davidlms | A personal blog

Important: Translated automatically from Spanish by 🌐💬 Aphra 1.0.0

Imagine an app that lets us plan class sessions for a subject or module¹ throughout an entire school year².

Imagine that this app, simply by entering our weekly schedule and holiday dates, generates all the sessions we need to plan.

Imagine that it allows us to write a description for each session, as well as comments or ideas for future improvements to consider in upcoming courses.

Important: Translated automatically from Spanish by 🌐💬 Aphra 1.0.0

Having defined the objective of this curriculum design, classified the assessment criteria1, and established a general weekly plan, we’ll conclude this series by providing a detailed session-by-session breakdown of one of the units. Specifically, Unit 1: “Create your own hosting server”, corresponding to weeks 3-8 of the general plan, that is, a total of 42 sessions.

You have the complete proposal in the following table:

Important: Translated automatically from Spanish by 🌐💬 Aphra 1.0.0

After defining the objective of this curriculum1 and classifying the evaluation criteria2, it is time to outline in general terms what we are going to dedicate each week to.

Ideally, we would have worked on all learning outcomes in parallel, deepening each of them throughout the course. However, as this is a vocational training program³, I thought it might be too overwhelming, so I have opted to group the learning outcomes. This way, a set of them will be learned in parallel. This does not mean that once a group has been worked on, they will not be revisited during the course. The assessments and projects are designed to review the content covered previously throughout the school year.

Important: Translated automatically from Spanish by 🌐💬 Aphra 1.0.0

Following the trail of the gauntlet thrown in this publication, the time has come to design a new curriculum¹ for the Network Services module².

I’m going to start from the evaluation criteria of the different learning outcomes³, first dividing them into conceptual (things that students should know) and procedural (things that students should know how to do). Although I prefer to make the distinction between theoretical (T) and practical (P) directly. It may all sound very old-fashioned to you, but the conceptual and procedural terms are also outdated, and I think this way we understand each other much better. If you take a quick look at the criteria, you’ll realize that categorization into one group or another is very simple. The theoretical ones use verbs like recognize, identify, illustrate, describe…, etc. The practical ones, on the other hand, use verbs like install, check, verify, create, configure, implement…, etc. If you disagree with any of the classified criteria we can always discuss it.

Important: Translated automatically from Spanish by 🌐💬 Aphra 1.0.0

Envision a platform where teachers interested in participating in educational research can register, indicating the subjects or modules¹ they teach and other relevant information, such as their school’s geographical location.

Envision that researchers can filter a search using this data and send a message requesting collaboration in the research they want to conduct, indicating: what hypotheses they wish to put to the test, what they ask of collaborators, and what they offer in return.

Important: Translated automatically from Spanish by 🌐💬 Aphra 1.0.0

It’s common to see IT-related job offers with an endless list of technologies that the candidate must master, even demanding more years of experience than the technology itself has been around, as absurd as it may seem. That’s why I wasn’t surprised at all by the article: When a job offer asks for more years of experience in a software than have passed since it was created¹.