Los primeros cursos masivos abiertos en línea cMOOC carecían de un diseño instruccional y ahora se han cambiado hacia modelos que cuentan con un diseño instruccional denominados xMOOC . L a presente investigación realiza una propuesta de diseño instruccional para un MOOC utilizando el método adaptativo simplificado SAM inspirado en la teoría de la elaboración y la estrategia de aprendizaje para el dominio Mastery Learning como parte del método de investigación basado en el diseño del paradigma cualitativo. Los resultados explican y justifican el procedimiento utilizado para la elaboración del diseño instruccional. La conclusión a la que se ha podido llegar es que tanto SAM y la estrategia de Mastery Learning han permitido realizar el diseño instruccional para un MOOC de forma sencilla con énfasis en la práctica pero sustentado con las bases teóricas, personalizado mediante el seguimiento en los foros y considerando la estrategia de aprendizaje para el dominio.
El presente artículo es producto de un trabajo coordinado, que consiste en el proceso de elaboración (sustento teórico y metodológico) que se llevó a cabo del diseño instruccional del curso en línea "Análisis de estados financieros", es un documento donde se explica cómo se elaboró el diseño instruccional y la justificación de cada uno de los apartados. Se utilizó la teoría instruccional de Reigeluth, utilizando l a técnica de mastery learning. Se obtuvo el diseño de un curso en su primera fase, el de elaboración, posterior a ello se hará la segunda que consiste en la implementación.
Through a reflexive and documentary methodology, the article examines the connection between clientelism and social responsibility. Understanding social responsibility as a collaborative effort to promote happiness by members of the economic, political and cultural apparatus. Furthermore, it explores the service and mastery paradigm of bureaucratic theory, which, at least in theory, increases organizational efficiency, efficacy and effectiveness. It is concluded that clientelism in administration seeks a bureaucracy delineated in power and service, where the logic and point of view of the client rules. Those who have the ability to judge and discriminate between what is true and what is not, can critically assess these issues. Reason, which is innate in human beings, creates a variety of articulated ideologies. These ideas are supported by Weber's bureaucratic theory and Descartes' method discourse approaches, according to which the client's search for truth is governed by two essential perspectives: collaboration with the human sciences and service for life.
In modern conditions of rapid development of international contacts and ties in culture, politics, economics and other spheres, practical knowledge of foreign languages becomes a real necessity and an indispensable condition for a successful career. Educators and researchers in recent decades have increasingly focused on the unity of motivational-cognitive and behavioral components in the graduate's personality structure. The broader concepts reflecting this unit turned out to be "competence" and "being competent." Contextual analysis of the concepts "competence" and "professional competence" indicates that various approaches to their interpretation have now been developed. The competence-action approach could implement the conceptual idea of modernizing the teaching and learning process, that is, ensuring mastery of communicative activities through the development of a set of competences focused on opportunities, skills, needs, cognitive activity and creativity of the students with clear political implications. It is concluded that, the competence in foreign languages is based on the development of constitutive capacities, such as: linguistic, communicative, transcultural, sociocultural, intellectual, educational, professional and critical thinking.
After analyzing the generic competences developed by the students in the Degree in Advertising and Public Relations in relation to the professional profiles that companies and institutions demand from the students in the curricular internship offers (Carretón and Lorenzo, 2016), the functions that the tutors of companies entrust to the students are described and they define the competences and professional profiles, making special emphasis in the field of public relations (Carretón and Lorenzo, 2018). In this context, through the analysis of content and the questionnaire, the aim is to describe whether there is a relationship between the tasks demanded by the companies and institutions, the preference of the students with regard to the tasks to be carried out and the profiles defined in the White Paper (2005). Despite the abundance of public relations tasks, the association with current professional profiles shows the great lack of knowledge about functions of a strategic and analytical nature. The results show some inconsistency between the tasks that the labour market demands from the students and the areas in which the students prefer to develop their profession, except for the explicit parallelism in the tasks of community manager and public relations. In addition, there is insufficient training in specific skills to prepare the PR professional, perhaps because of their misplacement at the operational levels (technical and tactical) and its conceptualization not strategic and analytical as international studies dictate. To the gap between the training received and the training requirements of the professionals who have been expressing different authors referenced, we must add some concerns far from the job opportunities. This thesis could explain the conceptual confusion, as well as its immature professionalization in Spain. The relationship reveals a necessary redefinition of professional profiles in public relations and communication, as well as an adaptation of skills in university training in public relations. With the current curriculum, this paper proposes three professional profiles at the Strategic Level: Director of Public Relations and Communication, Advertising Creative Director and 3. Director of Media Planning with the professional roles with mastery of techniques and tactics for their development at the Operational Level. However, internships define tasks but not define professional profiles and, in any case, it can help to identify the functional areas where to develop the assigned tasks. Based on this premise and, in our opinion, we consider it necessary to restructure the Study Plans where perhaps Public Relations should go it alone and with its own competences that respond to the needs of organizations, companies, society and contribute to their professionalization.
