We are going to present the research we conducted in Spanish and a new way to make learning characteristic of the Information Society and Knowledge.
The present in English and in parts. Now we present only the basic structureof it.


We intend to change the form to educate on-line, preserving the general characteristics from e-learning by generating a new approach. These means, our INCLUSIVE E-LEARNING will stop offering typical standard formats, but actually very topical now-a-days, creating not only a platform for action, but a philosophical structured and scientific platform.


The STUDENT-USER will become the UNIQUE protagonist of his/her studies. All the mechanisms will revolve around him/her, even and, above all, the same learning process by placing all the methodology, organization and evaluation mechanisms around the student and to the entire personalized disposition of the student/user.


This doesn´t mean that the e-learning will lose its collaborative and socializing  impact, on the contrary, it will improve it, since by the collaboration between students, teachers, enterprises, professional partners, etc. its potential development will increase, due to the fact that it will look for, by all means, in each moment, and in a consecutive way, for possible alternatives in the teaching-learning process, in the methodological form of acting, as well as the adaptation of instruments and resources, according to the necessities that we can raise, giving absolute main priority to the synchronous approaches (ACROBAT CONNECT, CHATS, SHAREABLE SCREENS, PRESENTATIONS IN SHARED DIGITAL WHITEBOARDS<<); in videoconferences the time more or less changes completely, the e-mails and forums go to a second background, without disappearing, in order to increase the immediate communication in a ninety percent, that´s why it makes it similar to the classroom training,  for its constant interaction, with a more dynamic, permanent, socializing and evaluative material usage that makes that all the process can be regenerated at the precise moment and according to the changes that occur  during the session.

The mechanisms will always be qualitative starting from its options, needs and evaluation results… it will find different adapted mechanisms to these approaches in each moment. The variables of all the elements will be determined globally, at the same time they will follow the already known guidelines of the classical e-learning, the roles of the virtual teachers, constructive methodologies and significant meanings,… with some very determined and different variation to now-a-days known, the evaluation format will be previously established, but the way of setting it up and its development will be the student-user´s main responsibility. The other  system users will go to a second term or level, but not inhibiting, but on the contrary, involving in the process, with  more responsibility in their actions by means of their interaction,  performing a teaching-learning  that will enable the user-student to choose the right way of both its training and its future educational timetable.


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We will use an initial assessment with grids and tests adapted to academia, professional, business and students with SPECIAL EDUCATIONAL NEEDS, so after knowing their personal, cognitive, personality, assertiveness, leadership characteristics, we can determine the approach of e-learning that we will use. These tests are obviously structured and prepared according to the psychological and scientific approaches already tried and tested.


-Are all the students the same?

According to García Aretio (2003) classification based on e-learning students´participation in the discussion forums we can find:


Cooperative students:

They are the most responsible members because they bring new ideas constantly, debate on others´ proposals and suggest new discussion topics, complement those topics provided by others, assist students who request for help and take advantage of the contributions done by the other members.


Students who take advantage:

These Students only intervene to request information on or opinions from others, or get involved only to announce an event, activity or product where they can get a profit and benefit from the advantages of a large number of people with a very strong profile of interests.


Silent Students:

Passive but internally active. They don´t usually participate, nobody knows who they are, but they read all the generated messages. They don´t provide, ask or offer, but benefit from the flow information and knowledge generated in the forum. This attitude might be due to the shyness or inferiority complex, not justified or really because they concibed the forum in a wrong way, the others contribute and I take advantage.


Alumnos Ausentes: aquellos que no leen los mensajes, aunque les llegan a todos. Están pero como si no estuviesen, ausentes. Desfiguran al propio foro que luce un número determinado de miembros, sin poder distinguir entre estos

ausentes y los anteriores silenciosos, dado que los únicos bien

identificados son los dos primeros grupos.

Absent Students:

Those who do not read the messages, although they reach everyone. They are but as they weren´t absent. Disfigure the forum that comes up with a determined number of members, unabling  to distinguish between absent and the stated before silent, due to the fact that the only ones well identified are the first two groups.


Students with Special Educational Needs:


These students will not only need the curriculum´s transformation, but that the Inclusive e-learning provide the necessary means of access so that they can train on-line with the enough guarantee of success and personal goals achievement. (disabilities of all kinds: physical and psychic<<)


From these type of approaches and according to our students´ characteristics we will determine the process and the degree of involvement and use of e-learning-inclusive.








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