The pedagogical activities that are carried out during the course are the result of the interrelationship among these three elements:

1. The theoretical content, built from the interrelationships among fragments of theory (theory bits) extracted from different disciplines;

2. Individual and collective exercises that allow students to participate in the construction of knowledge, continuing with the theoretical debate along with their practical work;

3. The joint learning environment SDR: NET, specially designed for the course of SDR, where a collective work of knowledge construction is carried out.


Interrelationship areas that generate pedagogical activities

SDR combines teaching on the NET with traditional education in the classroom (blended learning). Activities that have begun in class, continue in a collaborative learning environment SDR: NET. Conversely, the work done in this environment is discussed in class. Far from replacing the classroom teaching, it is about creating a hybrid space of knowledge integrating the in- person activities with the ones that are carried out in the virtual space. In this way, the ICT lead to new learning spaces that interact with the already existing ones, spaces where the joint work of the students is visualized in a unique way, with the support of technology.

The activities that are carried out within the exercises, are organized in sequences, where the results of an activity are the starting point of the next ones. In this way, learning originates a process that is designed to achieve specific objectives. Students participate in this process with their inputs. This is the work (ideas, comments, reflections, exercises…) that they create in every theme. These activities are carried out in various spaces, physical and virtual ones.


Relationships among theoretical fragments in the theme of FIGURE

From the interrelationship of theoretical fragments (theory bits) of different disciplines, a theoretical framework is built, around every one of the six systems of representation. Relationships, more than specific contents, are the ones that constitute the theoretical basis of the course. This relational thinking is strictly related with the Information and communications technology. In the same way that happens on the Internet, where relationships among elements are more important than the elements themselves, the construction of relationships among different areas of knowledge becomes the objective of the course.


Activity sequences of the theme of OBJECT