Ver el código de «Qué hacer para enseñar»

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==Animar a los estudiantes que aprendan juntos con las experiencias compartidas basadas en Moodle==
Moodle no es sólo texto, imágenes y enlaces. There is a Moodle [[Filosofía|filosofía]] that presumes  that that ''learning is particularly effective when constructing something for others to experience''. Moodle was born with collaboration in mind.

Encourage your students to experience Moodle together, not as a book that has been posted to the Web, but rather as members of an ongoing, active learning community.

This means that ''your job as a 'teacher' can change from being 'the source of knowledge' to being an influencer and role model of class culture, connecting with students in a personal way that addresses their own learning needs, and moderating discussions and activities in a way that collectively leads students towards the learning goals of the class''.

==Animar a estudiantes que sean conscientes de la seguridad==
Students should be very careful about posting personal information to any web site, even your Moodle site. Encourage them to use common sense in this area.

==Comencie poco a poco pero piense a lo grande==
If you are new to Moodle and have no experience with other course management systems, consider beginning with with something easy and strightforward, like creating a web page resource to post lesson plans and links to helpful online resources. Do that until you are really comfortable. Then, as your needs dictate, move on to other modules: maybe a little forum to discuss current events in your discipline, for example.

Moodle is very robust and can overwhelm a novice. This approach can help you avoid that. Don't worry, in a few weeks, you will be Moodling like crazy!

==Guardar, guardar y guardar==
Please save your work every five to ten minutes. Develop this habit BEFORE your browser locks up in the middle of something big and you will never lose more than a few minutes of your wonderful, inspired Moodling! Encourage your students to do the same. They become quite frustrated if they lose their work after thirty or forty minutes or more. It's best to teach them early on to save every few minutes. You might even want to use a kitchen timer to help remind them to save their work.

==Mostrar como funcionan los registros a los estudiantes==
Make sure that students understand that you can monitor where they go and what they do on the class web site. Show them an example of the logs that are generated as they click around the site.

==Crear resúmenes breves y descriptivos en sus recursos==
When students click on the [[Recursos|recursos]] link, it is helpful for them to see not only the title of the resource, but also some descriptive information about that resource. Many teachers prefer to skip the summary, but it takes only a few moments to add one and doing so is an act of kindness toward your students and colleagues.

[[Image:Resources.png|frame|left|El resumen informa a nuestros estudiantes sobre el contenido de los recursos del curso.]]<br style="clear:both;">

== Habilitar una contraseña de acceso al curso ==

Unless you want the whole world to join your course (possible, but usually not the case), do not leave the enrollment key field blank in the course [[Variables|variables]]. This one-time password will keep out everyone except your students.

If necessary, change the key after all of your students have enrolled. That way, the students won't be able to share the key with others, because they won't know it.

[[Image:Ekey.jpg|frame|left|Determinamos la contraseña de acceso al curso al especificar los ajustes de nuestro curso. Es parte de la configuración del curso .]]<br style="clear:both;">

==Animar a los estudiantes a que reflexionen antes de enviar un mensaje a un foro ==
 
Many students have a very casual approach to [[Enviar un mensaje en un foro|enviar un mensaje en un foro]]. This presumably comes from their many online interactions with their friends. This may be what you are looking for, but you will often want more thinking than that to occur when students are communicating in your class. Encourage students to consider the advice built into Moodle about being a little more critical in one's approach to forum interactions.

[[Image:Read-carefully2.jpg|frame|left|Just click for helpful advice. Encourage students to make use of the built-in suggestions about reading carefully, writing carfefully, and asking good questions.]]
<br style="clear:both;">

==Utilizar las etiquetas para dividir apropiadamente y describir sus secciones/semanas del curso==

If you use [[Recurso: Etiqueta|etiquetas]] INSTEAD of the default topic/week editing section, you'll have less trouble when you migrate portions of your course over to another (when you append and don't overwrite, section notes are lost, but labels are not).

==Configurar un nuevo curso (semanas/temas, número de secciones, etc…) antes de importar/sobreescribir sobre otro curso==

Moodle doesn't know how to put 20 modules or weeks into 10, and won't automatically change the destination course. It does migrate all the content, but the location of the content will be more what you expect if you make the course layout match the source course. (note, this is 1.5.3 - and may be changed in the future)

==Anime a que los estudiantes den su opinión sobre la estructura del curso, la utilidad, el contenido, etc. ==
Your students will be the experts who will be able to tell you if you have set up your course well, if they found it to be user friendly, and so on. Be sure to ask them for constructive feedback about what works and doesn't work. Their responses may sting a little, but can be very helpful. The choice, questionnaire and feedback modules are good for this purpose. Moodle also makes it very easy for you to act on that feedback and modify your course as necessary on the fly.

==Oculte las opciones del menú de las ventanas emergentes para los recursos internos==
When you create a resource that is a text page, webpage, or internal file that opens in the browser, use the "Show settings" button to make the window pop-up options available. By setting these resources to open up as a secondary window, you can leave your main moodle course page as a "launch platform" for your course. Using the additional options, you can create a nice streamlined window without all the normal browser menus. You can even size the window. It's a good idea to leave the allow scrolling and resizing windows available, as you may not always be able to predict how much screen space you need. Once the participant has viewed the window, they simply close it, taking them smoothly back to the course page.

==Cree sus propias escalas personalizadas para calificar ==
You can create your own [[Escalas|escalas]] of grades, comments, etc. to use in [[Foros|foros]], [[Glosarios|glosarios]] and [[Tareas|tareas]]. This can be very useful and it can even be fun. In fact, you might consider having your students help you create a custom grading scale. (K-12 Teachers: Why not vote for the coolest scales using the choice module?)

==Comparta con los colegas ==
Communicate often with colleagues here at moodle.org, at your own school, and anywhere else you discover moodlers. Each person you meet will have different ideas to enhance your own creativity in your use of moodle resources. When you find that something works well, always share it with others!

==Enseñe a los estudiantes a modificar los temas en foros ==
It is an act of kindness to helpfully modify subject lines in forums. This helps participants follow the flow of the online conversation. It is a little hard to know what is going on when the subject ''About Bobo'' appears fifty times in a row. It is easier to follow when you have ''Bobo was a victim'', ''I like Bobo, but...'', and ''What this country needs is a ten thousand men like Bobo!''

==Ver también==

*[[Buenas prácticas de enseñanza no universitaria]]
* [[Qué NO hay que hacer para enseñar]]

[[Category:Profesor]]
[[en:Teaching Do's]]