DIDACTIC PROPOSAL FOR SELF-ASSESSMENT IN COURSES ON TELEMATICS IN HIGHER EDUCATION WITH THE USE OF TIC’S AND DISTANCE LEARNING

A challenge today is the search for paths that allow, in Higher Education, the perfecting of the teaching and learning processes, supported with the use of Information and Communication Technologies (ICT’s), in order to favor adequate conditions for the training and development of a student who is committed, reflexive, critical, responsible, and capable of evaluating his own learning. Although there are different trends regarding self-assessment, in this research it was verified that there is coincidence among authors who take distinct pedagogical stances, and that there is a close relationship between the objectives, contents, means, methods and manners of organization.

In Distance Learning courses, an essential element in the achievement of self-learning is to get the students to learn to self-assess. At present, however, it is evident that the professors as well as the students lack an adequate training to foster and develop activities directed towards self-assessment. In this sense, we make a proposal for self-assessment in higher education, mainly focused in the courses on telematics in the BS Program in Computer Science of the Computer Science Faculty of Mazatlan, in the University of Sinaloa. It comprehends a combination of elements which foster the comprehensive training of the professionals, through the design and development of activities that stimulate the exercise of control and evaluation of their work, promoting the reflection on contents, implementing learning simulation scenarios that allow the learners to assess their solutions to real problems, as well as sustaining the students’ motivation given the control they exercise on their learning.

The role played by the ICT’s in this didactic proposal is fundamental; this is due to the fact that today there are technological tools which facilitate collaborative work, by means of email, forums, chat, blogs, wikis, virtual environments, for example, all which promote the students’ active learning, empowering communication between professors and students, along with the subject contents.