Vol. 3 No. 1 (2022)
Published
2022-05-25
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Claudia Elena, Gallo Botero, Y., & Morales Benjumea, J. (2022). The implementation of instructional design in virtualization processes: a view from expert teachers and pedagogical advice. EducaT: Educación Virtual, Innovación Y Tecnologías, 3(1), 29-43. https://doi.org/10.22490/27452115.5803
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The implementation of instructional design in virtualization processes

DOI: https://doi.org/10.22490/27452115.5803
Section
Artículos de reflexión
Claudia Elena Universidad de Antioquia
Yamileth Gallo Botero Universidad de Antioquia
Jasmín Morales Benjumea Universidad de Antioquia

This article is the result of a reflection exercise about the implementation of instructional design in the virtualization of school courses accompanied by Ude@ - Virtual Education of the Universidad de Antioquia-, a unit attached to the Vicerrectoria de Docencia department (teaching vice-rectory), "that looks for the promotion and installation of other ways of teaching, learning and producing knowledge [...] through the possibilities offered by information technologies and digital platforms” (Ude@, 2021, párr. 1). In order to that, it was reviewed, through the perspective of the roles of the teacher and the pedagogical advisor, the relevance of instructional design in the process of courses virtualization and having as input evaluations, questionnaires filled out by teachers after

the construction of virtual classrooms; furthermore, some interviews with a sample of pedagogical advisors team. Finally, the conclusions shows that teachers identify the role of instructional design from the pedagogical advice, as a guide that provides tools to rethink and transform the practices associated with the planning and implementation of teaching, from the virtual modality and the incorporation of digital technologies in a critical and contextualized way. In the other hand, the pedagogical advisors conceive instructional design as the structuring factor of didactic planning, which allows the educational process to be organized and deployed in a coherent and critical manner, taking into account the incursion of digital technologies and the methodological transformations that appear in the context of virtuality and are reflected in the consolidation of virtual classrooms.

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