Training of university teachers for curricular flexibility through virtual strategies

Abstract

The present article begins with a reflection on the notions, perspectives, and settings in which the subject of educational flexibility is usually approached. The pedagogical approach, the design of modules and contents, the characteristics of the virtual environment and the different forms of organizations are described. Then, the experience of the introductory module and modules one and two of an e-learning diploma are reported and some reflections on curricular flexibility applied to virtual environments that emerged apropos of the concerns of participants on the degree of structuring of the activities and tasks required are presented. In the final section the results of a recent evaluation performed by the coordinating group, as well as the expectations for the future of the diploma, are presented.