CASE 1

As educators, we must always consider observing the traits shared and differentiated by our group, the role that
the role of the instructional designer is to create an environment in which the student interacts meaningfully with academic material, stimulating
the processes of selection, organization, and integration of information" (Mayer, p.144). According to what has been stated in the case, I believe that the
Characteristics presented by each one should be the starting line for the teacher, as they describe the reality of our
students, once we have a clear understanding of the characteristics of our study group, I believe that the theories guide us
favorably the way we should take advantage of our students' skills and strengthen their weaknesses so that with their
efforts little by little become strengths. Such is the case of our teacher Daniel who despite his 10 years of experience in
Teaching is disheartened, this may be because he is generalizing education for his three groups and is not basing it on.
a theory of learning that sets the reference for investigating the mastery of knowledge in the teaching environment
learning with material and context according to Schunk, D (2012. 10) "Theory and research are part of learning... A
Theory is a scientifically acceptable set of principles that explain phenomena. Theories provide frameworks for interpretation.
environmental observations and serve as bridges between research and education.

In conclusion, the learning theories with instructional design are intimately dependent as the theories are based on the
Characteristics of our students and the design would be like the recipe that our student needs according to their needs to generate.
meaningful learning by understanding the realities of our students according to their context through family, social groups, and school
through social experiences communicating with the same language forming our own language to enrich ourselves in a language
common through teaching-learning, remembering that the content must be adapted to the needs of the context of our
students to achieve meaningful learning.

Schunk, D. (2012) Learning Theories: An Educational Perspective. Chapter 1. Introduction to the Study of Learning. pp 10 - 18. Pearson
Education. Mexico.

Williams, P. et al. (2000). Instructional Design Models: Fundamentals of Technical-Pedagogical Design in E-learning. Spain: Universitat
Open of Catalonia. Check the Chapter 1. Design instructional theories y models. Recovered of:
ht[Link]
I believe that the first recommendation I would make to teacher Daniel is not to carry out the same planning and instructional design for
all its groups, since although they are usually homologous and more reduced groups, it should be remembered that each group has its
different characteristics, for this reason I believe that the teacher should rethink the activities according to the needs of each group, for this
I could suggest that you base it on instructional design that proposes analyzing the needs of each student group, planning it.
that you want to focus on your students, to set general and specific objectives that support the purposes of student participation,
organize the content needs according to the characteristics of each group, design the course with the selection of resources, tools and
materials to achieve the objective, then develop instructional tools that can be implemented in
the pilot plan according to the implementation and evaluation based on the needs of our students to finally carry out the critical review
in which the evident changes within and outside the educational field are analyzed.

As a teacher, I would motivate Daniel towards continuous change and to value every contribution that our student makes, and also to remember that.

One should always be guided by a theory that supports the creation of the institutional design that requires an empathetic attitude towards society.
which translates into a friendly design to refer to those projects carried out that serve a social interest function, what things
They are making our students achieve their goals based on their prior knowledge, motivating them in the zone of proximal development.
about all a

meaningful learning, remembering that the student is the protagonist of their learning focused on the objective and we teachers are guides
we create plans for our students deliberately with a series of experiences.
Williams, P. et al. (2000). Instructional Design Models: Fundamentals of Technical-Pedagogical Design in e-learning. Spain: University
Catalonia Open. Review Chapter 1. Instructional Design: theories models. Retrieved
y from:
htInvalid URL provided. Unable to translate.

Instructional design model. Digital Communities for Learning in Higher Education, CODAES. 2002, pp. 6-10, Mexico. Retrieved
The provided text is a URL and does not contain translatable content.
Instructional design as a process is: the systematic development of instructional elements, using learning theories and
instructional theories to ensure the quality of instruction. Includes the analysis of learning needs, goals, and development
materials and instructional activities, assessment of learning and monitoring (Berger and Kam, 1996).

I believe that each instructional design should be different or personalized since it is based on the needs of our students.
What are the learning objectives that have been set, so we cannot generalize, each class group is different depending on the case.
Group 1 likes to read, but not to use technology, while Group 2 likes to use different technological media, but they do not work in teams.
These are repeater students at 15%, while those in the 3rd grade are students who have more positive aspects than negative ones; they just get bored.

quickly because they understand quickly. For this reason, the design must be very uneven for each group since each of them has
very different characteristics and a significant learning would not be generated, but I also believe that positive aspects should be reinforced.
and the negatives should be polished, worked on in order to improve them and turn them into strengths. Furthermore, something we must take very seriously

in relation to the students, as they are the main element as recipients of any educational program, whether remote
oh no. Among the issues to consider are: knowing the average age of the students (young or adult), the prior knowledge that
they possess, both the discipline and the technological skills required for their remote participation, their academic history, their
geographical location, etc.

As educators, we must focus on the competency we want to emphasize in our students in order to achieve the objectives for modification.
certain basic situations for life that will later be expanded upon with the planning of the content that best fits them, with the
students who have problems with the planning we did, we must change it to serve the same purpose, but for them to achieve
our students, let us remember that educators must make decisions that ensure progress for our students according to their
needs, its modality, but above all to plan the teaching activity in the classroom, select support material, design it and adjust it. It allows,
Moreover, balance the content loads and prevent everything necessary for the smoothness of the learning process.

Invalid URL format.

[Link]

Chiappe, A. (2008). Instructional design: profession, phase, and process. Education and Educators, Vol 11. 72, no. 2, pp. 229-239. Colombia: University
de La Sabana, Center for Technologies for the Academy

Castañeda, M. and Acuña C. (1996). Instructional Design: Methods of Knowledge Representation. Ch. 2. Knowledge Representation.
Educational profiles, no. 72, pp. 5-11, Mexico: Institute for Research on the University and Education.

FORUM 1

How can an instructional design that meets the needs of each group help Teacher Daniel?

According to Bruner (1969), instructional design deals with the planning, preparation, and design of resources and environments.
necessary for learning to take place.
According to the analysis of teacher Daniel's case, an instructional design would facilitate his work in two of his three groups since
Some characteristics exposed the students are not motivated to participate in the educational process in which they...
The definition of design focuses on the planning of resources, strategies, differences, and similarities between groups of students.
Such reasoning would be very convenient for the teacher to be motivated to apply an instructional design based on the needs.
specific to their study groups, analyzing their strengths and weaknesses to create reinforcements according to their abilities.

Why is it important to take into account the characteristics of the students and the objectives of the course when designing?
instructional?

Within the characteristic of instructional design, it is mainly mentioned that this planning must be authentic for each
student who focuses on achieving the study objective, rather than on the contents, since this design is variable
according to what our student needs, remembering that we are different beings and that each one of us has diverse
ways of learning, that is why the teacher must be open to change and always remember that the main axis of learning
It is the student, who creates their meaningful learning according to their environment.

How do learning theories provide a reference guideline for starting the development of an instructional design?

The learning theories, not being one better than the other, are those that establish the basic foundations for execution or
Implementation of the instructional design that allows teachers to create guides, materials, videos, etc. to improve instruction.
and the learning process, the basic elements of an instructional design model are the needs diagnosis, the
formulation of objectives, the contents, the learning strategies, and the evaluation. Furthermore, each theory establishes certain
characteristics that are implemented with the instructional design in which these theoretical characteristics are reflected with the
characteristics of our students and merge to generate meaningful learning.
Castañeda, M. and Acuña C. (1996). Instructional Design: Methods of Knowledge Representation. Chapter 2. Knowledge Representation.
Educational Profiles, no. 72, pp. 5-11, Mexico: Institute for Research on the University and Education.

Hernández, C. (2019). Instructional Designs and Their Scope. The Needs of a Good Designer. Chap. 2. Cooperation Journal, No.
16, pp. 23-30, Mexico: Institute of Research on the University and Education.

Models of Instructional Design: Fundamentals of Technical-Pedagogical Design in e-learning

Open of Catalonia. Review the Chapter 1. Design instructional theories y models. Recovered
from: to[Link]

Dear partner Nancy, your contribution is very accurate. I believe that the design of prioritized programs based on our needs.
Students allow us to adapt to the interests of the students who guide us to design and create some teaching alternatives.
learning in which students are the protagonists of their own learning by contextualizing their prior knowledge in the
experiences that are taken as bases and can support this foundation with the use of learning theories.

According to Berger and Kam (1996), a competency-based design framework is the systematic development of instructional elements, using theories.
of learning and instructional theories to ensure the quality of instruction. It includes the analysis of learning needs, the
objectives or competencies, the development of tasks and materials, the evaluation of learning and the monitoring of the course. On the other hand, I consider
that the detcs application in education is a way to compensate for the need to relate to current events and uses new
tools to generate their learning, as mentioned by Zárate (2014) defines the instructional designer as the bridge between the institutions
and the students, because he is seen as the one responsible for providing the other the opportunity to generate new knowledge through
strategies that he creates with the aim of providing more than just information to the student, regardless of the context in which they are found.

Williams, P. et al. (2000). Instructional Design Models: Fundamentals of Technical-Pedagogical Design in E-learning. Spain: Universitat
Open of Catalonia. Review the Chapter Design instructional: theories y models. Recovered
from: toInvalid URL provided, unable to translate.
Dear Marcelita, I share your opinion expressed in the forum, since theories are the foundations of the entire educational process and on
all of instructional design since it is reflected according to the theory in which we are planning the educational process, which are guides or
strategies that instructors use in the teaching and learning process to systematically meet the sequence of the
steps to follow through the identification of the goals to be achieved, the specific learning objectives, small steps for the content of the
teaching, observable achievements of learning, selection of strategies and assessments of learning according to the domain of knowledge,
critpreviously established evaluation criteria, reinforcements to improve performance and practicetof the characteristicstcase of the study groupsgod
according to their needs. With all this, teachers must always be willing to change and, above all, we must create in our
students a relationship of trust to achieve bonds of harmony in the classroom and generate meaningful learning, as it is stated
According to Beloch (2011, p.13), the instructional designer should be a person trained in the field of pedagogy, the psychology of
learning, psychopedagogy, virtual teaching environments, distance education, collaborative environments, etc.

Hernández, C. (2019). Instructional designs and their scopes. The needs of a good designer. Chap. 2. [Link] magazine, no.
16, pp. 23-30, Mexico: Institute of Research on the University and Education.

Williams, P. et al. (2000). Instructional Design Models: Fundamentals of Technical-Pedagogical Design in e-learning. Spain: University
Open of Catalonia. Review the Chapter Design instructional theories y models. Recovered
from: to[Link]

FORUM 2

1. How do the objective, the syllabus, the teaching suggestions, the evaluation, and the bibliography provide important information for
select a specific instructional design model?

The objective is the starting line that, when the planning is executed, we will verify at the end of the educational process. This objective has a
close relationship since we will measure how much has been achieved in applying the skill that has been proposed, with it we will know what topic of
study to address the didactic suggestions with which we are going to carry out each of the activities we propose in the
planning, in addition to allowing us to create both formative and summative evaluations, since it will allow us to measure and reinforce in the
In case it is needed, in the same way as what we plan to work on, we will seek the bibliographic information to achieve resolution.
information and guidelines for measuring or evaluating the objective, both the objective, topics (competencies or skills), methodologies
Didactics, evaluation, and bibliography have a close relationship among them, as they are dependent on the objective we set towards the goal.
where, how, for and why to apply instructional design.

2. What other elements should we consider when selecting an instructional design model?

I believe that within instructional design we must take into account the needs of our students, their preferences, their
thoughts, their context, learning style, what they like and what they dislike, since the planning is focused on what is desired
achieving with our students not what the teacher thinks is good for them, that's why I believe we should conduct an analysis
diagnosis of the departure situation in which it guides us on what, how, where, when, for what and towards where we are going to direct the
To understand our students' learning, we must also know their social context to understand what training they have from their environment, tools.
technologies that are at your disposal, because as educators we can create planning or instructional designs according to our position,
but they will be obsolete if they are not based on the needs of our students.
 3. Analyze the characteristics, phases or instructional moments, advantages and disadvantages of each model (Gagné Model, Gagné Model)
and Briggs, ASSURE model by Heinich and collaborators, Dick and Carey model, Jonassen model or ADDIE model) and consider, which
Do you consider it to be the best model for the Leones University?

Model Phases Advantages Disadvantages

Stimulate attention and motivate.
2. Provide information about the expected results.
3. Stimulate the recall of essential and relevant prior knowledge and skills.
4. Present the material to be learned. Brinda the sufficient The student presents a role
5. Guide and structure the learner's work. information about the passive in their learning,
Won
6. Provoke the response. learning outcomes of including if it manages with the
7. Provide feedback. the students. objectives, since he is a conductor.
Promote the generalization of learning.
9. Facilitate memory.
10. Evaluate the achievement.
Identify the instructional goal.
Analysis of the instruction.
Analysis of students and context. It's holistic, in addition to offering
It requires detailed knowledge
Writing of objectives. a very concrete methodology
of the problems that could
Development of assessment instruments. allows any teacher
Gagné and Briggs delay your application, too
Development of the instructional strategy. carry out each of the
requires school supplies
Development and selection of instructional materials. activities in design
abundant.
Design and development of formative assessment. curricular.
Design and development of the summative evaluation.
Review of the instruction
1. Analyze the characteristics of the student. Before starting, one must know the characteristics of the
students, regarding:
2. Característcas Generales: nivel de estudios, edad, característcas sociales,fsicas, etc.
. Specific input capabilities: prior knowledge, skills, and attitudes.
. Learning Styles. The students have a It does not include an evaluation.
active learning, also that continue, for that reason I do not
ASSURE by Heinich 3. Establishing learning objectives, determining the outcomes that students must achieve consider the different styles it could detect errors during
take the course, indicating the degree to which they will be achieved. of learning. the teaching process.
4. Selection of strategies, technologies, media, and materials.
. Instructional method that is considered most appropriate to achieve the objectives for those students
particulars.
. The media that would be most suitable: text, images, video, audio, and multimedia.
 . The materials that will support students in achieving the objectives.
5. Organize the learning environment. Develop the course by creating a scenario that fosters learning.
using the selected means and materials previously. Review of the course before its implementation,
especially if a virtual environment is used, check the optimal functioning of the resources and materials of the
course.
6. Student Participation. Encourage participation through active and cooperative strategies.
student.
7. Evaluation and review of the implementation and learning outcomes. The evaluation of the process itself will lead to
the reflection on oneself and the implementation of improvements that result in a higher quality of action
formatted.

System level
1. Analysis of needs, objectives, and priorities.
2. Analysis of resources, restrictions, and alternative distribution systems.
3. Determination of the scope and sequence of the curriculum and courses; owner of the distribution system.
Course level
1. Analysis of the course objectives.
2. Determination of the structure and sequence of the course.
Lesson level
Allows you to program what you if an element of the process fails
1. Definition of performance objectives. he/she wants the student to stop the whole process,
Dick and Carey
2. Preparation of lesson plans (or modules). learn, for that prepare the Hello the acquisition
correct stimuli knowledge is limited.
3. Development or selection of materials and media.
4. Student performance evaluation.
Final system level
1. Teacher preparation.
2. Formative assessment.
Field test, review.
4. Installation and dissemination.

5. Summative assessment.
Questions/cases/problems/projects. The center of any constructivist learning environment is the question, the student learn
case, problem, or project that becomes the goal of the student to solve. The problem drives the learning, which doing, is active, analyzes, It becomes a limiting factor and
What is the fundamental difference between the constructivist learning environment and objective-driven instruction? provides answers a it demotivates the student if not
Jonassen Problem context problems. they have prior knowledge,
Representation of the Problem/simulation Work in groups and individually, this can cause the
Space for manipulating the problem assume roles, among others. model is not effective
Related cases. Provide access to a system of related experiences (cases) as a reference for the The preparation of the
 students.
Information Resources. Students need information that allows them to build their mental models and
formulate hypotheses that guide your activity in solving the problem.
Cognitive tools. By providing complexity, novelty, and authentic tasks, the student will need support in their
implementation. It is important, therefore, to provide him with cognitive tools that allow him to establish the scaffolding or problems to present to the
necessary relationships in their realization. students must be well
Conversation / collaboration tools. Foster and support student communities or communities that planned
they build knowledge through computer-mediated communication that supports collaboration and the
communication.
Social / Context Support. Adjust the environmental and contextual factors that affect the implementation of the
constructivist learning environment.
The results of the evaluation
formatted from each phase can
to guide the designer
Analysis. The first step is to analyze the students, the content, and the environment, the result of which will be the description of a
return instructional a
situation and its formative needs. It can lead to unnecessary use
any of the previous phases,
Design. A course program is developed, focusing specifically on the pedagogical approach and the way of of the available resources,
to correct or modify.
sequence and organize the content. it could generate a stagnation
ADDIE allows one adaptation
Development. The actual creation (production) of the learning content and materials based on the design phase. if it is applied in moments where
continue with the materiala the
Implementation. Execution and practical application of the training action with the participation of the students. there is not the necessary maturity of
changing needs of
Evaluation. This phase consists of carrying out the formative evaluation of each of the stages of the ADDIE process and the student.
student y facilitates the re-
summative evaluation through specific tests to analyze the results of the formative action.
observation y the re-
approach of the
problems.

According to the case presented regarding the University Leones, I believe I would choose the instructional design model by Jonassen (1999).
presents a model for the design of Constructivist Learning Environments that emphasizes the role of the learner in the construction of
knowledge (learning by doing). The reason would be because it is aimed at a group of students who work, but live near the
University, that is, they know the reality that is lived in the environment, in addition to achieving the objective of the degree consists of developing.
professionals in pedagogy with a solid humanistic, scientific, and technical training that allows them to construct knowledge

Benitez, M.G. (2010). The Assure instructional design model applied to distance education. Tlatemoani, Academic Journal of
Research, no. 1.

Thinking Technology. Toward a Constructivist Design Model

Nieto, M. (2009). Theories and Models of Instructional Design. Retrieved from: htps://[Link]/doc/33372131/DISENO-INSTRUCCIONAL-
THEORIES-AND-MODELS

Nieto, M. (2010) Instructional design: basic elements of instructional design. Online publication.

Sharif, A. and Cho, S. (2015). 21st Century Instructional Designers: Bridging Perceptual Gaps between Identity, Practice, Impact and
professional development. RUSC. Universites and Knowledge Society Journal, vol. 12, no. 3, pp. 72-86 Universitat Oberta de Catalunya Barcelona,
Spain. Retrieved from: htp://[Link]/[Link]?id=78038521006
 CASE 2

1.- How would you select an instructional design model for the University of Leones, taking into account its context? Which one would it be and why?

what?

According to what was presented in the case of the Universidad Leones, I believe I would select the instructional design model by Jonassen (1999).
presents a model for the design of Constructivist Learning Environments that emphasizes the role of the learner in the construction of
knowledge (learning by doing). The reason would be because it is aimed at a group of students who work but live nearby.
University, that is, they know the reality that is experienced in the environment, in addition to the fact that achieving the objective of the Bachelor's degree consists of developing
professionals in pedagogy with a solid humanistic, scientific, and technical training that enables them to construct pedagogical knowledge
for addressing educational needs from an innovative, ethical, responsible, and participatory perspective. I think this model would be the
more accurate that allows to work on the objective as a human being that specifically helps meet educational needs, then I consider that
From this particularity of the objective, we can propose the learning cases with this characteristic that is directed towards the students.
that have educational needs with the simulators in relation to what the various institutions are experiencing in order that the
The student generates their own knowledge through the sequential support of the teacher by reinforcing constructivist theory and instruction.
Objectivist with contextualizing the problem, simulating that it is happening to us and seeking a manipulation of the contextualized problem
through their own experiences, reinforcing that the student creates their own meaningful learning. According to theoretical positions.
Piaget believes that there are two principles for achieving knowledge, which are learning as an active process that occurs through assimilation of the
information received from vital processes and direct experience and complete, authentic, and real learning to the extent that the
the individual interacts significantly with the world (Piaget, 1978, in Hernández, 2008).

Given the above, I consider that this model takes into account the experience of each student, seeking for the student to engage according to their knowledge.

it is a concern and what is being appreciated according to the study syllabi, such as that of the case that focuses on education through time and each

characteristic specific to said process.

Díaz Barriga, F. (2006). Principles of instructional design of learning environments supported by ICT: a sociocultural framework and
situated. Technology and Educational Communication, 41. Available at [Link]

Hernández Requen, Stefany, The constructivist model with new technologies: applied in the learning process, University Journal
Knowledge Society, UOC. htp://[Link]/rusc/2021/03/10/dt/eng/[Link]

Jardínes, F. (2011). Review of the main instructional design models. Business Innovations. 8 (16), 2011, pp. 357-389. Mexico:
Autonomous University of Nuevo León. Retrieved from: [Link]
Mergel, B. (1998). Design instructional y theory of learning. Occasional Papers in Educational
[Link] in htp://[Link]/educaFile not accessible or specific text not provided for translation.

2.- Based on the analysis conducted, explain how the implementation of the selected model would work at Leones University?
Support your answer.

After analyzing the case and reinforced in class about instructional designs, I consider that the one proposed by Jonassen is the one that
it proposes a better way of student participation in a holistic manner, since this model is primarily based on theories
constructivist views such as those mentioned by these authors Piaget, Ausubel, Vygotsky, Bruner, who set the particular objective in three
main aspects: the context in which meaningful learning is built, the leading role of the student within the learning process,
All of this favors the creation of meaningful learning with the approaches to the problems that can be developed in their environment.
through case studies, educational drawbacks or reinforcement projects to facilitate the student's proposals through the
construction of learning paths and manage this knowledge in order to solve the problem that has been posed as
an essay or simulation when I should put it into practice in my professional field. Likewise, it involves different learnings.
strategies, simulation, schemes, maps, among others. Finally, the learnings are nourished and related to the experience of
student through the prior and acquired learnings in their life experience.

To support the application of this holistic model, in addition to analyzing the proposed cases, some should also be related with similarities.
to be applied, new information is generated with the use or search for resources, depending on the case presented with new tools
cognitive tools to work on collaboration and conversation tools either among students or with teacher assistance through scaffolding
and the support or coaching that facilitates contextual and specific feedback depending on the respective case, accompanied by the construction of
social skills from teamwork and collaborative work "collaborative construction of learning, through negotiation
social, not from the competition among students to gain appreciation and knowledge

This entire application allows you to get in touch with instructional models, enriching pedagogical practice in some way by doing
explicit in the application theory with the path of how learning is oriented to create a connection between theories, paths and
learning styles according to contexts and spaces familiar with procedures, objectives, and explicit keys.

Dorrego, E. (1999). Flexibility in instructional design and new information and communication technologies. Compilation for purposes
Instructional. Available at [Link] 3/dorregofl[Link]

Nieto, M. (2009). Theories and Models of Instructional Design. Retrieved from: [Link]
THEORIES-AND-MODELS

Sharif, A. and Cho, S. (2015). Twenty-first Century Instructional Designers: Bridging the Perceptual Gaps Between Identity, Practice, Impact and
professional development. RUSC. Universites and Knowledge Society Journal, vol. 12, no. 3, pp. 72-86 Universitat Oberta de Catalunya Barcelona,
Spain. Retrieved from: ht[Link]

Williams, P. et al. (2000). Models of design instructional. UOC, pages 45-60. Recovered
Invalid URL provided, unable to translate.
3.- According to what is presented in the case, what would be an initial proposal for the instructional phases or moments of the model you have?
Chosen for the University of Lions? Try to describe what elements would be worked on from the instructional design in the history course.

I believe that according to what is presented in the case with Jonassen's instructional model, the first approach to the phases or moments of
according to what the author proposed:

1. Questions/cases/problems/projects: in this first stage of this model, it should be planned as the center of any environment.
the constructivist learning should be the question, case, problem, or project that becomes the student's goal with the aim of
resolver with which the objective is developed or executed, this problem or case study leads the learning, it
contextualizes the problem, the simulation problem is represented according to the space where the student can manipulate it.
 problem in achieving the objective of assessing educational practice within various societies, through the analysis of the
Characteristics developed within each period of history, to recognize the educational significance of each stage.
2. Related cases: in order to begin executing activities based on the achievement of the objective, related cases must be proposed.
analysis of each of the topics in relation to the context of the university and its students in the first study should be
oriented towards Education and history, followed by The ancient era and education, as the theme of the third case The medieval era and the
education, fourth The education and Renaissance humanism and fifth The education in the modern era in each case should be offered
access to a system of experiences related to the proposed cases as a reference for students can be related
In this case, what we do at UTEL, we work five weeks on each subject with topics and related case studies to
awaken creativity in the possible solutions for each particular case.
3. Information Resources: for all case studies the university must provide students access to the information that
they need in order to support the theories that allow them to build their mental models and formulate hypotheses that guide their
activity in problem resolution, as is the case of our university UTEL in the support material where we find
all the information that guides the case.
4. Cognitive tools: in this phase, it is about the various tools that technology uses, facilitating the design of the
didactic units and intervention modalities concerning students' activities and tasks (Konieczny, 2015). For the
the student can have access to socialize with their classmates, I believe that a virtual platform should be used to provide it.
synchronous and asynchronous support and counseling, we can take our university's platform as an example
By providing complexity, novelty, and authentic tasks, the student will need support in their execution. It is therefore important,
to provide them with cognitive tools that allow them to establish the scaffolding or necessary relationships in the accomplishment of the same.
5. Conversation and collaboration tools: in this phase, in the mentioned case, I believe that it is necessary to encourage and support the.

students to build their knowledge through communication mediated by the use of technology, guided by their
 teachers and rewarded among their peers who can guide us on how to use the university platform with their
experience of using it through the creation of mental images and visualizing the activities.
Digital ICTs provide a series of tools for research that are characterized by the simultaneous and combined use of
various languages and formats, also able to mix sound, still and moving images, various types of language,
systems of symbols and various representations Coll (2013).
6. Social and contextual support: provides social support and context for the learning environment, students explore, articulate what
they know and what they have learned, contrast questions, manipulate the environment to develop and test theories, all of this allows them
Reflect on what was done, whether it went well or there were failures, and adjust the environmental and contextual factors that affect.
the implementation of the constructivist learning environment.
Benítez, M. (2010). The ASSURE instructional design model applied to distance education. Tlatemoani. Academic Journal of
Research, no. 1. Retrieved from: htInvalid input. The provided text does not contain translatable content.
Coll, C., Mauri, T. and Onrubia, J. (2013). Virtual learning environments based on case analysis and problem solving.
In Coll, C. and Monereo, C. (Eds.). Psychology of virtual education. Learning and teaching with Information and Communication Technologies.
Communication (pp. 213-232), Madrid: Morata.
Jardines, F. (2011) Review of the main instructional design models. Business Innovations, no. 16. Retrieved from:
Invalid input, please provide text for translation.
Konieczny, P. (2015). Lorenzo García Areto: foundations, mediations, and future of distance education in the digital society. Journal
Inter-American Research, Education, and Pedagogy, RIIEP, 8(1). DOI: [Link]
WEEK 3
 FORUM 3

[Link] the way the phases of the ADDIE model were implemented in the case of the English course.

According to what was presented in the case of the English course, the phases implemented from the ADDIE model started from the

diagnosis that perceives the needs of students in the area of English for that reason it continues the
established process of the phases which are: analysis in which the specific characteristics of the students are determined,
their learning needs, what are the means and resources that are intended to be used in the process of
training; design: in this phase, the learning environments, their objectives, their
competencies, lessons, selecting strategies to be put into practice with the option to apply them through the
application of web resources; development: in this part, the reality in which we are going to work is contextualized with the
student, create the means, so that the student can generate meaningful experiences through the use of
innovative formats; implementation: consists of putting resources into practice, that is to say, the planning is carried out
to execution and the last phase the evaluation: to apply it focuses on a comprehensive, formative, and summative evaluation
in order to justify effectiveness through the established rubrics. Regarding assessment, it is applied
qualitative and quantitative, since it was assessed by obtaining data to define the qualities of the
students and quantifiable to verify the grades that serve as the basis for establishing a quantum relationship
qualitative to reinforce the characteristics that present an insufficient index in the integral development of the
skills of the English language: reading, listening, speaking, and writing; this process was also carried out by a professional

designer in the area, the general coordinator and accompanied by the coordinator of the evaluated institution.
2. Do you consider that the ADDIE model was the most appropriate for the University, or is there another one that would be more viable?

After analyzing the presented case, I consider that the ADDIE model is indeed the most appropriate to be applied in the
Gerardo Barrios University, as it focuses on the implementation of some processes that must be followed with
the purpose of facilitating and meeting the needs in the exclusive area of English. In addition to being based on the
the needs of this specific area are reinforced by the model with the coordinated support of another university institution
through a team composed of an instructional designer, a program coordinator, and a subject matter expert,
Although he wasn't really that expert, the teamwork of its members allowed the achievement of the application.
effective for the implementation of the planned design.

Something very important that was noticed in the application of the ADDIE model was that the reality of its
students, their profiles, their realities and above all their needs so that the new program is as
adaptable to your needs that was taken into account in the analysis for which detailed templates were developed
course program, advice through technological means, communication channels are established and the respective ones
strategies on how the model will be developed in the new instructional design from analysis, design, development,
implementation and evaluation.

But they could also apply a model that I believe could generate more meaningful learning could be the
proposed by Jonassen is the one that best presents student participation in a holistic way, since this
the model is basically fed by constructivist theories as mentioned by these authors Piaget, Ausubel, Vygotsky,
Brunner, who programs the very specific objective in three main aspects: the context in which it is built.
meaningful learning, the leading role of the student in learning, all this helps to create learning
 meaningful with the problem statements that can be developed in their environment through case studies,
educational inconveniences or reinforcement projects that facilitate the student's proposals through construction of
learning routes and this knowledge can be managed in order to solve the problem that has been posed as
an essay or simulation when it should be put into practice in your professional field. Likewise, it involves learning.
different strategies, simulation, schemes, maps, among others. Finally, the learnings are nurtured and related.
with the student's experience through the prior and acquired learnings from their life experience.

3. What other phases could be considered to improve the instructional design?

The extra phases in the planning of the processes that will be carried out on the virtual platform could be contemplated, in addition to
specify the detailed rubrics in the evaluation as well as the delivery control template in which it is detailed
precisely how the control and monitoring options will be integrated.
It was also evidenced that this model was applied based on the needs of the main actors in the development.
instructional that students are, who will always be the actors of their own learning according to their experiences that
they are being created through the use or manipulation of each activity planned to be executed.

Nieto, M. (2009). Theories and models of Instructional Design. Retrieved from: htps://[Link]/doc/33372131/DISENO-
INSTRUCTIONAL-THEORIES-AND-MODELS

Chiappe, A. (2008). Instructional Design: Trade, Phase, and Process. Education and Educators. Educational Informatics, Vol 11.
72, No.2, pp. 229-239.

Fernández, K (2014) Implementation of the ADDIE model in the instructional design of the Basic English course
Gerardo Barrios University of El Salvador.
Comrade Nelson, your presentation is very accurate; I would like to make a remark, in addition to the ADDIE model.

I believe that Jonassen's model can be applied, as it is also based on the student's experience.
resolves or proposes solutions to cases or problems that arise during the course of academic training, but
The student always has timely support and guidance through the assistance they receive either in class or at
through the reinforcement of the proposed activity and new information is generated with the use or search for resources, with
new cognitive tools to work on collaboration and conversation tools either among students or with
teaching assistance through scaffolding and the support or coaching that facilitates contextual and specific feedback
depending on the respective case, accompanied by the development of social skills through teamwork and
collaborative work "collaborative construction of learning, through social negotiation, not through competition among the
students to obtain appreciation and knowledge" (Jonassen, 1994). I believe that all stages of Jonassen's model
allows to get in touch with instructional models, enhances the pedagogical practice in some way by doing
explicit in the application theory with the path of how learning is directed towards creating a connection between
theories, routes, and learning styles according to contexts and spaces familiarized with procedures, objectives, keys
explicit and above all allows the student to be the creator of their own solutions to prepare for life.

Nieto, M. (2009). Theories and models of instructional design. Retrieved from: [Link]
INSTRUCTIONAL-THEORIES-AND-MODELS

Sharif, A. and Cho, S. (2015). Twenty-First Century Instructional Designers: Bridging the Perceptual Gaps Between Identity,
practice, impact and professional development. RUSC. Universities and Knowledge Society Journal, vol. 12, no. 3, pp. 72-86
Open University of Catalonia Barcelona, Spain. Retrieved from: ht[Link]
Williams, P. et al. (2000). Instructional design models. UOC, pages 45-60. Retrieved from:
Invalid URL provided. No translation available.

Comrade Geovanny, I would like to contribute to your forum by reminding you that there is no correct or incorrect model; rather,
It should be taken into account that the execution of the model manages to generate meaningful learning, which we motivate in our...

students, that we involve parents, that teachers get involved in looking for alternatives so that
our students feel identified with what they do in their class and that they can use this information in some
moment in the development of your life, we can also suggest that when a model is applied, the templates should be applied as well

proposals for both formative and summative evaluation that allow for meeting the proposed objectives, establishing channels
for communication to be more fluid, involve all members of the instructional design team in order to
that there is proper coordination and products are generated with satisfaction for all members of the process
training.

Fernández, K (2014) Implementation of the ADDIE model in the instructional design of the Basic English course
Gerardo Barrios University of El Salvador.
According to what is presented in the case, it is evident that the contents of the templates are not related to the
evaluation, since no specific activities are established to achieve the educational objective,
rather, only the evaluation criteria are mentioned, but not the instruments, since rubrics are not developed
measurable for the learning objective, it is also evident in the templates that only the course is scheduled where
the objectives and competencies are established, the duration, units, assessment, content, methodology, and requirements are detailed
And the teaching team prepares a dosage for each didactic unit in terms of time, unit name, unit.
introductory and the didactic units in which the instructions, submission date, and criteria are established
evaluation. Regarding the evaluation, guidelines are established only for the process of applying the design
instructional, but no specific evaluation is established for the educational process regarding learning about
student, for this reason at the time this instructional design is implemented, there will surely be
many questions, confusions, and misunderstandings, since the teachers who will apply it will not know that
to do regarding the evaluation of students, that is to say how, what, and for what they are going to evaluate, for this reason they do not

You will achieve significant results that allow us to know that our students are learning what they need to.
reinforced and also how the teachers are working.
Fernández, K (2014) Implementation of the ADDIE model in the instructional design of the Basic English course.
Gerardo Barrios University of El Salvador.

The objectives for each unit of the course were established after dosing the content in the design by
the selection of the learning environments, for that reason it is clearly noticeable that it was not applied correctly
model, since we must first set the objective in order to break down or link the skills from there
contents that you want to work on. According to what is stated in the case, it can be observed that a poor application was made.
of the ADDIE model, since this model focuses on planning the objectives as the first step and then with
In relation to these, the contents to be worked on in each unit should be dosed or distributed.

An organized instructional design is based on objectives as a key pathway; these will establish the work proposal according to
Your approach to what is desired to be achieved with our students will be the key guide when we determine the
criteria and indicators for evaluating skills, these must describe what the student will learn, must be
drafted in such a way that it is possible to measure learning with activities and evidence, in addition to being visible
of the student, for he will be the one to contribute with meaningful learning in the application in his daily life.

Fernández, K (2014) Implementation of the ADDIE model in the instructional design of the Basic English course
Gerardo Barrios University of El Salvador.
I believe that it was carried out considering the context in which it was applied, since a study was conducted on
social group to which Instructional Design is aimed, in addition to which a coordination group was appointed to ensure that the
needs of the students that were specified according to their profile, context and characteristics, were taken
very much in tune with the diversification of criteria among the career coordinator, the expert, and the respective designer
instructional. It can also be mentioned that work was done on a real context that the mentioned expert in
I didn't know much about the application of these courses virtually, so we can mention that they
could strengthen these weaknesses among the other members of the instructional design to achieve balance and work on
realities that our students may experience.

An appropriate instructional design will allow for planning online training and selecting the most appropriate tools.
for the intuitive creation of the training product in order to adapt the content to the needs of
user learning. For this reason, when applying a virtual instructional design, it is essential to take into account the
reality of the students who will have access since a small one will need to be carried out to execute it
introduction in the process, such is the case as in our university UTEL before starting the training process
it is planned that the course of explore your virtual classroom will be approved, in which simulations of what they are are conducted.
the functions of the platform, how it is evaluated and what each of the processes that will be developed in it are
formation process, that is why I believe that a fusion of the ADDIE models with the one of
Jonassen, which allows getting in touch with instructional models, enriches the pedagogical practice in some way.
way to make explicit in the application theory with the path of how learning is oriented to achieve.
create a connection between theories, pathways, and learning styles according to familiar contexts and spaces
procedures, objectives, explicit keys and above all allows the student to be the creator of their own solutions
to prepare for life as in UTEL where case studies are presented and feedback is provided with the
participation in forums, tutoring through the open class in which teachers guide us in the training phases
According to the objective that is shared at the beginning of the class, the student ultimately creates their own learning through the application.

of the final product through the applied work in which improvement alternatives are proposed with the new
knowledge gained in the five weeks of work based on the learning objectives and will achieve them
meaningful learnings that are those which are never forgotten and serve us for and in life.

Fernández, K (2014) Implementation of the ADDIE model in the instructional design of the Basic English course
Gerardo Barrios University of El Salvador.
 WEEK 4

According to the analyzed case, specific considerations are required in the instructional design according to the modality to which it applies, since
this must be taken into account for whom it is intended, the resources that are needed to be applied, the age of the students to whom
it will be applied and above all the needs of the reality that our students live. For this reason, we must consider that, if it is possible
apply the same instructional design model in both modalities, but with differentiated approaches in that in the distance modality or in
the line must be more precise, it depends on the student's learning autonomy, things are done differently since the
The starting point is the desire to know, which implies discipline and the renunciation of time dedicated to other activities, and not simply the interest in

To pass, the use of ICT becomes essential for being able to interact with the teacher and the virtual classroom facilitates the systematic use of
interaction functionalities, publication, and activity tracking for which the teacher must be in constant update,
The training environment needs to be prepared according to what was planned in the design, while the application of the face-to-face model should be
take into account that they will always be supported by the teacher in a real space, students can manipulate the material or resources
Didactic under the assisted guidance of the teacher, the use of ICT is something essential to strengthen the development of skills, the relationship with the
Teaching takes place in a real environment and asynchronously, time does not become a limiting factor to work according to needs.
For the students, learning environments do not need to be prepared because they already exist and should rather be adapted accordingly.
to the needs of the student. Finally, what should be central to the instructional design model is that it adapts to the needs
of its educational actors, that is, the students, and allows for the generation of meaningful learning with the accesses they have to the different
technologies or applications.

Londoño, E. (2011). Instructional design in virtual education: beyond content presentation. Education and Development Journal
Social. Vol.5 No.2, pp.112-127. Retrieved from: htInvalid input. Please provide text for [Link] provided text does not contain translatable content.
In the case, it is demonstrated that it was the first stage that consisted of the development of digital educational content through the model of
instructional design of analysis, design, development, implementation, and evaluation (ADDIE), also in the second it was explored whether this design can
to function as a pedagogical tool that allows support for a formal course through the application of a pilot test with sampling
respect.

The didactic and learning elements that were taken into account in order to develop the content were mainly the student.
main element, based on the data of our students, their needs, which subsequently is an element of the objectives that
According to the case, it was to offer didactic and audiovisual support; with this, didactic resources or materials are also triggered.
necessary to apply the design, the teacher who supports, guides, directs the learning process through the application of the methods
and teaching techniques that are planned in the design according to the characteristics of our students, their needs, the environment or
context in which the design will be applied, for this reason we must remember that the most important thing is to know the contextual reality of
our students in order to generate and apply a design that is tailored to those who will apply it, we can say that the design
Instructional is similar to the process when a doctor examines, diagnoses, and prescribes to their patient with differentiated characteristics, that is to say, it is going to
prescribe medicine individually so that comprehensive care can be given to each patient, this is how it happens in education, the design
Instructional planning is done according to the needs and strengths of each institution, the elements are modified or improved.
agreement for every need inside and outside the classroom.

Londoño, E. (2011). Instructional design in virtual education: beyond the presentation of content. Education and Development Journal
Social. Vol.5 No.2, pp.112-127. Retrieved from: htInvalid input. No text provided for [Link]
After conducting an analysis of the information regarding the application of instructional design, I can mention that when it is applied
Structure and characteristics of this based on the needs of its elements can be very effective, since it uses the resources that
students have in their environment, which takes into account the autonomous characteristics of the educational community in which it will be applied.
According to the case, smartphones were used to enhance the educational presentation with audiovisual elements such as
pedagogical tool that allows support in the course that is normally developed. In the case discussed, it is clearly noted that more than the
The technological tool to be used in education is instructional design, which must take into account the reality.
of the student through the definition of the problem, determine the limitations of the design application, identification of needs and
according to this data determine the objectives, all this will be addressed in the analysis, according to the needs and especially in the objectives
they propose the strategies of design, content, activities, resources, evaluation. For this reason, instructional design is the central axis of
process of planning outcomes with selection of strategies for teaching-learning through the use of technologies or
educational media in order to meet the needs of students and generate meaningful learning, for this we must
to commit both teachers and students to constant training in the use of technology, to use what is relevant in education
The student likes or is attracted to it, they should not fear change, we must continue to orient ourselves towards change, to put into practice new experiences with it.
I can mention that phones allow us to access some educational resources from anywhere we are, we just need to
motivate our students to use it to strengthen their knowledge and it is to these realities that the design must respond.
Instructional to be effective.

Londoño, E. (2011). Instructional design in virtual education: beyond content presentation. Education and Development Journal
Social. Vol.5 No.2, pp.112-127. Retrieved from: htUnable to translate the provided URL. Please provide a text for translation.

FORUM 4
What is the main difference between an instructional design intended for face-to-face education and one for online modality?

In an instructional design proposed for face-to-face education, it must be taken into account that the teacher and student are present in the
same space-time dimension, whereas for the online modality it must be analyzed that the teacher and the student are not in the same
space-time dimension, providing a great autonomy to the student in the process; similarly, in the face-to-face modality it
focus on the instructor as the mediator of the educational process, being the one who assists, coordinates, and interrelates with his students.
students in the virtual modality can have relationships with technological environments that allow them to access
a variety of information. Consequently, the design is established for verbal and non-verbal communication between students
and teachers in real-time or synchronous, on the contrary, in the virtual one, other means are used for communication between teachers and students.
this can be asynchronous or synchronous but always with the help of platforms or virtual resources that facilitate this communication, in addition to the fact that

the use of tempo should be analyzed for the reinforcement that in the case of the presence modality is strengthened in each class according to the

the student's need, however in the virtual environment many times due to connection speed the students are not supported in a timely manner
and for that it is necessary to design a toolbox that allows access to information when needed.

2. Do you consider that the use of smartphones is viable for educational purposes today?
Smartphones are technological resources that make education more accessible to our students today.
these have allowed to shorten communication distances, with them it facilitates connection to the virtual classes that have been implemented by the
During the Covid-19 pandemic, our students have managed to continue classes from their different homes with the help of their phones.
intelligent ones that, in addition to facilitating virtual connection, help navigate and investigate topics related to their academic training, likewise

Way with the use of this technology, we can take it everywhere due to the convenience of its design, through these smartphones we
They can reinforce activities through games, activities in various educational applications, and information can also be shared.
necessary through the use of WhatsApp and especially allows the teacher to stay in contact with the student, has become
a necessary tool for education today, rather I believe we should motivate our students to engage in a
optimal and positive management of your phone, because it can also become a distraction due to the ease of access to the internet.

3. Describe the way the ADDIE model was implemented in the case.

In this case, the application of the ADDIE instructional model will be presented, which consists of analysis, design, development, implementation, and evaluation.

which lies in the incorporation of audiovisual elements to be accessed through smartphones, in order to apply this
The design analyzed the needs expressed by the course instructor, then it was designed through the definition of the learning objectives and was
organized the contents provided by the teacher, various programs were used in the development that adapted to the needs, in the
The implementation involved a pilot program with 17 students using technological tools to distribute educational material and tasks.
of the course, finally in the evaluation a formative and summative assessment was applied, as the responses of 16 students were analyzed with the
Objective to explore strengths and weaknesses, in addition, a practice was applied on different portable devices, after applying all the
Phases of the model were analyzed, the positive and negative aspects with the results to generate discussions and implement some changes to this design and try.

that students can access resources through portable devices from wherever they are.
Domínguez, C., Organista, J., and López, M. (2018) Instructional design for the development of digital educational content for phones
Intelligent. Opening, 10, number 2, pp80-93. [Link]

Dear colleague Carlos, allow me to offer a contribution to your presentation with which I completely agree, I believe that our students
They need us as teachers to keep them motivated, that each class is unique and that we can create that bond of familiarity with them.
the teachers who feel the need to connect with their colleagues, to share their experiences, their ideas, their concerns in order to
also forming integral beings. We must take advantage of the interest that our students have in using social networks, games, and
this way of using these means to generate learning, many times we see the use of cell phones in a negative way, but I believe that
It is because our students have the need to seek information on other pages because we have not captured their interest in class.
Indeed, teachers must constantly keep updating themselves to avoid boring or tiring our students during the time that...
I have been working virtually since the pandemic; I have tried to make each class different so that my students do not see my classes as
something monotonous, we have used quizzes, educaplay, we watch videos, have breakout room meetings, etc. And I have noticed that when
We do something new, my students are more attentive because they are curious about how the activity should be done. Technology allows
access educational resources to take advantage of the diversity of information that can be used timely, we just need to guide
that these technologies be used for meaningful training in our students according to their needs.

Domínguez, C., Organista, J., and López, M. (2018) Instructional design for the development of digital educational content for phones
Intelligent. Opening, 10 (2), pp. 80-93. htp://[Link]/10.18381/Ap.v10n2.1346
 FIFTH WEEK
What is the methodology for developing instructional programs in SEDLUZ?

The methodology for the development of instructional programs in SEDLUZ is applied in a non-research manner.
descriptive experimental with field modality, selection of personnel for the analysis established in two
groups the human resources of SEDLUZ and sources of dependent official curriculum documents, is used
the technique of descriptive statistical quantitative study, qualitative content, the instruments used and
theoretical references of the studied topic. For this application, it was based on the needs of the elements
from the educational institution, phases were established where the contents, curricular documents were analyzed, there
it was based on related theoretical documents, application of surveys to the students, the analysis was done on the
responses through validation instruments and finally all this diagnostic information served to
establish the foundations to apply instructional design with the respective guide of the realities, we must
Remember that all design is applicable as long as it takes into account the needs.

Do you consider this methodology viable for generating knowledge in students in the
remote modality?, why?

From my point of view, I believe that this methodology is viable for the application of instructional design.
since it is based on the needs of the students and on the strengths that are developed day by day
through the use of technology in education, as it must always be subject to change, on the other hand it should
 take into account that for the application of this methodology to be effective, we must subject the student to a
training on the use of virtual resources and the functions of the platform that you intend to use, because
in this mode, the student has a super active role since it is they who take on the responsibility and control
of their own learning, they have the freedom to choose how, when, where, and why. In addition to this, I consider
that this methodology must always be subject to analysis and change as technologies improve
of education, for this reason it cannot be static.

How is the implementation of the methodology reflected in the platform?

The methodology on the platform is reflected in the implementation phase where the design assembly takes place.
digitized instructional, informative material is prepared about the use of the platform in order to guide the
user, course design guides for the execution of programs, workshops are also planned
induction to strengthen the management of the platform, tutors are assigned with whom events are scheduled
training, functionality tests are conducted on the platform according to user-downloads, processing
of material distribution orders for the course. All this process reflected generates results for
continue to the evaluation phase where guidance is provided and allows for value judgments for decision-making.

Ortega, E. (2013). Methodology for the elaboration of instructional designs of the Education System
Distance: case Universidad del Zulia. Venezuelan Journal of Information, Technology and Knowledge, vol.
10(num. 3), pp. 45-60. Retrieved from [Link]
Dear Pedrito, I would like to make a brief contribution in which I mention that teachers must be
willing to change to create more opportunities for our students, such as the implementation that is
manifesto in the case about the Distance Education system in which the context of
student, their ease of access to the implemented platform is why it was carried out in three phases to avoid
it's not just about putting in a new technology just like that, rather it focused on the need to take into account the forecasts.

from the administration of the system on dedicated server equipment to support the requirements of the platform
to be able to use it, since just having a computer would not make this application easier, rather it would
analyzed the configuration, installation, and update of it so that it is commonly used and becomes accessible
from any means that has a technological device, electricity, and the internet. Similarly
This commits teachers to continuously train themselves to avoid lacking knowledge.
obsolete or unaware of the use of ICT to share interactive classes, on the other hand, the student is the one who
it becomes more autonomously its own trainer of meaningful learning, since it has greater
access to the resources or materials that serve him in the process.

Ortega, E. (2013). Methodology for the development of instructional designs of the Education System
Distance: case Universidad del Zulia. Venezuelan Journal of Information, Technology and Knowledge, vol.
10(no. 3), pp. 45-60. Retrieved from [Link]
EXAM
According to what is presented in the case, it can be noted that the elements of the methodology in the SEDLUZ are reflected in the

autonomous learning promoted by virtual education refers to the defined objectives of teaching, for
It can be noted that self-directed learning is discussed in the instructional design model for virtual education.
in which the student is the protagonist of their own learning as it requires a degree of commitment from
learning by oneself, since there is no in-person teacher, it must be the program and material that guides the
student with the aim of complementing the training processes, becomes a self-learner because as a student
from virtual education we should seek information on the topics we have doubts about since for the
The next class will be too late to ask the teacher for help, also for autonomous learning in virtual education.
students must be socialized about the use of the platform they will work with so that the
students should know when, where, and how to communicate, each student has their own pace, as they take on an active role
for general knowledge with the reinforcement of the teacher using the virtual platform to connect the ideas.
We can also mention that the autonomy in the use of time according to each student's needs and each
One will adapt to the need they have, but the activities will be accomplished, with this we can say that the case
show an experience where autonomous learning allows the student to take responsibility and control of their own
own learning. For this reason, I believe that virtual education should apply an instructional design that is
practical, simple, should not contain complex texts, support material, guidance manuals, etc. The entire application of
this methodology to generate knowledge in students through the application of technology that facilitates
the interaction in the educational environment allows the student to be more autonomous in achieving understanding
the information, asking for references from your classmates or teacher, with this the complementary training of the
student to be responsible for their own learning, to be investigative and with the application of ICT in the
We can motivate education mostly so that it becomes a strength for their development, and it depends on
each student to strengthen their learning, remembering that the aim is for the student to become
the self-manager and the teacher should reinforce or guide them in the respective process.

Ortega, E. (2013). Methodology for the development of instructional designs for the Distance Education System:
case University of Zulia. Venezuelan Journal of Information, Technology and Knowledge, vol. 10(num. 3), pp. 45-60.
Obtained from htps://[Link]/recursos/files/r161r/w24691w/M1ED108_case_T5.pdf
In my teaching experience, I believe that the advantages of the methodology at the University of Zulia are that it
was carried out according to the needs that the institution had to design a methodology adapted to the new
educational trends for the development of instructional designs aimed at distance education focus on
the application of the objectives that govern the rest of the phases of application, the cutting-edge technologies or that
they are in use to utilize them and improve learning experiences. Similarly, I believe that another advantage is
the necessary human resources for applying the design were analyzed, and guidance was also provided on the priority documents
For the curriculum design, components were managed as inputs that were guided by needs and policies.
Instructions to generate study objectives and apply new strategies. Subsequently, it is also another advantage.
the fact that the processes were planned according to the diagnosis of institutional needs for planning
control, design-evaluation in the academic teaching field as instructions to program teaching and
they mention products as effects of projects and programs, course plans, instructional media that generate
meaningful learnings. It can be mentioned as areas of opportunity the fact that after each phase of the
The methodology applied by the University of Zulia involves an evaluation of the process in order to detect
weaknesses to be corrected, the final product is analyzed to verify its consistency with the established objectives and its
operability, all this allows us to be in a constant evaluation to analyze them, implement them and
update them. Finally, I believe that all instructional design will be applicable to an institution, as long as it is adapted.
to the context of our students and for this, an induction of the process of its application and of the
platform that is selected so that they can familiarize themselves and manipulate the tools according to their needs
real ones that are happening.
Ortega, E. (2013). Methodology for the development of instructional designs of the Distance Education System:

case University of Zulia. Venezuelan Journal of Information, Technology and Knowledge, vol. 10(num. 3), pp. 45-60.
Obtained of Invalid URL; content cannot be accessed for translation..
We must take into account that the experience presented by the case shows us that it is not enough to just have
not an instructional design model, but rather a general system of which the model is a part. In this system
evidence that the phases carried out in the research specify and promote competencies according to the context of the
Educational institutions promote the development of knowledge through the selection of competencies.
contextualized for students according to virtual or online education, to apply the phases of the methodology
the proposal focuses on the first point which is diagnosis, then analysis, design and production, implementation and
finally the evaluation.

These phases allow the educational institution to focus on the needs of the students, their environment, and in the
application of technology in education according to access, for this the phases were established in which
they analyzed contents, evaluation of the curricular documents of the University of Zulia with the idea to respond to
proposed objective, various methodologies were also analyzed through the different education systems that
They provided the indicators to be worked on in phase two. Subsequently, field research was conducted.
through the survey of human resources for the construction of designs using a comparison table,
finally, a methodology is developed that satisfies the previously required elements in the diagnosis of
the needs of the students by adapting the reality of the institution to the new technological trends to
reinforce learning for the courses of the distance education system of the Institution.
For the application of instructional design to be effective, all processes must be permanently evaluated.
to facilitate technological innovations in order to incorporate and adapt them to the guidelines defined by each
educational institution. In conclusion, I believe that each design, when applied correctly, generates results.
productive when it has been adjusted, validated, and differentiated in each phase of construction of the respective program
academic.

Ortega, E. (2013). Methodology for the Development of Instructional Designs of the Distance Education System:
case University of Zulia. Venezuelan Journal of Information, Technology and Knowledge, vol. 10(num. 3), pp. 45-60.
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