Redundancy in teaching/learning sessions:
Strategic strategies. General considerations
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This conceptual reflection describes and argues how cognitive and metacognitive strategies, in the face of synchronous activities [at a distance with the members of the session and live] and asynchronous activities [at a distance] can be planned towards activities at the pace of the participants, through technological mediation: the strategic strategies from the tutor/teacher and the participants are a different form of the link between the meta and cognitive aspects of the planning of teaching. The proposal is that the motivational strategy acquires an invaluable presence to consolidate the r...
This conceptual reflection describes and argues how cognitive and metacognitive strategies, in the face of synchronous activities [at a distance with the members of the session and live] and asynchronous activities [at a distance] can be planned towards activities at the pace of the participants, through technological mediation: the strategic strategies from the tutor/teacher and the participants are a different form of the link between the meta and cognitive aspects of the planning of teaching. The proposal is that the motivational strategy acquires an invaluable presence to consolidate the relationship between collaborative and cooperative activities, which although they could be different or the same [depending on the chosen approach] are combinable methods and give vigor to redundancy in the sessions, both in synchronous and asynchronous situations. The second part includes a descriptive chart exemplifying important dimensions associated with planning: this is detailing aspects related to key processes from the proposal of a degree and describes key elements of curriculum design, in higher education, for example.
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