47
Número 15 / DICIEMBRE, 2021 (47-63)
National University of Chimborazo,
Faculty of Education Sciences, Humans
and Technologies, UMAYUK Research
Group, Riobamba, Ecuador.
phumanante@unach.edu.ec
ORCID:
https://orcid.org/0000-0003-2632-2051
National University of Chimborazo,
Faculty of Education Sciences, Humans
and Technologies, UMAYUK Research
Group, Riobamba, Ecuador.
gorozco@unach.edu.ec
ORCID:
https://orcid.org/0000-0003-2424-5945
National University of Chimborazo,
Faculty of Education Sciences, Humans
and Technologies, UMAYUK Research
Group, Riobamba, Ecuador.
mullauri@unach.edu.ec
ORCID:
https://orcid.org/0000-0001-5185-8566
National University of Chimborazo,
Faculty of Education Sciences, Humans
and Technologies, Career Experimental
Sciences: Informatics, Riobamba, Ecuador.
nathaly.iza@unach.edu.ec
ORCID:
https://orcid.org/0000-0001-5267-7564
Recibido:
(14/04/2021)
Aceptado:
(06/08/2021)
Patricio Ricardo
Humanante Ramos
Gustavo Homero Orozco
Cazco
Magdalena Inés Ullauri
Moreno
Nathaly Silvana Iza
Caiza
MANAGEMENT OF ICT-MEDIATED
LEARNING: A CURRICULUM DESIGN
PROPOSAL FROM UNIVERSIDAD
NACIONAL DE CHIMBORAZO
GESTIÓN DEL APRENDIZAJE MEDIADO
POR TIC: UNA PROPUESTA DE DISEÑO
CURRICULAR DE LA UNIVERSIDAD
NACIONAL DE CHIMBORAZO
DOI:
Artículo de Investigación
https://doi.org/10.37135/chk.002.15.03
48
The current situation in the eld of education demands teachers who are
capable of functioning in new learning scenarios where the possibilities
oered by ICT for information acquisition and communication processes
are enormous. In this sense, it is necessary to have postgraduate programs
that contribute to the development of digital skills in teachers. The main
purpose of this work is to propose the curricular design for a Master’s
program in Education, Mention in Management of Learning Mediated
by ICT, oered by Universidad Nacional de Chimborazo in Ecuador. For
this, a qualitative research was undertaken in order to characterize and
determine the most important features of each module of the curriculum.
A documentary research design was applied through the PICOC method
(Population, Intervention, Comparison, Outcome, Context). The result of
this work was a curricular mesh that consists of 12 study modules wherein
aspects such as: digital literacy for the new society were addressed; didactics
in new digital environments; the design and development of content and
digital resources for learning; new ways of learning and innovating in
education; as well as research in educational technology.
Palabras clave: ICT, higher education, professional training, electronic
learning
La educación actual demanda de docentes que puedan desenvolverse en
los nuevos escenarios de aprendizaje, donde las posibilidades que ofrecen
las TIC para los procesos de adquisición de información y comunicación
son enormes. En este sentido, se hace necesario contar con programas de
posgrado que contribuyan al desarrollo de competencias digitales en el
profesorado. El presente trabajo tiene como objetivo presentar el diseño
curricular para un programa de Maestría en Educación, Mención en
Gestión del Aprendizaje Mediado por TIC, el mismo que fue propuesto
por la Universidad Nacional de Chimborazo en Ecuador. Para esto se
realizó una investigación con enfoque cualitativo, para caracterizar y
determinar los rasgos más importantes de cada uno de los módulos de
la malla curricular. Se aplicó un diseño de investigación documental
a través del método PICOC (Population, Intervention, Comparison,
Outcome, Context). El resultado de este trabajo fue la malla curricular,
compuesta por 12 módulos de estudio donde se abordaron aspectos como:
la alfabetización digital para la nueva sociedad; la didáctica en los nuevos
entornos digitales; el diseño y desarrollo de contenidos y recursos digitales
para el aprendizaje; nuevas formas de aprender e innovar en la educación;
así como también la investigación en tecnología educativa.
Keywords: TIC, educación superior, formación profesional, aprendizaje
electrónico
Abstract
Resumen
MANAGEMENT OF ICT-
MEDIATED LEARNING:
A CURRICULUM
DESIGN PROPOSAL
FROM UNIVERSIDAD
NACIONAL DE
CHIMBORAZO
GESTIÓN DEL
APRENDIZAJE
MEDIADO POR TIC:
UNA PROPUESTA DE
DISEÑO CURRICULAR
DE LA UNIVERSIDAD
NACIONAL DE
CHIMBORAZO
Número 15 / DICIEMBRE, 2021 (47-63)
MANAGEMENT OF ICT-MEDIATED LEARNING: A CURRICULUM DESIGN PROPOSAL FROM UNIVERSIDAD NACIONAL DE CHIMBORAZO
Número 15 / DICIEMBRE, 2021 (47-63) 49
INTRODUCTION
The contribution of the Information and
Communication Technologies (ICT) in most
elds of human activities has been substantial;
however, in the educational eld, progress has
not been achieved as desired; there is evidence
of the lack of integration and use of ICT in
learning processes that have not improved for
several decades.
However, the current educational context has
drastically evolved, taking into account that “the
21st century marks the beginning of digital age
with the extensive use of digital media, mobile
devices, and Internet resources” (Leow, Neo &
Hew 2016:244), being the students those who
mostly use these resources and technologies.
On the other hand, there is the great oer of
educational resources (videos, animations,
podcast, documents, etc.), available in dierent
repositories and even Massive Open Online
Courses or MOOC, many of them endorsed
worldwide by prominent higher education
institutions.
In this sense, being a teacher in the current
knowledge society involves the development not
only of didactic and pedagogical skills, but also
of digital skills to face the challenges of being
an educator in this century (Guimarães 2020;
Sabalete & Roblizo 2021).
Similarly, Engeness mentions that “teachers
are expected not only to be profound users of
educational technologies but also to engage in
the design of digital environments such as online
courses, learning management systems, and
mobile applications” (Engeness 2021:96), that is,
teachers must have complementary professional
training that promotes the development and
application of this type of skills.
Furthermore, the COVID-19 pandemic has
revealed the importance of using educational
platforms to address emerging remote education
situations (Crick et al. 2020). The obligatory
connement made on-site/in-person work
unfeasible, as happened in Ecuador, a Latin
American country, where remote education for
all educational levels was adopted. Something
that, in itself, conrmed the importance of online
learning as a requirement for the development of
knowledge in the 21st century (Meier 2021).
In Ecuador, on the other hand, there are not
enough postgraduate oers in education and
specically master’s programs that address the
integration of ICT as facilitators and mediators
of the learning processes. In this sense, many
professionals in the eld of education who
wish to specialize in this eld must study in
foreign universities wherein they face, besides
the economic drawback, the disadvantage that
the curricula oered by these programs do not
respond to the needs of the Ecuadorian context.
Thus, due to the aforementioned reality, the need
to create a postgraduate program arises. The
program should contribute to the development
of education in Ecuador and particularly propose
a curricular design that allows teachers of
dierent educational levels to develop the skills
required for the adequate use of technologies
in learning while enhacing academic results in
students by considering them active, critical,
reective subjects and protagonists of their
own information acquisition and management
processes, something tremendously required
today.
This work presents the curricular structure of a
postgraduate program at Universidad Nacional
de Chimborazo - UNACH in Ecuador, which
responds to the needs of each of the levels of
curricular concretion: macro, meso and micro;
in which their articulation with research and
linkage, essential roles of universities as actors
of the economic and social development of a
country, is evidenced.
In this way, for each level and component of this
curricular project, adequate evaluation processes
are incorporated as a form of validation of the
eectiveness and quality of the postgraduate
program. This is achieved through the various
instruments and evidences of the achievement of
learning outcomes as proposed in this master’s
MANAGEMENT OF ICT-MEDIATED LEARNING: A CURRICULUM DESIGN PROPOSAL FROM UNIVERSIDAD NACIONAL DE CHIMBORAZO
Número 15 / DICIEMBRE, 2021 (47-63) 50
program.
In addition, this curricular structure of the
Master’s program in Education, mention in
ICT-mediated Learning Management, has
been designed taking into account the holistic-
systemic thinking from a humanistic perspective,
with an ethical and axiological approach.
Also, the continuous interaction between human
beings and with everything that surrounds us
was considered, such as: situations, problems,
models and systems; assessing the contribution
of ICT in educational processes; all this oriented
towards the search for the solution of problems
and the sustainable development of the society.
METHODOLOGY
The elaboration of the proposal of the curriculum
for the postgraduate program, Master in
Education, mention in Management of Learning
mediated by ICT, was completed after carrying
out the respective analysis of demand and
relevance of the program in question.
To achieve the goal of this research paper, a
qualitative approach was employed with an
exploratory-descriptive scope to characterize and
determine the most important features of each
of the modules of the curriculum (Hernández,
Fernández & Baptista 2010). A documentary
research design was applied comprising all the
information records (Méndez & Astudillo 2008),
through the search, retrieval, analysis, criticism
and interpretation of the data located on the
Internet (Arias 2012).
Regarding the development of the documentary
research, the PICOC method (Population,
Intervention, Comparison, Outcome, Context)
was applied (Petticrew & Roberts 2006).
This method requires in the rst instance, the
formulation of a research question to guide the
research towards the necessary information, in
order to structure the curriculum. In the second
instance, the research question is broken down
into four sub-questions that correspond to
each term of the acronym PICOC (Table 1) as
described below, except for comparison, since it
does not apply in the present study:
• What is the population to be investigated?
• What is the desired area of investigation?
• What are the most relevant results?
• What is the current criteria of the programs?
BIBLIOGRAPHIC REVIEW
PROTOCOL
As mentioned before, the PICOC method (Table
1) was used to determine the research question
and to nd master’s programs in international
Table 1: Description of the PICOC method
Source: own elaboration
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universities involving ICT-mediated Learning
Management, this as part of a research project
executed by the UMAYUK research group
of the Universidad Nacional de Chimborazo.
Aforesaid postgraduate program was proposed
to the Council of Higher Education of Ecuador.
The parameters considered for the documentary
review are described below:
1. Information sources: International universi-
ties around the world.
2. Research question: What are the master’s
programs in spanish or english oered by
universities worldwide on ICT-mediated
Learning Management?
3. Search strategies: For the search process,
terms in both spanish and english in addition to
acronyms related to the selected words were used
in order to nd satisfactory results in relation
to master’s programs related to ICT learning
management.
• Search criteria customization techniques were
used through the logical operator AND, and
the terms were applied in the search section
corresponding to each website of the universities
around the world. Thus, the combination used
was the following: Maestrías en Tecnología
Educativa AND Maestrías en Aprendizaje
electrónico.
• Inclusion and exclusion criteria: The search
yielded 35 results in the 2020 period. The
inclusion / exclusion criteria detailed below
were applied to the resulting list:
o Inclusion: master’s programs
related to: electronic learning,
educational innovation and
educational technology;
o Exclusion: master’s programs
that, although related to ICT,
do not include education or
learning.
RESULTS AND DISCUSSION
It is important that the curricular proposal be
coherent with the governmental educational
policies and with those of the proposing
institution; thus, at the macro-curricular level,
the Master’s Program in Education, mention
in Management of ICT-mediated Learning
is interconnected and consistent with the
educational, pedagogical model and didactics of
Universidad Nacional de Chimborazo referred
to as the Epistemological-methodological
approach, from complexity, for the integral
development of the person, rearticulating
research, training and bonding (UNACH 2014).
In addition, this educational, pedagogical model
and didactics, responds to the policies of the
National Development Plan of the National
Government (SENPLADES 2017), from where
the operationalization of this complex thinking is
made possible for the solution of contemporary
socio-educational problems.
Similarly, this proposal is supported by the
Constitution of the Republic of Ecuador,
particularly art. 347 referring to the responsibility
of the state in terms of: “Incorporating
information and communication technologies in
the educational process and promoting the link
of teaching with productive or social activities.”
(Asamblea Constituyente del Ecuador
2008:161). It is at this point where this master’s
program would have an important contribution
by preparing teachers to design, coordinate and
execute projects integrating ICT in the eld of
education in Ecuador, at all levels.
For this reason, an open and exible curricular
design is proposed, which allows updating
and innovation, but also guides teachers
in the application of proven and replicable
technological trends in our contexts based on
veried cases of success.
Thus, the analysis of the macro context was taken
as a starting point, considering the social demands
described in the objectives and postulates of
the territorial planning documents, such as the
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aforementioned National Development Plan,
as well as the studies of demand and relevance
of the program where the need of professional
educators up-to-date with the most demanded
ICT skills was identied. Another concern was
the modality of studies that best suits their
conditions, without neglecting historical, social,
cultural and technological aspects of the context.
In this way, the proposed curricular design
responds both; to the policies of the national
government regarding the integration and use
of ICT in education, and to the pedagogical
model of the UNACH and consequently with the
institutional teaching practice.
At the meso-curricular level, where the
curricular lines, components and institutional
areas converge, the teaching component of this
program has relevance and support from the
academic department of UNACH, in charge of
teacher training, such as the Faculty of Education,
Human Sciences and Technologies, with their
philosophical, sociological, epistemological and
didactic references.
Similarly, taking into account the scientic,
technological and humanistic domains of
the UNACH, it is evidenced that one of the
domains corresponds to the socioeconomic and
educational development for the strengthening
of democratic and citizen institutionality where
the Master’s program in Education, Mention
in ICT-mediated Learning Management
would be aligned. This is due to the fact that
technology-enhanced education would facilitate
the knowledge acquisition processes of the
population towards the achievement of equity
and social justice.
Regarding the research component, according
to the current research lines of the UNACH,
this postgraduate program nds a place within
the research line 16 ICT in education (UNACH
2020), in which both activities can be carried out
as projects related to the formative and scientic
research of this postgraduate proposal.
At the microcurricular level, it is articulated
with the two previous levels, as evidenced in the
learning results of each of the modules proposed
in the curriculum, taking into account quality
standards, innovation and exibility in the use
of computer tools within the classroom due to
accelerated development in technology.
In addition, the importance of authentic
learning, concrete situations applicable to
specic educational contexts should be
emphasized at this level which will contribute
to the development of professional and graduate
prole competencies, also relying on interrelated
work between the dierent modules of training,
research and degrees proposed.
Thus, to summarize, each level of curricular
concretion can be structured, as presented in
Figure 1.
Source: Own elaboration
Figure 1: Summary of the Levels of Concreteness of the Curriculum Design
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DESCRIPTION OF THE
CURRICULUM PROPOSAL
This Master’s Program in ICT-mediated
Learning Management proposal stems from
a study of relevance and demand developed
by the UMAYUK research group of UNACH.
First, it was possible to evidence the limited
oer in Ecuador of master’s programs aimed at
developing the digital skills of teachers, even
less in the online mode, despite the fact that the
scientic literature mentions high possibilities
of guaranteeing formal learning (Martín, Mora,
Añorbe & González 2017; Quiroz 2017).
Second, in reference to the study of demand
developed in a previous phase, which also
justies the proposal of this master, an online
questionnaire was applied to 130 people (teachers
and graduates in the eld of education), which
was distributed via email. It was determined
that 90% of the respondents would like to take
a master’s program related to ICT-mediated
learning management and 49% are interested in
studying that program online.
Based on this information, during the months
of May-August 2020, the information gathering
process was carried out in order to establish the
modules that would allow the development of
the skills required for this postgraduate program.
Following the search protocol described in the
methodological section of this article and after
applying the inclusion / exclusion criteria, 10
master’s programs were selected.
Subsequently, the following information was
extracted from each one: name of the program,
objective / brief description, university, country,
duration, area and modules / courses. A brief
summary of the selected graduate programs is
shown in Table 2.
Table 2: Revised Graduate Programs
Source: own elaboration from the websites consulted
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The information collected from each graduate
program allowed to establish some common
study areas such as: the design of digital
resources, materials and courses; didactics and
methodologies in digital environments; digital
evaluation; learning in formal and informal
settings.
Other common study areas were: emerging
technologies for learning (video games in
education, human-computer interaction,
behavior design, computational thinking);
educational innovation, entrepreneurship and
social inclusion; quantitative and qualitative
research methodologies; degree work and
internships, to mention the most representative.
Taking into account these common training areas
in the master’s programs consulted, as well as
the demands of the teaching sta, the curricular
mesh with its respective learning outcomes was
constituted as shown in Figure 2.
MODULE 1. EDUCATION IN THE
DIGITAL SOCIETY
Society in general has been transformed
culturally, socially and economically thanks to
the emergence of ICT, which has disrupted human
behavior in the way humans communicate,
work, have fun and learn, a situation that forces
them to develop their digital skills in order
to be critical and reective people about the
proper integration of these resources in any eld
(Rangel 2015).
In the educational eld specically, it has been
possible to evidence the transition from an
information society to a knowledge society,
which demands innovative and digitally
competent professionals for ecient and
eective performance oriented towards lifelong
education (Tedesco 2000), and where the student
not only receives information but also generates
knowledge.
In this way, education at all levels requires
substantial changes to adapt to a digital society,
which can break down traditionalist barriers
Source: Own elaboration
Figure 2: Curriculum Structure: Master of Education, Mention in Management of Learning
mediated by ICT
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in current systems, in order to build exible
student-centered curricula (De Pablos 2010).
Hence, the importance of approaching a module
in which the role of the teacher and the student
in today’s society can be perceived to strengthen
the integration of ICT in educational processes,
and thus seek quality training in education which
content is not replicated with digital media in a
similar way to a traditional class (Cela-Renilla
et al. 2017).
In this sense, at the end of the proposed module
the teacher will be able to:
• Explain the main characteristics of the
knowledge society to contextualize
education in the new digital society.
• Argue the possible innovations
for the management, access and /
dissemination of information.
• Determine the particularities,
advantages and limitations of each
of the e-learning typologies and their
possible applications.
• Compare the characteristics of face-
to-face teaching with the role of the
teacher in the digital age.
MODULE 2. INFORMATION
LITERACY IN DIGITAL EDUCATION
The human being, as an active entity, must be
prepared for the changes that are frequently
generated in a society. Even more so, when the
growth of information has been exponential
in its dierent forms of presentation (oral,
written, multimedia, audivisual,…), which
requires information literacy as to be able to
search for it, select it, analyze it and transform
it into knowledge (Area & Guarro 2012),
“basic competencies that are part of the map
of competencies needed to achieve the goal
of multi-literacy of citizens of the information
society” (Martínez-Abad 2013:38).
Although the information literacy concept
emerged in 1974, today it is considered a
requirement to be immersed in the knowledge
society, since it is essential to know when and
why information is needed, where to nd it, how
to evaluate it, in order to use it and communicate
it in a critical, reective and ethical sense
(Gómez 2007).
Therefore and without a doubt, in the educational
eld, having the competence to know how to
use and process the vast amount of information
available on the network is unquestionable,
especially when it aims at promoting a more
equitable access to develop research in all
educational levels (Moreno et al. 2018). The
learning outcomes that are intended to be
achieved in the proposed module are described
below:
• Assess the importance of the
information on the network to
promote the dissemination of
scientic knowledge.
• Plan the search for scientic
information and collect meaningful
content that supports a research
process.
• Identify bibliographic review
techniques that allow systematizing
the scientic production published in
dierent academic resources.
• Organize scientic information
through bibliographic managers for
the proper application of international
citation standards.
MODULE 3. FOUNDATIONS OF
EDUCATION
Due to the evolution and integration of ICT in
the educational eld, institutions must consider
substantial changes in their curricular structures
that guarantee continuous learning of students
throughout life (Hanna 2002) so as to avoid
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having schools from the 19th century with
teachers from the 20th century and students from
the 21st century (Cabero 2008). That is, through
pedagogical knowledge, teaching and learning
environments must be restructured, considering
the student as the center of the process to form
integral human beings (Aragón 2007).
Hence, the need for teachers to master issues
related to the integration of ICT, but with a
pedagogical and didactic sense, so that they can
critically select resources aimed at solving the
diversity issues of current groups by bearing
in mind the learning styles that students have
(Alonso & Gallego 2010).
In this sense, the teacher has the opportunity to
combine learning theories such as constructivism
with computer and telematic resources. This is
turn, gives way to the transformation of static
pedagogical models in the face of a reality that
requires dierent dynamics to make a qualitative
leap in the teaching-learning processes and,
in this way to achieve an education with the
scheme of learning to learn, learn to do, learn to
live together and learn to be (Martí 2010).
Therefore, the module aims to achieve the
following learning results:
• Explain the learning theories on
which educational processes are
based.
• Propose the construction of
knowledge through network
connections and interactions to
develop learning in the digital
society.
• Assess learning styles to respond to
students’ educational needs, interests,
motivation, and pace of learning.
MODULE 4. DIDACTICS
AND METHODOLOGIES IN
ENVIRONMENTS MEDIATED BY
DIGITAL TECHNOLOGIES
Throughout the years, education has been a
controversial issue due to the connotations that
are generated around it (psycho-pedagogical,
social, cultural), and even more, in a time when
students are dierent, and in turn, demand
for another type of educational system with
teachers who master the didactic knowledge
of the content, in an attempt to improve the
relationship between these two parties (teacher-
student) (Imbernón 2014).
Therefore, a change of conception is necessary,
both in teachers and in students, to overcome the
traditional models that have been perpetuated
for a long time. Thus, today the possibility of
combining teaching strategies with ICT arises,
a combination that can facilitate the exibility
of educational environments in time, place and
space (Salinas 2004).
The aforementioned, forces the teacher, as the
cornerstone of the educational process, to have
technical, technological and pedagogical skills,
to make an adequate use of ICT, through which
innovative environments can be generated that
motivate the active participation of learners
(Sevillano 2010). Hence, the interest arises for
the teaching professional in this module to be
able to:
• Analyze the dierent didactic
methodologies and their application
in the classroom.
• Reect on the potential and didactic
usefulness of ICT and LKT (Learning
and Knowledge Technologies)
resources in the classroom.
• Prepare curricular designs adapted to
the use of technological resources.
MODULE 5. DESIGN
AND DEVELOPMENT OF
TECHNOLOGICAL ENVIRONMENTS
FOR TRAINING
The irruption of ICT in education has caused a
shift in the pedagogical and didactic paradigms
due to the possibilities that they can oer in
the communicative aspect, in the access and
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management of information in dierent digital
formats, in human-machine interaction, among
others (Area, Gros & Marzal 2008).
In this sense, as part of the ICT that support
the training processes, there are the Content
Management Systems (CMS) for learning, which
can be used in the virtual mode, however, they
are also considered a support for face-to-face as
a complement to the activities that the teacher
plans, for which they become allies to organize
and structure a subject (García-Valcárcel 2009).
In this way, it is necessary for teachers to have the
necessary skills to take advantage of the potential
of ICT to generate dierent cognitive eects and
in turn, improve the attitude, imagination and
creativity of the student during the teaching-
learning process (De la Torre 2010). Thus, the
learning outcomes for this module are described
below:
• Apply the instructional design
process for the development of
learning environments or other
educational resources.
• Design and implement a Virtual
Learning Environment (VLE) within
a Learning Management System
(LMS), which allows to develop a
specic domain theme, and integrate
both synchronous and asynchronous
resources and activities.
• Dierentiate the particularities of
traditional learning assessment in
relation to E-assessment, in addition
to proposing strategies and resources
for its design and implementation.
• Assess the importance and
characteristics of technological
ecosystems for learning, as an
alternative to traditional CMS, LMS
and Learning Content Management
System (LCMS), and their possible
implementation in real educational
contexts.
MODULE 6. DESIGN, PRODUCTION
AND EVALUATION OF DIGITAL
CONTENT AND MULTIMEDIA
EDUCATIONAL RESOURCES
The integration of digital content and multimedia
educational resources in educational processes
have been shown to improve the engagement,
understanding and learning of students, since by
transmitting a message with the support of ICT,
it can become a powerful communication tool
(Palomo & Sánchez 2013).
For this reason, teachers at all educational
levels must be able to design, produce and
evaluate educational resources with the aim of
redening their role by allowing them to adapt
to technological, social and cultural changes,
and thus address dierent situations and special
students in the teaching-learning process
(García-Valcárcel 2003).
In addition, teachers must be aware that apart
from having well-designed digital content and
multimedia resources through methodologies
that guarantee student usability, they must
consider the context and access that their
students have in a clear and transparent way
(Cebrián 2009). In this sense, the following
learning outcomes to be covered in this module
have been proposed for teachers interested in
continuing their professional training to perform
in the educational eld:
• Apply methodologies to design
multimedia digital content and
resources with a pedagogical and
didactic approach.
• Design open educational resources
that can be used both independently,
as well as integrated within a LMS as
e-activities.
• Select technological tools with
technical and pedagogical criteria
for the development of digital
content and multimedia educational
resources.
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Número 15 / DICIEMBRE, 2021 (47-63) 58
MODULE 7. LEARNING IN FORMAL
AND INFORMAL SETTINGS
Education with the support of ICT and the
contexts in which learning takes place have
diversied, that is, school is no longer the only
place where you can learn. Today, there are also
talks of non-formal and informal environments
which help the continuous and permantent
formation of a person (Martín 2014).
Among the resources that can generate knowledge
in any context, are the Personal Learning
Environments or PLE, which supposedly break
rigid schemes and principles of education in
a training institution, thereby increasing a
student’s self-organized learning based on their
interests and needs (Llorente & Cabero 2012).
In addition, Rus-Casas and other coworkers
mention that with PLE “sustainable learning
objectives such as information management and
organization, collaborative work, and integration
were achieved” (Rus-Casas et al. 2021:13).
Thus, the application of this type of technology
generates higher cognitive processes through
socio-cultural learning, in order to create new
knowledge based on shared information, in
addition to tting in with one of Lev Vygotsky’s
postulates that it is learning to learn (Adell 2013).
Thus, after a critical analysis, the following
learning outcomes for this module have been
assessed:
• Explain the relationships that
are established between learning
and development, relying on the
sociocultural theories proposed by
Vygotsky and others.
• Assess the learning evidence
generated in non-formal and informal
settings, as well as its possible
integration for accreditation purposes
for formal learning settings.
• Rebuild your PLE, starting with the
incorporation of new resources and
tools available on the Internet.
MODULE 8. DIGITAL TRENDS
FOR EDUCATION AND SOCIAL
INCLUSION
Today’s students, considered digital natives,
demand other ways of learning, for which the
design of teaching strategies mediated with
ICT could make education more exible and
democratized. In this sense, Llorente, Cabero &
Barroso (2015) mention as alternatives: social
and collaborative learning, decontextualized
learning (inverted classroom) and ubiquitous,
mobile personalized learning (m-learning),
combining the real with the virtual, among
others.
On the other hand, technological trends have
emerged that can also meet educational needs,
with the aim of strengthening social inclusion,
among which Castañeda, Prendes & Gutiérrez
(2015) mention are: MOOC, webquest,
gamication, reality augmented, personal
learning environments, among others.
In this way, it is important that teachers are
prepared to train new generations, which is why
the need arises to generate training processes
to develop digital skills that allow to facilitate
and manage learning, evaluate adequately with
the support of ICT, integrate didactic strategies
to innovate in classrooms, promote educational
research, and be in constant reection and
preparation (Professional Development), for
its proper integration into teaching practice
(Gutiérrez, Prendes & Castañeda 2015).
In this sense, the proposed module is intended
for teachers to achieve the learning outcomes
described below:
• Assess the importance and
applicability of digital environments
as spaces for social inclusion to
facilitate learning processes.
• Determine the possibilities of ICT
for an education with principles of
equity and access for all.
• Select tools from the social web with
didactic and pedagogical criteria for
MANAGEMENT OF ICT-MEDIATED LEARNING: A CURRICULUM DESIGN PROPOSAL FROM UNIVERSIDAD NACIONAL DE CHIMBORAZO
Número 15 / DICIEMBRE, 2021 (47-63) 59
an adequate integration in teaching
practice that encourages social
inclusion.
MODULE 9. INNOVATION,
ENTREPRENEURSHIP AND
MANAGEMENT IN EDUCATIONAL
TECHNOLOGY
Educational institutions have the challenge of
transforming didactic processes, where human
talent plays a decisive role in developing
innovations in the classroom, through which
they allow the fulllment of training objectives
with higher quality, train more people, and in
dierent spaces and times (Salinas 2008).
In this sense, educational innovation can be a
factor that favors entrepreneurship, something
very necessary within the training of students,
and that can help to fulll one of the substantive
functions that the university has, such as the
link between university and society, and that
it should also be approached as a transversal
axis (Vásquez 2017). Hence the obligation for
teachers to promote projects aimed at undertaking
the learning results indicated below:
• Analyze the possibilities of integrating
ICT to promote entrepreneurship and
educational innovation projects.
• Design educational innovation
projects with a social and business
nature in both the public and private
sectors.
• Evaluate educational innovation
projects to promote local and national
entrepreneurship.
MODULE 10, 11, 12. RELATED TO
THE METHODS, TECHNIQUES, AND
INSTRUMENTS OF RESEARCH AND
CERTIFICATION
Another of the substantive functions of the
university is research, which has grown
ostensibly in recent years, especially research
in educational technology, which has focused
on the study of instrumental, organizational,
contextual, cognitive, and strategic aspects of
use, among others (Cabero, Barroso & Llorente
2015).
Hence, the need for teachers at all levels to
know about aspects that research demands,
such as: direct link with reality, constant
practice and reection on educational
problems, interdisciplinary work, participation
in multidisciplinary projects, the mastery of
methodological processes to achieve signicant
results in favor of scientic knowledge, and
educational quality (Rojas 2015). In this
sense, with the modules proposed to raise the
investigative level of the teacher, the following
learning outcomes are proposed:
• Explain the main characteristics
of science, the scientic method
and its dierent paradigms for the
interpretation and transformation of
reality.
• Design a research project prole,
in which information and
communication technologies are
integrated in the solution of real
socio-educational problems.
• Select the use of techniques and
propose instruments for data
collection depending on the focus,
design and type of research.
• Dierentiate the usefulness and
application of the main descriptive
statistics for the analysis and
interpretation of information using
electronic sheets or specic software.
• Dierentiate the usefulness and
application of the main statistics
used for the analysis and testing of
hypotheses using spreadsheets or
specic software.
• Prepare the degree work through
specialized and personalized
tutorials.
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Número 15 / DICIEMBRE, 2021 (47-63) 60
CONCLUSIONS
From the present study, some important
conclusions can be mentioned, which by their
very nature would depend on the academic
context studied. Thus, taking into account that
the training of postgraduate teachers in the
development of ICT skills is a necessity, in
Ecuador there is no a postgraduate program
that includes these curricular characteristics
and other areas such as entrepreneurship and
research oriented to solving socio-educational
problems.
In the same way, the modality of studies that
is currently most demanded by education
professionals to pursue postgraduate studies is
virtual or online, due to the exibility and ease
it oers, as it allows them to accommodate
an academic program together with their
professional work and personal life.
This form of studies is also highly valued
at present, since during 2020 and until the
date of submission of this paper, due to the
global pandemic of COVID-19, the whole
world adopted an emerging mediated form of
education by technologies, where the need for
teachers to have knowledge for an adequate use
and integration of ICT in learning processes is
constantly evident.
Therefore, a postgraduate program where ICT-
mediated learning has been designed. The
curriculum design proposal includes lines of
study which must be analyzed from a holistic and
integrative perspection such as: digital literacy
for the new society; teaching in new digital
environments; the design and development of
content and digital resources for learning; new
ways of learning and innovating in education;
and, of course, research in educational
technology. Finally, it is essential that in this
type of curricular proposals that involve the use
and exploitation of ICT in learning, due to the
same level of updating and improvement that
they experience, exible study modules are
incorporated, so that future cohorts can adapt its
curricular contents to the constant innovations
and trends in the use of technologies in learning.
DECLARATION OF CONFLICTS OF
INTEREST: The authors indicate that they
have no conict of interest for this article.
DECLARACIÓN DE CONTRIBUCIÓN DE
LOS AUTORES: Patricio Ricardo Humanante
Ramos 45%, Gustavo Homero Orozco Cazco
40%, Magdalena Inés Ullauri Moreno 10% y
Nataly Silvana Iza Caiza 5%
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