Materials Development Program

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This is our blog, here you will find important information for the class.

	UNIVERSIDAD DISTRITAL FRANCISCO JOSÉ DE CALDAS FACULTAD DE CIENCIAS Y EDUCACIÓN PROYECTO CURRICULAR DE LA LICENCIATURA EN EDUCACIÓN BÁSICA CON ÉNFASIS EN INGLÉS SYLLABUS
	NOMBRE DEL ESPACIO ACADÉMICO: Materials Development  (Multimedia & Hypermedia) NOMBRE DE DOCENTE: MAURA IMELDA DIAZ CASTIBLANCO
CÓDIGO: 4447	PERIODO ACADÉMICO: 2015 –I		NUMERO DE CRÉDITOS: 2
TIPO DE ESPACIO ACADÉMICO: OBLIGATORIO BÁSICO                      (X ) OBLIGATORIO COMPLEMENTARIO (  ) ELECTIVO INTRÍNSECO                     (  ) ELECTIVO EXTRÍNSECO                    (  )		NUMERO DE HORAS: TRABAJO DIRECTO      __4___ TRABAJO MEDIADO     __2___ TRABAJO AUTÓNOMO ___2__
JUSTIFICACIÓN: This course is a theoretical, methodological, and practical approach to the development an evaluation of multimedia/ hypermedia didactic resources to support language and literature learning and teaching processes. This course addresses important issues such as the development and organization of materials, materials evaluation and assessment, modes of interaction, language learning and teaching processes due to: 1.        Teachers are usually asked to evaluate, adapt and or develop teaching materials in their contexts. 2.        It is necessary for teachers to have clear materials evaluation criteria so that they can make the best decision possible when it comes to selecting course materials. 3.        The Decree 1860 from August 3rd, 1994 states that teachers are now encouraged to develop their own teaching materials for the courses that they teach. There are now many pieces of software that enable teacher to develop their own teaching/learning materials
CICLO: Profundización CAMPO: Investigativo OBJETIVO DEL CICLO: Abordar una problemática específica de la práctica pedagógica e investigativa del Inglés como lengua extranjera desde una perspectiva social, cultural y crítica. OBJETIVO DEL SEMESTRE: Diseñar e implementar  estrategias conceptuales  prácticas e innovadoras para el desarrollo de contenidos programáticos, aspectos metodológicos, didácticos y de materiales para la  enseñanza del inglés a jóvenes en educación básica secundaria. OBJETIVOS DEL ESPACIO ACADÉMICO: 1.        Diseñar y desarrollar materiales para la enseñanza del inglés a través de la reflexión acerca de los entornos tecnológicos y los medios de comunicación en la educación básica., teniendo en cuenta la realidad de los contextos escolares. 2.        To use specific computer software to design pedagogical resources. 3.        To use specific on-line mediations to develop learning/teaching materials. 4.        To select a set of pedagogical principles to underlie the materials they develop. 5.        To adopt and adapt other available didactic sources for their teaching-learning purposes, as they articulate already existing materials with the ones they develop.
NÚCLEO PROBLÉMICO DEL CICLO: ¿Cómo se pueden abordar problemáticas relacionadas con las dimensiones pedagógicas e investigativa de la enseñanza y aprendizaje del inglés como lengua extranjera  por medio de propuestas de investigación formativa? NÚCLEO PROBLÉMICO DEL SEMESTRE: ¿Cuál es la relación entre la fundamentación teórica de los espacios académicos estudiados previamente y la documentación de problemáticas identificadas en las prácticas pedagógicas con niños? NÚCLEO PROBLÉMICO DEL ESPACIO ACADÉMICO: ¿Cómo la reflexión acerca de los entornos tecnológicos y los medios de comunicación influencian el diseño de materiales innovadores para la enseñanza del inglés en educación básica? TEMA GENERAL DEL SEMESTRE: El papel de la investigación  en la formación del docente de inglés como lengua extranjera en contextos educativos de básica primaria y secundaria. CONTENIDOS DEL ESPACIO ACADÉMICO: (PLANEACIÓN SOBRE LAS SEMANAS DEL SEMESTRE) Week 1 Presentation and negotiation of the program, including its corresponding course content, methodology, procedures, and evaluation. Week 2 Materials development: getting to the heart of language Week 3 Materials development: getting in contact Week 4 State of Art Materials development for language learning and teaching Tomlinson Week 5 Language Teaching Materials and the (Very) Big Picture Week 6 First assignment and evaluation. Lesson planning, how to plan a lesson, format, guidelines and samples Week 7 Lesson planning, how to plan a lesson, format, guidelines and samples Week 8 ICT’s in Education. Information and communicative technologies in school. Week 9 WIKI. Materialsdevelopment.wikispaces.com Week 10 WIKI organization and groups Week 11 WIKI sharing network. Week 12 Second assignment and evaluation. Consolidation of students’ results. Week 13 Inquiry oriented lesson format/using hyperlinks. Week 14 Creating a Web quest including introduction and task.  Week 15 Creating a Web quest including process and evaluation Week 16 Creating a Web quest including conclusions and credits. Week 17 Final assignment sharing web quest. Week 18 Final grades sharing
METODOLOGÍA (Descripción de la metodología de acuerdo a las modalidades de trabajo contenidas en la normatividad de la universidad: 1. Créditos académicos: trabajo directo, mediado y autónomo; 2. Competencias a desarrollar ver Artículo 4 Acuerdo No. 009/2006) TD: Teacher will prepare applications and workshops to make presentation about important aspects of the course, but those workshops and presentations will always be followed or preceded by student-led activities TC: At first, Students will prepare presentations, debates and reports of their approach to literature and research. Students taking this course may be expected to work on specific workshops with other students; these workshops may contain instructions given to students on paper, on line (e-mail, wiki, web quest or other). Students will also work in groups to develop short-term projects consisting in the planning, development and evaluation of at least four units which will make up a learning module. TA: Students will answer the specific discussion questions (on-line forums), search for, evaluate and selected specific sources of  information, design tasks for their technological mediations using computer-based and web-based mediations, etc. Class organization: Turn off your mobile phones during class time. Avoid going out and coming in the classroom, this disturbs your classmates and the teacher. Listen to each other when speaking. Every single paper should be handed in the due date. No papers will be received after due date.
EVALUACIÓN (Seguimiento evaluativo en relación con las competencias y modalidades de trabajo contenidas en la normatividad de la universidad) There will be three general grades, one each period, according to the University regulations. Each one will result from class-work (oral presentations, partial oral and written reports, individual, peer-group work, quizzes), reflective papers, as well as self-evaluation obtained from students’ individual conscious evaluation guided by some criteria established in agreement with teacher and students at the beginning of the course, and partial tests that cover the topics addressed throughout the course, studied in each period. Grading will be reported as follow: FIRST PERIOD 35% SECOND PERIOD 35% THIRD PERIOD 3O% Class-work-presentations Class-work Class-work designing Reflective paper creating wiki Web-quest  results and evidences Test-interactive exercise Sharing wiki results and evidences Final: presentation of a course plan NOTA SOBRE PLAGIO E INASISTENCIA: This course requires students to be present and prepared for each class. Regular class attendance is expected of all students. Absences without notifying the teacher and exceeding what is allowed according to the student’s booklet will be deemed excessive and may result in the student being dropped from the course. In addition, tardiness may be counted as an absence. If a student must enter the classroom after class has begun, please do so as quietly as possible. Each student is responsible for lectures missed due to absences. Thus, it is suggested that each student secures lecture notes from a student who attended the class. University regulations will be followed for any situation that involves both attendance and plagiarism.
BIBLIOGRAFÍA, HEMEROGRAFIA, CIBERGRAFIA GENERAL Y/O ESPECIFICA: Allwright, D. and Bailey, K. (1994) Focus on the Language Classroom. Cambridge University Press. Bell, J. (1993) Doing your Research Project. (2nd Edition). Open University Press. Bell, J. (1984) Conducting a small-Scale Investigation in Educational Management Brown, Douglas. (1994) Teaching by Principles. Prentice Hall Regents. Cory Hugh (1996). Advanced Writing with English in Use. Oxford University Doff, Adrian. Teach English: a training course for teachers. Trainer’s Handbook. Cambridge University Press. London. 2002 Dublin F,;Olstain, E (1994). Course Design. Chapters 2& 3 Cambridge University Press. Evans, Virginia. Grammar way 4. Express Publishing, 1998. Fielding, N. & R. Lee. (1991) Using Computers in Qualitative Research. Rout ledge. Gutierrez Alfonso (2003) Alfabetización Digital. Barcelona. Gedisa Halfield, Jill. Classroom Dynamics. Oxford University Press Hacker Diana. (2006). Rules for Writers. Bddford/St. Martin’s USA Hopkins, D. (1985) A teacher’s guide to Classroom Research. Open UP. Ingram Beverly and CAROL King (2005). From Writing to Composing. Cambridge University Press. Krashen, Stephen D.  principles and practice in second language acquisition. London: Prentice Hall, 1995.  Lévy, Pierre. (2007) Cibercultura. La cultura de la sociedad Digital. Anthropos. Universidad Autonomy Metropolitana. Barcelona Mitchell, H.Q.& Scout J. Channel your English-Beginners.mm publications. London, 2003. Murphy, Raymond.  Grammar in Use.  Cambridge University Press, 2000. Nunan,  David. Designing tasks for the communicative classroom. Cambridge: Cambridge University Press, 1989 Nunan, David.  Syllabus design.  Oxford: Oxford University Press, 1988. Nunan, David.  Task-based language teaching. Cambridge: Cambridge University Press, 2004. Richards, Jack C. and Lockhart, Charles.  Reflective teaching in second language classrooms.  Cambridge: Cambridge University Press, 1996. Richards, Jack C. and Rodgers, Theodore S.  Approaches and methods in language teaching.  2 ed.  Cambridge: Cambridge University Press,  2001. Richards, Jack C. The language teaching  matrix.  Cambridge: Cambridge University Press, 1990. Redston, Chris and Cunningham, Gillie.  Face 2 Face.  Cambridge University Press, 2005. Shaw Harry and Dodge Richard (1995) The shorter handbook of college composition. N.Y Schrampfer, Betty. Fundamentals of English Grammar. Longman, 2003. Tomlinson, Brian.  Ed.  English language learning materials: a critical review.  New York: Continuum, 2008. Tomlinson, Brian. Ed.  Developing materials for language teaching.  London: Continuum, 2003. Tomlinson, Brian. Ed.  Materials development in language teaching.  Cambridge: Cambridge University Press, 1998. WEBSITES www.ompersonal.com.ar/ www.cuttingedge.com www2.cambridge.org/interchangearcade/downloads.do www. better-english.com www. mansioningles.com www.funbrain.com/vocab/index.html http://dictionary.cambridge.org www.thinkfinity.com www.livemocha.com www. usingenglish.com Blog: materialsdevelopmentmaura.blogspot.com