Collaborative Construction of Knowledge in E-Learning

Prof. Marina N. Cantarutti

CIBADIST

To many, distance education is not worth it. It is lonely, and it does not have the “quality” that face-to-face instruction provides. To us, e-learning tutors and teachers, this view constitutes a big fallacy: e-learning is everything but solitary. What is more, distance education implies great discipline, autonomy, and determination, thus also leading to the employment of higher level thinking skills. The search for quality and warmth is our daily commitment and practice at CIBADIST Teacher and Translator Training College.
The potentialities of learning collaboratively online have been set early in the history of the Internet, with the existence of mailing lists and forums. The present Web 2.0 era is all about interacting, connecting, sharing, and new tools, such as wikis¸ social networking platforms and social bookmarking, to name but a few, allow users to meet virtual peers and experts, and exchange knowledge and develop skills virtually. There seem to be no long distances and no barriers to stop knowledge from spreading.
However, the extensive access to papers by experts, as well as the wide range of postings by amateurs may prove confusing for the layman. Those users who are not familiar with the workings of collaboration in the Web may not be in a position to make informed decisions as to website and content credibility. Likewise, the ease in which information can be collected may foster plagiaristic practices. These two common situations can easily be traced in the papers and assignments that some teacher and translator trainees send in for assessment, in spite of all the warnings and training against them.
In view of this, we have decided to implement collaborative practices on our virtual classrooms, which would cater for a collaborative construction of knowledge, out of the compulsory and optional readings completed by the students, but mostly based on critical interpretation of the bibliographic input.
One of the curricular spaces in which the influence of plagiarism was evident was that of Lengua y Cultura. As a result of several pilot tests, a set of wikis were put up on the virtual classroom. The aim of these “collaborative Web sites set up to allow user editing and adding of content” (definition of wiki at Dictionary.com) was exactly that of  developing original reflection on the literary works read, and the critical analysis texts provided as support. In an initial stage, most queries and reflections were posted onto the forums. Later on, more challenging tasks were presented via wiki. Shyly, students began posting their conclusions and findings onto the collaborative charts, glossaries and summaries. At the beginning, contributions were mostly additive. As the experience became more widespread, students started editing the work of their partners in a polite manner, which also required a specific use of language to “soften” the effect of the corrections.
All in all, students seem to have gained several benefits and strategies from their initial experience:

• a complete battery of lists of jargon, summaries of the texts read, collaborative indexes of the works read, “original” cooperative critical analysis;
• a set of skills to reflect upon the contents of the course without resorting to plagiarism or misinformation from unreliable sources;
• a set of strategies for different pragmatic uses of language, namely, polite corrections and reformulations of other people’s work;
• the use of a tool which enables collaborative construction of knowledge, easily applicable in their own EFL lessons;
• the certainty that e-learning is not, and should not, be a lonely process.

This is one of the many cooperative learning encounters proposed at CIBADIST, in which Vygotsky’s  zone of proximal development tenets hold true, even when face-to-face communication is mediated through words, chats and video and not physical closeness among the participants. Learning, change and growth are possible, at both physical and virtual instructional settings. It is up to us, e-teachers, to decide whether to grasp the chances that these new Web 2.0 applications provide to make collaboration happen.

PRACTICA Y RESIDENCIA: Origen de la práctica docente reflexiva.
Prof. Julieta Carmosino

El área de residencia y prácticas en el ámbito de los profesorados ha, afortunadamente, experimentado cambios sustanciales durante las últimas décadas. Dichos cambios no sólo se refieren a las nuevas concepciones y métodos sobre el proceso de enseñanza/aprendizaje sino también tienden a proporcionar a los alumnos del profesorado las estrategias y herramientas necesarias para enfrentar el nuevo standard de práctica docente.

En el caso de los alumnos que se incorporan a Cibadist, muchos de ellos ya ejercen la profesión en diferentes ámbitos desde hace tiempo y encuentran en la modalidad a distancia la posibilidad de obtener el título. Entonces, al inicio del proceso de la residencia, los practicantes no son un tabula rasa sobre la cual el profesor de la cátedra imprime conocimiento para formar a un docente. Los practicantes llegan al inicio del proceso con un bagaje de conocimientos y experiencias previas que confluyen en su práctica docente. Sin embargo, la amplia experiencia no siempre refleja una práctica enmarcada en la teoría. No es posible desentenderse de lo antedicho y es por eso que se contempla a los practicantes desde la visión humanista que los entiende como un todo y así se fomenta su compromiso con el proceso de aprendizaje.

Para llevar a cabo la residencia en el marco de la educación a distancia, cada practicante tiene un tutor local que trabaja conjuntamente con el profesor de la cátedra. Se conforma una tríada: practicante-tutor-docente de cátedra, todos con un mismo objetivo que es el de generar un proceso dinámico de exploración y análisis  de la práctica que dé paso al enriquecimiento del conocimiento esencialmente como el resultado de la construcción de cada individuo a partir del proceso de adaptación de nuevos conocimientos a viejos marcos conceptuales. La auto-observación volcada en informes, las observaciones y la devolución del tutor local y los comentarios del profesor de la cátedra aportan al proceso de las prácticas desde este enfoque constructivista que permite a los practicantes aprender a enseñar generando habilidades y estrategias que propicien la reflexión crítica de su práctica y que los lleven a un desarrollo profesional y un crecimiento personal que siente las bases de su futura carrera docente como practicantes que reflexionan sobre su propia labor en los términos presentados por Schön : la reflexión en acción y la reflexión sobre la reflexión en acción .

La visión constructivista de la educación presupone que los practicantes son capaces de estructurar sus experiencias para analizarlas, pensar por sí mismos, solucionar problemas y desarrollar el pensamiento y la reflexión crítica. Para poder alcanzar esto, el tutor local y del profesor de la cátedra tienen un rol de guía u orientador - plasmado en los informes y las entrevistas - que despierte el deseo por el conocimiento y que tenga como fin ulterior el desarrollo de la autonomía del individuo. Ya que, aunque los practicantes tienen conocimientos y experiencias previas, según Feuerstain las estructuras cognitivas de los individuos son infinitamente modificables porque la capacidad cognitiva de una persona puede continuar desarrollándose durante toda su vida para lo cual es primordial alcanzar la autonomía. 

Como dice  Hamachek , en el marco de la teoría humanista, ya que cada experiencia de aprendizaje debe ser contemplada dentro del contexto que ayuda al desarrollo del sentido de la identidad individual y a la proyección de objetivos futuros reales, se espera que el proceso de las prácticas y residencia aporten al desarrollo del sentido de identidad docente que se nutra de individuos ávidos de producir más conocimiento que mejore la calidad de la enseñanza transformando la práctica docente dentro del contexto de la educación en la Argentina.

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The forum: A Virtual Class
by Prof Sandra de la Fuente

Contrary to a widespread misconception, studying at a distance does not necessarily mean studying on one’s own. In fact, the interaction between student and teacher can be even more fluid than when students are present in a real class. After all, when students attend classes, they only get in touch with the teacher once or twice a week.  Surprising though it may be, studying at a distance gives students the chance of an almost daily contact. How can that be possible? Technology has laid at our disposal several tools that help us bridge the virtual distance. One clear example of this is the use of forums.

My name is Sandra de la Fuente and I have been a Language I teacher at the Teacher Training Programme and Translators’ Programme at Cibadist for two years. In my experience, working at a distance has meant learning to take advantage of the technological devices that the platform offers. The forum has proved to be one of the most useful among them. The Language syllabus includes a set of short stories that students are required to prepare for the final exam. In order to help students’ comprehension, forums have been specifically set up for the discussion of each of these stories. Questions are posted every two days and students are free to answer whenever they feel ready. The forum acts like a virtual class, where we can read one another’s comments, express our opinions and where students can clear their doubts. The topics dealt with are varied: we discuss setting and characters, reflect on themes and plot and account for authors’ choice of title or characters’ reactions, to name but a few.
 
The forum clearly resembles a formal class with all its advantages. However, what makes the forum most popular with students is probably the characteristic that most distinguishes it from a real class, and that is that it offers a relaxed, non-threatening atmosphere. The forum allows students to work at their own pace, which means they have time to process questions, consider their answers and compare them to those of other classmates before they actually post their messages.

The main interest is in getting students involved. The teacher’s job is to propose questions and guide students throughout the discussions. The purpose of the forum is not to test students’ competence but to help them obtain a deep comprehension of each story, taking into account as many of its aspects as possible. Therefore, the grammar mistakes which might appear in students’ messages are overlooked, since the idea is to foster student participation within a space where they can all feel free to express themselves and where everybody’s opinions are regarded as valuable. Finally, we can guarantee freedom of opinion, respect and one of the most profitable learning experiences. Mission accomplished!

Prof Sandra de la Fuente
Cibadist
http://www.cibadist.edu.ar

To be or not to be a writer, is that the question?

Even when some of us like writing, maybe the objective of our lives right now is not to become a professional writer. However, as future professionals in ELT we should be able to put our ideas across in a way that the message is clearly conveyed to the reader.

Why is it that I’m making a point about this? Mainly because we are human beings who communicate through language – whether English or Spanish – and when the reader cannot follow our ideas there is bound to be a problem with the way we are arranging words into phrases, phrases into sentences and sentences into whole paragraphs that should connect to make sense.

Now, we might wonder who is to blame when the message is not transmitted. Basically it is nobody’s fault. As with many other human processes, we have to become aware of certain facts when writing and work hard in order to develop the skill.

Writing takes time; drafting, reading, editing are long processes as we know but the result of these processes is usually - to use current terminology - a reader-friendly text. For instance, a clear introduction will definitely invite the reader to continue his/her task. Coherence and cohesion within the text will help the reader follow our train of thoughts. A conclusion that summarizes the topics of the piece will leave the reader with the right message we want to convey. As writers we should state the purpose in black and white and remind the reader of it all throughout the text. Finally, in the last editing we have to provide the piece with professional quality by checking the use of appropriate language and using proper citation forms. For example, it is not advisable to use phrases such as `at the beginning of the book/novel´ because a book or novel are not time references. At the same time, we should make good use of APA or MLA regulations for citation and style.

So, next time we have to write a text, let’s make good use of all those tips we have usually given our students and create pieces which are meaningful and memorable for our readers. Bear in mind that even when we might not want to be writers, as human beings we want to transmit our messages clearly.
I hope you have found the piece above reader-friendly.
Best,

Prof Julieta Carmosino
Lengua y Cultura III

Is there an antidote to “dictionaritis”?

If we were to stand for ten minutes in the most important corner of our hometown and asked the passers-by what the essential tool for a translator is, we would no doubt obtain ¨the dictionary¨ for an answer. And of course, our interlocutors would almost certainly be referring to the bilingual dictionary.
This idea is acceptable enough for anyone not in the translation field, however, when we see translators-to-be relying almost exclusively on this source of information, we may start wondering: What´s wrong with their training?
 I always say that students of Translation Studies courses suffer from a bad case of ¨dictionaritis¨ which frequently leads to the most inappropriate renderings I have ever seen. My question is: why is it that people who have been studying the language for, say, 10 years, suddenly feel the impelling need to look up the word house? What have we, teachers, done wrong? Have we passed on to them the necessary skills that a translator needs?
We need to teach students that a dictionary is just one more tool in an ever-increasing set of choices. Internet has given us the most outstanding corpora to check the correctness of our language and many still do not even know how to use it.
Relying on their knowledge of the language should be the first step for those bold people undertaking a translation. We have all heard the old phrase that argues that a true professional requires an excellent command of his/her mother tongue (which s/he should be translating into) and excellent comprehension skills of the source language. However, I must say that I find this idea quite debatable, particularly nowadays with global translation agencies requiring Argentine translators to work into English because…it´s cheaper than paying an English speaking professional. Hence, first and foremost: excellent command of both languages is key, and, in order to obtain it the dictionary is hardly the appropriate tool.
Another problem posed by this limiting dictionary technique is that the various meanings that words possess cannot be sorted out by some students who tend to select them for their sound and not for their fitting in the context appropriately. Though this lies much more in their common sense than in previous knowledge it is a major obstacle for them.
So, what is a translator (-to-be) supposed to do? What follows is not a unique recipe, these are just some suggestions to which you could add more of your own.

1. Understanding the text: Believing that the dictionary will aid you to understand the text better is, to say the least, an rudimentary thought. The knowledge required to fully comprehend the main idea of a text can, by no means, be acquired through the sole use of a bilingual dictionary.
2. If you can retell the information contained in a text, it follows that you have understood it. Therefore, you could make a first transfer of this information without resorting to the dictionary. You will have time to focus on style and adornments later on.
3. Not only information is passed on by a translator. It is crystal clear by now that if we only had to do this, we would be performing a very simple task. The difficulty often lies in transmitting other aspects such as tone and intention, which can hardly be grasped with just a dictionary. Again, knowledge of the language is essential.
4. The dictionary cannot put its foot down. So, challenge its options and its choices! A slang word may not appear there but it may be the best choice for your text. Make commonsensical decisions!
5. Dictionary is not a synonym of bilingual dictionary. Resort to monolingual ones which provide further insights about language usage (examples and explanations of easily-confused words).

Is this it? Are you going to be a first-rate flawless translator by just following these rules? No! By no means, but I assure you that you will become a more respected and resourceful professional.
                                                                                                                             Prof. Trad Pública Paula C. Miniño
                                                                                                                                            

INFORMACIÓN SOBRE POSTÍTULOS

POSTÍTULO PARA DOCENTES GRADUADOS
ESPECIALIZACIÓN  SUPERIOR EN ENSEÑANZA DE INGLÉS CON NUEVOS RECURSOS TECNOLÓGICOS – Resolución Nº: 5893/07-MEGC y Resolución Nº 1115/ME/08 (Validez Naciona)

Descripción:
Los nuevos recursos tecnológicos están cambiando el paradigma de comunicación, trabajo, enseñanza y aprendizaje en la sociedad. La inserción de la tecnología en el aula no puede ser casual y limitada a un uso eventual de las herramientas como elementos motivadores, desconociendo las implicancias culturales que ellas conllevan.
La finalidad de la especialización docente aspira a dar a conocer al mismo tiempo el planteamiento teórico y técnico que acompaña al ejercicio del rol docente.
El enfoque de la carrera incluye dos aspectos complementarios:
1.- una vertiente teórica que se ofrecerá a través de los espacios curriculares que hacen a la reflexión y auto evaluación profesional de los docentes.
2.- una vertiente eminentemente práctica que consistirá en la aplicación de dichos saberes en contextos reales que le permitan al docente adquirir las herramientas necesarias para perfeccionarse en su vida profesional.

Objetivos específicos:

• El reconocimiento y análisis de las consecuencias en la sociedad y en la comunidad educativa de las nuevas herramientas de comunicación.
• El análisis, selección y jerarquización de las nuevas formas de presentación de la información.
• La aplicación didáctica de las nuevas tecnologías en el aula.
• El cambio de acercamiento y transmisión de la información.
• La especialización de los docentes para las nuevas necesidades y demandas de la sociedad del conocimiento.
• El reconocimiento y manejo de los nuevos lenguajes y discursos mediados electrónicamente y sus consecuencias en la enseñanza del idioma inglés
• La identificación de las nuevas necesidades comunicativas y funcionalidades del uso del idioma inglés en la comunicación mediada electrónicamente
• La aplicación de las herramientas digitales de aprendizaje semi-presencial (blended) y a distancia.

Organización de la carrera:
La carrera está organizada en 7 módulos cuatrimestrales que se cursan enteramente a distancia, distribuídos de la siguiente manera:

Primer cuatrimestre
-     Producción de textos y habilidades informáticas

• Pedagogía y cambios culturales
• Didáctica
• Información y comunicación

Segundo Cuatrimestre:

• Enseñanza de la lengua oral
• Enseñanza de la lengua escrita
• Proyecto de Acción

Perfil de los destinatarios
Docentes de inglés de nivel primario y secundario/ inicial, EGB1, polimodal. (independientemente de la duración de la carrera)

Requisitos de admisión de los alumnos y Procedimientos de selección
 Título docente en enseñanza de inglés, nivel terciario o universitario, acompañado de certificación de servicios.

Régimen de Correlatividades:
Los alumnos deben aprobar todos los módulos del primer cuatrimestre para poder cursar el módulo "Proyecto de acción", a través del cual recibirán la acreditación final de la especialización.

Régimen de Promoción:
1.  Para aprobar asignaturas por promoción directa el alumno deberá cumplir – de manera simultánea - los siguientes requisitos:

• Mínimo 80% de asistencia en los encuentros tutoriales en línea, establecidos según la asignatura (foros, chat y/o videoconferencias)
• Aprobar instancias de evaluación:
• Estas instancias deben ser como mínimo dos y de carácter integrador
• Cada una deberá ser aprobada con 7 (siete) puntos
• Sólo una de estas instancias puede ser recuperada al finalizar el cuatrimestre
• Presentar y aprobar trabajos prácticos:
• Deben ser presentados y aprobados el 100% de los trabajos prácticos
• Se podrá recuperar un (1) solo trabajo práctico y será la cátedra la que determine los criterios para ello
• Los alumnos deben aprobar un coloquio final, que tendrá lugar con presencialidad física o a través de video-conferencia.
• Si el alumno no cumpliera con requisitos mencionados en el punto anterior, tendrá que presentarse a la correspondiente "instancia de examen final" que deberá respetar, en su formato, las características teórico-prácticas o prácticas de la materia o espacio curricular en cuestión. En este caso, las condiciones son las siguientes:
• Asistencia: 70% presentismo
• Instancias de evaluación:

Sólo le ha de quedar una instancia pendiente de aprobación y no registrar aplazo en la misma

• Trabajos prácticos:

Tener aprobado la mitad más uno durante la cursada y aprobar el 100% de los trabajos antes de rendir la evaluación final
Las instancias de examen final serán presenciales en Sede Central y en fecha y horarios establecidos e informados con holgada antelación a la fecha de realización, según un calendario pre-establecido.

Si el alumno no reúne las condiciones señaladas en los puntos 1 y/o 2 recursará la asignatura.                
El coloquio de defensa del Proyecto de Acción será Presencial en Sede Central.

POSTÍTULO PARA TRADUCTORES GRADUADOS
POSTÍTULO DE ESPECIALIZACIÓN TÉCNICA EN TRADUCCIÓN AUDIOVISUAL – Resolución Nº 5762/07 – MEGC y Resolución Nº 1590/ME/10 (Validez Nacional)

Descripción:
La situación profesional en lo que respecta a la traducción audiovisual ha variado en  Argentina en los últimos años. Grandes empresas de subtitulación y doblaje han abierto oficinas en el país, y las posibilidades que las conexiones a Internet y las nuevas tecnologías ofrecen han acercado la oferta y la demanda de manera tal que los traductores en general (y los traductores audiovisuales en particular) pueden ofrecer sus servicios profesionales a cualquier empresa, productora, cadena de televisión o agencia de traducción en todo el mundo. Hasta el momento, en Argentina, muchos de esos nuevos espacios han sido cubiertos por gente idónea, pero sin formación académica específica.

Creemos que el desarrollo tecnológico nos permite nuevas alternativas, pero el valor de la propuesta estará, como lo ha estado siempre para cualquier proyecto educativo, en la calidad de los contenidos y la propuesta de enseñanza. La calidad de estas propuestas es la que brinda la calidad del programa o proyecto.

Nuestro proyecto se orienta a la capacitación de  profesionales especializados en la traducción para medios audiovisuales para el desempeño en la traducción de guiones literarios, cinematográficos y televisivos, traducción de textos para subtitulado y la traducción y adaptación de textos para doblaje.

Objetivos específicos:

• Adquirir herramientas teórico-conceptuales para la traducción y el doblaje.
• Ser fiel al contenido y al espíritu del texto que traduzca respetando y enriqueciendo la versión traducida
• Identificar y promover la conciencia sobre contenidos culturales y sociopolíticos que se expresan a través de conductas lingüísticas.
• Ser consciente de su responsabilidad como canal de comunicación entre las diferentes culturas
• Orientar su práctica desde la reflexión ético – política sobre el rol profesional.

Organización de la carrera:
La carrera consta de 9 módulos dictados a lo largo de dos cuatrimestres:

Primer cuatrimestre

• El texto cinematográfico
• Análisis del discurso y traducción audiovisual
• Interculturalidad y traducción
• Traducción para subtitulado I

Segundo Cuatrimestre:

• Problemática de la traducción audiovisual
• Palabra e imagen: el guión
• Traducción para doblaje
• Traducción para subtitulado II
• Práctica Profesional

Perfil de los destinatarios
El “Postítulo de Especialización Técnica en Traducción Audiovisual” tiene como destinatarios a poseedores de título superior en traducción en idioma inglés que deseen adquirir nuevas competencias que califiquen, amplíen y reformulen el ejercicio de la “profesionalidad inicial” para desempeñarse eficazmente traducción de textos audiovisuales -y sus dos vertientes más importantes, la traducción para doblaje y para subtitulado.

Requisitos de admisión de los alumnos y Procedimientos de selección
Podrán postularse al postitulo los traductores de inglés con título terciario (independientemente de la duración de la carrera) o universitario que deseen especializarse en el área de la traducción audiovisual, con especial énfasis en la traducción para subtitulado. Los postulantes deberán poseer título de traductor de inglés del nivel de educación superior y realizar una entrevista de admisión con la responsable de la carrera.

Régimen de Correlatividades:
Deberán cumplirse las siguientes correlatividades:

Régimen de Promoción:
El régimen de promoción directa se ajustará a los siguientes criterios
1.  Para aprobar asignaturas por promoción directa el alumno deberá cumplir – de manera simultánea - los siguientes requisitos:

• Mínimo 80% de asistencia en los encuentros tutoriales en línea, establecidos según la asignatura (foros, chat y/o videoconferencias)
• Aprobar instancias de evaluación:
• Estas instancias deben ser como mínimo dos y de carácter integrador
• Cada una deberá ser aprobada con 7 (siete) puntos
• Sólo una de estas instancias puede ser recuperada al finalizar el cuatrimestre
• Presentar y aprobar trabajos prácticos:
• Deben ser presentados y aprobados el 100% de los trabajos prácticos
• Se podrá recuperar un (1) solo trabajo práctico y será la cátedra la que determine los criterios para ello
• Los alumnos deben aprobar un coloquio final, que tendrá lugar con presencialidad física o a través de video-conferencia.
• Si el alumno no cumpliera con requisitos mencionados en el punto anterior, tendrá que presentarse a la correspondiente "instancia de examen final" que deberá respetar, en su formato, las características teórico-prácticas o prácticas de la materia o espacio curricular en cuestión. En este caso, las condiciones son las siguientes:
• Asistencia: 70% presentismo
• Instancias de evaluación:

Sólo le ha de quedar una instancia pendiente de aprobación y no registrar aplazo en la misma

• Trabajos prácticos:

Tener aprobado la mitad más uno durante la cursada y aprobar el 100% de los trabajos antes de rendir la evaluación final
La evaluación final: por tratarse de materias teórico prácticas o prácticas esta instancia presentará distintas características tales como, realización de una traducción, análisis de casos o exposición de temas teóricos. En todos los  casos la evaluación final será presencial y tendrá lugar en la Sede central en fechas y horarios indicados previamente según calendario académico.

Si el alumno no reúne las condiciones señaladas en los puntos 1 y/o 2 recursará la asignatura.

Las instancias presenciales (Talleres de Práctica Profesional - 5 horas por módulo) y Evaluación final) se realizarán en la Sede Central.

A teacher’s Training College in a Mediated Learning Environment

CRITERIA FOR CHOOSING A COURSE AT A DISTANCE

If you are considering studying at a distance, it is important that you take a number of issues into account in order to choose a course that meets your expectations regarding both quality and intensity. Here are some issues to be considered.

-. The Institution: verify that the institution effectively exists and it is not just a webpage. Private institutions incorporated to the official system in Argentina should have an identification (usually a letter and a number, A-1301, for instance.) Ideally, the institution should have a mix of experience and innovation. Ask for references from teachers and students who are currently taking or have taken studies in that institution – they are usually the best source of information.

-. The Tutors: check that there is a knowledgeable faculty in charge of the subjects. If you are interested in a course of studies, check that there is a tutor of the course as well, as this role is essential to guiding you in your first steps in studying at a distance and organising yourself as an autonomous learner.

-. The Environment: the virtual learning environment should be easy and friendly to access and to go around. The areas should be clearly identified and materials and communication channels should be at hand. If you need a long time to learn how to move around in your virtual classroom, you will loose valuable time to study.

-. The Material: a good course includes material of several types – audio files, video files, interactive exercises, pictures and standard plain texts to suit all learning styles. They should also be available in formats and sizes that are appropriate for easy downloading and on-line viewing.

.- Your time availability: studying at a distance gives you the flexibility of choosing the place and time to study. However, a good distance course will probably take as much effort and study time as its traditional equivalent. Make sure you allow yourself enough time to study, so as to take full advantage of the course of studies you’re doing, and mistrust courses that tell you that they’ll be easier or less demanding because they’re at a distance.

Instituto Privado Incorporado a la Enseñanza Oficial “Cultural Inglesa de Buenos Aires” A-1301 is renowned for its quality in both traditional and distance courses, with more than 30 year in the market as an Institute specialised in the teaching of English and ten years as a teaching training college. It offers both official courses of studies and short courses certified by Cultural Inglesa de Buenos Aires.

• Profesorado de Inglés a distancia (Nuevo Plan)
• Traductorado Literario y Técnico-Científico en Idioma Inglés
• Postítulo para docentes graduados: “Especialización Superior en Enseñanza de Inglés con Nuevos Recursos Tecnológicos”
• Postítulo para traductores graduados: “Especialización Técnica en Traducción Audiovisual”

Inglés Básico para Turismo - Nivel I
Cursos de Lectocomprensión en Idioma Inglés - Niveles I-II-III
First Certificate On-line Intensive Training Programme
Cambridge Advance On-line Intensive Training Programme
Curso de Introducción a la Semiología y a la Semiótica
Escritura por Proceso  
Curso de Perfeccionamiento en Lengua Inglesa - (Válido como Curso de ingreso a Carrears Terciarias)
Curso Intermedio en Lengua Inglesa

For more information about our institution and courses of studies, please visit us at http://www.cibadist.edu.ar or Viamonte 1471 – Ciudad de Buenos Aires.

Being a tutor at tertiary education
Interview to Paula G Bernich, Tutor at Cibadist  www.cibadist.edu.ar

How did CIBADIST hit on the idea of developing a distance teacher education programme?

The demand for English teachers is high in Argentina, as English is taught in all schools as from Grade 4 on. The supply of formally trained English teachers, however, is low, so translators, teachers with some knowledge of English, and other professionals who attended bilingual schools in their early years frequently take English teaching positions.
As a result, about 70 percent of English teachers in Argentina lack either pedagogical knowledge or a good command of the language. Federal law requires them to get formal training if they want to keep their jobs, but many unqualified teachers have been in their positions for a long time because there are no other candidates. Formal teacher education programs at state and private institutions in Argentina's major cities are not suitable for full-time teachers: they take two and a half to four years and demand four to five hours of daily attendance-an impossibility for teachers who have family responsibilities and live far away from a city.

Under these conditions, a formal, distance-based teacher education program carried out mostly via e-mail and a virtual campus give many English teachers a chance to get the credentials they need. The program offered by Capacitación de Idiomas a Distancia (CIBADIST, http://www.cibadist.edu.ar/), based in Buenos Aires, is a full course of study at the tertiary level.

Which is the typical profile of your students?

The program attracts many working teachers, as their motivation is high, they can relate their experience to what they're studying, and they can develop tools for autonomous learning more easily than preservice teachers who have just left high school. In my experience, more women than men have enrolled in the program, as women seem to have more difficulty leaving personal or working activities aside to attend daily lessons. Many of them have attended other teaching training colleges before, but had to drop due to those difficulties. Therefore, our program is a second chance they give to themselves.

How is the programme organized?

Each course (called a module) is conducted by a teacher educator who is a specialist in the area covered. Although not all of the teacher educators have formal training in distance teaching, most have experienced it as students, and all of them attend yearly training seminars in managing classroom dynamics via forums and communicating via e-mail. The teacher educators are supervised by the head of the institution..

What is your role as a tutor?

As a tutor in the program, I maintain an academic profile of each student's academic journey through the program. I also mediate between the teachers, the institution and the students; although students may contact their teachers directly by e-mail or the forums in the virtual classrooms. Because distance education is new to most students, they may initially need help managing, in spite of the General Orientation Module they take as soon as they start the program. In addition, because many students have not attended school for many years, they may need help with study skills.
I'm also the voice on the telephone students can contact if they need something more concrete than an e-mail or they can reach me via chat at office hours. This also allows for an immediacy which is advantageous at certain moments during the term, testing periods for example. And perhaps most important of all, I make sure students don't feel alone and that they know there's a person behind the computer screen who knows them and is ready to give them a hand whenever they need it, by e-mail, telephone or chat.

How is the programme organized?

Students completing thirty-five modules (or subjects) can teach English at all nonuniversity levels. Thirty of the thirty-five modules are done at a distance. The remaining five (including, e.g., Spanish Language and Phonology Practice) require two to four face-to-face meetings. Each module takes four months to complete. Although the course takes three or four years full-time, students may take longer to get a degree.

How do the students actually study?

When students enroll in the program, they have access on the platform to mainly all the reading material as well as sound and video file together with the tutorials (booklets) of each subject. There is also a general orientation booklet on matters such as study techniques, general computer skills, and language review. Each booklet contains exercises with answer keys and more open-ended exercises to be sent to the teacher. Most exercises are aimed at relating theory to each student's experience and environment.

What happens if students find problems when doing their independent work?

In general, students proceed smoothly through the modules. Students can post a query in the forum of the subject or e-mail the teacher if they have questions about a module; teachers usually respond by e-mail within forty-eight hours. On platform, students can download reading material, participate in forums, or attend a virtual café. There is also a virtual classroom with administrative documents and a Tutorship classroom which help students organize their term with calendars, guidelines and important deadlines.

How do you overcome the lack of everyday face-to-face contact in a conventional classroom?
One teacher educator noted, "Most students [enrolled in the distance program] are more autonomous and responsible than [those] in traditional training." Still, most teacher educators have mentioned that it is hard to create a group feeling among their students.
The program offers several ways to help students feel part of a community. First, I contact students at least once a week, and students can contact me by telephone or instant messaging during office hours, even hours daily. However, I mostly communicate with students by e-mail
Second, in the virtual café, which is a more informal forum, students and teacher educators exchange jokes and comments, and release anxieties, especially when tests are approaching and when education is in the news. This sort of exchange is not useless. On the contrary, this informal community building helps reduce the number of students who drop out of the program. At present, the dropout rate is about 16 percent, which is quite low for distance programs.
It should be noted that in the new syllabus there are instances of face-to-face meetings in mostly all subjects. These workshops are organized on Friday afternoons and Saturdays so that students do not miss them. This gives students the opportunity to meet both teachers and classmates in significant moments of the term. That is to say that workshops are set prior to term tests in order to make the most of this face-to-face contact.

How are students tested?

Students have to pass two tests per module – published in each virtual classroom -in order to be able to take the final exam for that module. Through the tests, students get an idea of what the final exam is going to be like, and teachers gain insight into each student's progress. Tests always involve a personal product that is a synthesis of theory and practice. Some modules also require extra assignments such as writing essays, doing phonetic transcriptions, or relating a particular theory or principle to practice.
Apart from this, students hand in mandatory assignments in some of the subjects. These assignments can be in the form of a plan for a class, a rendering of a dialogue recorded in digital format for the phonology area or different types of writings. Students receive feedback on their productions and can even be asked to do send the material again with some improvement. Scheduled sessions or appointments area also offered to students who need to practise the oral skill further.
Final exams for each module are always taken individually, face-to-face at the central
office in Buenos Aires, as Argentinean law does not allow distance final examinations for official degrees. Students have up to two years after finishing each module to sit for the final exam, so teachers who live far from the central office may travel to Buenos Aires at their convenience to take exams for all the modules they have completed that year.
Final exams in distance education differ from traditional finals in two ways. On the one hand, being face-to-face with their teachers for the first time adds a lot of tension to the natural stress an exam implies. Teachers take this fact into account and try especially hard to make students feel at ease. On the other hand, students are fascinated to meet practising teachers from different cities and backgrounds. They usually exchange work experiences, and many become e-pals after their exams.

What would you say if you have to make a balance?

Over the years the program has existed, developers, teachers, and students have learned a lot. Students have better computer skills but still need guidance in study techniques and autonomous learning.
When students receive their degrees, they get satisfaction from their participation, feeling that they have given themselves a second chance for formal education. The program fulfills Argentina's need for well-trained English teachers of English, helps teachers get the credentials they need, and gives teachers access to a community of other professionals like themselves.

Instituto Privado Incorporado a la Enseñanza Oficial “Cultural Inglesa de Buenos Aires” A-1301 is renowned for its quality in both traditional and distance courses, with more than 30 year in the market as an Institute specialized in the teaching of English and ten years as a teaching training college.
It offers both official courses of studies and short courses certified by Cultural Inglesa de Buenos Aires.

Official courses of Studies (at a distance):

• Profesorado de Inglés a distancia

• Traductorado Literario y Técnico-Científico en Idioma Inglés

• Postítulo para docentes graduados: “Especialización Superior en Enseñanza de Inglés con Nuevos Recursos Tecnológicos”

• Postítulo para traductores graduados: “Especialización Técnica en Traducción Audiovisual”

Short courses (at a distance):

• Inglés Básico para Turismo - Nivel I

• Cursos de Lectocomprensión en Idioma Inglés - Niveles I-II-III

• First Certificate On-line Intensive Training Programme

• CAE On-line

• Curso de Introducción a la Semiología y a la Semiótica

• Escritura por Proceso (Process Writing)

• Curso de Perfeccionamiento en Lengua Inglesa (Curso de ingreso al Profesorado y al Traductorado de inglés a distancia) Nivel Intermedio-alto

• Curso Intermedio en Lengua Inglesa

• Successful Pronunciation tasks in the ELT classroom

For more information about our institution and courses of studies, please visit us at http://www.cibadist.edu.ar or Viamonte 1471 – Ciudad Autónoma de Buenos Aires.

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Translation Studies and distance learning: a couple bound to last

Distance learning and translation are two areas that fit into each other perfectly well. Even though students may have a greater difficulty at the beginning of their course because they are not used to actually translating (they surely have racked their brains to write a myriad of compositions by now), they get invaluable training in one of the “virtues” any translator must have: independence.

In distance learning, students are not left to work on their own, on the contrary, they have a teacher to guide them through the syllabus; however, they are required to have a greater autonomy to solve problems that may arise, which immediately places them closer to the actual professional who is always searching for answers without the strict guidance of a boss. These days, most translators work freelance, and for this reason, as I said before, we have no one to tell us what we should or should not do. So how do we go about it? Do we panic? NO! In this course we aim at passing these tips on to our students:

• Search high and low for the information you need. Technology is all around us and this gives us (by us I mean those who translate in this day and age) an extraordinary head start. Remember: our predecessors relied on dictionaries, encyclopedias and, if they were lucky, on first-hand experience. They didn’t have internet, films, sitcoms or online newspapers and radios. And this means we should be much more accurate in our translations. NO EXCUSES!  
• Consult experts on the subject, sometimes this is much more time-effective since they will explain to us the concept behind the word and we may find out which the best alternative is.
• Be attentive: you may encounter the expression you need in your everyday life (a film, a newspaper article may have the answer you’re looking for). Keep your translation always in the foreground of your thoughts.

Anyone who has read these tips must be thinking: and how do we learn to do this. The teacher is someone to guide students, not someone to feed them with knowledge, someone who will not get involved in all their activities and, in fact, someone who will foster a kind of collaborative learning process where she will only see the final product.
Can students understand this? We have all been trained to listen to teachers give us right or wrong answers, and in many cases this is not possible in translation. Our profession is generally placed in the middle of the ART-SCIENCE continuum and for this reason, though of course there are things that can be corrected, many will depend on the reader of the translation and not on whether the expression is correct.
So, independence is the key. It’s the key during the training and it will be even more so during their careers.

Prof. / Trad. Pública Paula Cecilia Miniño

En atención a las necesidades y demandas de perfeccionamiento de estudiantes y profesores de inglés, Cultural Inglesa de Buenos Aires a distancia, ofrece un nuevo curso para aprender a trabajar la oralidad en el aula.

Techniques for Integrating Pronunciation Work Successfully into the Language Classroom - Técnicas para Integrar la Enseñanza de la Pronunciación a la Clase de Inglés.

Successful Pronunciation Tasks in the ELT Classroom

By Prof. Marina N. Cantarutti

Teacher of English as a Foreign Language (JVG), specialised in Phonetics and Literature.

Destinatarios

Este curso está destinado a alumnos del Profesorado de Inglés, profesores graduados y a quienes estén ejerciendo la docencia de Inglés como lengua segunda o extranjera.

Este es un curso no oficial y brinda certificados de acreditación otorgados por Cultural Inglesa de Buenos Aires.

¿Qué voy a aprender?
Objetivos:

• Revalorizar la enseñanza de la pronunciación en las clases de lengua inglesa.
• Redescubrir los aspectos fonológicos a enseñar, tanto para percepción como para producción.
• Explorar las diferencias fonológicas entre el español y el inglés.
• Adquirir técnicas de aplicación y reflexión sobre la pronunciación, a partir de propuestas de actividades actividades para:
• Diagnóstico
• Discriminación oral
• Enseñanza
• Reciclaje
• Corrección
• Práctica controlada
• Práctica espontánea de los distintos aspectos fonológicos.
• Descubrir conexiones entre la pronunciación y otras áreas de la enseñanza del inglés, además de la producción oral:
• Pronunciación y Gramática
• Pronunciación y Vocabulario
• Pronunciación y Comprensión Escrita
• Pronunciación y Comprensión Oral
• Pronunciación y Literatura
• Pronunciación y Nuevas Tecnologías

¿Cómo voy a aprender?
Una vez inscripto, accederá a nuestro campus virtual, en donde podrá acceder a los materiales de estudio y estará en contacto con su profesora.

¿Qué tendré que hacer?

Este curso durará 5 semanas. Tendrá que analizar bibliografía obligatoria y realizar las actividades requeridas aplicando lo leído, su experiencia personal y sus conocimientos previos.

Se esperará que pueda ir aplicando lo visto en sus clases y que pueda reflexionar sobre los procesos y resultados. Se le incentivará a que participe activamente de los debates e intercambios de ideas que se llevarán a cabo en el campus.

¿Cuánto tendré que dedicarme?

Este es un curso intensivo. Se espera un tiempo de dedicación en el hogar, de lectura y aplicación de lo leído, más el tiempo de conexión para el envío de materiales y exploración de materiales y actividades disponibles en la plataforma.

¿Cómo será la evaluación final?
La evaluación final consistirá en una planificación o secuencia didáctica de enseñanza de la pronunciación, que puede ser basada en algún grupo que el participante tenga a cargo.  Este curso tiene una nota final de “Aprobado” o “Desaprobado”.

La evaluación final se realiza en la sexta semana. El alumno recibe las consignas del trabajo escrito, el cual debe ser entregado en un plazo no mayor a dos semanas.

Se espera que el participante tenga presencia activa en el campus y cumpla con las actividades sugeridas para cada semana.

¿Cuáles son los requisitos de participación?

Es necesario tener acceso (personal o desde sitios públicos) a navegación por internet y a una cuenta de correo electrónico.

¿Cuándo comienza el curso?
En el momento en el que usted se inscribe comienza el curso y quedará en contacto con su profesora, quien lo guiará durante las 5 semanas de duración del mismo.

¿Cómo me inscribo u obtengo más información?
Enviando un mensaje a secretaria@cibadist.edu.ar o telefónicamente al 011-4371-3932 de lunes a viernes de 8:30 a 13:30 hs.

Collaborative Construction of Knowledge in E-Learning

Prof. Marina N. Cantarutti

CIBADIST

To many, distance education is not worth it. It is lonely, and it does not have the “quality” that face-to-face instruction provides. To us, e-learning tutors and teachers, this view constitutes a big fallacy: e-learning is everything but solitary. What is more, distance education implies great discipline, autonomy, and determination, thus also leading to the employment of higher level thinking skills. The search for quality and warmth is our daily commitment and practice at CIBADIST Teacher and Translator Training College.

The potentialities of learning collaboratively online have been set early in the history of the Internet, with the existence of mailing lists and forums. The present Web 2.0 era is all about interacting, connecting, sharing, and new tools, such as wikis¸ social networking platforms and social bookmarking, to name but a few, allow users to meet virtual peers and experts, and exchange knowledge and develop skills virtually. There seem to be no long distances and no barriers to stop knowledge from spreading.

However, the extensive access to papers by experts, as well as the wide range of postings by amateurs may prove confusing for the layman. Those users who are not familiar with the workings of collaboration in the Web may not be in a position to make informed decisions as to website and content credibility. Likewise, the ease in which information can be collected may foster plagiaristic practices. These two common situations can easily be traced in the papers and assignments that some teacher and translator trainees send in for assessment, in spite of all the warnings and training against them.

In view of this, we have decided to implement collaborative practices on our virtual classrooms, which would cater for a collaborative construction of knowledge, out of the compulsory and optional readings completed by the students, but mostly based on critical interpretation of the bibliographic input.

One of the curricular spaces in which the influence of plagiarism was evident was that of Lengua y Cultura. As a result of several pilot tests, a set of wikis were put up on the virtual classroom. The aim of these “collaborative Web sites set up to allow user editing and adding of content” (definition of wiki at Dictionary.com) was exactly that of  developing original reflection on the literary works read, and the critical analysis texts provided as support. In an initial stage, most queries and reflections were posted onto the forums. Later on, more challenging tasks were presented via wiki. Shyly, students began posting their conclusions and findings onto the collaborative charts, glossaries and summaries. At the beginning, contributions were mostly additive. As the experience became more widespread, students started editing the work of their partners in a polite manner, which also required a specific use of language to “soften” the effect of the corrections.

All in all, students seem to have gained several benefits and strategies from their initial experience:

• a complete battery of lists of jargon, summaries of the texts read, collaborative indexes of the works read, “original” cooperative critical analysis;
• a set of skills to reflect upon the contents of the course without resorting to plagiarism or misinformation from unreliable sources;
• a set of strategies for different pragmatic uses of language, namely, polite corrections and reformulations of other people’s work;
• the use of a tool which enables collaborative construction of knowledge, easily applicable in their own EFL lessons;
• the certainty that e-learning is not, and should not, be a lonely process.

This is one of the many cooperative learning encounters proposed at CIBADIST, in which Vygotsky’s  zone of proximal development tenets hold true, even when face-to-face communication is mediated through words, chats and video and not physical closeness among the participants. Learning, change and growth are possible, at both physical and virtual instructional settings. It is up to us, e-teachers, to decide whether to grasp the chances that these new Web 2.0 applications provide to make collaboration happen.

CRITERIA FOR CHOOSING A COURSE AT A DISTANCE

If you are considering studying at a distance, it is important that you take a number of issues into account in order to choose a course that meets your expectations regarding quality and intensity. Here are some issues to be considered:

The Institution: verify that the institution effectively exists and it is not just a webpage. Private institutions incorporated to the official system in Argentina should have an identification (usually a letter and a number, A-1301, for instance.) Ideally, the institution should have a mix of experience and innovation. Ask for references from teachers and students who are currently taking or have taken studies in that institution – they’re usually the best source of information.

The Tutors: check that there is a knowledgeable faculty in charge of the subjects. If you’re interested in a course of studies, check that there is a tutor of the course as well, as this role is essential to guiding you in your first steps in studying at a distance and organising yourself as an autonomous learner.

The Environment: the virtual learning environment should be easy and friendly to access and to go around. The areas should be clearly identified and materials and communication channels should be at hand. If you need a long time to learn how to move around in your virtual classroom, you will loose valuable time to study.

The Material: a good course includes material of several types – audio files, video files, interactive exercises, pictures and standard plain texts to suit all learning styles. They should also be available in formats and sizes that are appropriate for easy downloading and on-line viewing.

Your time availability: studying at a distance gives you the flexibility of choosing the place and time to study. However, a good distance course will probably take as much effort and study time as its traditional equivalent. Make sure you allow yourself enough time to study, so as to take full advantage of the course of studies you’re doing, and mistrust courses that tell you that they’ll be easier or less demanding because they’re at a distance.

Instituto Privado Incorporado a la Enseñanza Oficial “Cultural Inglesa de Buenos Aires” A-1301 is renowned for its quality in both traditional and distance courses, with more than 30 year in the market as an Institute specialised in the teaching of English and ten years as a teaching training college.

It offers both official courses of studies and short courses certified by Cultural Inglesa de Buenos Aires.

Official courses of Studies (at a distance):

Postítulo para docentes graduados: “Especialización Superior en Enseñanza de Inglés con Nuevos Recursos Tecnológicos”

Postítulo para traductores graduados: “Especialización Técnica en Traducción Audiovisual”

Traductorado Literario y Técnico-Científico en Idioma Inglés

Short courses (at a distance):

Inglés Básico para Turismo - Nivel I

Cursos de Lectocomprensión en Idioma Inglés - Niveles I-II-III

First Certificate On-line Intensive Training Programme

Curso de Introducción a la Semiología y a la Semiótica

Escritura por Proceso  

Curso de Perfeccionamiento en Lengua Inglesa-Curso de ingreso al Traductorado   

For more information about our institution and courses of studies, please visit us at http://www.cibadist.edu.ar or Viamonte 1475 – Ciudad de Buenos Aires.

Nuevos cursos breves a distancia en CIBADIST

Inglés Básico para Turismo - Nivel I
Cursos de Lectocomprensión en Idioma Inglés - Niveles I-II-III
First Certificate On-line Intensive Training Programme
Curso de Introducción a la Semiología y a la Semiótica
Escritura por Proceso
Curso de Perfeccionamiento en Lengua Inglesa-Curso de ingreso al Traductorado

Todos los cursos son de 5 semanas de duración y comienzan cuando usted se inscribe. Se dictan totalmente a distancia.

Más información en www.cibadist.edu.ar

Por informes, contáctenos a secretaria@cibadist.edu.ar

NUEVA CARRERA OFICIAL A DISTANCIA EN CIBADIST : POSTÍTULO DE ESPECIALIZACIÓN TÉCNICA EN TRADUCCIÓN AUDIOVISUAL – Resolución Nº 5762/07-MEGC

La situación profesional en lo que respecta a la traducción audiovisual ha variado en  Argentina en los últimos años. Grandes empresas de subtitulación y doblaje han abierto oficinas en el país, y las posibilidades que las conexiones a Internet y las nuevas tecnologías ofrecen han acercado la oferta y la demanda de manera tal que los traductores en general (y los traductores audiovisuales en particular) pueden ofrecer sus servicios profesionales a cualquier empresa, productora, cadena de televisión o agencia de traducción en todo el mundo. Hasta el momento, en Argentina, muchos de esos nuevos espacios han sido cubiertos por gente idónea, pero sin formación académica específica.

Nuestro proyecto se orienta a la capacitación de  profesionales especializados en la traducción para medios audiovisuales para el desempeño en la traducción de guiones literarios, cinematográficos y televisivos, traducción de textos para subtitulado y la traducción y adaptación de textos para doblaje.

Este postítulo tiene como destinatarios a poseedores de título superior en traducción en idioma inglés que deseen adquirir nuevas competencias que califiquen, amplíen y reformulen el ejercicio de la “profesionalidad inicial” para desempeñarse eficazmente traducción de textos audiovisuales -y sus dos vertientes más importantes, la traducción para doblaje y para subtitulado.

La carrera consta de 9 módulos dictados a lo largo de dos cuatrimestres:

Primer cuatrimestre

• El texto cinematográfico
• Análisis del discurso y traducción audiovisual
• Interculturalidad y traducción
• Traducción para subtitulado I

Segundo Cuatrimestre:

• Problemática de la traducción audiovisual
• Palabra e imagen: el guión
• Traducción para doblaje
• Traducción para subtitulado II
• Práctica Profesional

Informes e inscripción: secretaria@cibadist.edu.ar
www.cibadist.edu.ar

NUEVA CARRERA OFICIAL A DISTANCIA EN CIBADIST : ESPECIALIZACIÓN SUPERIOR EN ENSEÑANZA DE INGLÉS CON NUEVOS RECURSOS TECNOLÓGICOS – Resolución Nº 5893/07-MEGC

Los nuevos recursos tecnológicos están cambiando el paradigma de comunicación, trabajo, enseñanza y aprendizaje en la sociedad. La inserción de la tecnología en el aula no puede ser casual y limitada a un uso eventual de las herramientas como elementos motivadores, desconociendo las implicancias culturales que ellas conllevan.
La finalidad de la especialización docente aspira a dar a conocer al mismo tiempo el planteamiento teórico y técnico que acompaña al ejercicio del rol docente.

El enfoque de la carrera incluye dos aspectos complementarios:
1.- una vertiente teórica que se ofrecerá a través de los espacios curriculares que hacen a la reflexión y auto evaluación profesional de los docentes.
2.- una vertiente eminentemente práctica que consistirá en la aplicación de dichos saberes en contextos reales que le permitan al docente adquirir las herramientas necesarias para perfeccionarse en su vida profesional.

La carrera está dirigida a docentes de inglés graduados, de nivel primario y secundario/ inicial, EGB1, polimodal.

La carrera está organizada en 7 módulos cuatrimestrales que se cursan enteramente a distancia, distribuidos de la siguiente manera:

Primer cuatrimestre

• Producción de textos y habilidades informáticas
• Pedagogía y cambios culturales
• Didáctica
• Información y comunicación

Segundo Cuatrimestre:

• Enseñanza de la lengua oral
• Enseñanza de la lengua escrita
• Proyecto de Acción

Informes e inscripción: secretaria@cibadist.edu.ar
www.cibadist.edu.ar