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Guidance With Digital Narratives to Train Distance and Virtual Higher Education Teachers
This article for reflection is the result of the PIE 002 project of the School of Education Sciences (ECEDU)-UNAD Subjectivity, technology, and education through the pedagogical medation of visual narrative in virtual courses. The objective of the project was to design an instrument for the evaluation of pedagogical mediation in the visual narrative of the virtual courses at the School of Education Sciences of the UNAD. An evaluative methodology with a nonexperimental, transectional field design was used. A survey instrument was developed to investigate the dimensions and criteria contained in the images and visual narratives in the pedagogical proposals of the virtual courses. This paper presents reflections on the results, which identified the need to give pedagogical guidance to distance and virtual higher education institutions on teacher training. To explain the relevance of this proposal, we begin with a contextualization on higher education, pointing out some elements that have an impact on it, such as accreditation and innovation, and then focus on distance and virtual higher education. The findings are highlighted in the research work, with the identification of the training needs of teachers in technology-mediated contexts. It is in this scenario that digital narratives are presented as a device for criticism and the construction of citizen and cosmopolitan identities.
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