Faculty Professional Learning: An Examination of Online Development and Assessment Environments - Teaching through Multi-User Virtual Environments - page 80

Table 2. Modules and CTC Framework

Questions Modules and reflections Capacities

Who are they? 1. Personal Identity . Think carefully

about faculty members and students.

C1. Capacity to perform quality agent or reflective
professional roles.
C2. Knowledge of student motivation and ability to
promote students' positive attitudes.
C3. Awareness of students' diversity in all its forms.
C4. Knowledge of counselor development and ability to
set appropriate boundaries.

How are getting along with fac-
ulty members and students in the
teaching and learning process of a
subject?

2. Social relations . Weigh in the mind
the social relations in the classroom
environment.

C5. Capacity to solve students' problems.
C6. Capacity to assess classroom climate.
C7. Capacity to build classroom communication and
negotiate learning contracts.

What is taught and what students
learn through their academic
program?

3. Curriculum . Think carefully about
the scientific theory of the subject
matter and its teaching and learning.

C8. Capacity to develop metacognitive skills in the
trainee.
C9. Knowledge of goals and value of ethical principles.
C10. Capacity to encourage and use cooperative learning
among students.

How is the educational program
organized?

4. Methodology . Recognize method-
ological issues.

C11. Capacity to provide effective and free curriculum
time.
C12. Capacity to hand out study guides that have coher-
ence, progression and differentiation.

How to manage and develop your
teaching program?

5. Decision Making . Formulate
decision-making and problem solving
abilities into an organized flexible
structure.

C13. Knowledge of area being supervised (learning
tasks, research, assessment, etc.).

What is communicated in teaching? 6. Interaction . Carefully blend didac-
tic interactions.

C14. Teaching and didactic skills for large groups.
C15. Knowledge of conversation and discussion meth-
ods.
C16. Knowledge of questioning skills.

What are you getting? 7. Evaluation . Relate the learning pro-

cess and revise the university impact.

C17. Knowledge of formative and summative evaluation.
C18. Capacity to provide effective feedback and to en-
courage and use evaluative feedback from the student.
C19. Knowledge of learning tasks measurement.
C20. Capacity to conduct own self-assessment process.

are the academic personnel involved
in investigation, development and in-
novation activities? and Competence
6: how is the academic personnel's
teaching assessed?
d. Criterion 4. Material Resources . This
criterion looks at the tangible assets of
the formative program, in particular, its
library and media resources. We pro-
pose two subcriteria or competences,
which we project as a problem-solving
situation. Competence 7: how are the
library and documental archives made

more convenient and accessible for the
formative process? and Competence 8:
how are media and resources adapted
to the formative program?
e. Criterion 5. Formative Process . This
criterion indicates what student learn-
ing is, particularly that related to the
coordination of different method-
ologies and the integration of multiple
teaching approaches. We propose three
subcriteria or competences, which we
project as a problem-solving situa-
tion. Competence 9: how are student