Abstract
This proposal aims to determine the effectiveness and impact that the Moodle learning tool can generate in the reading and writing practices of students in the Reading and Writing 1 courses at the University of Ibagué. In this sense it is important to recognize the use that students make of the learning platform, to develop academic content. In addition, to determine the progress in the lecto-writing practices, through the revision of the activities. Finally, to analyze the different perceptions of the students after the evaluation of the exercises solved in the platform.
The reading and writing course 1 is offered in a face-to-face way and has a virtual component that is executed from the Moodle platform, so that students actively participate through exercises to consolidate important concepts and ideas, addressed in class. Through it they receive feedback on any task or activity. In this way, the student permanently visualizes their process throughout the semester.
It is expected, then, that students do not assume the work on the platform as a repository of files or information, but as a teaching tool, which allows interaction between teacher and student. The students' work will have an added value, if they appropriate this strategy, as an opportunity to make their reading and writing practices more dynamic.
As support for this work, the contributions of Daniel Cassany (2011), Marc Prensky (2001), White, David S. and Alison Le Cornu (2011) and Paula Carlino (2004) are taken into account.
Translated with www.DeepL.com/Translator (free version)
The reading and writing course 1 is offered in a face-to-face way and has a virtual component that is executed from the Moodle platform, so that students actively participate through exercises to consolidate important concepts and ideas, addressed in class. Through it they receive feedback on any task or activity. In this way, the student permanently visualizes their process throughout the semester.
It is expected, then, that students do not assume the work on the platform as a repository of files or information, but as a teaching tool, which allows interaction between teacher and student. The students' work will have an added value, if they appropriate this strategy, as an opportunity to make their reading and writing practices more dynamic.
As support for this work, the contributions of Daniel Cassany (2011), Marc Prensky (2001), White, David S. and Alison Le Cornu (2011) and Paula Carlino (2004) are taken into account.
Translated with www.DeepL.com/Translator (free version)
| Translated title of the contribution | The Moodle platform as a means of reinforcing reading and writing practices |
|---|---|
| Original language | Spanish (Colombia) |
| Title of host publication | La plataforma Moodle como medio para reforzar las prácticas de lectura y escritura |
| Subtitle of host publication | LAS TIC COMO MEDIACIÓN PEDAGÓGICA: La inmersión de las tecnologías de información y la comunicación en los procesos educativos. |
| Editors | Wadis Yovany Posada Silva, María Luisa Álvarez Mejia |
| Place of Publication | Universidad de Caldas |
| Publisher | Universidad de Caldas |
| Chapter | 5 |
| Pages | 259-263 |
| Number of pages | 5 |
| ISBN (Electronic) | 978-958-48-0405-1 3 |
| ISBN (Print) | 978-958-48-0405-1 3 |
| State | Published - 27 Feb 2017 |
| Event | I Congreso Internacional: Las TIC como mediación pedagógica - Universidad de Caldas, Manizales, Colombia Duration: 13 Oct 2016 → 14 Oct 2016 http://congresotic2016.blogspot.com/2016/07/blog-post.html |
Conference
| Conference | I Congreso Internacional: Las TIC como mediación pedagógica |
|---|---|
| Country | Colombia |
| City | Manizales |
| Period | 13/10/16 → 14/10/16 |
| Internet address |
Keywords
- Writing, reading, learning platforms, reinforcement, collaborative work