learning purposes, evidenced by the learning outcomes suggested in the
course syllabus. This module follows questions to cover facts and central knowledge,
followed by examples, discussions, some cases or additional content that include videos,
pictures and podcasts.
This module aims to make students integrate and apply knowledge and skills in the
activities proposed in the learning guide. This module runs through some steps to
develop knowledge and skills. It starts with identifying facts and previous knowledge,
then analyses problems or cases and discussions; in closing, it identifies possible
solutions or alternative perspectives on the issues at hand.
The outcomes evaluation uses varied criteria described in the Rubrics for this module,
aiming to evidence the student's ability to utilize the knowledge and skills for a particular
activity or setting.
Learning Path:
0. EXPLORE: Module 2. Linking theory with practice, a first approach
1. DESCRIBE: Educational context description (Assignment)
2. ANALYSE AND REPORT – PART 1: Design challenge report and Peer-evaluation

(Workshop)
3. ANALYSE AND REPORT – PART 2: Design challenge – final version(Assignment)
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7.
Introduction
This module aims to help you analyze the dynamics and challenges of Education in the
21st-century in a variety of bilingual learning environments. You will integrate and apply
the core concepts and ideas studied in the previous module through 5 educational
situations related to current challenges and dynamics. Each case contains detailed
information along with pictures, videos, examples, or suggestions for further reading. In
each section, you will apply knowledge and instruments to help you find solutions to
problems in the selected situation.
Towards the end, you will have a broader perspective of the challenges in 21st-century
Education, which allows you to find and contrast possible solutions considering different
views and factors.
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Analyzing Educational Contexts
2.1 Recognizing Bilingual contexts: Needs, realities and expectations
The following section contains five educational contexts with detailed information,
pictures, videos, examples, and suggestions for further reading. Each educational
situation refers to current challenges regarding bilingualism and learning environments.
In that way, you will recognize the changing needs of Education in the 21st-century.
Context 1: Rural schools and working with people
El inglés en la zona rural de Colombia: aplicación del modelo Working with people, del
método Content-based y de los ambientes de aprendizaje en la clase de lengua
extranjera en Subia, Cundinamarca.
Disponible en: https://repository.javeriana.edu.co/handle/10554/35431
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“El propósito de esta investigación es estudiar si, a través de la implementación de una

actividad previamente diseñada, hay algún cambio en el ambiente de aprendizaje de la
clase de inglés en la Institución Rural Departamental de Subia en el grado 11 de
bachillerato” (Buitrago, 2017, p.19).
El proyecto busca identificar los posibles cambios en el ambiente de aprendizaje en la

clase de inglés y en el proceso de aprendizaje en el contexto rural de Subia,
Cundinamarca. Reconoce la oportunidad de influir en la deserción escolar, teniendo en
cuenta el programa ECO desarrollado por el Ministerio de Educación Nacional (MEN)
con una propuesta de actividad pertinente para el contexto rural dentro de la clase de
inglés.
Overview:
Rural areas in Colombia represent 84,7% of the country's territory; this creates a
challenge to reach remote areas and provide quality education for its citizens, including
bilingualism programs. Therefore, the Ministry of Education has developed several
programs and supported research throughout the country that might help them
overcome the obstacles, recognize the characteristics of rural environments and the role
of a foreign language in the countryside. As a result, this research focuses on the effects
of English classes in rural environments. In addition, this investigation is concerned with
English teaching by content related to social reality. Furthermore, this project takes some
principles from the Working with People model to propose an academic activity related
to "Sustainable Drip Irrigation for Plants".
You can listen to the

Podcasts in the following
buttons their goals:
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Context 2: Adult literacy and community building

The Immigrant Learning Center
Since 1992, The Immigrant Learning Center, Inc. (ILC) of Malden, MA, is a not-for-profit
organization that gives immigrants a voice. It also provides free, year-round English
classes to immigrant and refugee adults in Greater Boston to help them become
successful workers, parents and community members.
Source: https://www.ilctr.org/
The Immigrant Learning Center, Inc. programs are designed to help immigrants and
refugees become economically self-sufficient and socially and civically engaged. The
ILC offers classes free of charge, year-round to 900 or more students who range from
those with little or no formal Education to those with advanced degrees in their native
languages.
How does it work? The ILC staff determines the language needs and personal and
educational goals of each student when they enrol. Students are placed into programs
that best meet their individual needs, and counselling is provided to help them achieve
their goals.
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In addition to English skills, students gain leadership, problem solving, organizational and
job skills. As students gain English proficiency, they achieve greater self-confidence,
self-sufficiency, and the ability to contribute and participate in the community and
workforce.
The ELP Language program covers the following areas:
Students are placed in class levels

that best reflect their listening,
English for Speakers of speaking, reading and writing skills.
Other Languages (ESOL) Classes are intensive, with 10 to 15
hours of instruction every week
exclusively in English for a total
immersion experience.
This course helps students with the

Next Steps Class highest levels of English proficiency
prepare for the next steps such as
job training, higher Education,
professional re-certification and job
search skills.
Students with little or no Education

in their native language are placed
in smaller classes. Individualized
Literacy Program
attention gives them the best
chance of achieving their goals and
giving back to society.
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The students learn basic computer

literacy, essential for today's economy.
Technology Program They also receive English instruction
through specialized software programs.
Students planning on taking the

Citizenship Classes citizenship exam in the next 12 months
learn what to expect during becoming a
U.S. citizen, how to pass the exam, and
conversation skills to help pass the
interview.
This course is the only opportunity for

60-and-older students with limited
English to practice speaking skills. As a
Senior Conversation result, they gain the confidence to do
Class things many native English speakers
take for granted, such as going to the
store, taking public transportation,
seeing a doctor or talking to a neighbor.
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Immigrants who have school-age

children and need help navigating the
Family Literacy U.S. school system, receive workshops
on reading with preschoolers, among
others.
All students have access to counseling

for continuing Education, employment,
Support Services physical and emotional well-being.
The following video shows how the Immigrant Learning Center impacts the community
and the lives of those attending the programs. Their mission is to provide enough
knowledge of English to enable immigrants to have productive lives in the U.S. using a
total immersion approach while taking advantage of cultural diversity. In addition, the
programs embrace a wide range of learners that range from illiterate to advance
language learners.
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Context 3: Education in Emergencies and refugees

Improving Learning Environments Together (ILET): Learning spaces for refugees in
Uganda
Overview document – ILET Package (English,Spanish,French,Arabic)
ILET (Improving Learning Environments Together) is a package that helps tackle the
issues in Education in Emergencies (EiE) in a practical way. This program aims to
empower communities to improve the quality of the learning environment through a
participatory process. The ILET package helps to address several challenges that have
been widely acknowledged and formally documented in humanitarian contexts. Also, it
can be applied in different phases of an emergency. Through a participatory process, the
community receives support to examine the school or learning environment, analyze the
findings, develop and implement a School Improvement Plan (SIP). This package is
particularly relevant in emergencies, when people are on the move, or prone to recurrent
waves of displacement because it's flexible and easily transferrable. As a result, it builds
capacity in data management that enable dynamic and sustainable action in school
improvement and development.
How is this achieved?
• By developing and implementing school improvement plans (SIP) with the community
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and children in school
• By empowering children, parents and teachers
• By supporting the process with real-time data to improve the quality of the learning
environment
• By holding humanitarian actors and duty bearers to account through evidence
Learn more about the implementation of ILET and its five logical, chronological steps
(Program design, coordination and training, data collection and analysis, feedback and
discussion and school improvement plan) in the video below:
Improving Learning Environments Together ILET

Source: https://www.youtube.com/watch?v=R5J0Gnny7Mo&t=2s
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A School Improvement Planning session with

teachers and parents in Adjumani, Uganda
Source: Save the Children – ILET Overview
document
The ILET package was piloted in five

schools/learning spaces in
North West Uganda, between July 2017 and February 2018.
Background: The pilot was incorporated in response to South Sudanese refugee children.
Timeline: The pilot was led by a full-time ILET coordinator and an information management
officer. The first round of data collection took one week and was completed in early August,
while data analysis took three weeks. Feedback sessions were delivered to the five learning
spaces during the first week of September, and all SIPs were developed by the end of
September. Round two of data collection ended in February upon the opening of schools.
Achievements: Findings from round two showed improvements in all schools across all
foundations. Also, the pilot in Uganda built on solid partnerships and mobilization among
local communities. The District Education Office delegated its coordinating centre tutors
and district inspector of schools to participate in the data collection and SIP planning. The
findings from the pilot also fed into advocacy efforts with the District Education Officer, and
were built into other proposals.
Parents and community members volunteered and came up with low-cost activities such as
cleaning the compounds and setting up volleyball playgrounds. ILET was also very
well-received by other EiE actors who expressed an interest in scaling up the same approach
in all the schools they were supporting. They could see the noticeable improvements in the
five piloted learning spaces while valuing the community mobilization and participation
elements.
Way forward: The Uganda office is working in a consortium scaling up the ILET program to
31 schools in three districts in the North West region, in a new ECHO supported project
running from April 2018 until April 2019.
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Meet Provy, a Child Refugee in Uganda | Save the Children

Source: https://www.youtube.com/watch?v=rEKVfKXOBaI
Context 4: Remote learning and special needs

The story of David Matamoros
Since shifting to remote learning due to the pandemic, educators have considered the
most efficient support of language learners. However, students with physical or learning
disabilities pose even more challenges in the shift to distance learning.
Under U.S federal law, students with disabilities or special needs are eligible for special
education services designed to help them succeed in school. But those services are not
always easily transferable to distance learning or even in-person learning with social
distancing nor hybrid classes. Moreover, some special education students have gone
months without any occupational, physical, and speech therapy services and other
supports. In the best cases, the staff provided virtual therapy and parents were forced to
replicate it, whereas trained specialists offered in-person support for a few students in
school.
Unfortunately, many students don't have internet and technology at home, which makes
teachers increase hours of professional development with digital learning resources.
Schools acknowledged that some students need English-learner and special education
support services, also required multilingual staff to connect with English-learners and
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immigrant families. In addition, families reported severe learning loss and skill regression
due to the extended time schools were closed. All these situations bring concerns to
schools, parents and caregivers.
A recent report from the Center on Online Learning and Students with Disabilities
determined that most online learning platforms are poorly designed for students with
disabilities and fail to accommodate the needs of students who may struggle to focus or
multi-task. In addition, they offer little support apart from drills and practice exercises.
In the following report, you will find the story of David Matamoros, a child with autism, and
his mom that exemplifies the challenges derived from the COVID-19 pandemic in 2020:
Many of NYC's bilingual special

education students don't get the
right services. Remote learning has
made it even harder
David Matamoros in early March, right before leaving for school.

Source: Reema Amin/Chalkbeat
Context 5: Smart classroom and multi-age grouping

Integración de tecnología en aula de aceleración
El espacio de aprendizaje o aula seleccionada corresponde al nivel de formación de Primaria,

particularmente en la Institución Educativa Oficial Playa Rica, del municipio de Bello,
Departamento de Antioquia, ubicada en el nor-occidente de Colombia. La población
específica corresponde a un grupo de niños, niñas y jóvenes matriculados en 4° con
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conocimientos mínimos de lectura, escritura y matemáticas entre 10 a 15 años, que presentan

un desface entre la edad y el grado que deberían estar cursando. Este grupo de estudiantes se
denomina extraedad, debido a desescolarización o experiencias de fracaso escolar y
repitencia (MEN,2006).
Las instituciones educativas del Departamento de Antioquia deben cumplir con la exigencia
de prestar del servicio educativo de la población en extraedad en las Instituciones Educativas
oficiales, particularmente a estudiantes matriculados en los grados 2°,3° y/o 4° de Básica
Primaria. A partir de entonces, se implementa el proyecto denominado Aula de Aceleración
del Aprendizaje, incluido en el portafolio de modelos flexibles del Ministerio de Educación
Nacional de Colombia, adaptado e introducido en el país desde el año 2000.
Este modelo fue elegido por el gobierno nacional para dar una respuesta pertinente y de
calidad al fenómeno de la extraedad, desarrollando las competencias básicas que les permitan
nivelar la primaria. Para llevar a cabo este modelo es necesario contar con un docente
capacitado y un “espacio físico con buenas condiciones de seguridad y comodidad, destinado
para el grupo en extraedad que garantice la utilización del material educativo y el despliegue
de la metodología propia del modelo” (Gobernación de Antioquia, 2010, Artículo 5, pg. 3).
El modelo de Aula de Aceleración de Aprendizaje se enfoca en personalizar el proceso de

aprendizaje, fortalecer la autoestima e incentivar la continuación de sus estudios, a partir de
proyectos interdisciplinarios (no se manejan asignaturas específicas) y estrategias
pedagógicas para la nivelación de los estudiantes en un año lectivo. De esta forma, involucrar
a los estudiantes activamente en su proceso de formación, buscando aprendizaje significativo
y orientado a la práctica (Echeverry, 2015). Se caracteriza por desarrollar las clases siguiendo
una metodología o rutina diaria en una secuencia de siete momentos. Cada uno responde a un
propósito o un tipo de actividad con situaciones significativas de aprendizaje dentro del
espacio del aula. Las acciones que comprende el modelo son: Trabajo dirigido por el docente,
trabajo en grupo, trabajo individual, desafío, juego, evaluación y tarea o trabajo.
Adicionalmente, cada estudiante en este modelo tiene acceso además a una serie de 8
módulos de aprendizaje que incluyen un módulo nivelatorio y un módulo de inglés, en los
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cuales se encuentran las actividades a realizar en términos de proyectos y subproyectos. Estos

contenidos se complementan con material didáctico y textos educativos dispuestos por cada
institución.
Adicionalmente, los directivos se han planteado al necesidad de crear un ambiente de

aprendizaje amigable y flexible con elementos TIC y no TIC, a partir de una organización del
espacio diferente, que se acomode a las características de una Smart Classroom con las
condiciones necesarias de espacio para llevar a cabo prácticas de enseñanza-aprendizaje, así
garantizar el bienestar físico y psicológico de los estudiantes, articulando las dimensiones
ambiental, pedagógica y digital (Martínez,2020). Por lo tanto, la institución plantea la
configuración de un espacio de aprendizaje pensado en ofrecer una experiencia de
aprendizaje satisfactoria y enriquecedora.
Sin embargo, se requiere establecer un plan de adaptación curricular a la metodología de

enseñanza en el aula de aceleración tradicional, con el fin de incorporar nuevos recursos (TIC
y no TIC), siguiendo las particularidades y necesidades del contexto. Por otra parte,
encontraron limitaciones frente a la reglamentación en el diseño de ambientes escolares,
descritas en la Norma Técnica Colombiana NTC 4585.
A pesar de estas limitaciones, con la intención de fomentar la participación activa, el

aprendizaje significativo y dinámicas de interacción menos tradicionales. A mediados de
2018, la institución le apuesta a una organización del espacio y del mobiliario que deja al
estudiante en el centro de la formación, alterando las estructuras tradicionales, dando
prioridad a los principios de organización y configuración de un Smart Classroom tales como:
Flexibilidad, apertura, colaboración, uso de la tecnología, y uso efectivo del espacio. Para ello,
el aula de aceleración fue modificada y se establecieron zonas dentro del aula tales como:
• Zona de presentación: Se refiere al espacio para exponer ideas frente al

grupo, el docente utiliza este espacio junto al tablero para proyectar la
imagen de un proyector (video beam) ubicado en la parte frontal.
• Zona de almacenamiento: Se refiere al espacio donde los estudiantes

ubican sus elementos personales, para mantener el aula organizada. Cada
estudiante tiene asignado un espacio que puede personalizar. También se
ubican las piezas de un tapete armable como un elemento didáctico que
puede brindar también comodidad.
• Centro de recursos de aprendizaje (CRA): Se ubica en una esquina la

Mesa-tablero Didáctico y un kit de recursos didácticos para las áreas de
conocimiento.
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• Biblioteca: Se ubica en una esquina del aula con una biblioteca

móvil junto con un rack para almacenar y cargar 5 tabletas.
• Papelería: Contiene elementos como papel, colores, tijeras, etc, y

se ubica la impresora multifuncional que esta conectada de forma
inalámbrica al computador del profesor.
• Minihuerto: Ubicado cerca a la ventana exterior y busca generar

una conexión con el ambiente exterior, además de fomentar el
cuidado del medio ambiente.
• Cartelera: Es un muro de corcho ubicado en el muro opuesto al

tablero, es un espacio libre para que los estudiantes compartan sus
productos y exploren su creatividad.
Vista desde el interior:
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Esta aula innovadora generó amplias expectativas dentro de docentes y estudiantes

para sacar el mayor provecho frente a los recursos y el espacio disponible, además
permitió replantear los esquemas tradicionales desde la distribución de espacios hasta la
revision del currículo. Gracias a esta experiencia, el colegio comenzó a ser reconocido en
su comunidad como un colegio innovador y disruptivo en el municipio.
Fuente: https://ieplayarica.edu.co/ - Estudiantes Aula de Aceleración
Al principio el aula tuvo un uso intensivo, los estudiantes manifesatron su agrado y

disposición para aprender en este espacios, sin embargo, luego de 3 meses de su
implementación, se presentaron algunos problemas que limitaron el impacto de esta
iniciativa. Particularmente por las dificultades de tipo técnico, por ejemplo, baja
conectividad, mantenimiento de los dispositivos y el desgaste de los docentes para
preparar clases lo suficientemente atractivas y efectivas para optimizar los recursos y el
espacio de aprendizaje.
Además, se evidenció el desconocimiento sobre las habilidades tecnológicas de algunos

estudiantes al interactuar con dispositivos o recursos dentro del aula, creando una
inversion de tiempo adicional en el acompañamiento por parte de los docentes. Al
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finalizar el trimestre, fue evidente la amplia disparidad entre el resultado de los

estudiantes. Este aspecto generó preocupaciones entre docentes y directivos,
particularmente para el caso del aula de aceleración, dadas sus particularidades y la
necesidad expresa de avanzar de una forma acelerada en el cumplimiento de las
actividades propuestas.
A partir de los primeros resultados, los directivos y docentes se reunen y logran concluir
que la implementación de un aula de aceleración innovadora implica que el Municipio
debe destinar recursos para la financiación de estrategias educativas y la gestión de
políticas para la calidad que permitan implementar el Modelo, incluyendo la formación de
profesorado y dotación de aulas. Adicionalmente, se identifica la necesidad de diseñar
un Plan de Apoyo al Mejoramiento (PAM) para hacer seguimiento al logro de objetivos,
desarrollo de actividades, uso adecuado de los recursos, formación docente,
implementación de TIC y evaluación sobre la implementación del modelo.
2. Social Analysis: Understanding the problem

Problems in Education are rooted in the issues arising in society, such as inequality,
racism, discrimination, illegal immigration, etc. Many authors and human science experts
have tried to define social problems with varied opinions and actions of the social actors
involved or those who bring up the issues to understand better what they entail. In
general, social problems refer to a situation recognized by a group o a person with
specific components. For example, Horsfall (2012) states that a social problem is a
situation that affects a person or group of people who feel strongly enough to take steps
towards change because they notice that something is wrong and need to find ways to
resolve it. For that reason, recognizing something as a problem is the first step in the
social change process.
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Understanding the process of defining and resolving a particular issue requires the
identification of six ingredients of social problems:
1. Target group: Those who are suffering. They are mistreated, face severe threats to
their personal or social well-being. Normally it refers to a collectivity , category or social
group (nationality, ethnicity, etc).
2. Adverse social situation: Is a particular situation that affects the target group; it can be
created by another group or due to natural causes such as a physical disaster (tornado,
tsunami, earthquake, etc.) that are unpredictable. Such adverse situations could affect
the group on a short-term or long-term basis.
3. Advocate group: This group refers to the people who recognize a social problem.
These individuals are motivated for different reasons, including altruism and idealism,
with a strong interest in finding solutions. They become claim makers and commit
themselves to change the group's current situation with discussions or actions.
4. Ameliorating action: This component refers to the proposed change.
5. Action Group: The group of people that puts the proposed change into effect.
6. Will to act: It is the willingness to act and find solutions. Nonetheless, the group(s)
should be aware of the costs and efforts attached to such actions and be willing to bear
them.
In sum, Horsfall suggests a social problem is: "a situation judged by and advocate group
that adversely affects the personal or social well-being of a target group (or collectivity),
through an ameliorating action, carried out by an action group/organization or institution"
(2012,p.6).
When analyzing social problems, the target group should stablish the problem's level.
This allows a more coordinated response, for example, among institutions, agencies or
governments. Some levels are:
1. State (local) level: Fall under the jurisdiction of state authorities. This might refer to a
particular city, community, region or state.
2. National level: It concerns all citizens of the same country. All types of Federal
authorities might be involved in attempting a resolution.
3. International: These problems affect everyone, many governments and the global
population, such as a pandemic, climate change or trade agreements.
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In the following page, you'll find the Social problem Analysis Worksheet. It contains a list
of items and questions to consider when analyzing any social problem, including
educational:
I. Social Problem:
a. Identifying the ingredients of the social problem
• Victim/target group
• Social situation
• Advocate Group
• Ameliorating action
• Action Group
• Will to act
b. Why did the social problem develop? (development, aftermath of a natural event,
inequality, self-interest, racism or discrimination, competing interests, history of enmity
and conflict, ignorance, other)
c.Level of the social problem (Local, state, national, international)
II. About the Group
a. Type of advocate group (political party, think tank, special interest group, social
movement, crowd or riot) (Look at legal standing, type of action [in or out of system], size,
resources, member identification)
b. What kind of support do members/supports give? (public activism, willingness to

sacrifice, change personal behavior)
c. Why did the advocate group form? (Desire for structural reform, reformation capacity,
social reformer motivation)
d. What's the advocate group's view of human nature? (rational, compassionate)
e. Dynamics within the advocate group (structure, leaders, leadership style, productivity,
impact on participant, rewards and equity, groupthink and other group decision process)
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f. What stage of development best characterizes the advocate group? (emergence,

coalescence, action bureaucratization, decline, or change)
III. Other Factors
a. Claims making (author bias, data bias, argument bias)
b. What is the public reaction to the problem? To the proposed solutions? (Fatalistic,
resignations, blame the victim, cynism, romanticization, other)
c. Is there an opposition group? (If so, name it and explain why it formed – ideology,
well-being threatened, afraid of change, other)
d. What type of reform is sought? (alternative, reformative, redemptive, transformative)

About the advocate group :
e. What type of solution does the advocate group seek? (legal reform, government
program, change addresses by professional agencies or nonprofiut groups, education or
public awareness, interpersonal interaction or preparation or apology, individual action,
other)
• If the group seeks legal reform, which social issue is it addressing? (social
discrimination, unequal distribution of resources, profiteering, different values, threats to
physical or social well-being)
f. What change model best fits?
g. Looking at society as a whole, is change likely to be linear (progress of development),

cyclical (growth and decay), or Dialectice (thesis, antithesis, synthesis)? Why?
h. Are there likely to be unintended consequences?
i. Assess the overall benefit. (Good or bad, for whom?)
Module 2
27.
2.1 The Logical Framework Approach (Arbol de Problemas)
Definitions of social problems seen above agree on a specific need and situation with
associated components. However, finding solutions requires a deep understanding of the
problem, seen as the presence or absence of something that prevents the normal
development of a specific context or situation. For example, in education contexts,
problems revolve around teaching and learning processes, learning conditions, and the
target group.
Finding solutions to any problems requires planning and structured actions that turn into
projects. Then, people use different project management methodologies such as the
logical framework approach to establish a planning system that articulates activities with
objectives and concurrently guarantees a logical order that allows obtaining
achievements through specific actions with a defined purpose.
To bear in mind:
Identifying the central problem requires a detailed analysis and

observation of a particular situation and context, it is also suggested to
use instruments such as the Social problem Analysis Worksheet, as well
as observation notes, field diaries and the construction of a Problem
Tree.
Algunos problemas que se puden identificar en el contexto educativo pueden ser:
• Carencia en las prácticas de inclusión de estudiantes con necesidades educativas

especiales
• Insuficiencia de recursos didácticos acordes con la edad y nivel de desarrollo de los

estudiantes
• Limitadas condiciones de infraestructura escolar para el desarrollo integral de los niños

en primera infancia.
Module 2
28.
What is a problem tree?
The problem tree helps you analyze the causes and effects of a core problem in the
first and second levels (Chevalier, 2004).
What are the principles of a Problem tree?
To cope with a core problem, you need to understand its causes it effects.
Understanding how different actors view the causes and effects is essential.
How to use a problem tree?
Identify several existing problems that belong to the same domain and may be connected
by cause-effect relationships.
Pick an urgent and controllable problem, or that is responsible for other issues, this is the
central or core problem, the starting point of the analysis. However, it should not be too
broad or go beyond the scope of the problem tree analysis.
Module 2
29.
Ask yourself why did the problem occur? Next, identify up to 5 or 6 existing factors
causing the problem. These are the first-level causes of the core problem. Finally, write or
draw one of the first level cases on a diagram using a short sentence with clear, concrete
and straightforward words.
When writing these sentences, be sure to avoid:
• Writing down more than one cause in a single section
• Writing down the cause and its effects
• Make different sections and sentences that describe the same cause
• Use words that emphasize the absence or lack of a particular solution to the problem at
hand. Instead, write the consequence or what is missing.
4. Place all the sentences showing the causes of the first level in a row below the central
problem, as shown in the following diagram:
Core problem
1st level cause 1st level cause 1st level cause
5. Use the method in step 3 to determine the factors responsible for each of the first-level
causes. These are the cases of the second level. Write or draw each of the second level
causes in a new section. Put these sections in a row below the causes corresponding to
the first level.
6. Use the same method, step 3, to determine third-level causes, as shown in the
following diagram:
Module 2
30.
Core problem
1st level cause 1st level cause 1st level cause
2nd level cause 2nd level cause
3rd level cause 3rd level cause
7. Run the steps 1 through 6 to determine the first, second, and third-level effects or
implications of your core problem. These are the effects that exist now and that you can
observe. Then, write or draw each effect in its own section and place these new sections
in the same row above the core problem.
8. Look for causes or effects that reinforce each other through direct or indirect
connections. For example, you will recognize direct or indirect circuits or vicious circles
when you notice that the same section fits into different diagram parts.
9. Identify the causes that you consider to be prioritized based on one of these factors:
they are the most important, the most urgent or the least challenging to manage.
Module 2
31.
Examples:
1, Alta inequidad del Sistema educativo official en el departamento del Tolima
Module 2
32.
2. Escaza presncia de versiones en lenguas indigenas en Wikipedia
3. Low education level
33.
Final advice:
• If participants differ on specific causes or effects, decide how important this is to the
discussion and make a list of points that need to be discussed or investigated later.
•The stricter they are, the more concrete the causes and effects.
• Remember that a core problem's direct or indirect effects can be reactions to a specific
situation.
• When analyzing the problem tree, make sure that the group members have many
similar characteristics and that the differences between the various groups are clearly
defined and relevant.
In the following video, the narrator guides you through the process of defining a problem
tree to establish the core problem within a community:
Fuente: https://www.youtube.com/watch?v=2flWuQoFbd4
Module 2
34.
BIBLIOGRAPHY / WEBGRAPHY
Module 2
35.
BIBLIOGRAPHY / WEBGRAPHY
References:
Buitrago, L. S. (2017). El inglés en la zona rural de Colombia : aplicación del modelo

Working with people, del método Content-based y de los ambientes de
aprendizaje en la clase de lengua extranjera en Subia, Cundinamarca. Recuperado
de: http://hdl.handle.net/10554/35431.
Chevalier, J. (2004). El sistema de análisis social. Retrieved from Centro Internacional

de Investigación para el Desarrollo website: https://coleccion. siaeducacion.
org/sites/default/files/files/arbol-udecan. pdf.
Echeverry, A. L. (2015). El programa de aceleración del aprendizaje como apuesta

de inclusión y mejoramiento de los procesos formativos. (Tesis de Maestría en
Educación). Universidad Católica de Manizales. Manizales, Colombia.
Gobernación de Antioquia (2010) Resolución 4731, 11 de Febrero, 2010.
Horsfall, S. T. (2012). Social problems : An advocate group approach. Taylor & Francis
Group.
Martínez Guimet, H. (2020, May 26). ¿Qué es una smart classroom? Disponible en:
https://epce.blogs.uoc.edu/es/organizar-aula-filas-columnas-sillas-mesas-delante-p
izarra-no-responde-expectativas-necesidades-educativas/
Ministerio de Educación Nacional - MEN. (2006) EDUCACIÓN: VISIÓN 2019.
Ministerio de Educación Nacional - MEN. (2010). Manual Operativo. MO Proyecto.

Modelo Educativo Aceleración de Aprendizaje. ISBN: 978-958-691-390-4.
Ministerio de Educación Nacional. (2010). Guía del Docente, Modelo educativo

aceleración del aprendizaje. ISBN: 978-958-691-389-8
Module 2
36.
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Challenges in 21st

Analyzing educational contexts

Analyzing educational contexts

2022 Oficina de Educación

fr. José Gabriel Mesa Angulo,O.P.

fr. Eduardo González Gil,O.P.

fr. Wilson Fernando Mendoza Rivera,O.P.

fr. Javier Antonio Castellanos, O.P.

Ing. Carlos Eduardo Balanta Reina

Educación Abierta y a Distancia

Mg. Carlos Eduardo Álvarez Martínez

Mg. Wilson Arley Sánchez Pinzón

Prof. Diego Fernando Jaramillo Herrera

Analyzing educational contexts

Problematization - Learning situation - Context

Instructional Analysis (Content Synthesis)

2.1 The Logical Framework Approach (Arbol de Problemas)

The government of a border city in a Latin American country has analyzed

The analysis of results in the last decade reported a series of educational

How to find possible solutions to problems in specific educational contexts?

Analysing educational contexts

Context 1: Rural schools

Context 2: Adult literacy and

1. Recognising Bilingual contexts: Context 3: Education in

Context 5: Smart classroom

Social Analysis: Understanding 2.1 The Logical Framework

0. EXPLORE: Module 2. Linking theory with practice, a first approach

1. DESCRIBE: Educational context description (Assignment)

2. ANALYSE AND REPORT – PART 1: Design challenge report and Peer-evaluation

3. ANALYSE AND REPORT – PART 2: Design challenge – final version(Assignment)

Analyzing Educational Contexts

2.1 Recognizing Bilingual contexts: Needs, realities and expectations

Context 1: Rural schools and working with people

Disponible en: https://repository.javeriana.edu.co/handle/10554/35431

“El propósito de esta investigación es estudiar si, a través de la implementación de una

El proyecto busca identificar los posibles cambios en el ambiente de aprendizaje en la

You can listen to the

Context 2: Adult literacy and community building

The ELP Language program covers the following areas:

Students are placed in class levels

This course helps students with the

Students with little or no Education

The students learn basic computer

Students planning on taking the

This course is the only opportunity for

Immigrants who have school-age

All students have access to counseling

Context 3: Education in Emergencies and refugees

Overview document – ILET Package (English,Spanish,French,Arabic)

How is this achieved?

and children in school

• By empowering children, parents and teachers

• By holding humanitarian actors and duty bearers to account through evidence

Improving Learning Environments Together ILET

A School Improvement Planning session with

The ILET package was piloted in five

North West Uganda, between July 2017 and February 2018.

Meet Provy, a Child Refugee in Uganda | Save the Children

Context 4: Remote learning and special needs

Many of NYC's bilingual special

David Matamoros in early March, right before leaving for school.

Context 5: Smart classroom and multi-age grouping

El espacio de aprendizaje o aula seleccionada corresponde al nivel de formación de Primaria,