Blended Instructional Design Model Based on Projects from an LMS and PLEs - Integrating Organizational and Personal Environments

Abstract

In this article, a model of instructional design for a blended course, grounded on task based learning is described. The model is structured on a face to face and virtual sessions, framed in a connectionist view and containing two organizing cores; a personal learning environment (PLE), based on a blog, where each student manages their information regarding the progress of the course, and the other, a teaching core; a learning management system (LMS) on Moodle for the teacher, where the organization and development of the course is guided and directed. Methodological, techno-pedagogical and social aspects that relate and integrate in the two organizing cores are commented. As a case study, the development of a course in which a web information system for a social project was built is exposed. The project aims to improve the sociocultural problematic situation of the community where each student lives. The information system is constructed in order to facilitate the dissemination of information, advances in the above objectives and increased awareness of specific social or cultural problems that are faced and the actions that could be taken to redress these problems. In the development of the course, evidence and trends of the model affordances in blended courses are appreciated.