EDUCATIONAL PARADIGM: THE SELF-MANAGEMENT OF EDUCATORS IN AN E-LEARNING FIELD

S. Rubín

Universidad Popular Autónoma del Estado de Puebla (MEXICO)
Pedagogical practice has had a career of maturity in the theory conceptions, but also must be in its practical projection; that means that it is necessary to work on a process of self-reflection, critical thinking, planning and strategic implementation that from educators turns to the students. So, there’s a new premise: teachers go on increasing their educational work, using new strategies applied on themselves and with a particular emphasis toward the autonomy (using didactic practices which are focusing on self-knowledge and self-management activities).

The academic education will be the result of a permanent practice, adapted progressively to the attitudes and competences. That’s why, this work shares the methodology used in an e-learning field to develop the educators skills in the teaching structure curriculum plan inside the classroom (scholar way, open university or online modality), and why not, in a personal way.
The proposed methodology is contextualized in the cyber constructivism theory. It works in the fields of the educational technology. Educational technology is regarded as a bridge between the knowledge generated by the Sciences of education and the application for solving problems of learning. From that point of view (the technological one), the phenomenon of the situated learning and the learning communities has an own theory and methodology, but also involves issues and modalities (digital materials and distance education) to reach a self-management skill.

The self-management methodology approach us to a pedagogical exercise which includes the complexity (called in cyber terms of second order) of a self-reflexion and a dialogical education taking elements from another disciplines as Philosophy, Pedagogy, Technology, Humanism or Critical Thinking among others.
This educational paradigm, leads us to recognize different kinds of changes, first in the teacher’s profile; second, in the self-management methodology, and third, in the instructional design -now edited in an LMS (Learning Management System) platform. So, the educator is allowed to recognize the own multiple intelligences, to learn and teach in a collaborative community and propose new formats for virtual collaborative learning spaces.