Storyboard

Our society is in a progressive phase of massification that requires more products and more services for what in turn requires a massification of education.

This leads to our equation methods being able to train people with less academic capacity.

On the other hand science and technology continues to advance with what the subjects to study becomes increasingly complex. This leads to the need to teach more and more complex topics in less and less time.

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The learning process is itself an eternal chain of attempts (will it be like that?), Mistakes (not, it was not like that!) And successes (yes, that's right!). The biggest loss of time occurs in errors and in particular in their detection. The most serious consequence of these is that we learn 'as far as we can'. Every barrier that we fail to take prevents us from progressing to the issues that depend on it and leads us to learn incompletely.

Therefore, the best way to save time is to have a mechanism that tells us not only when there is an error, but also tells us what we are wrong about, which facilitates the search for the correct solution. Therefore we have to have a method that reports our errors and the probable causes. Outside of it we have to be able to 'go through' the whole topic to make sure we understand all aspects.

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Here are three aspects that must be combined:

* lack of practice to study

* specific issues in which the student comes ill prepared

* difference in learning ability among students

The first is achieved by creating a method that manages the student in the learning process and reports quickly when it has deviated from the road endangering its progress. Therefore, there must be a method that evaluates the way in which it is captured in class and how it is able to apply the concepts in a practical way in the non-face-to-face study.

For the second point there must be the tools for the student to achieve, on the fly, learn those subjects that do not capture or were not taught previously. Since the topics can be diverse, there must be aids that the student can consult autonomously and only consult the teacher when they fail to grasp the topic. Additionally, there must be a way in which the teacher can monitor the solution of such shortcomings.

Finally, in the difference in the learning capacity there must be supports that allow the student to review the aspects he saw in class as many times as necessary. This review should be able to be monitored by the teacher, both to see which students are having problems in which subject and, if much of the course has difficulty, where the explanation has not been sufficient.

In summary:

* you must be able to monitor both learning in class and at home

* in the event of a difficulty in a subject for a majority of the course, the way the subject was taught should be reviewed and eventually reviewed

* should be able to detect specific difficulties, monitor their solution and be able to intervene if they are not being achieved

ID:(7748, 0)

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In order to include more content in less time we must be able to rethink the syllable in order to reduce issues that can be ignored.

Some classic examples of how to reduce or eliminate in the case of courses that seek to enable the future user to apply and not develop science:

- Demonstrations and the development of equations for students who only apply the subject and should never develop their own models

- algebraic work in which today it is feasible to work with computer programs (eg wxmaxima that is free) that can do the job for the student

- complex calculation including changes of units that today can make a smart calculator

Example in courses aimed at students who may one day contribute to the development of a science:

- avoid repeating demonstrations and developments that involve an already known mathematical method

Once the existing load has been reduced, new topics can be included or existing ones that require it can be deepened. For students who will later become applicators, it is essential to apply the topics to the areas of interest of the student. This is because today the student will not have and will not be able to apply generic knowledge to their area since this is complex and requires time that is not available. On the other hand the teacher is better able to work with their peers in the areas of application and to make adaptations.

An example of this is to teach mechanics in a generic way to a dentistry student. If it is done in a generic way speaking of masses, carts and rockets, you will hardly see the relationship with torques in the jaw and friction in the extraction of teeth.

In summary:

- eliminate irrelevant topics for the future professional life of the student (there is no time for general culture)

- guide the topics to their use, either as tools to develop science or for application in the future professional life of the student. In other words 'pre-chew' the knowledge to make it more applicable to the user (there is no time for formal structures)

ID:(7746, 0)

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If we follow the ideas of David Kolb based on experience learning in which two key processes are distinguished:

* conceptual abstraction (theory)

* concrete experience (application)

We teach so that the student can one day use or apply the acquired cooking. In that sense, a tool is shown, it is indicated when it is used, how and what to take care of so as not to make mistakes.

The explanation of

- when you start

is key to getting the student to recognize the utility and with it find the motivation to learn.

Once you have the attention you can explain the part

- conceptual or theoretical.

In case the topic is not intuitive or because of the student's future way of working, it is often important to include the

- cause or reason of the explained or

- the demonstration of truthfulness.

As the human being learns to apply imitating it is important to complement the explanation with

- practical examples.

On many occasions the student will revisit this information looking for similarities and the possibility of copying with minor modifications any of the solutions included in the examples.

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The objective of the lecture is to transmit the concepts on which the knowledge to be imparted is based.

The separation of a topic in several concepts facilitates both the writing of the material and learning. Each concept has to be self-explanatory and make reference to the concepts on which it is based.

In the same way, the written material and videos must be separable so that the student can focus on the topic and, in the medium that has the clear associated concepts, finish by understanding the subject.

Under understanding we understand that he understands the narrative from the problematic to the solution and that he knows the associated tools to be able to apply those concepts.

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The objective of the case is to learn to apply the concepts learned in a simplified environment using the already known and giving the possibility of exercising the use of the new.

As the learning process is based on trying, making mistakes and trying again a method is needed that allows the student to make mistakes, understand it and try again without prejudice until mastering concepts and techniques.

Finally, the student must be able to verify that he has learned and there is no better way than by showing that he is able to explain both the concepts and the way in which it is applied.

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