LAS METÁFORAS DE APRENDIZAJE COMO HILO CONDUCTOR EN LA CONSTRUCCIÓN DE AULAS VIRTUALES. UNA EXPERIENCIA PRÁCTICA

Abstract

The construction of virtual classrooms centered on the participant, as currently required, has profound implications for the work of teachers, not only as tutors but as instructional designers who go beyond aesthetic and technological requirements, to achieve more active participants. and responsible for their learning, teachers must adapt to the change in modality and the change in instructional focus. We had observed in some virtual classrooms developed on the UJAP technological platform, dispersion of purposes, excessive fragmentation of knowledge, unnecessary use of resources, disconnection between what is said and what is done, which could cause overwhelm, confusion and demotivation. in the participants and in the teacher. Although the use of a central idea to focus on the essence of a course is nothing new, in this work learning metaphors were used as a common thread in the development of virtual classrooms, to additionally obtain a perspective less conditioned by customs, beliefs and particular circumstances of each teacher, helping them to overcome the paradigmatic change. The principles of Grounded Theory were applied to qualitatively analyze: the opinions of the teachers participating in the courses on “Teaching Possibilities of the Acropolis platform” taught at the UJAP by the author, the learning metaphors formulated by them and the subsequent virtual classrooms. that they developed.