Universidad Autónoma de Zacatecas (MEXICO)
About this paper:
Appears in: INTED2016 Proceedings
Publication year: 2016
Pages: 4425-4431
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.2104
Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain
When B-Learning is used in formal education, special care must be taken in formative design. It means that learning goals and competences to be achieved by students has to be supported by strategies, educative methodologies and concrete activities that help them to develop the ability to judge, develop mental skills, analyse values and change mental models. Because of this, the election of an instructional method becomes a critical activity during the development of the learning environment. This also means the need to solve technological and pedagogical problems in such a way that B-Learning adds value to the traditional approach in which learning happens in a face-to-face environment. Many of the pedagogical problems that instructional designers will face are problems already handled by traditional courses designers, and answers to these problems have been presented and proven in the context of the experiences obtained with them. These answers have been documented in pedagogical patterns, a term derived from an architectonic concept. However, there is still a need to adapt some of these patterns to B-Learning courses to accomplish instructional objectives. In this paper, is presented the use of the "Challenge" pedagogical pattern to guide the development of the instructional method that supports one module of a B-Learning course. Results show that pattern adaptation to B-Learning context is needed in terms of its conceptualization.
Pedagogical pattern, b-learning, formative design.