Independent Unidad 3 y 4

STUDY TECHNIQUES
Independent Study Methods
Effective strategies for learning skills
Este compendio recoge textualmente documentos e información de varias fuentes debidamente

citadas, como referencias elaboradas por el autor para conectar los diferentes temas.
Se lo utilizará únicamente con fines educativos.

Contenido
Subtema 1: ............................................................................................................................................. 6
Learning styles (Visual, Auditory and Kinaesthetic learners) ........................................................... 6
Subtema 2: ............................................................................................................................................. 8
Organizing and planning your time ..................................................................................................... 8
Subtema 3: ........................................................................................................................................... 11
Main and secondary ideas, inference and summary ....................................................................... 11
COMPETENCIAS Y RESULTADOS DE APRENDIZAJE
Competencias Específicas
Se espera que a través de los temas estudiados en la presente Unidad; los
estudiantes logren las siguientes competencias:
✓ Linguistic competence
✓ Pragmatic
✓ Sociolinguistic
Resultados de Aprendizaje
Se espera que a través de los temas estudiados en la presente Unidad; se logre
alcanzar el siguiente Resultado de Aprendizaje:
Develop the study skills necessary to increase their chances of success in their studies
Con este propósito se ha organizado la Unidad con los siguientes temas vitales para su
comprensión:
✓ Tema 1: Study techniques
✓ Tema 2: Graphic organizers

DESARROLLO DEL CONTENIDO DEL TEMA 1
TEMA 1
Study techniques
Objetivo
Obtain and retain studying skills to help students maximize the learning process and increase
time management skills by developing criteria for adjusting one’s schedule to meet academic
and non-academic needs.
DESARROLLO DE LOS SUBTEMAS DEL TEMA 1
Subtema 1: Learning styles (Visual, Auditory and Kinaesthetic learners)
Learning experiences can be a nightmare when a student does not find an effective learning
experience for themselves. They have different learning styles and it is important than a teacher
takes into consideration. It is possible to define the concept of learning style with a
characterization of Keefe (1988) "Learning styles are the cognitive, affective, and physiological
traits that serve as relatively stable indicators of how students perceive interactions and respond
to their learning environments."
Many authors, define learning styles according to experience, where tradition plays an important
role since some abilities stand out more than others influencing their own experience and those
of the environment where they interact. Learning is a cyclical process that occurs in four periods:
first, there is direct experience, then reflection, which leads to a conceptualization, that is, a
generalization and approach of possible answers, and finally, to carry out the practice or apply
what was learned (Kolb, 2005).
Characteristics of learning styles

The most common characteristics of learning styles are divided into three categories:
1. Cognitive characteristics have to do with the way in which students structure content,
form and use concepts, interpret information, solve problems, select means of
representation.
2. Affective characteristics are linked to motivations and expectations that influence
learning.
3. Physiological aspects are related to the student's biotype and biorhythm.
However, there are various types of Learning Styles, according with this, we will learn about
Fleming’s VAK. This acronym is for Visual, Auditory and Kinaesthetic sensory modalities (S K &
Tay, 2017). Bandler and Grinder used Fleming’s VAK to launch the NLP model.
As we mentioned before, people learn in different ways, so if a person learns by seeing, they
belong to the Visual group, others learn by listening, they belong to the Auditory group, and
there is another group of learners, the kinesthetics, they learn by doing.
Let’s see the description of each one:
Source: Learning styles by Carol Loyd retrieved from: https://sensorytreasures.co.uk/learning-styles/
Visual
Visual learners understand the world as they see it; The aspect of things is the most important
thing. When they remember something, they do it in the form of images; transform words into
images and when they imagine something from the future, they visualize it. They are very
organized, they love to see the world tidy and clean, they always control things so that they are
well located. Visual people are usually thin. Her posture is somewhat rigid, with her head tilted
forward and her shoulders up. Visual students are well dressed and always look neat and clean.
Appearance is very important to them, in addition, it combines clothes well and chooses them
carefully.
Auditory
Auditory learners tend to be more sedentary than visual. It is more cerebral than others and
has a lot of inner life. They will be very interested to listen. An auditory person is an excellent
communicator. They have a great ability to mentally organize the ideas. Sometimes they seem
to be in a bad mood because of their sensitivity to certain types of noise. They tend to be very
serious and don't smile much. The dress is never as important as their ideas, and the style tends
to be conservative and elegant.
Kinaesthetic
Kinaesthetic learners are very sentimental, sensitive, and emotional. They show their sensitivity
and spontaneously express their feelings. They relate very easily to other people. The
appearance does not interest them much, sometimes their way of dressing adapts to being
careless and may not be combined, they just want to feel comfortable. They move a lot but with
ease. Their postures are very relaxed, with their shoulders low and saggy. Her movements are
slow and calm. They gesticulate a lot; they constantly touch and touch each other. Kinaesthetic
style is also referred to as 'Physical', or 'Tactile', or 'Touchy-Feely'.
In the following table you can see some activities related to VAK model.
Visual learners Auditory learners Kinaesthetic learners

Prefer to read the news on Prefer to listen to the news on Love to solve puzzles and
the newspaper the radio labyrinths.
Prefer written instruction Prefer to listen to the Prefer physical experiences
instead of orally instructions instead of (hands-on activities).
reading them.
Need to copy the examples Study by reading aloud. Prefer to copy or taking
from the board and check notes.
them later on.
As a teacher is important to recognize the group of learners whom we are going to work in
order to apply effective strategies and implement learning activities, there is an excellent
resource where you can find on the Businessballs website:
https://www.businessballs.com/freepdfmaterials/vak_learning_styles_questionnaire.pdf
Subtema 2: Organizing and planning your time
Organizing your time will assure success for your studies, business and work. Most people have
serious difficulties in organizing when studying. It usually causes a feeling of lack of time to
study, of not taking advantage of the time you spend studying and of not advancing at the pace
you would like. Without a doubt, these sensations generate frustration and, in many cases, lead
to drop out of studies.
There is the so-called “Theory or Rule of three 8” that consists of dividing the day into three
parts: 8 hours to sleep, 8 hours to work, and 8 hours to enjoy. In an ideal world, it would be
like this, but in real life, it is very difficult to balance the journey in this way.
The organization of the time is the responsibility of each one. However, learners acquired bad
habits, one of them is neglecting study during the course and trying to catch up on exam time,
investing hours and hours of study. This way of acting leads many students to live that stage
with great anguish since it is difficult to carry out the work of a whole year in a few days.
Furthermore, in most cases, the results obtained are not as good as if the study had been well
planned.
There are some key elements that emerge in the time organization and planning to be successful
in studies and reach your goals.
Tips for good time management

If you want to get the most of your study time, it is important that you organize and plan your
day. Here are some guidelines:
• Make a program with the time you spend daily studying, but it also should include hours
of rest that are essential to clear your mind. Be rigorous with this planning and try to
stick to it.
• Find a quiet space where you will not be interrupted. If the environment is not adequate,
it does not matter the hours of study spent, it will be of little use.
• It is important that you rest well and the appropriate hours, so your performance will be
greater.
• Face the study with a positive attitude, with desire and determination. And do not let
anything, unless it is of vital importance, prevent you from studying when you have
established it.
• Set realistic goals to achieve in terms of time. Achieving what you determined is like an
injection of positive energy that helps you move forward.
• It is essential that you reserve time for leisure and to enjoy life. If you only study, in the
end, you will end up overwhelming yourself. It is better to make a parenthesis, but
always in a balanced way.
• Gather all the material you need to work, be it books, notes, writing material, a
computer, or electronic devices to consult or expand information. Arrange all the material
in an orderly and well filed, so you will not waste time looking for something.
• A very useful way to consolidate what has been learned is to review the subject just
before and after class. Try this and you will see how you achieve higher performance.
That time invested will give you excellent results.
• It is essential that there are short breaks or breaks when they are studying. They will
help you relax and take up the books with renewed strength.
Fry (2014) in his book mentions the benefits of an effective time-management:

- Help to put first things first
- Help to learn how long everything really takes
- Reduce the tendency to procrastinate
- Help to avoid time traps
- Help to anticipate opportunities
- Give freedom and control
- Help to avoid time conflicts
- Help to avoid feeling guilty
- Help to evaluate your progress
- Help to plan ahead
- Help to learn how to study smarter not harder
And remember Fry’s words: Time management is not magic, though it can appear magical.
In the end, we recommend making your own schedule, there are online tools that can help you
organise your time such as Google calendar or Microsoft outlook.
Source: How to study by Ron Fry (2014)

Subtema 3: Main and secondary ideas, inference and summary
In this subtopic we will learn about some strategies that helps us to develop our learning skills.
Let’s start by mentioning the Reading comprehension process. In this Reading subskill we
extract explicit and implicit information, make inferences from the information in the text and
from your experiences and knowledge, interpret expressions in figurative language comparing
information and formulating opinion on some aspects of the reading and we can even summarize
information.
Organizing ideas is not simply communicating details, it is rather writing the most relevant,
selecting them, and presenting them in precise and orderly writing.
The fundamental steps to follow a good organization of specific ideas are to observe, select,
and write. Another point related to the organization of ideas is good writing that must have
clarity, precision, and simplicity.
What is the main idea?

Main Idea: Express more general statement, is what gives meaning to the other ideas in the
paragraph, is the most important. It is a kind of synthesis of the message, providing the most
specific aspects of it. The main ideas can appear in a text from two opposites ways, explicit and
implicit.
The main idea is characterized by:
- Expose the most important content, therefore it cannot be deleted.

- It has autonomy, it does not depend on others.
- Articulate the sentences in the paragraph.
- Sometimes it is not explicit and has to be deduced
How to identify the main idea of a text.

Read - the text, paragraph by paragraph, and extract the most important ideas,
which will give you the general idea extracted from the entire text.
Resume - these ideas in your own words, this will mean that you have understood
correctly.
Elaborate - the main idea, extracted from the reading of the entire text, but still
understanding the reading.
Change - the title to the text, for another one that you think is more in accordance
with it, and that also helps your total knowledge of the matter.
Ways to extract the main idea from a text

There are two ways to extract the main idea from a text:
Syntactic form is to verify the repetition of the keywords or phrases or synonyms, which help
you choose the main idea of the text.
Semantic form complements the previous one and tries to extract the necessary key phrase
(without which the text would not make sense) and deliver all the relevant information in the
text.
What is the secondary idea (supporting details)?

Secondary Idea: It expresses accessory data, details, nuances and complementary points of the
main idea. Affirm or reject the main idea. In this process we can follow the three steps: Identify
the process, identify what the author is saying about the topic and Identify details that support
or explain the main idea.
There are four ways, to expand, to develop, or to qualify the idea exposed in the main phase:
by repetition, by contrast, by exemplification, by justification.
Let’s explain each one:
1. By repetition: When the content of the main sentence is maintained, varying only the
words.
2. By contrast: They are very difficult phrases to highlight the main idea.
3. By exemplification: They serve to make us understand the scope of the main idea
through specific cases and applications.
4. By justification: This type of sentence contains reasons or arguments that support the
affirmation established in the main sentence.
There are two types of supporting details: major and minor.
Source: Supporting details retrieved from: https://www.palmbeachstate.edu/slc/Documents/supporting%20details%20hints
There are some keywords using at the beginning of supporting details sentences:
What is the inference?

From cognitive psychology, the inference is understood as a procedure of thought and a stable
intellectual amplitude in mental processes. The inferential capacity is located on two levels, the
local and the global, without being only a process of collecting signs but also the relationship
that the mind establishes with ideas. As a mental exercise, it is allowed to improve the inferential
capacity called intelligence.
Inferring aids comprehension, leading the reader to ask questions as they read and use context
clues to determine the author's purpose and the meaning of the entire book.
1. Completing pre-reading activities will guide you to inferential thinking. Pre-reading
includes looking at the text and previewing the book. To get started, read the information
on the spine or the inside flap that provides details about the plot and characters. Take
a look at the chapter titles to learn about what could happen in the story.
2. Use your prior knowledge of similar experiences to make inferences. This process is
called "making connections." Readers do this when they identify with the characters,
their conflicts, and their actions. This is a skill that improves with practice. After reading
a chapter in a fiction book, reflect on the events that occurred. Ask yourself if anything
reminds you of any particular situation you have experienced and how you reacted. This
practice will help you make reasonable inferences about what might happen next.
3. Record your inferences in a graphic organizer. This is a useful exercise to fully
understand the book. When you come across an unknown word, record the inferred
definition using context keys. After reading, record the actual definition, and compare
the results. Follow the same procedure when inferring the characters' motives and
actions.
4. Practice inferring with online activities. There are free resources available on the Internet
that you can access. For example, ereadingworksheets.com
Summarize
This is a study technique that consists of briefly writing the content of a text (main and
secondary ideas) in our own words. The summary facilitates the comprehension and
memorization of a text, favours the learning of long texts, allows quick review, and increases
performance.
To begin to make a good summary, you should do an exploratory reading of the text, help to
capture the general idea, and clarify the doubts that arise.
Then, the text is read carefully and underlined, from that underline the summary begins to be
written copying it in order and taking into account the syntax.
To make a summary, the following conditions must be met:

- It should be brief, but complete and understandable.
- It includes the important topic and the teacher's explanations or the data provided by
the student himself.
- It must be part of an archive of numbered pages that facilitates the use, revision, or
extension as many times as necessary.
PREGUNTAS DE COMPRENSIÓN DE LA UNIDAD
What does VAK stand for?
The acronyms VAK stands for Visual, Auditory and Kinaesthetic
Mention at least two benefits of managing your time?
Posible answers:
- Help to put first things first
- Help to learn how long everything really takes
- Reduce the tendency to procrastinate
- Help to avoid time traps
- Help to anticipate opportunities
- Give freedom and control
- Help to avoid time conflicts
- Help to avoid feeling guilty
- Help to evaluate your progress
- Help to plan ahead
- Help to learn how to study smarter not harder
What does main idea mean?
It is a kind of synthesis of the message, providing the most specific aspects of it.
What does supporting details mean?
It expresses accessory data, details, nuances and complementary points of the main idea. Affirm
or reject the main idea.
MATERIAL COMPLEMENTARIO
Los siguientes recursos complementarios son sugerencias para que se pueda ampliar la
información sobre el tema trabajado, como parte de su proceso de aprendizaje autónomo:
Videos de apoyo:
See on the platform.
Bibliografía de apoyo:
Cuesta College. (15 de 05 de 2020). Topics, Main Ideas, and Support. Retrieved from: Reading
comprehension:
https://www.cuesta.edu/student/resources/ssc/study_guides/reading_comp/307_read_main_idea.ht
ml
Dvorak, T. (2017). Studying vs learning the psychology of student success. BookBaby.
McPherson, F. (2014). Successful Learning Simplified: A Visual Guide. Wayz Press.
Links de apoyo:
See on the platform.
REFERENCIAS BIBLIOGRAFICAS
Fry, R. (2014). How to Study. New York: Open Road.
S K, S. N., & Tay, C. H. (2017). Styles of Learning VAK. International Journal For Innovative Research In
multidisciplinary field.
KEEFE, J. (1988). APRENDIENDO PERFILES DE APRENDIZAJE: MANUAL DE EXAMINADOR, RESTON VA. ASOCIACIÓN
NACIONAL DE PRINCIPAL DE ESCUELA DE SECUNDARIA.
KOLB, D. (1977). APRENDIZAJE Y SOLUCIÓN DE PROBLEMAS. EN KOLB, D., RUBIN I. & MCLNTYRE J., PSICOLOGÍA DE LAS
ORGANIZACIONES: PROBLEMAS CONTEMPORÁNEOS. MADRID.
KOLB, D. (2005). DEPARTAMENTO DE EDUCACIÓN SECUNDARIA TÉCNICA Y JEFATURAS DE ENSEÑANZA, EE.UU. REGIÓN
NORTE. RETRIEVED FROM: http://www.slideshare.net/mispowerpoints/estilos-de-aprendizaje
Graphic organizers
Independent Study Methods
Effective strategies for learning skills
Este compendio recoge textualmente documentos e información de varias fuentes debidamente

citadas, como referencias elaboradas por el autor para conectar los diferentes temas.
Se lo utilizará únicamente con fines educativos.

Contenido
GRAPHIC ORGANIZERS......................................................................................................................... 6
Subtema 1: Cause and effect ............................................................................................................... 8
Subtema 2: Compare and contrast...................................................................................................... 9
Subtema 3: Description/Conceptualization ....................................................................................... 11
Subtema 4: Sequence ......................................................................................................................... 14
COMPETENCIAS Y RESULTADOS DE APRENDIZAJE
Competencias Específicas
Se espera que a través de los temas estudiados en la presente Unidad; los
estudiantes logren las siguientes competencias:
✓ Linguistic competence
✓ Pragmatic
✓ Sociolinguistic
Resultados de Aprendizaje
Se espera que a través de los temas estudiados en la presente Unidad; se logre
alcanzar el siguiente Resultado de Aprendizaje:
Develop the study skills necessary to increase their chances of success in their studies
Con este propósito se ha organizado la Unidad con los siguientes temas vitales para su
comprensión:
✓ Tema 1: Study techniques
✓ Tema 2: Graphic organizers

DESARROLLO DEL CONTENIDO DEL TEMA 2
TEMA 2
Graphic organizers
Objetivo
Guide students to categorize key concepts, surface the interconnection of ideas, and help
students construct knowledge.
GRAPHIC ORGANIZERS
Graphic organizers are active learning techniques by which concepts are represented in visual
schemes. Students must have access to a reasonable amount of information so that they can
organize and process knowledge. The level of mastery and depth that has been reached on a
topic that allows the elaboration of a graphic structure. “Graphic organizers provide teachers
with useful tools to help students on the road to higher achievement” (Drapeau, 2009).
McPherson (2014) states that “graphic organizers are basically diagrams that show the
relationships between pieces of information” (p. 188).
Graphic organizer helps students to develop the following skills:

• Critical and creative thinking
• Comprehension
• Memory
• Interaction with the topic
• Packaging of main ideas
• Comprehension of vocabulary
• Construction of knowledge
• Elaboration of the summary
• Classification
• Graph
• Categorization
Graphic organizers are outlined in how to work in the classroom according to the constructivist
model of learning. As we mentioned before, a graphic organizer is a visual presentation of
knowledge, it means that presents information rescuing important aspects of a concept or
subject within a framework using labels. They are called in different ways such as: semantic
maps, visual organizers, flow charts, spine-shaped charts, the web of stories or concept maps,
etc.
These wonderful strategies keep learners engaged in their learning because they include both:
words and visual images are also effective for different learners, even with gifted and learning-
disabled students. In this way we can make the following question: Why should teachers use
graphic organizers in the teaching and learning process?
1. They help to focus on what is important because they highlight key concepts and
vocabulary and the relationships between the system, thus providing tools for the
development of critical and creative thinking.
2. They help to integrate previous knowledge with a new one.
3. They motivate conceptual development.
4. Enrich reading, writing, and thinking.
5. They promote cooperative learning. According to Vygotsky, learning is first social; only
after working with others the student gains the ability to understand and apply learning
independently.
6. They are supported by selection and ranking criteria, helping learners to “learn to think”.
7. They help understanding, remembrance and learning.
8. The process of creating, discussing and evaluating a graphic organizer is more important
than the organizer itself.
9. They promote learning through active investigation.
10. They allow learners to participate in learning activities that take into account the zone
of proximal development, which is the area in which they can function effectively in the
learning process.
11. They serve as evaluation tools.
What types of graphic organizers are there?

There are a lot, however we are divided into four categories.
➢ Cause and effect
➢ Compare and contrast
➢ Description/Contextualization
➢ Sequence
Subtema 1: Cause and effect
The Cause-Effect Diagram that is usually called the “Ishikawa” Diagram, because of the surname
of its creator, it is also known as the “Fishbone Diagram” because of its shape similar to the
skeleton of a fish.
Figure 1: Fishbone diagram (Canva, 2020)
It is made up of a box (head), a mainline (vertebral column), and 4 or more lines that point to
the mainline at an angle of approximately 70º (main spines). The last ones, in turn, have two
or three inclined lines (spines), and so on (minor spines), as necessary according to the
complexity of the information to be treated.
The use of this Graphic Organizer in the classroom is appropriate when the learning objective
seeks to get students to think both about the real or potential causes of an event or problem,
as well as the causal relationships between two or more phenomena. Through the elaboration
of Cause-Effect Diagrams, it is possible to generate class dynamics that favour analysis, group
discussion and the application of knowledge to different situations or problems, so that each
work team can expand their understanding of the problem, visualize reasons, reasons or main
and secondary factors of this, identify possible solutions, make decisions and organize action
plans.
Also, in this category you can use a loop network diagram.
Figure 2: Educational Causal Loop Diagram. Retrieved from https://online.visual-paradigm.com/
Subtema 2: Compare and contrast
The graphic organizers used in this category are: The Compare Map, the data grid, the
overlapping circles map and the Venn Diagram.
The compare map is used to help students to understand two concepts according to a set of
criteria (Curriculum Development Institute. Personal, Social and Humanities Education Section,
2001). Pupils can use it to record an argument between two concepts or subjects and as an
organizing tool for contrast or comparison. They need to follow the next steps
Figure 3. Steps to make a compare map.

Figure 4. Overlapping circles map
Another one is the Venn diagram; this is a type of Graphic Organizer that allows you to
understand the relationships between sets. A typical Venn Diagram uses overlapping circles to
represent groups of items or ideas that do or do not share common properties. Its creator was
the English mathematician, logician and philosopher John Venn who wanted to graphically
represent the mathematical or logical relationship between different groups of things (sets),
representing each set by means of an oval, circle or rectangle. By superimposing two or more
of the previous geometric figures, the area in which they converge indicates the existence of a
subset that has characteristics that are common to them; in the remaining area, typical of each
figure, the elements that belong only to this figure are located.
Venn diagrams have several uses in education. Examples of the above are: in the branch of
mathematics known as set theory; its use as a synthesis tool, to help students to compare and
contrast two or three sets, as already said, the exclusive characteristics are included within each
component and, in the intersections, the common ones.
Figure 5. Venn diagrams examples
The Double Cell diagram and comparison matrix also belong to this group.
Subtema 3: Description/Conceptualization
In this group, we will start with Concept maps. It is a technique created by Joseph Novak in
1988, it is an instrument, a medium. It is a strategy that helps to learn and organize the learning
object materials. It is a method that helps to grasp the meaning of the materials to be learned.
It is a schematic resource to represent a set of conceptual meanings included in a structure of
propositions, which in turn are made up of: Concepts (Key notions) and Link words.
It is used to summarize and outline, as well as to support reading, organization of writing, critical
analysis, learning meaningfully, establishing relationships with what has already been learned,
negotiating and sharing meanings collectively. It has also been used in discussion, consensus
and group work.
McPherson (2014) gives us a step-by-step process for building a concept map:
1. Articulate your focal question

2. List the key concepts
3. Describe the attributes of these concepts
4. Articulate the relationships between the concepts
5. Order the concepts in a rough hierarchy from most general to most specific, in this
context
6. Draw your first map
7. Evaluate it
Figure 6. Concept map example

Figure 7. Concept map example / Antonio Vivaldi biography (McPherson, 2014)
Mind map
They are constituted as diagrams that enhance creative thinking that was spread by Tony Buzan.
In addition to the words, hierarchy, sequence and numbers, which are presented by logical
schemes such as networks, and concept maps; they need the inclusion of drawings, colour,
rhythm. Mind maps are more colorful and pictorial.
The neuron (nerve cell) with its dendrites or a tree with its various branches are presented as
basic models of this organizer.
McPherson (2014) indicates that a mind map has four essential features:
➢ the subject is crystallized in a central image

➢ main themes radiate from it as branches
➢ the branches comprise a key image or key word
➢ the branches form a connected nodal structure
A mind map is good to generate ideas, help to sort out the main ideas, get your head on the
right space preparatory listening to a lecture or reading a text and do a quick review. It is an
analytical tool, the dynamic is assumed in our mind (McPherson, 2014).
The spider map is included in this group.
Figure 8. Mind mapping example - Cinderella
Subtema 4: Sequence
The best graphic organizer using in sequence is the timeline.

It is used to order a story in a certain number of events or episodes that happened
chronologically. Timelines can be linear or comparative.
Figure 9. A suggest timeline format.
Figure 10. Timeline example – History of popular Social Media Platforms from Venngage.com
PREGUNTAS DE COMPRENSIÓN DE LA UNIDAD
What is a graphic organizer?

It is an active learning technique by which concepts are represented in visual schemes.
What is the different from concept maps and mind maps?

In a mind map the main themes are linked only to this single central image not to each other
and in a concept map, there are no restrictions on the associations between concepts.
What is the Fishbone Diagram?

It is a graphic organizer that belongs to Cause and effect group.
Who created the concept map technique?

It was Joseph Novak in 1988.
MATERIAL COMPLEMENTARIO
Los siguientes recursos complementarios son sugerencias para que se pueda ampliar la
información sobre el tema trabajado, como parte de su proceso de aprendizaje autónomo:
Videos de apoyo:
Timeline video: https://www.youtube.com/watch?v=o50HA6QTxj0
Mind mapping: https://www.youtube.com/watch?v=xCyjFipytRE
How to create a concept map: https://www.youtube.com/watch?v=sZJj6DwCqSU
Bibliografía de apoyo:
Dvorak, T. (2017). Studying vs learning the psychology of student success. BookBaby.
Links de apoyo:
40+ Timeline Template Examples and Design Tips: https://venngage.com/blog/timeline-template/#3
REFERENCIAS BIBLIOGRAFICAS
Canva. (2020). Fishbone Graphic Organizer. Retrieved from https://www.canva.com/design
Curriculum Development Institute. Personal, Social and Humanities Education Section. (2001). The use
of Graphic Organizers to enhance thinking skills in the learning of economics. Hong Kong:
CADAL.
Drapeau, P. (2009). Differentiating with graphic organizers. Tools to foster Critical and Creative
thinking . New York: Corwin Publishing.
Fry, R. (2014). How to Study. New York: Open Road.
McPherson, F. D. (2014). Successful Learning Simplified: A Visual Guide. Wellington, New Zealand:
Wayz Press.
S K, S. N., & Tay, C. H. (2017). Styles of Learning VAK. International Journal For Innovative Research In
Multidisciplinary Field.
ÍNDICE
1. Información de la unidad / Tema de la semana 3
2. Información de los subtemas 4

3
2.1 Concept and characteristics 4
2.2 Importance 7
2.3 Functions 8
3. Bibliografía 10
2
Instructional strategies from online courses
1. Unit information
Theme of the week:
» Objective
Understanding the concepts and functions of the virtual learning environment
into the virtual learning process and how the virtual learning community has an
important role in it.
» Theme:
Virtual learning communities & environment
» Subtheme
1. Concept and characteristics
2. Importance
3. Functions
» Unit

© Universidad Estatal de Milagro – UNEMI
» Duration of weekly hours

10 H
3
2. Subtheme information
2.1 Concepts and characteristics
The use of ICTs is a key element in virtual learning. Laister and Kober (2002) state that
the e-learning market is growing fast with annual progress rates of more than 50%. This
percentage is based on the need to learn throughout life with greater flexibility and the
use of new ICTs in educational contexts.
Virtual communities (VC) occurred from a surprising interaction of humanity and

technology, it is also the product of cultural aggregations that arise when people interact
frequently in cyberspace (Rheingold, 1993). In general terms, the virtual communities
are classified into three broad categories: leisure, professional and learning. For this
study, we are focused on Virtual Learning Communities (VLC). VLCs are groups of people
who organise themselves in web space to learn in an active way sharing information,
carrying out group activities, participating in forums and resolving doubts among all the
members of the community. Talking about Virtual Learning Communities requires
referring to a series of aspects in which the student is the protagonist. The student must
be involved in group activities and in interactions with other students. Virtual
communities generate sociability, human relations, norms of behaviour.
Cabero and Llorente (2010) indicate that in order for Virtual Learning Communities to
become significant, they must present the following characteristics:
a) The interaction that is established between the people that make up the VLC are
made through the machine, whether fixed or mobile (desktop or iPad, etc.)
b) It must be flexible in time.
c) Information is exchanged in different formats and for the generation and
construction of new knowledge.
d) The interaction is done using different types of tools of Communication, both
synchronous (chat) and asynchronous (blog), and both textual (wiki) and audio-
visual (videoconference).
4
e) Multidirectional communication, that goes from one to one, or from one to all.
The term virtual learning environment (VLE) is used to refer to web-based systems and
tools which provide for educational interaction of various kinds between learners and
tutors (Keller, 2005). The current learning sceneries increasingly need VLEs to support
teaching and promote a more active role for students (Silva Q., 2011). The VLEs have
autonomy and responsibility, they use tools of organization and operation that have
developed the virtual communities emerged on the Internet, and develop socialization
in the network. They also help to collaborative learning and the construction of
knowledge through interaction with material and digital resources.
It is possible to understand a little more about the virtual learning environment, here a
list of some characteristics (Dillenbourg, 2000, as cited in Miranda, 2004):
1. It is a space where the characteristics in which the information is provided is

designed. Any web page is an accumulation of information that refers to the
structure and organization of the information as well as the architecture that it
uses to offer it.
2. A Virtual Learning Environment is a social space. The interactions between

participants occur in the environment mediated by the tools provided, these
educational interactions "transform the spaces proposed in places" where ideas
are suggested and commented. The interaction can be synchronous (Chat, audio
and video conference and instant messaging) and asynchronous (email, blogs
and web forums). Occurrences of interactions can happen one by one, one by
many and many by many.
3. The virtual space is a representation. The Virtual Learning Environments vary

from those that use only text to 3D proposal, but all of them work with
representations that are interpreted by the students, who normally behave as
the representation suggests. Some environments represent a campus or a school
5
and then the suggested spaces are classrooms, auditoriums, cafeteria, teachers'
cubicles, library and other similar elements.
4. Students are not only active, but they are also actors. During the programmed
courses the students will face activities such as: readings, open and multiple-
choice questionnaires and the use of interactive, also during the process of
interaction with the learning activities they will produce objects such as opinions
in the forums, essays that they share with the community, slides, computer
programs, images among other objects that enrich the virtual learning
environment.
5. The use of Virtual Learning Environments is not restricted to distance education.

The Virtual Learning Environments are also used as support for particular topics,
such as extra class support and in a mixed way during preschool classes that take
place in computer labs.
6. A Virtual Learning Environment integrates multiple tools. The tools that integrate
a Virtual Learning Environment comply with a series of functions such as
providing information, allowing communication and collaboration as well as the
administration of learning activities and school administration. Not only does the
integration happen with the available tools but also pedagogically integrating a
sequence of activities that allow them to appropriate the contents efficiently.
The integration between technology and the psycho-pedagogical proposal
suggests the environment.
7. The Virtual Environment overcomes the physical Environment. Some Virtual

Learning Environments have the quality to make use of elements associated with
the physical environment such as books, manipulation of instruments, learning
activities that require interviews or face-to-face work or the use of help by
traditional means of communication (fax or telephone).
6
2.2 Importance
Computer networking does not replace other forms of human communication, but it
increases the range of human connectedness and the number of ways in which we are
able to make contact with others, in other words, network is a social environment
leading the new communities and their global expansion (Harasim, 1993). At this point
connectivism theory is linked to VLE and VLC.
Virtual learning platforms need special requirements from pedagogical and social
research as well as from the technical side. One starting points are virtual learning
communities supported by community platforms which enable the learner to
communicate on a horizontal level (Laister & Kober, 2002). Two principles are important
in the development of VLC (Lenning & Ebbers, 1999):
» Make certain the learning communities are student-centred and focus on a

common goal.
» Make certain that components on preparation, planning and reflection are

included in the plan of learning communities.
Palloff and Pratt (2007) point out that to build a virtual community, it is necessary to
take into account the following steps:
» Clearly define the groups propose.

» Create a distinctive gathering place for the group.
» Promote effective leadership from within.
» Define norms and a clear code of conduct.
» Allow for a range of member roles.
» Allow for and facilitate subgroups.
» Allow members to resolve their own disputes.
7
2.3 Functions
The function of the virtual environments of teaching and learning is the offer of tools for
professional development. It requires an advisor to provide appropriate and timely help
for the construction of learning, which can be achieved with a high degree of
interactivity (Rincón, 2008).
The virtual learning communities and environments are based on the pedagogical
function, the technology appropriate and organizational framework.
» Pedagogical function: refers to learning activities, teaching situations, learning

materials, supporting and tutoring and evaluation.
» Technology appropriate: refers to the tools selected in connection with the

pedagogical model.
» Organization framework: includes – the organization of the space, calendar,

management of the community and also institutional framework and
implementation strategy.
In virtual learning communities, teachers and students must have to play new roles and
functions. Students who participate in virtual environments have to dominate three
‘know’:
» know how to organize,
» know how to perceive the whole,

» know how to work with others for a common goal
On the other hand, the teacher takes the role as facilitator, information consultant,
moderator and virtual tutor, continuous evaluator and advisor, counsellors, evaluator
and trainer in technological communication tools. Also, the intellectual dimension as
dominator and expert in the contents in which he/she works and develops
professionally (Cabero, 2006).
8
To learn some more about Virtual Learning Communities and environments, watch the
following videos:
Virtual Learning Environment (VLE) 12’13’’
https://www.youtube.com/watch?v=hltvryZ-Llc
Virtual Learning Community Overview 1’27’’

https://www.youtube.com/watch?v=Ocjel4GgYLY
9
3. Bibliography
» Cabero, J. (2006). Comunidades virtuales para el aprendizaje. Su utilización en la
enseñanza. Edutec. Revista Electrónica de Tecnología Educativa, 20.
» Cabero, J., & Llorente, M. d. (2010). Comunidades Virtuales para el aprendizaje -

Virtual Learning Environment. Revista Electrónica de Tecnología Educativa, 34.
» Harasim, L. (1993). Global Networks: Computers and International

Communication. Cambridge: The MIT Press.
» Keller, C. (2005). Virtual learning environments: three implementation

perspectives. Learning, Media and Technology, 30 (3), 299–311.
» Laister, J., & Kober, S. (2002, March). Social Aspects of Collaborative Learning in
Virtual Learning Environments. Proceedings of the Networked Learning
Conference Sheffield.
» Lenning, O., & Ebbers, L. (1999). The powerful Potential of learning Communities:
Improving Education for the future. Washington D.C.: The George Washington
University.
» Miranda, G. (2004). De los ambientes virtuales de aprendizaje a las comunidades

de aprendizaje en línea. Revista Digital Universitaria, 5 (10), p.2-14, 6.
» Palloff, R., & Pratt, K. (2007). Building Online Learning Communities, Effective
Strategies for the virtual classroom. San Francisco: John Wiley & Sons, Inc.
» Rheingold, H. (1993). A Slice of Life in My Virtual Community. In L. Harasim,

Global Networks: Computers and International Communication (pp. 57-80).
Cambridge: The MIT Press.
10
» Rincón, M. L. (2008). Los entornos virtuales como herramientas de asesoría

académica en la modalidad a distancia. Revista Virtual Universidad Católica del
Norte, 25.
» Salinas, J. (January de 2003). Comunidades Virtuales y Aprendizaje Digital.

Conference Paper.
» Silva Q., J. (2011). Diseño y moderación de entornos virtuales de aprendizaje

(EVA). Barcelona: Editorial UOC.
» Waters, J., & Gasson, S. (2005). Strategies Employed By Participants In Virtual

Learning Communities. Proceedings of the 38th Hawaii International Conference
on System Sciences.
»
11
ÍNDICE

3
2.1 Concept and characteristics 4
2.2 Importance 7
2.3 Functions 8
3. Bibliografía 10
2
1. Unit information
Theme of the week:
» Objective
» Theme:
Virtual learning communities & environment
» Subtheme
1. Concept and characteristics
2. Importance
3. Functions
» Unit


10 H
3
2.1 Concepts and characteristics
The use of ICTs is a key element in virtual learning. Laister and Kober (2002) state that
the e-learning market is growing fast with annual progress rates of more than 50%. This
percentage is based on the need to learn throughout life with greater flexibility and the
use of new ICTs in educational contexts.
Virtual communities (VC) occurred from a surprising interaction of humanity and

technology, it is also the product of cultural aggregations that arise when people interact
frequently in cyberspace (Rheingold, 1993). In general terms, the virtual communities
are classified into three broad categories: leisure, professional and learning. For this
study, we are focused on Virtual Learning Communities (VLC). VLCs are groups of people
who organise themselves in web space to learn in an active way sharing information,
carrying out group activities, participating in forums and resolving doubts among all the
members of the community. Talking about Virtual Learning Communities requires
referring to a series of aspects in which the student is the protagonist. The student must
be involved in group activities and in interactions with other students. Virtual
communities generate sociability, human relations, norms of behaviour.
Cabero and Llorente (2010) indicate that in order for Virtual Learning Communities to
become significant, they must present the following characteristics:
a) The interaction that is established between the people that make up the VLC are
made through the machine, whether fixed or mobile (desktop or iPad, etc.)
b) It must be flexible in time.
c) Information is exchanged in different formats and for the generation and
construction of new knowledge.
d) The interaction is done using different types of tools of Communication, both
synchronous (chat) and asynchronous (blog), and both textual (wiki) and audio-
visual (videoconference).
4
e) Multidirectional communication, that goes from one to one, or from one to all.
The term virtual learning environment (VLE) is used to refer to web-based systems and
tools which provide for educational interaction of various kinds between learners and
tutors (Keller, 2005). The current learning sceneries increasingly need VLEs to support
teaching and promote a more active role for students (Silva Q., 2011). The VLEs have
autonomy and responsibility, they use tools of organization and operation that have
developed the virtual communities emerged on the Internet, and develop socialization
in the network. They also help to collaborative learning and the construction of
knowledge through interaction with material and digital resources.
It is possible to understand a little more about the virtual learning environment, here a
list of some characteristics (Dillenbourg, 2000, as cited in Miranda, 2004):
1. It is a space where the characteristics in which the information is provided is

designed. Any web page is an accumulation of information that refers to the
structure and organization of the information as well as the architecture that it
uses to offer it.
2. A Virtual Learning Environment is a social space. The interactions between

participants occur in the environment mediated by the tools provided, these
educational interactions "transform the spaces proposed in places" where ideas
are suggested and commented. The interaction can be synchronous (Chat, audio
and video conference and instant messaging) and asynchronous (email, blogs
and web forums). Occurrences of interactions can happen one by one, one by
many and many by many.
3. The virtual space is a representation. The Virtual Learning Environments vary

from those that use only text to 3D proposal, but all of them work with
representations that are interpreted by the students, who normally behave as
the representation suggests. Some environments represent a campus or a school
5
and then the suggested spaces are classrooms, auditoriums, cafeteria, teachers'
cubicles, library and other similar elements.
4. Students are not only active, but they are also actors. During the programmed
courses the students will face activities such as: readings, open and multiple-
choice questionnaires and the use of interactive, also during the process of
interaction with the learning activities they will produce objects such as opinions
in the forums, essays that they share with the community, slides, computer
programs, images among other objects that enrich the virtual learning
environment.
5. The use of Virtual Learning Environments is not restricted to distance education.

The Virtual Learning Environments are also used as support for particular topics,
such as extra class support and in a mixed way during preschool classes that take
place in computer labs.
6. A Virtual Learning Environment integrates multiple tools. The tools that integrate
a Virtual Learning Environment comply with a series of functions such as
providing information, allowing communication and collaboration as well as the
administration of learning activities and school administration. Not only does the
integration happen with the available tools but also pedagogically integrating a
sequence of activities that allow them to appropriate the contents efficiently.
The integration between technology and the psycho-pedagogical proposal
suggests the environment.
7. The Virtual Environment overcomes the physical Environment. Some Virtual

Learning Environments have the quality to make use of elements associated with
the physical environment such as books, manipulation of instruments, learning
activities that require interviews or face-to-face work or the use of help by
traditional means of communication (fax or telephone).
6
2.2 Importance
Computer networking does not replace other forms of human communication, but it
increases the range of human connectedness and the number of ways in which we are
able to make contact with others, in other words, network is a social environment
leading the new communities and their global expansion (Harasim, 1993). At this point
connectivism theory is linked to VLE and VLC.
Virtual learning platforms need special requirements from pedagogical and social
research as well as from the technical side. One starting points are virtual learning
communities supported by community platforms which enable the learner to
communicate on a horizontal level (Laister & Kober, 2002). Two principles are important
in the development of VLC (Lenning & Ebbers, 1999):
» Make certain the learning communities are student-centred and focus on a

common goal.
» Make certain that components on preparation, planning and reflection are

included in the plan of learning communities.
Palloff and Pratt (2007) point out that to build a virtual community, it is necessary to
take into account the following steps:
» Clearly define the groups propose.

» Create a distinctive gathering place for the group.
» Promote effective leadership from within.
» Define norms and a clear code of conduct.
» Allow for a range of member roles.
» Allow for and facilitate subgroups.
» Allow members to resolve their own disputes.
7
2.3 Functions
The function of the virtual environments of teaching and learning is the offer of tools for
professional development. It requires an advisor to provide appropriate and timely help
for the construction of learning, which can be achieved with a high degree of
interactivity (Rincón, 2008).
The virtual learning communities and environments are based on the pedagogical
function, the technology appropriate and organizational framework.
» Pedagogical function: refers to learning activities, teaching situations, learning

materials, supporting and tutoring and evaluation.
» Technology appropriate: refers to the tools selected in connection with the

pedagogical model.
» Organization framework: includes – the organization of the space, calendar,

management of the community and also institutional framework and
implementation strategy.
In virtual learning communities, teachers and students must have to play new roles and
functions. Students who participate in virtual environments have to dominate three
‘know’:
» know how to organize,
» know how to perceive the whole,

» know how to work with others for a common goal
On the other hand, the teacher takes the role as facilitator, information consultant,
moderator and virtual tutor, continuous evaluator and advisor, counsellors, evaluator
and trainer in technological communication tools. Also, the intellectual dimension as
dominator and expert in the contents in which he/she works and develops
professionally (Cabero, 2006).
8
To learn some more about Virtual Learning Communities and environments, watch the
following videos:
Virtual Learning Environment (VLE) 12’13’’
https://www.youtube.com/watch?v=hltvryZ-Llc
Virtual Learning Community Overview 1’27’’

https://www.youtube.com/watch?v=Ocjel4GgYLY
9
3. Bibliography
» Cabero, J. (2006). Comunidades virtuales para el aprendizaje. Su utilización en la
enseñanza. Edutec. Revista Electrónica de Tecnología Educativa, 20.
» Cabero, J., & Llorente, M. d. (2010). Comunidades Virtuales para el aprendizaje -

Virtual Learning Environment. Revista Electrónica de Tecnología Educativa, 34.
» Harasim, L. (1993). Global Networks: Computers and International

Communication. Cambridge: The MIT Press.
» Keller, C. (2005). Virtual learning environments: three implementation

perspectives. Learning, Media and Technology, 30 (3), 299–311.
» Laister, J., & Kober, S. (2002, March). Social Aspects of Collaborative Learning in
Virtual Learning Environments. Proceedings of the Networked Learning
Conference Sheffield.
» Lenning, O., & Ebbers, L. (1999). The powerful Potential of learning Communities:
Improving Education for the future. Washington D.C.: The George Washington
University.
» Miranda, G. (2004). De los ambientes virtuales de aprendizaje a las comunidades

de aprendizaje en línea. Revista Digital Universitaria, 5 (10), p.2-14, 6.
» Palloff, R., & Pratt, K. (2007). Building Online Learning Communities, Effective
Strategies for the virtual classroom. San Francisco: John Wiley & Sons, Inc.
» Rheingold, H. (1993). A Slice of Life in My Virtual Community. In L. Harasim,

Global Networks: Computers and International Communication (pp. 57-80).
Cambridge: The MIT Press.
10
» Rincón, M. L. (2008). Los entornos virtuales como herramientas de asesoría

académica en la modalidad a distancia. Revista Virtual Universidad Católica del
Norte, 25.
» Salinas, J. (January de 2003). Comunidades Virtuales y Aprendizaje Digital.

Conference Paper.
» Silva Q., J. (2011). Diseño y moderación de entornos virtuales de aprendizaje

(EVA). Barcelona: Editorial UOC.
» Waters, J., & Gasson, S. (2005). Strategies Employed By Participants In Virtual

Learning Communities. Proceedings of the 38th Hawaii International Conference
on System Sciences.
»
11
ÍNDICE

3
2.1 Strategies focused on the individualization of teaching, strategies 4

for group teaching focused on collaborative work
2.2 Really Simple Syndication (RSS) 7
3. Bibliografía 9
2
1. Unit information
Theme of the week:
» Objective
» Theme:
Virtual Strategies
» Subtheme
1. Strategies focused on the individualization of teaching, strategies for group
teaching focused on collaborative work
2. Really Simple Syndication (RSS)
» Unit


10 H
3
2.1 Strategies focused on the individualization of
teaching
Provided the current understanding that not every single student learns the same way,
managing a one-size-fits-all teaching strategy does not provide what students need to
learn successfully. Each student learns differently and has their own needs the teacher
has to attend. That is why, teachers may need teaching strategies to individualize
instructions, meaning that they focus on the students’ needs to offer the support and
guidance the student needs by applying different teaching strategies (Cox, 2017).
Cox (2017) presents some useful strategies that can be used to work on individualized
instruction in class are:
» Using the Multisensory Approach – Create activities that involve the use of two or
more senses, so that students have the opportunity to understand concepts in the
way that best suits them. It means designing activities that involve see, hear, touch,
do, etc.
» Scaffolding Instruction – This is basically to build new knowledge on what students

already know. So, this allows students to reach higher levels gradually starting from
each student’s own experience and knowledge. The best way is to start teaching
students a new strategy with content they already know, so that when they are
already familiarized with it, the teacher can start incorporating new or less familiar
topics, which comprehension will be eased by what they have previously learned.
» Tailoring Instruction to Suit Students Interests – This strategy is as easy as tailoring

activities that incorporate students’ personal interests into the lesson tasks. This can
be done through a survey to find out which interests most of the students have, and
4
to create the activities to fit the lesson’s objectives and to include their interests, so that
the learners can learn academically and enjoy learning or working on something they
love.
Strategies for group teaching focused on collaborative work
Passive learning understands learning as a passive process in which the students receive
and assimilate knowledge independently, without any kind of interaction with others.
On the other hand, active learning indicates that learning occurs through a social process
that requires interaction with others. Collaborative or group learning differs from
traditional learning in that it is learner-centered, and knowledge is constructed socially
due to social interaction, evaluation and cooperation. Therefore, the role of the teacher
changes to being a facilitator who helps students build their own knowledge, and the
focus shifts to peer relationships to succeed academically (Hiltz S. , 1998).
Collaborative learning activities:
» Seminar-style presentations and discussions
» Debates
» Group projects
» Simulation and role-playing exercises
» Collaborative composition of essays
» Stories or research plans

» Blended Learning
(Hiltz S. , 1998)
With the use of technology, a different learning model arises, in which the students learn
from one another, collaboratively, under the guidance of the teacher, who works
actively and closely with the students to facilitate group interaction among the different
5
members. Out of the perks of using learning networks is that there is no limit to the
number of students who can be successfully accommodated.
An Asynchronous Learning Network (ALN) “is a teaching and learning environment

located within a Computer-Mediated Communication system designed for
anytime/anyplace use through computer networks. ALNs consist of a set of group
communication and work “spaces” and facilities constructed in software.
They are virtual facilities for interaction among the members of a class, rather than
physical spaces” (Hiltz & Wellman, 1997, p. 46). One of the major benefits is the
“anywhere/anytime” factor, which allows students to experience more interaction with
their teachers and peers, and to learn at their own pace (Hiltz S. , 1998).
Not only do virtual classrooms or ALNs promote an enriching learning environment, but
they also work as a community where learners support each other emotionally and
academically. “Seminars” are part of online courses which involve collaborative
strategies in which the learners become teachers to help one another. The groups are
responsible for “selecting topics, reading material not assigned to the rest of the class,
preparing written summaries of the most important ideas in the material, and leading
discussions on this material. Seminar-style presentations and discussions exemplify a
collaborative learning activity that is often difficult in large traditional classrooms with
many students but that tends to work in a virtual environment” (Hiltz & Wellman, 1997,
p. 47).
6
2.2 Really Simple Syndication (RSS)

Really Simple Syndication or Rich Site Summary is a way of notifying users about the
latest updated content on web sites. A software called “feed reader” or “feed
aggregation” is necessary to be able to read the new content in RSS (City University of
Hong Kong, 2019).
Figure 1. RSS logo
Duffy and Bruns (2006, p. 37) mention different ways in which RSS can be useful in
educational contexts:
» Lecturers and students can keep track of their favorite websites from one convenient
location, without any interface clutter.
» Lecturers and students can be notified of updates from many websites that are
relevant to the course topics. This is a very efficient use of time. Whatever the
lecture topic, there will be a large number of blogs, wikis, news, research and media
sites that are consistently publishing material relevant to the topic; rather than re-
visiting all of these sites on a daily basis, using RSS technology learners and teachers
can easily track new developments on each of these sites.
» RSS is a better solution than an email list subscription, as it does not require users to
give out their email addresses, avoiding the potential for spammers to obtain their
email details.
» In using blogs with students, instead of visiting each student’s individual blog
teachers can subscribe to an RSS feed that allows them to obtain instant notifications
and updates relating to any new content added. This will dramatically reduce their
7
workload. Additionally, students themselves can also subscribe to the feeds of their
friends, peers and teachers.
» Lecturers and students can establish RSS feeds relating to assignment topics and
areas of research interest. This allows access to up-to-date content on a wide variety
of subjects automatically.
» From an administration perspective, higher education portals often offer targeted

collections of links for students, staff, parents, visitors, and alumni. Most users start
their portal experience with a time sensitive task to accomplish. Users typically ‘pull’
down information from a site. Within the RSS model users can have information
‘pushed’ to them that is customized to their personal interests.
To learn some more about Virtual Strategies, read and watch the following videos:
» Teaching in a Virtual Classroom -

https://web.njit.edu/~hiltz/CRProject/VC/VCtraining/
» Introduction to RSS in Education -

https://www.youtube.com/watch?v=Q7OW2zo5x1E
» Approaches to individualised instruction -

https://www.youtube.com/watch?v=9bxnkLZyFew
»
Individualized Instruction - https://www.youtube.com/watch?v=yXx7biFdr1A
8
3. Bibliography
» City University of Hong Kong. (2019). What is RSS? Retrieved August 1, 2019,
from http://www.cityu.edu.hk/lib/rss/whatisrss.htm
» Cox, J. (2017). Teaching Strategies for Individualized Instruction. Retrieved

August 1, 2019, from https://www.teachhub.com/teaching-strategies-
individualized-instruction
» Duffy, P., & Bruns, A. (2006). The Use of Blogs, Wikis and RSS in Education: A
Conversation of Possibilities. Proceedings Online Learning and Teaching
Conference 2006, (pp. 31-38). Brisbane. Retrieved from
http://eprints.qut.edu.au
» Hiltz, R., & Wellman, B. (1997, September). Asynchronous Learning Networks as

a Virtual Classroom. COMMUNICATIONS OF THE ACM, 40(9), 44-49.
» Hiltz, S. (1998, November). Collaborative Learning in Asynchronous Learning

Networks: Building Learning Communities. Newark, New Jersey: New Jersey
Institute of Technology.

Independent Unidad 3 y 4

Uploaded by

Copyright:

Available Formats

Independent Unidad 3 y 4

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Independent Unidad 3 y 4

Uploaded by

Copyright:

Available Formats

STUDY TECHNIQUES

Independent Study Methods

Effective strategies for learning skills

Este compendio recoge textualmente documentos e información de varias fuentes debidamente

Se lo utilizará únicamente con fines educativos.

Se espera que a través de los temas estudiados en la presente Unidad; los

estudiantes logren las siguientes competencias:

Se espera que a través de los temas estudiados en la presente Unidad; se logre

alcanzar el siguiente Resultado de Aprendizaje:

✓ Tema 1: Study techniques

✓ Tema 2: Graphic organizers

Subtema 1: Learning styles (Visual, Auditory and Kinaesthetic learners)

Characteristics of learning styles

Source: Learning styles by Carol Loyd retrieved from: https://sensorytreasures.co.uk/learning-styles/

Visual learners Auditory learners Kinaesthetic learners

Subtema 2: Organizing and planning your time

Tips for good time management

Fry (2014) in his book mentions the benefits of an effective time-management:

Source: How to study by Ron Fry (2014)

What is the main idea?

The main idea is characterized by:

- Expose the most important content, therefore it cannot be deleted.

How to identify the main idea of a text.

Ways to extract the main idea from a text

What is the secondary idea (supporting details)?

Let’s explain each one:

There are two types of supporting details: major and minor.

Source: Supporting details retrieved from: https://www.palmbeachstate.edu/slc/Documents/supporting%20details%20hints

What is the inference?

To make a summary, the following conditions must be met:

What does VAK stand for?

The acronyms VAK stands for Visual, Auditory and Kinaesthetic

Mention at least two benefits of managing your time?

What does main idea mean?

What does supporting details mean?

Dvorak, T. (2017). Studying vs learning the psychology of student success. BookBaby.

McPherson, F. (2014). Successful Learning Simplified: A Visual Guide. Wayz Press.

Fry, R. (2014). How to Study. New York: Open Road.

Independent Study Methods

Effective strategies for learning skills

Este compendio recoge textualmente documentos e información de varias fuentes debidamente

Se lo utilizará únicamente con fines educativos.

Se espera que a través de los temas estudiados en la presente Unidad; los

estudiantes logren las siguientes competencias:

Se espera que a través de los temas estudiados en la presente Unidad; se logre

alcanzar el siguiente Resultado de Aprendizaje:

✓ Tema 1: Study techniques

✓ Tema 2: Graphic organizers

Graphic organizer helps students to develop the following skills:

What types of graphic organizers are there?

Figure 1: Fishbone diagram (Canva, 2020)

Figure 2: Educational Causal Loop Diagram. Retrieved from https://online.visual-paradigm.com/

Subtema 2: Compare and contrast

Figure 3. Steps to make a compare map.

McPherson (2014) gives us a step-by-step process for building a concept map:

1. Articulate your focal question

Figure 6. Concept map example

➢ the subject is crystallized in a central image

Figure 8. Mind mapping example - Cinderella

The best graphic organizer using in sequence is the timeline.