Prof. Elba Martoral
 State
the importance of social learning when
managing online content
 Show
effective practices in an online course
 Distinguish
activities and educational strategies
that encourage collaboration and building
knowledge in a virtual class
 Social
learning in a virtual setting
 Effective
practices in a virtual class
 Activities
for a virtual class
 This
workshop hopes to be a guide for the
virtual facilitator in the management of an
online course. It presents several aspects
involving the social, emotional, psychological
and cognitive dimensions of the human
being.
It is important to create spaces for
socialization and study the reasons why a
student abandons the course due to lack of
interaction and communication.
Do you transmit enough trust when
communicating in an online course? Do your
students share their worries with you?
Think about this…
It is important to self-evaluate ourselves and
notice how we manage an online course
 Do
you promote a sense of community among
your students?
 Do
you measure the statistics of attendance to
an online course and student participation?
 Provide
exercises to solve problems.
 Provide
a space for interaction, collaboration
and working in pairs.
 Design
discussion questions to encourage
discussions and debates.
 Use
different formats to encourage critical
thinking, such as cases about real problems.
 Relate
new content to previous one.
 Explain
the expected outcomes of the learning
activities students should do.
 Communicate
in a friendly tone and transmit
trust.
 Allow
students to oversee the discussion in a
virtual conference.
Online learning may create tension if students are
not clear about how virtual education works.
 The online
facilitator should:

offer details about the expected outcomes through a
syllabus and activities calendar

have an opening activity, development and a closing
activity
Virtual conferences should encourage participation
and collaboration and should be carried out in an
organized manner; they should have an opening
activity, development and a closing activity.
Round Table
• Explores topics
• Different points of view
• Provides facts and
opinions
• Tackles controversial
topics
Guided Reading
• In-depth theoretical
aspects
• Points of view of relevant
authors
• Analysis and synthesis
• Complements other
techniques
Programmed Instruction
• Financial analysis
• Learning concepts
• Learning procedures
Conference or
exposure
•
•
•
•
Big groups
Limited time
Experts
Complements other
techniques
• 20 minutes
maximum
Research Seminar
• Participation of a
big group
• Processes plenty of
material
• Takes advantage of
the resources
• Research ability
• It’s interactive
Forum
• Increases
information
• Analyzes
information
• Favors an
environment of
openness and trust
• Develops an attitude
of participation
Movie Theater, Theater and
Song Analysis
• Analyzes messages in
retrospect
• Complements other
techniques
Brainstorm
• Creative thinking
• Critical thinking
• Problem solving
• Autonomy and originality
• Complements other
techniques
Structured Experience
• Learning experience
• Makes it easier to understand
topics
• Makes it easier to show
emotions and experiences
Small Group
Discussion
• Promotes
creativity and
participation
• Takes advantage
of knowledge
and experience
• Stimulates
reflection and
analysis
Guided Discussion
• Interaction
between
participants
• Stimulates
participation
• Expresses ideas
and feelings
• Interpersonal
communication
• Discussion,
analysis and
synthesis
Role Play
• Learning
through
simulations of
real facts
• Promotes
participation
• Comprehension,
life lesson
• Analysis of their
own behavior
• Feedback
Flipped
Classroom
• The student
prepares the
lesson previous
to going to
class
Case Study
• Uses real cases
that are solved
in the group
through
analysis,
brainstorming,
innovation and
creative ideas
Social Media
• The student
uses web
content and
shares
information
through web
tools
 Student
X has not submitted an assignment for
two weeks, however he/she is very creative,
although a bit shy.
 Which
strategies would you use with this
online student? Come up with a solution using
the techniques previously discussed





Angelo, Thomas & Cross K. Patricia, (1993) Classroom
assessment techniques: A handbook for college teachers
(2nd ed.) San Francisco, CA:Jossey-Bass Publishers.
Ragan, L. (2007). Best Practices in Online Teaching.
Retrieved from the Connexions Web site:
http://cnx.org/content/m14943/1.5/
ANGEL RIVIÉRE. Desarrollo psicológico y Educación(II).
comp.. Coll, C.; Palacios,J.;Marchesi, A. Ed. Alianza.
Madrid. 1992
Correa, D. (2013) El éxito de los cursos en línea depende
de su interacción. (Página web). Recuperado de:
http://www.maestrosdelweb.com/editorial/el-exito-delos-cursos-en-linea/
Wormhole Live Learning Platform. Estrategias de Diseño e
Implementación de clases en vivo. Recuperado de:
http://fundacionevolucion.org.ar/sitio/wpcontent/uploads/2014/02/E-book-Estrategias-de-diseno-eimplementacion-de-clases-en-vivo.pdf