M. Gutiérrez, S. Rubín

Universidad Popular Autónoma del Estado de Puebla (MEXICO)
All social interaction is based on two pillars, verbal communication and the complex thought. The mastery of language and the development of the complex thought are conducive to the active, full and efficient integration of the person in social life (employment, policy, etc.) and in cultural way. Thought and language allow the person to interact with reality, doing correctly read (understand, analyze and evaluate critically) and acquiring the possibility of influencing its transformation through the construction of speeches (oral writings and the creation of currents of thought). This paper shows the experience of a curriculum and transverse course -taking advantage of technology - as part of a strategy of higher education which strengthens the mission and vision of our institution

The online course we have designed is edited on a LMS (Learning Management System) template whose methodology presents an instructional design characterized by a pedagogical and didactical plan, in which is showed a plan of the course, the plans of modules with the sequence of the activities, interactive resources based on web 2.0 tools: articulates, readings in interactive format, videos, audiovisual material in flash, tutorials, self-assessed exercises and probes, among others. This course is not a repository content because it includes both, individual such as the collaborative work; tutorial support, synchronous and asynchronous interaction. To reach it, it uses technological tools such as: forums of discussion, chat, email and virtual classrooms; in addition to fostering a self-regulated learning.

The content of the course considers 4 modules: 1-initial diagnosis of language skills, 2-analytical reading and preparation of summary, 3-elaboration of synthesis, 4-evaluative commentary and final diagnosis, where the teacher-advisor will follow up the work of the participants, monitoring the implementation and delivery of the activities proposed in a timely way, and also invites the students through a reflection about their own processes of self-assessment and metacognition. From this methodology are developed competences which allude to the understanding and analysis of academic texts in a curriculum of professional, whereas three types of knowledge:
a) Conceptuals: acquisition of the exploration, selection and analysis reading skills; and the features of the genera of summary, summary and evaluative commentary.
b) Procedurals:: development of intellectual abilities of language: sense of order and coherence, specialization, mental discipline, sense of purpose, clarity and efficiency, awareness of the meaning, context and register, in their respective disciplines; all this through the methodology of the discursive genres of summary and synthesis of evaluative commentary
c) Attitudes and values: development of awareness on the role of language in the interpretation of reality, valuation of social communication and the correct structuring from systematic thinking to a critical thinking with autonomy and reflection on its methodological processes of learning. It also works on the transference from the academic area to the professional life with honesty.

Methodological experience shows significant evidence of the development of thinking and language through a course that takes advantage of the contributions of technology in the field of education.