Strategies for implementation of Virtual Learning Objects in higher education. Case of study: Faculty of Humanities, University of San Carlos of Guatemala — USAC

2017 Twelfth Latin American Conference on Learning Technologies (LACLO) Pub Date : 2017-10-01 DOI:10.1109/LACLO.2017.8120937

Luis Magdiel Oliva Córdova

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Abstract

This research frames a descriptive study that aimed to identify strategies for the implementation of Virtual Learning Objects-VLO-in the Faculty of Humanities of the University of San Carlos of Guatemala; to identify the best strategies, we used the qualitative case study methodology, divided into two phases. In the first one, the video interview technique was applied to experts in virtual learning objects from 11 Latin American Universities, from Chile, Argentina, Panama, Colombia Costa Rica, Mexico and Guatemala, in order to establish a benchmark of success stories In the use of VLO. Then the second phase consisted of structuring the results with the purpose of generating a proposal for the implementation of VLO, through innovative strategies in the Faculty of Humanities-USAC-, This proposal validated by the experts who constituted the sample, proposes a model of 5 levels based on the Rogers theory of dissemination of innovations applied to processes of virtual formation.

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虚拟学习对象在高等教育中的实施策略。研究案例:危地马拉圣卡洛斯大学人文学院

本研究框架了一项描述性研究，旨在确定危地马拉圣卡洛斯大学人文学院实施虚拟学习对象(vlo)的策略;为了确定最佳策略，我们使用了定性案例研究方法，分为两个阶段。在第一项研究中，对来自智利、阿根廷、巴拿马、哥伦比亚、哥斯达黎加、墨西哥和危地马拉的11所拉丁美洲大学的虚拟学习对象专家进行了视频访谈技术，以建立使用虚拟学习对象的成功案例的基准。然后，第二阶段包括构建结果，目的是通过usac人文学院的创新策略为VLO的实施提出建议。该建议由构成样本的专家验证，提出了一个基于罗杰斯创新传播理论的5个层次的模型，该模型应用于虚拟形成过程。

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2017 Twelfth Latin American Conference on Learning Technologies (LACLO)

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