Las obras colectivas son libros dirigidos por mí, solo o en colaboración. También aludo bajo esa expresión los capítulos en los que he trabajado solo o con otra persona bajo la dirección de otros autores en la realización de diccionarios, manuales, etcétera. Esta página de Obras Colectivas contiene una muestra ilustrativa de referencias bibliográficas.
Villar Angulo, Luis Miguel (Dir.) (2004). La formación del profesorado: Nuevas contribuciones. Madrid: Santillana, 449 pp. (I.S.B.N.: 84-294-1400-2).
Villar Angulo, Luis Miguel (Coord.) (2004). Programa para la Mejora de la Docencia Universitaria. Madrid: Pearson / Prentice Hall, 601 pp. (I.S.B.N.: 84-205-43411).
Villar Angulo, Luis Miguel (Dir.) (2004). Capacidades docentes para una gestión de calidad en Educación Secundaria. Madrid: McGraw-Hill, 304 pp. (I.S.B.N.: 84-481-4011-7).
Villar, L. M., De Vicente, P. S. y Alegre, O. M. (2005). Conocimientos, capacidades y destrezas estudiantiles. Madrid: Pirámide, 315 pp. (I.S.B.N.: 84-368-1986-1).
Chapter 11. Training of Teachers in Virtual Scenario: An Excellence Model for Quality Assurance in Formative Programmes. Olga M. Alegre-Rosa and Luis M. Villar-Angulo.
Abstract. The integration of Information and Communication Technology (ICT) into higher education instruction is receiving growing attention from university scholars and administrators. The Canarian Government funded the Faculty Professional Development project (FPD) to enhance the quality of formative programmes. Political and socioeconomic forces are inundating the two institutions with more strenuous demands for student competence and teaching accountability. FPD aims at developing and implementing online courses for training faculty members. Thus, understanding what makes faculty development effective is critical to understanding the success or failure of the FPD innovation. The arguments in this chapter response the following needs: (a) an explanation of the potential impact of e-development on faculty and agency staff members’ learning, and (b) electronic training for quality assurance specifications.
Faculty Professional Learning: An Examination of Online Development and Assessment Environments.
Olga M. Alegre-Rosa and Luis M. Villar-Angulo.
The model Faculty Electronic Professional Learning and Portfolio (FEPLP) is viewed as cyclic with six basic entry points: quality management of academic development, professional development programmes, e-mentoring for new faculty teachers, development teaching and assessment competences in a blended environment, web-supported faculty assessment strategies, and review of an e-portfolio. This computer-mediated model includes a range of multiple representations of teaching competences that seek to provide for different professional development programmes for faculty in higher education, increases e-mentoring interactions, and provides a more closely reflection on campus e-learning experiences. The authors also investigated future staff developments including further competence module and online course development inspired by this model.
Faculty Professional Learning: An Examination of Online Development and Assessment Environments. Olga M. Alegre-Rosa and Luis M. Villar-Angulo.
We describe a Faculty Electronic Professional Learning and Portfolio model (FEPLP) (see Figure 1). We state that significant changes in quality professional development are likely to take place only after changes in faculty professional learning (FPL) outcomes are evident, that is, once faculty have experienced professional change in academic learning competences. The model is viewed as cyclic with six basic entry points: quality management of academic development, professional development programs, e-mentoring for new faculty teachers, development teaching and assessment competences in a blended environment, web-supported faculty assessment strategies, and review of an e-portfolio. All these elements ensure quality as the foundation of everything a faculty teacher does. Quality assurance becomes the core of monitoring new faculty personnel, assessing and improving teaching responsibilities. We deal with the basic elements of quality assurance in this chapter, by focusing on the following:
a.The university as a learning organization.
b.The university staff and students as the most essential part of higher education institutions.
c.The facilities and equipment as a critical component in planning for online teaching and learning.
d.Policies and procedures as the set of documents providing guidance for fair and consistent staff learning and development.
e.Process control that deals with mechanisms for controlling learning outcomes of specific teaching processes.
f.Documents and records, specifically professional electronic records, or digital portfolios, and
g.Audits and process improvement, or how to enhance the continuous faculty improvement cycle.