The FOREDUCATIVO Training Academy developed excellent material.

printed with which many courses on "Digital Treatment of the

Image with Photoshop. For just over a year, both FOREDUCATIVO
how other training entities have used their material for teaching
of in-person courses. The Academy's management knows that creating a good
material is essential for providing quality training, however,
this version of the program with which the material was created has become obsolete and the
sales have reduced considerably, as students do not want to take a course.
training supported fundamentally by outdated material.
The management is looking for a solution to be able to use the material for its training.
but without having to make a large printed run of it and that it can be
update both in content and in additional resources with the news
of the latest versions of the program.
You, as an education professional and knowledgeable about the benefits of ICT, have...
the development of a specific website for this course is recommended that allows a
quick update of both the content and resources, but the direction
fear that a website dedicated to this training will work the same way as the
printed material.
In light of this situation, they ask you to provide an argumentation in which
clearly expose the following:
Resources that I could use on the web to create the content of
more attractive training program for participants.
Work environments:
Zoho: A group of web applications that allow users to create, share, and store files.
online. It also includes chat, videoconferences, email, calendar, and tools of
online office automation.

Edmodo: an educational platform that allows sharing documents and information and
communicate in a private environment, like a social network.
2. Resources for communicating, debating, and collaborating:

Blogger: Google's easy and effective blog creation tool for all types
of users.
o Wikia: Website that allows the user to easily create their own wiki on the
to incorporate content individually and collaboratively.
Google Hangouts: Application with which you can create a chat group or
video chat (up to 10 people) that allows sending online lessons to students or creating
a virtual class or group for exchanging opinions.
Marqueed: Online tool with which users can make marks and
comments about an image to share ideas and exchange opinions
visually. It allows creating groups and projects.
o Voxopop: Voice forum system. Users included in a certain group of
They can express their opinions on the proposed topic through audios that appear.
as answers.
Padlet: A tool for creating collaborative virtual boards where you can
They can include multimedia elements, links, and documents.
Symbaloo: Virtual board to share interesting links or web resources,
perfect for collecting sources or documentation.
3. Tools for sharing files:
Dropbox: The most widely used online storage service, to save everything.
file types. It offers the possibility to create shared folders with other users
and connect from different devices through apps.
Google Drive: 15 Gb cloud storage to save and share everything
type of documents and folders. Available as an application for mobile phones and tablets.
In addition, it allows for direct editing of documents online with Google Docs.
WeTransfer: A simple way to send documents, especially large ones
(up to 2 Gb), to any user via an email link. The files do not
they are stored, only kept for a few days and then deleted.
Jumpshare: Online space to upload high-quality files without losing any
information and share it with whomever you want.
4. Resources to organize work:
Google Calendar: Google's online calendar allows you to set tasks and dates.
appointments, alarms and reminders and can also be shared among several users that
they add common events.
Hightrack: Online and downloadable task manager for organizing work, managing
a personal task agenda and set deadlines for delivery or compliance.
o WorkFlowy: Online tool that allows you to establish a workflow
collaborative with hierarchically organized tasks in a very visual way. Users or guests to the
lists can contribute and modify the flow as objectives are met.
Symphonical: Virtual calendar in the form of a whiteboard where you can add and
manage tasks through multimedia sticky notes. Allows collaborative editing
between an established group and directly links to Google Hangouts to chat or
to have video conferences.
the added value (commercial, image, quality, etc.) that it would provide
creation of an educational website with these characteristics both at
FOR EDUCATIONAL as well as the teaching team.

First of all, to pedagogically support the teacher in the transmission of content,

procedures, values, and attitudes. Also improve the face-to-face teaching model.
traditional since it uses a tool that helps maximize work
cooperative in class.
ICTs allow easier and more interactive access to sources of
information and knowledge and generate different scenarios of cooperative learning
and collaborative. All of this stimulates, motivates, and encourages the instructional activity subject to
linked to promoting participation. But not only that, they encourage the use
critical, ethical, and reflective of technology in the current and future context as citizens
in a sociodigital ecosystem.
The elements to be developed to verify the systematic operation of
the resources included during the development of the training action.
When selecting these multimedia resources, we should follow some guidelines and
criteria avoiding, as much as possible, randomness and being rigorous with the objective of the
methodology. Thus, the main factors to consider when selecting the
resources on the web are:
Selection of content:
a) Assess whether they are suitable and related to the objectives that are
they want to reach.
b) Check that the information is up to date and relevant.
c) Identify sites and resources that include valid, consistent content and
significant for the level and characteristics of the students.
2. Efficacy:
a) Resources that promote and reinforce participation.
They promote that the student achieves meaningful learning.
They promote a constructivist development of problem-based learning.
d) Give the student the possibility to question themselves and explore new ways.
3. Suitability for the recipient:
a) Check that they are coherent and suitable for the age of the target audience.
b) Verify that the content presented is appropriate regarding the
recipient to whom it is addressed.
4. Authority:
a) Select resources and sites that include information and content
coming from reliable, specific, up-to-date, and recognized sources in
the scientific and academic fields.
5. Organization:
a) Show preference for websites that present adequate organization
of the contents and the tools.
b) The sequences and the hierarchization of concepts must be clear and easily
understandable.
c) Evaluate the appropriate use of language and written communication.
6. Navigability:
a) Refers to the ease provided to the user to locate themselves and
navigate within the web.
b) They are attractive and result in a balanced aesthetic level, ability to attract the
attention, etc, ...
c) Readability: easy to read, aesthetic value, etc.
d) Friendliness: assess whether it is accessible, intuitive.
 Multimedia materials about the software in question that I could use and
didactic function of them.
The multimedia materials that can be used are very diverse, we
we will propose the following:
a) Tutorial Program: Presents some content and proposes exercises
autocorrective measures in this regard. If you use Artificial Intelligence techniques to
customize the tutoring according to the characteristics of each student, it
they call it expert tutorial.
b) Simulator: Presents interactive dynamic models (generally with
animations) and the students achieve meaningful learning through
discovery by exploring them, modifying it and making decisions in situations
hard to access in real life (flying a plane, TRAVELING THROUGH History A
through time...).
c) Tool Program: Provides an instrumental environment with which to
facilitates the completion of certain general treatment tasks of the
information: write, organize, calculate, draw, transmit, capture data...
The educational function of these materials is the same, which is to enhance learning by
discovery through:
Direct experimentation on reality, practical application of the
knowledge and its transfer to various situations.
Comprehensive penetration learning. The student discovers through experiencing.
and understand what is relevant, the structures.
Inductive practice: from the concrete to the abstract, from facts to the
theories.
Use of heuristic strategies, divergent thinking.
Spiral curriculum: periodic review and expansion of knowledge
acquired.
Motivation criteria for students to systematically consult the web
The processes of non-presential training must include the reference of the
motivation in the subject-object relationship. It must be explicit and manifest. The
Factors that determine motivation are those that have a conceptual relationship. The action
The coordination of the training subjects will enhance the overall learning process.
The possibility of interacting in the professional attitudinal maturation, of one's own
Experience as a professional is the biggest motivating factor. Steps must be taken.
significant formative activities in relation to the professional world and work
of the student. Non-face-to-face systems must facilitate interaction not only
bidirectional but multidirectional; motivation is constantly self-reinforcing
through interaction. The elements of meaning are enriched by the action of
group and shared work. Telematic networks optimize the relationship between subject and
object. The group not only builds knowledge but also materials such as
result of the educational process.
One of the key motivating elements in the educational process is improvement through
of a feedback mechanism, once progress goals are established
suitable for the possibilities of those who learn, is the result of awareness of
own progress in learning. There are three elements that condition this space: the
evaluation, group work, and the application of knowledge in the field
professional to whom one belongs or hopes to belong. When we consider as an element
of motivation the degree of progress of the learnings, more than a final test it is a
relevant motivating element.
Students who learn in virtual environments need to be aware of their progress in
relationship with knowledge and the result becomes motivating. The
knowledge of progress in the learning process is a motivating element for
the student. Teachers must plan this evaluative instance to understand the
concrete learnings achieved by the students. It is the only way for the student
understand your process and be able to reach both personal and
professionals. Evaluation as control and improvement acts as enhancement.
Learning in a virtual environment is the result of the process that is done
individually belonging to a learning community. Awareness is taken
that learning is a team effort as the result of cooperative work and
collaborative.
Synchronous communication like Chat needs a lot of improvement to be able to work.
in a team. Aspects such as the establishment of roles must be worked on, the figure of
moderator, of the speaker, of the participant typical of any debate. It is also necessary to
to work on the potential study of asynchronous work, this instance must go from
the formation of the team up to the evaluation of each member. The motivation lies
to be able to share with others the objectives, common interests, with the advantage of
to confront one's own abilities with those of others and the satisfaction of the result
as a demonstration of a shared action. Telematic tools allow for the
carry out the interaction between people and also between the learning materials.
Learning does not always have to be useful and applicable; learning itself has value.
value, but the ability to recycle knowledge is a completely motivating element. A
The issue with EAD is that the knowledge gained is learned or can be
applicable. If learning is a result of personal maturation, non-presentiality
does not hinder this process. Students must be able to 'learn to learn', a
change of attitude that implies a permanent disposition to learning.
Economic criteria that would imply the updating of resources in the
web against the value of a new printed run of the course material.
In this section, we need to look at the costs that would entail, firstly, a new
printed output of the course material, in this case it could be broken down into:

Paper costs
Printing costs: ink, toner, printer, etc.
Binding costs
Labor costs (printing time)
Energy costs: printer, computer
On the other hand, the costs of updating the web resources would be:
Maintenance costs for local networks, servers.
Costs of programs and software licenses.
Labor costs (website maintenance time)
Then, we would have to look at the costs of each section and assess, taking into account
that the time spent on printing printed resources (depending on the
the number of students) is always higher than the time spent on the update of
web resources and what, therefore, the cost will also be much higher.
Any other contribution that you believe could be made from the course of
Digital Image Processing with FOREDUCATIVO web support
A claim for future participants.
Basically, in my opinion, for the Digital Image Processing course with
web support, must succeed, it has to meet the following points:
Course design based on competencies.
Wealth of methodologies and techniques.
Time planning.
Individual and collaborative work.
Clear instructions.
Personalized follow-up