The Environmental Law course is of great importance in the level of knowledge of the students of the Law career in the semi-face-to-face modality of the University of Sancti Spíritus, promoting their best work and social performance as future professionals in this sector. The present investigation arose as a response to serious limitations existing for the bibliography consultation, which hinders the individual study of the students and their self-preparation. The application of Information and Communication Technologies to this problem, allowed the elaboration of a multimedia that includes legal instruments, video and a group of activities, which will work interactively, making possible the exercise of the contents, which leads to the use of the analytical-synthetic method,as well as others of the theoretical, statistical and mathematical level. The proposal was subjected to validation by the experts 'criteria, who concluded the relevance and feasibility of multimedia to improve the students' learning process.
INTRODUCTION
In the process of the evolution of the New Cuban University (NUC) of which we speak today, it has its antecedents, in the Royal and Pontifical University of San Gerónimo de La Habana, founded by the Order of the Dominican Fathers, on January 5 of 1728, the centers of Higher Education that exist today in the country and that responded to the demands of Spanish colonial rule over Cuba. At the end of the 18th century, educators such as Father Félix Varela (1788-1853), a Cuban philosopher and priest, began to fight to reform and modernize university studies in Cuba, a current of deep relationships began between the country's cultural ideology and its a political and revolutionary task that continues to this day.
The University has had few changes in the following decades in the academic sphere, although it plays an important role in the social and political struggles of those years.
La creación de la Universidad de Oriente en 1947 y de la Universidad Central de Las Villas en 1952, añaden nueva tónica a la vida universitaria del país. Caracterizaban a estas tres universidades estatales su matrícula, su estructura de carreras, en las que predominaban las de humanidades. La educación cubana después del triunfo de la revolución siempre ha estado presente en la búsqueda constante y objetiva de cambios dirigidos al incremento de la calidad. Actualmente uno de los problemas que tienen mayor incidencia en las instituciones de la Educación Superior donde se forman Licenciados en Derecho radica en la carencia de textos y material bibliográfico para el desarrollo del proceso docente-educativo y que resultan causas de la insuficiente preparación y dominio de los contenidos lo cual repercute negativamente en el desarrollo de su formación y en su desempeño profesional.
Starting from the principle that there is no development of Higher Education without research. Since the second half of the 1960s, work has been done to achieve an adequate teaching-research-production interrelation and to use the scientific potential of university students in the most efficient way possible, with the dual objective of raising the level and quality of own university teaching and to contribute directly to improve the economic and social conditions of the country.
Since the 1992-1993 academic year, a series of actions have been developed to guarantee that Information and Communication Technologies (ICT) are the main objective of the work of Higher Education, to obtain results of importance and economic and social impact on Shortest possible terms make it possible to turn universities into scientific research centers.
(ICT) touch universities very closely, promoting modifications in traditional ways of teaching and learning. These have given rise to a new type of society, the so-called information society, which is above all a training society and because it claims to train its members in the knowledge and ability to exploit current and future technologies. You cannot understand today's world without a minimum of computer culture.
The main objective of the Law Degree immersed in the challenge of Higher Education is to raise the quality of the professional future, so it is important that students acquire greater knowledge and learning in the Environmental Law subject. At present, there is insufficient documentation in the Law program related to the contents of the Environmental Law course, since the students do not have the necessary materials available according to their needs for a good education.
Scientific knowledge according to previous research Álvaro Galvis Panqueva: “ICTs allow us different uses in classrooms: Work tools (word processors, spreadsheets, graphics, programming languages and email), integrated learning systems (relative exercises to the curriculum, that the student works individually and a progress record that serves as a source of information, for the student), game simulators, communication networks and interactive learning environments ”.
For his contribution Hdez DLA: in his scientific degree thesis for Dr in Science, he demonstrates the need for study and development for the training of the future professional, who fully coincides with the need for a computer strategy for learning.
The use of informatics can contribute to raising the quality and efficiency of the learning process of said subject as set out in the Curriculum Strategy of Informatics proposed for the University of Sancti Spíritus, emanating from the guidelines of the Party's policy towards the application of this technology, which suggests that it should be used as a teaching medium and as a working tool that enables the development of the student learning process (Computer Curriculum Strategy 2007).
After carrying out a critical analysis of the literature on the situation in Cuba (A. Oriol Cáceres 2004) regarding the use of computer media in the learning process, corroborated in the preceding diagnosis, the determination of the scientific problem, it was concluded that The research carried out suggests that there is not much difference from other international contexts.
In the diagnosis of Sevillano and Bartolomé (2000). The results obtained in the diagnostic study at the university revealed that when asked if teachers used media such as television, computers, or digital tools in their teaching, most stated that the computer is practically not used because it is not exist teaching means that contribute to a better development of the student.
The study of the subject Environmental Law presents serious limitations for the bibliography consultation, since the existing one is dispersed, which makes the individual study of the students and their self-preparation difficult. Since several contents of the Study Plan do not exist in the textbook of the subject, so the training of future professionals is incomplete.
In his book Cuban Environmental Law, a text that serves as a bibliography for the study of the subject, by a group of Authors, it can be seen that it is not a finished work. Commentary with which you fully agree.
Well, despite having a textbook, it is insufficient for the number of students in the Law Degree and there is no software for the Environmental Law course. ICTs would allow students to delve into the contents of the Environmental Law subject of the Law Degree.
The results of the observations made allow us to conclude that the students of the Environmental Law course do not have the necessary bibliography for study, orientation and self-preparation, not having this material causes the students not to be able to overcome all the contents of the study plan and that finally they graduate without having the necessary knowledge on the subject Environmental Law.
Given the considerations outlined above, the following scientific problem was determined: How to contribute to the treatment of the contents of the Environmental Law course in the law degree in the semi-face-to-face modality of UNISS?
It is defined as a Research Object: the teaching-learning process of the Environmental Law course that is taught in the Law career in the semi-face-to-face modality of the UNISS.
The field of action is assumed : the development of computer means in the Environmental Law course.
Setting the following Research Objective: To develop a multimedia for the treatment of the contents of the Environmental Law course in the Law career in the semi-face-to-face modality of the UNISS.
The purpose of reaching the solution to the problem led us to the following scientific questions:
- What theoretical-methodological foundations support the use of computerized teaching aids from the contents of the Environmental Law course that contribute to your knowledge in the law degree? What is the current state of the application of ICT in the process of learning in the Environmental Law course in the Law degree? What methodological elements should a multimedia have that facilitates the preparation for the development of the contents in the Environmental Law course? How to validate the proposal?
For the development of the work they traced the following research tasks:
- To determine the theoretical-methodological foundations that underpin the use of computerized teaching aids in the learning process of the Environmental Law subject in the Law degree. To diagnose the current status of the contents of the Environmental Law course in the Law degree in the University of Sancti Spíritus. Prepare a Multimedia from the contents of the Environmental Law course, which contribute to elevate the learning process in the Law degree. Validate the proposal by expert criteria.
The research variables: "Multimedia to contribute to learning in the Environmental Law course".
As an independent multimedia variable on the subject Environmental Law, as a dependent variable level of application of ICT in the contents of Environmental Law.
Operationalization:
Dimensions of the dependent variable
Di mension C ognitiva: Level of knowledge about the different concepts working in related subject Environmental Law Legal instruments relating to the environment.
Di mension Affective : Teaching aids related to the environment.
Definition of Concepts used:
- Educational software: multimedia applications that cover a previously determined theme or themes that allow students to interact through different options to promote their learning. Environmental Law: It is the set of legal norms that regulate human behavior, which can influence relevant way in the interaction processes that take place between the systems of living organisms (biotics) and their environment systems (abiotics) through the generation of effects, from which a significant modification of the conditions of existence of said organisms is expected..Multimedia: Set of computer programs, instructions and rules to execute certain tasks on a computer, is educational software that pays tribute to the teaching process, providing tools (Legal Instruments,video and Activities) that allows to renew the needs of pedagogical resources, to contribute to the learning of the students in the Environmental Law course. Statistical packages: they allow the statistical processing of the results and the elaboration of graphics. Text processors: they allow to carry out all kinds of operations with texts.
Research methodology design
- Exerciser programs. This is the name given to those programs whose main objective is to exercise the student in the application of a series of newly acquired knowledge or skills.
Population and Sample
The population is made up of 32 6th-year students who belong to the Law degree at the University of Sancti Spíritus.
The selected Sample is made up of 12 students from the Law degree in the semi-face-to-face modality of UNISS, which represents 37.5% of the enrollment of the 6th year of the degree. It was selected by the non-probabilistic and intentional method, taking into account the students studying at the University of Sancti Spíritus; given by the characteristics of the group, their learning results and qualities, where there are young students, adults and a representative sample, in all cases men and women.
During the investigative process, different theoretical methods were used: Among the theoretical level methods, the historical logic was fundamentally used, which allowed studying the background of the process of preparation of the students of the Law degree. The analytical - synthetic: for the study of the fundamental tendencies used for the conception and structuring of the content of the teaching of the subject Environmental Law. This favored synthesizing current approaches to teaching these contents, analyzing their advantages and disadvantages on which the research was projected. The inductive - deductive: made it possible to make inferences that, in combination with analysis and synthesis, allowed determining the problem, defining the object, specifying the field of action,reach conclusions and generalizations that characterize the tendency of the object. Methods at the empirical level: Documentary analysis (Books and Documents), which allowed making assessments that govern the planning and control of the teaching-educational process. Statistical-Mathematical Method: an expert validation is performed, the statistical analysis is done on the descriptive level.
Observation: with the purpose of knowing reality from the direct perception of the learning process of the Environmental Law course. The survey: applied to experts who were used to enrich the information obtained, assess causes, delve into opinions and criteria.
It was determined as Proposal of solutions: A new Tool in the improvement of the subject Environmental Law. Complementary materials to the texts of the subjects as required by this new methodological form: educational multimedia of the subject. Concrete examples from the different forms of the organization of the learning process of the methodological tasks of the students that allow the integral application of computer science as a teaching medium and work tool, which enables the student to determine and solve legal problems in the academic, the investigative and the professional.
The importance of the thesis is that it provides a methodology that focuses its actions on the comprehensive use of computer teaching media from the contents of the Environmental Law course, in such a way that they contribute to elevating the learning process of these contents in the career of Law, from the solution of legal problems using informatics as a means of teaching, a working tool, for the professional future of this career.
The Scientific Novelty of the research is given in that, for the first time, it designs a multimedia aimed at students of the Law degree in the Environmental Law course as a solution to existing needs, which would contribute to satisfying needs and learning in the Environmental Law course.
This research is based on a problem of great importance given the constant need to improve the quality of future professionals to take on the new and constant advances in computer technologies, from the content of private studies in Cuban universities; mainly with regard to their preparation to assume the leading role in research and work practice; in addition to the ideological formation due to the risks that these technologies impose with respect to the flow of information, in the current conditions in which Cuban society develops. The practical contribution:lies in the development of a multimedia to contribute to the development of the contents of the subject Environmental Law in the Law Degree, aimed at the teaching-methodological preparation of students in the orientation of independent studies and seminars. The theoretical contribution is appreciated in the determination of the theories related to the application of ICT, by incorporating the development of the concept of information in the theoretical foundations.
The structure of the report has an introduction, where an analysis of the study problems is made from the search for updated information and the diagnosis made, the research problem, the object, the field, the objective, are raised, the scientific questions, the task system and the fundamental research methods used. In chapter one appears the analysis of the reviewed bibliography and the taking of position about some considerations on the theoretical foundation of the scientific problem of research. Chapter two describes the results of the initial problem status diagnosis and the results of multimedia implementation. In the conclusionsgeneral ideas about the scientific tasks developed appear. The main published texts that have been analyzed on a national and international basis, both manuscripts and the Internet, are shown in the bibliography. At the end appear the annexes of the work in which, among others, the applied instruments are shown.
CHAPTER I: MAIN CONCEPTIONS THAT HAVE SERVED THE THEORETICAL FOUNDATION
Today in the context of a globalized world economy, in which the Yankee blockade and the genocidal policy of the North American governments have intensified, it is an imperative to provide Cuban educational training with theories that contribute to the thinking of the learning process. Computer media as a source of efficient exploitation and the elaboration of multimedia favor the dependent and independent activities of UNISS students; With the provision of computerized support material in addition to the contribution to the law of the cognitive process, with equitable accessibility and affordability for teachers and students, they have it available in multiple spaces such as a computer club, computer libraries, and even portable media.The acquisition of knowledge in the subject Environmental Law.
Modern scientific development is characterized by the increasing use of the methods of one science, in the specific field of another. As a consequence of this accelerated progress, technology and informatics constitute a valuable support for scientific progress, which are used by science in general.
In this endeavor, one of the fundamental keys to success is to make learning become a natural and permanent process for students: it is necessary to learn to use new technologies.
Currently, schools have been provided with different means: Computing and the use of educational software, which favor, that the student interact in a targeted way with the new content, that develop their own learning strategies, receive the help that It appears programmed in the software and search for information.
1.1.1 Contemporary pedagogical trends in current Cuban education
The use of ICT in the transformations of Cuban education, today is a palpable reality. Rethinking their production, pedagogical utility, rethinking the roles of educators and students, pedagogical relationships in the learning process and in the production of these media, is increasingly recurrent and necessary.
For our part, a persistence in research has certainly been found, indicating that ICTs in the broadest sense are the set of processes and products derived from new tools (hardware and software).
“To educate is to deposit in each man all the human work that has preceded him, is to make each man a summary of the living world, until the day he lives, is to bring it up to the level of his time, so that it floats on him and does not leave it below of his time, with what he could get afloat, is preparing man for life ”.
Cuban pedagogy has clarified the difference between these two tasks: instruction and education, a difference that at the same time means unity and correspondence, necessary in an inseparable dialectical relationship. On this matter José Martí pointed out, “… instruction is not the same as education, that refers to thought and this mainly to feelings. However, there is no good education without instruction. Moral qualities go up in price when they are enhanced by intelligent qualities. ”
The use of ICT in the learning processes that take place in universities cannot be interpreted as just another technological means, but rather as an agent of profound changes throughout the system. Their introduction requires a good projection, planning and political will, involving all the actors.
Since the 1980s, the Educational Informatics Program in Cuba was proposed. This MINED educational informatics program is part of the optimization of the teaching-educational process aimed at raising the quality of education and constitutes a guide for the projection, management and evaluation of specific actions to be carried out at each level of education. to fulfill the proposed objectives.
100% of the country's university centers use ICT to support class programs. The fundamental objectives are to raise the quality of education and guarantee the necessary ICT training of human resources, implement a continuous education process and expand the general culture of the population about these technologies.
In these years the foundations of a third stage of the Educational Revolution in Cuba are laid and the country begins to increase the allocation of resources to Education, mainly in the maintenance and repair of schools and in the use of ICT as a means of education., with the aim of ensuring equal opportunities for all university students in the country, regardless of their place of residence and family environment; raise the quality of the teaching-educational process and ensure the growing access of all citizens to a comprehensive general culture, as a requisite and necessary condition to continue advancing in the construction of a society based on principles of social justice and solidarity, both in its projection national as well as international.
The achievements achieved, despite all the adversities that threaten the Revolution, revolutionize educational work, educating the teacher as the quintessential architect of the pedagogical work; In this strategic direction, the Commander outlined guidelines for us, when in his speech on September 16, 2002, he stated: “Today it is a matter of perfecting the work done and starting from entirely new ideas and concepts; Today we seek what in our opinion should be and will be an educational system that increasingly corresponds to equality, full justice, self-esteem and the moral and social needs of citizens in the model of society that the Cuban people are has proposed to create. We are undoubtedly carrying out an educational revolution. ”
"In Cuba, the school is the social institution to which the State and the Party have entrusted the mission of conducting the educational process, which entails the training and development of new generations, which is specified in the end and the objectives of Education ”.
1.1.2 Some pedagogical theories that support the structuring of the methodology
To value the approach developed by LS Vygotsky, his followers, AN Luria, A. N Leontiev and others, from which the theses for the conception of the knowledge process have been developed, a fundamental question for the design of the teaching process; where one of the central objectives of student learning is the appropriation by them of the scientific knowledge of their time and consequently the formation of their scientific conception of the world, with which theoretical thinking is efficiently achieved in the students.
The criterion that scientific knowledge is characterized by being eminently dialectical and possessing a systemic character, at the same time that it presupposes the orientation of thought towards activity in a preconceived way and of possible improvement in one's own contact with reality, provides the necessary elements for to conform the theoretical generalizations exposed in the scientific knowledge.
Vigotsky considers that teaching is the source of the psychological development of the individual, and emphasizes his conception of the zone of proximal development, understood as the difference between the real level of development, determined in turn by the ability to independently solve a problem and the level of potential development, determined through the solution of a problem….
1.1.2 Educational technologies
Educational technology, as a contemporary pedagogical trend, has reached a remarkable diffusion in our days, above all due to the emphasis on its immediate advantages and a highly technical and assertive language. The focus of his interest is to develop a "teaching technology" similar to the concept of material production technology; therefore, attention is directed to methods and media rather than content.
This psychological model of learning served as the basis for programmed teaching, the first expression of educational technology, the representative of which was Skinner himself. His background is teaching machines. It is admitted that the first works in this regard were carried out by Sydney L. Pressey of Ohio University. The first reference to a teaching machine was made by Pressey in an article published in the School and Society in 1926.
Educational technology is initially developed in the search to give teaching a more scientific basis and make education more productive; efficiency in the know-how with an adequate dosage and programming of teaching.
In this regard, Verónica Canfux has exposed “Educational technology is developed in the search to provide teaching with a more scientific basis and make education more productive; efficiency in the know-how with an adequate dosage and programming of teaching. It starts from the premise that from a good scientifically conceived organization, resources can be rationalized so that the teaching process is as efficient as possible. ”
According to Fernández, B. and Parra, I. Educational Technology is an innovative pedagogical conception that is carried out at any level of education with the purpose of transforming man and his social reality.
On the other hand, Lallez, R. Considers that Educational Technology applied art, capable of promoting in the school community the mobilization of information, the emergence and development of individual and collective potentialities, critical, constructive and responsible participation within a vision, working methods, speed and immediacy of information.
In this sense, Verónica Canfux, argues that it encompasses much more than these means and materials, it is a systematic way of conceiving, applying and evaluating the entire educational process based on precise objectives based on research regarding instruction and human communication, which uses a set of human and material means in order to disperse a more effective education.
All the elements addressed in each trend allow us to affirm the need to prepare teachers and students in light of contemporary pedagogical trends with new methods and styles that allow efficient use of new technologies.
It is necessary to learn to use new technologies and use new technologies to learn. It is the task of educators to use ICTs as means to promote the general formation and preparation for the future life of their students, contributing to the improvement, in the broadest sense, of their quality of life. If it is taken into account that the new technology does not guarantee pedagogical success by its mere presence, it is necessary to carefully design the educational program where it will be used. Therefore, it is an inescapable duty for educators to define and contextualize ICT in the educational sector.
It is necessary that in the educational field awareness is gained that the use of these new media will impose marked transformations in the configuration of the pedagogical process, with changes in the roles that the various actors have been playing. New tasks and responsibilities await students and teachers, among others, the former will have to be more prepared for decision-making and the regulation of their learning, and the latter will have to design new learning environments and serve as tutor for the students when they move from a one-way training model where he is the fundamental bearer of knowledge, to more open and flexible ones where information is found in large databases shared by all.
1.1.4 The computerization of University Education in Cuba
For a little over two decades, programming systems in the languages SE-BASIC, COBOL and FOBOS (GES-300) have been introduced at the University of Havana and computing has become the object of study in Higher Education.
At the end of the 80s and beginning of the 90s in the universities, computing was studied fundamentally and as an object of study the MSDOS operating system, the WORDSTAR and VOLKWRITER word processors, the SUPERCAL family electronic tabulators, the database managers of the X-BASE line, fundamentally the DBASE and some graphic systems such as the GRAFHICS PARNER, GFX AND EXECUVISION. Also in these centers, science students were taught to program in the high-level languages BASIC, PASCAL and DELPHI.
After the emergence of the WINDOWS operating system and the acquisition of a large number of Personal Computers (PCs), the teaching of this operating system and the tools available from Microsoft Office was introduced. Since then, in line with these advances, the new guidelines of the Informatics Curricular Strategies in Cuban universities have been established, which make the use of this technology a teaching medium, a work tool and an object of study a necessity. from the different subjects of the races.
Since 1997, the Cuban government leadership, aware of the need to introduce new technologies in all spheres of the country, has conceived a project to computerize Cuban society, from which, between 2000 and 2001, it allowed equip all schools with modern computers; In addition, working groups were created for the preparation of educational software, which have undertaken the task of creating hundreds of programs, which have been applied in the different teachings with good results.
Currently, and according to the transformations that are taking place in the Cuban educational system, the trend in the country is the application of informatics as new technologies and among them computer-assisted teaching in the learning process. This means that the methods change, the role of the teacher and the students, becoming the teacher in guiding the process, in guiding and controlling, using the available means, including the computer and information technology, and communications in a comprehensive way.
1.1.5 T he inclusion of informatics in the learning process in the Environmental Law course
Among the challenges of the millennium is to apply an effectively contemporary educational system so that education is in better conditions to face a globalized, competitive and constantly changing world. Applying computer technologies in the educational field allows you to enter the world of competitiveness and excellence and places you in a coincident position with the future.
To ensure that graduates of the Law degree complete their basic computer training and that they are able to apply their techniques as a means and / or work tool in their respective tasks; both academic, scientific and labor and in this way contribute to stimulate and in fact foster a culture in future professionals so that they can use them in solving the dissimilar problems of productive activity, services and society in general, As the Strategy pursues in the program of the Environmental Law course, some theoretical reflections are needed to serve as a framework for understanding this complex task.
Firstly, the principles established by F. Hernández Gutiérrez (1999) are analyzed to use advanced computing in the pedagogical process :
- Teach to learn with computer resources entrusted to the student to learn with the new technique that has emerged. The use of New Computer Technologies as a means of teaching and a working tool. Learning curricula instead of teaching curricula. The interdisciplinary, recent research They have shown that to learn advanced computing, you must do it from the integrated perspective with the disciplines related to the work carried out by the students, as well as define the level of integration to which you aspire. This implies that the focus of the course, the problems and tasks to be carried out by the students, as well as the evaluations, must be in function of optimizing the work that the students carry out or will perform. This principle differs in some aspects from that of the Professional Profile,which refers to the content of the program to be taught, while the latter refers to the way of teaching it in the classes, to the design of tasks and the evaluation to be carried out by the students. Necessity and freedom. The integration of new computer technologies to the work carried out by students must be carried out, based on the real needs of the students, in order to improve their specific work and raise the quality of the learning process.in order to perfect their specific work and raise the quality of the learning process.in order to perfect their specific work and raise the quality of the learning process.
In the literature reviewed, it is stated that classificatory attempts have been made in the different universities in the world to link computing in the teaching-learning process.
Developed countries incorporate some pedagogical modalities similar to Cuba, adopting computer science as an indispensable requirement, for example, a Canadian system.
In summary, informatics in the learning process has been used as a fundamental tool in teaching to search for and locate knowledge, but in none of the cases with integrity as a didactic resource that enables training according to the requirements of the Computer Science Curriculum Strategy, established for Cuban universities.
1.2.1 The main functions of computing in the learning process
The use of informatics in the learning process acquires a new character in our days, this part of the differences that exist given its own possibilities and that are grouped into two important branches (Informatics itself and Telematics) in which it has derived introducing this powerful technology. Computer science deals with the work of the computer in the information gathering and processing system, and telematics is the union of computer science and telecommunications, giving rise to the work of computer networks.
All this is reflected in the use of educational software, virtual classrooms, work on interactive platforms, mainly in local LAN (Local area network) or WWW (World Wide Web) in different Cuban universities.
Although in Higher Education there are communication networks that allow working with it, and the possibilities of exploitation in the agricultural sciences are limited by the scarcity of means available on the network. Another edge of computer use is in the possibilities of multimedia and hypermedia, specified in educational software, in the incorporation of simulations, sounds, interaction with filming and images, word processors with the potential of hypertext with its benefits of breakdown of concepts and additional information, electronic tabulators, plotters, packages for statistical data processing and databases.
The class with educational software is one whose objective corresponds to the subject being taught and the use of this teaching medium is essential since it contributes to the assimilation of the contents and is specified through teaching tasks aimed at searching, selecting, interactive processing and preservation of information using computer media.
The use in the process of learning multimedia products (say sequence of images, presentations, tutorials, simulations, hypertext, hypermedia, navigation, interactive digital packages) has as a didactic requirement that the teacher design the activity in such a way that the student must execute certain didactic tasks that allow him to reach the desired knowledge, for this purpose the use of thematic guides is foreseen, which can be a sequence of problems that the student must solve using the program, its help and the help that its peers and own teacher. The use of worksheets that keep the student making notes or diagrams, these resources prevent the student from assuming a passive attitude towards the study material.The interactive multimedia product is considered to allow the student's attention to be focused on complex topics and aspects for long periods of time, which is undoubtedly of great value for the development of subjects where the logical complexity of the content easily causes fatigue and fatigue.
An educational multimedia application today is an excellent learning medium as it can present a student with material from different sources: texts, graphics, audio, video, animations, simulations, photographs, diagrams, concept maps. When these resources are combined through interactivity, the possibilities are created for the development of a truly effective educational environment and so focused on the student that rather than calling it a means of teaching, temporal and spatial barriers, therefore, this medium would be more correct to call it a means of learning. Interactivity allows the development of communication and exchange processes between subjects, breaking temporal and spatial barriers, therefore, the medium is playing a socializing role.
There are various computer applications that have been properly inserted in the educational teaching process and that have contributed to its increased quality, some of which can be related, such as:
- Tutorial programs. whose purpose is to transmit knowledge, both declarative and procedural, making use of the possibilities offered by multimedia environments. For this reason, maximum use is made in those subjects in which movement and sound have special relevance. Educational software :Multimedia applications that cover a previously determined theme or themes that allow student interactivity through different options to promote their learning. Text processors: they allow performing all kinds of operations with texts. In the reviewed literature, there are other definitions that agree with the previous one and add the incorporation of informatics as a didactic resource at the Autonomous University of Barcelona, Graells Pere Marqués states in 2000 that informatics as a didactic resource is when the teacher provides elements, as means, tools and actions to be used by the teacher and that serve as a model for the student of how to use this technology to facilitate and conduct learning, in new situations in research or work.
1.2.2 The evaluation of the learning process
Carlos M. Álvarez de Zayas distinguishes between control and evaluation. The control says it is a function of permanent management of the process (…) and is part of the method (…) by means of which the degree of approximation of the student to the proposed objective is operationally checked and suggests specific tasks for solving problems (…) Control becomes feedback, is an instructive and educational part of the process, of the method and is always present in it.
The teaching process in the contents of the subject Environmental Law in the Law career should not be aimed at the simple retention of this basic knowledge for the professional future of this career, but towards active thinking that allows you to apply these, both in the practice of the exercise subjects to the profession, as in the very foundation of the processes and phenomena of working life, all this is the product of the fixation of knowledge, skills and habits.
1.2.3. The design of digital materials for teaching
In the conformation of the methodological guidelines for the elaboration of sketches and design of the computer media for the three components of the students, different methodologies were reviewed in this regard, exposed by authors who work on topics related to the elaboration of educational software, which could be determine that there are various methods for its preparation. According to Antonio Vaquero, fundamental stages are distinguished. In one of them, he mentions the design:
- Design.Production.Methodology for its use.Evaluation.
- The possible data and logical paths of a user.
- The evaluation of the material takes into account: Verify that the programmed functions expose what is desired.
The new learning environments
In the new learning environments, teachers at the municipal headquarters must direct their teaching strategies with an approach focused on the learning process, taking the direction of their independent work based on the characteristics of the students as essential axis and becoming true stimulators of creativity and mediators between knowledge, information and students.
This leads to the development of new teaching styles that give a more complete response to new pedagogical approaches with a high degree of integration in ICT and audiovisual media in this process, which requires a constant renewal of the university and bring an expansion very significant of the information and knowledge available to each teacher and student and contribute to the general and comprehensive preparation that the new times demand.
The elaboration of a multimedia in order to prepare the students of the municipal headquarters for the Law degree is aimed at the orientation of independent studies and extra-teaching activities that constitute a new option for the successful development of this activity in the headquarters and adequate preparation of students in training.
1.3.1 Multimedia for use in a learning environment
According to Glossary (1998). E encyclopedia Computer Practice Windows 98¨ application. HTML, Web site, “computer that publishes documents (called 'web pages') on the World Wide Web (www). These documents are made up of text, multimedia elements (graphics, sound, digital video…) and links (pointers to the address of other Web pages, used to establish an automatic connection). A place on the Web keeps running a program called a "web page server that processes requests for information, typically page requests."
The main advantages of Multimedia:
1.- You can combine texts and graphics.
2.- Hyperlinks allow loading simultaneous pages where it is located.
3.- The creation of a Multimedia is quite simple through self-programmable programs (Mediator)
Importance of a multimedia
Within computing, multimedia can be a program or an application, taking into account the method used to create it. As it is known, the possibility of transmitting information through multimedia was achieved in the last decade thanks to important technological advances, among which the appearance of faster processors, multimedia formats for different platforms and the incorporation of multimedia features to browsers.
A multimedia has advantages among which are:
Global access: everyone with a computer, Permanent access: available on digital media, multiplatform: browsers allow access from computers with different work platforms, Ease of use: just by clicking the mouse you can access in search information, distributed structure: it can be accessed from anywhere.
Own multimedia content
When designing a multimedia, essential elements must be taken into account for easy manipulation by users, including:
- That they are readable. They can be quickly differentiated between the links. Easily accessible pages. The information is distributed. Motivate the student.
Almost all students find an attractive element on the computer. This can be used by teachers to stimulate students' interest in their subject through the use of the computer. In educational computing.
1.3.2 Educational software:
It is also conceived necessary to refer, within the theoretical considerations of this work, that related to educational software according to the criteria of M. Brito and Z. Valdivia (2003): “The set of computer resources designed with the intention of being applied in the teaching-learning process is commonly called educational software. The development of educational software requires multidisciplinary teams, made up of at least educators and computer specialists. These programs pursue very different purposes, which can range from the acquisition of concepts to the development of basic skills, or the solution of problems ”.
Software: A set of computer programs, instructions, and rules for executing certain tasks on a computer.
Software is a term derived from English that can be informally translated as "computer program." We can say that it is what "tells" the computer "what to do".
Among the elements to be studied in this process of approach to scientific knowledge, the use of educational software (SE) is one of the main starting points for the development of the conceptual framework of Educational Informatics facing the new educational reality.
The computer program contributes to the achievement of these objectives in a dynamic way by combining text with images, which allows different actions to be carried out, one after the other, through a selection of texts and which leads us to educational software:
In this regard we must reflect on the following elements:
-What is educational software?
-What elements compose it?
- How important is it?
The following is a reference to the basics of designing educational software:
What is educational software?
Understanding the concept of Software, we can define “educational software” as: “Computer programs that aim to support the teaching-learning process, contributing to raising its quality and better attention to the treatment of individual differences, on the basis of adequate projection of the strategy to follow both in the implementation process and in its exploitation ».
Educational software is a part of technologies for education, capable of forcefully and positively transforming learning processes, providing new and better paths for educational development.
It is up to all people related to education, to take an interest and deepen their knowledge of educational software in order to make positive use of this resource, and fight against the obstacles that limit its development.
The ability of educational software to influence education is greater as the various computer technologies mature. Deferring interest in the subject will only open the gap for your mastery.
In the educational software is made up of educational and teaching programs created with the specific purpose of being used to facilitate learning processes. Furthermore, they are interactive since they immediately answer the students' actions and allow a dialogue and an exchange of information between the computer and the students.
Basic structure of educational programs:
Most of the educational programs, like many of the computer programs born without educational purpose, have three clearly defined main modules: the module that manages communication with the user, the module that contains the program's informative content, and the module that manages the actions of the computer and its responses to the actions of users.
Some authors usually call them Instructional Software, Instructional Programs, MEC (Computerized Educational Materials), etc. Thus a possible classification of educational software, according to García Valdivia, Z. and Lezcano Brito, M.
Functions of educational software:
The didactic programs, when applied to the educational reality, perform the basic functions of the didactic means in general and also, in some cases, depending on the way of use determined by the teacher, can provide specific functionalities such as:
Information function:
Most of the programs through their activities present contents that provide structuring information about reality to students. Tutorial programs, and especially databases, are the programs that most clearly perform an informational function.
For its educational function:
- Tutorial system. Exercise and practice system (coach).
Due to its presentation:
- Multimedia.Hipermedia.Websites.
Instructional function
All educational programs guide and regulate student learning since, explicitly or implicitly, they promote certain actions of the same aimed at facilitating the achievement of specific educational objectives. However, although the computer generally acts as a mediator in the construction of the knowledge and meta-knowledge of the students, it is the tutorial programs that carry out this instructional function more explicitly, since they direct the activities of the students based on your responses and progress.
Motivating function:
Generally, students are attracted to and interested in all educational software, since the programs usually include elements to capture the attention of the students, maintain their interest and, when necessary, focus on the most important aspects of the activities.
Evaluation function:
The interactivity of these materials, which allows them to respond immediately to the responses and actions of the students, makes them especially suitable for evaluating the work being done with them.
Research function:
Non-managerial programs, especially databases, simulators and microworlds, offer students interesting environments to investigate: search for certain information, change the values of the variables of a system, etc. In addition, both these programs and the tool programs can provide teachers and students with very useful instruments for the development of research work that is carried out basically on the fringes of computers.
Innovative function:
Although their pedagogical approaches are not always innovative, educational programs can be considered didactic materials with this function since they use a technology recently incorporated into educational centers and, in general, they usually allow very different forms of use. This versatility opens up wide possibilities for didactic experimentation and educational innovation in the classroom.
The evaluation of educational software has traditionally focused on two moments of the development and use of this type of materials: during the design and development process, in order to correct and perfect the program and during its actual use by users, to judge its efficiency and the results obtained with it.
An analysis of the different criteria allows us to infer that, depending on the classification considered, whether due to their form, function, use, what is important is that they serve the purposes that are created, at the service of society and be applied in the learning process correctly, following the policy of our education based on socialist principles.
1.3.3 Rules for designing and structuring a Multimedia
Like any other medium, multimedia has certain characteristics that a good designer must take into account. Since it is a medium strictly for computers, the result that we want to obtain will be conditioned by the hardware with which it is displayed (the video card, the monitor, and the settings.
Define the content of the pages
- Use graphics and colors and vary the font size to enhance the page, but always making sure that it also works when viewed as normal text. Always include a text alternative to graphic elements, as some users disable their presentation to achieve a much faster page download. Reduce texts to a minimum; that is, it is not convenient to present very long texts, since the user does not read them. Minimize the styles of headings and subtitles when organizing the content and using the styles consistently. Horizontal lines can be inserted to visually separate sections of the document.
Combination of backgrounds with text
The background can make reading on-screen documents more attractive. However, dark colors and images can interfere with text colors, making it difficult to read. It is convenient to apply a contrast color to the text, for example: a light color for text on a dark background and vice versa. But, the use of white text should be avoided, as some printers do not write in that color.
Set the page length
Much of today's personal computer monitors display the information in 640 x 480 pixel resolution on 13-15 inch screens (also 800 x 600). Pages should be designed so that the information is presented in short, clearly segmented parts in order to keep the pages concise.
A good rule of thumb for writing a page to read on the screen is that its length is no greater than two or three 640 x 480 information screens, including local navigation links, at the beginning and end of the page.
If the information is very long, divide the information into separate pages or provide a link to a different file that contains the text on one page. This will allow the download of information and navigation along the different topics to be made faster for site visitors.
Reduce the size of image and video files in multimedia
Images are an important element in a multimedia. These come in two basic formats: GIF and JPEG. Each format has its advantages and disadvantages.
GIF images are preferable when the image will contain less than 256 colors. GIFs are also suitable for simple animations. JPEG images are used in images with more than 256 colors. Graphic images and videos can give a more attractive appearance in multimedia. However, the files of these elements can become large and increase the time required to download the pages. By planning the number of images you will use in them and their size, you can reduce file size and download time for graphics and videos.
To reduce the size of a graphic file, you should use fewer colors, reduce the height and width of the graphic, or crop it.
Steps to follow to design a Multimedia
The realization and creation of a multimedia is a task that requires a certain structure and planning at the beginning of its elaboration. The final result of this work will depend on the organization, the originality of the elements used on the pages that are created. It should be kept in mind, to whom the multimedia is directed, to adapt the contents and the style depending on the group that is going to read the pages. It is important to take care that the reader does not get lost in his search, so the relationship of some pages with others must be clearly structured.
Defining the objectives
The first step, to create a well-structured multimedia, is to know in advance the message that you want to transmit in it. The images and the elements to be used must correspond to the theme that is treated in it, to give information related to its contents. Pages should give a more formal image.
Outline a design line
The design line must be consistent and homogeneous, maintaining a common visual appearance: the same colors or background motifs, the same style of horizontal and vertical dividing lines, the same icons or bullets or the same graphic logos always in the same position of the Multimedia. Its professional appearance with common elements will make users search neatly and not get lost.
Create the navigation chart
Next, you must plan how users will move through the multimedia. A clear flowchart should be made to define the main indexes, child pages, and ramifications of all documents.
Style definition
Once the basic structure of the multimedia has been created, the style of the multimedia must be defined. It is practical to create a style to apply to all the pages that we generate, including logos, headings and footers
1.4.1 Importance of Multimedia in Cuban Pedagogy
Due to the development it achieves every day worldwide and the results it has shown is that multimedia creation increases every day. Since users have an opportunity to obtain and transfer information through these systems.
Web development as software in Cuban pedagogy plays an important role for learning and the flow of communication, through interactive multimedia, we can transfer and obtain information. Educational software is also developed, something that is growing in education, the ease of a student to develop knowledge and skills in this way, as well as the possibility of exchanging it with a colleague from another university, province, etc. Pedagogy is also worked on in this way since many universities use these means to make information easier for students to obtain.
In our country, a strong work is carried out in the production of educational software for teaching at all levels, since there have been positive results in terms of rapid student learning and great familiarity with ICT.
It should be borne in mind that a multimedia is not a site where we want to show a mere exhibition of content on a topic of our interest, nor do we only intend to inform visitors about a list of resources to carry out an activity. It is to help students achieve their learning-related goals.
1.4.2 The subject of Environmental Law in the Law degree
The subject of Environmental Law as a university subject has had different approaches in Cuba and the world, always trying to find an integration that defines it with its object of study. Environmental Law encourages the integration process of knowledge of nature, society and thought in its interconnection, which is in accordance with the new transformations and demands in university education conceived from the economic, social and cultural reality of the country and in which plays an important role in the application of the concept of teacher by area of knowledge.
The introduction of these changes implies a new conception in the ways of learning and using knowledge, as well as redefining the role of the university professor.
The professional's profile
The object of work of these graduates is the performance of the functions offered by the Law Degree, having as their center of interest the orientation and guidance of the education and instruction of citizens, of adolescents, empowering them through the instruction, with an interdisciplinary and developer approach, with the efficient use of the means at your disposal.
In the 6th year of the Law Degree, the subject of Environmental Law is taught
With practical work exhibitions, seminars and independent study solutions to guide you in each meeting.
Ibid
Torres Lima Pastor G. Didactics of New Information and Communication Technologies: Course 40 Pedagogy 2001
CHAPTER II: RESULTS OF THE DIAGNOSIS. DESIGN OF THE MULTIMEDIA, ITS FOUNDATION AND VALIDATION OF THE PROPOSAL BY EXPERTS
The objective of this chapter is to provide the results of the initial diagnosis, carried out to sixth-year students in the Environmental Law subject of the Law Degree, which make up the sample of this research. The development of a Multimedia is proposed, which includes Legal Instruments, video and exercises. Multimedia validation is carried out by expert criteria.
2.1.1 Characterization of the subject where the methodology is applied
The Environmental Law subject turns out to be a subject in the study plan in the Law Degree and covers approximately 14.28% of the time assigned to the academic training of the professional in the semi-face-to-face modality (SP) of the 6th year of the Degree of Law. Its knowledge system constitutes, in essence, the basis for analyzing and interpreting environmental regulations, legal norms that regulate human behavior, which can significantly influence the interaction processes that take place between the systems of organisms. live (biotics) and their environment system (abiotics) through the generation of effects, from which a significant modification of the conditions of existence of said organisms is expected.
All this contributes to the career programs, together with the skills system that develops; a contribution to the labor component of the curriculum through mastering the concepts, laws, basic principles of the professional and action profiles, as well as learning the fundamental methods for solving environmental problems.
This subject has the great task of assimilating the educational functions in the conception of the world, since it implements the legal conceptual system for the interpretation of the processes explained by other subjects of the career, contributing strongly to the scientific conception of the world, guaranteeing a prepared professional to face the current challenges according to the principles of the materialist dialectic and the ideology of the Cuban revolution in the conditions in which they are currently developing, which is immersed in a hostile and globalized world, both in the economic and ideological fields.
The criterion is defended that by an exclusively inductive route, prioritizing analysis as a fundamental logical operation, it is possible to arrive at the basic nucleus system, and later deductively to arrive at the study of the different particular cases; so that inductive - deductive logic, linked to the fundamental teaching methods developed in the study of the subject contents as science and the incorporation of computer science as a teaching medium, is systematized in the development of student thinking. working tool, constitutes an important didactic resource in the potentialization of the formation of the legal conception of the processes related to the environment.
2.1.2 Analysis of the applied instruments. Diagnosis of the current state
From a diagnostic study carried out, on the problem related to the treatment of the contents related to the subject Environmental Law in a traditional way, the difficulties presented by this way of teaching these contents were determined: For this, the reports of the controls were used to classes and the direct observation of the teaching-educational process in its entirety during the school year (2009-20010), in such a way that it allows evaluating the set of aspects in relation to the potentialities that would be incorporated into the proposed methodology, where observed that in the teaching of content related to the subject Environmental Law, the integrality of informatics as a teaching medium or as a working tool was taken into account,It was also observed that the formation of the students' theoretical and legal thinking was limited without knowing the essential causes at this time.
As an aid in the diagnosis, the instruments applied and planned (Annex 2) were used from the middle of the aforementioned course on the sixth year students of the Law degree in the semi-face-to-face modality of the University of Sancti Spiritus “José Martí Pérez ”, in addition to analyzing documents such as visits to classes and semester reports, to assess the contribution of traditional way of imparting the contents in the subject of Environmental Law, with a total sample of 12 students who were concluding the course. The following qualitative results obtained are shown, both in the instrument applied to the students and in the observations to classes and the direct observation to the teaching-educational process, were compared after being evaluated in the group of teachers of the year,seeking consensus for its generalization. They highlight that:
- 95.9% manifest difficulties in the treatment and interpretation of the structure of regulations and legislation. Only 7% of students recognize the legal instruments, principles and the categorical system regarding Environmental Law. Students cannot interpret the principles general in solving legal problems, if not with the help of the teacher, no student considered the use of computer science as an indispensable tool or means for solving teaching or research tasks efficiently, which manifests their lack of knowledge in their teaching activities.Of the classes observed, only one used the computer as a means of teaching,In none of the teaching tasks of the classes is the use of the potential of computing as a working tool in practical classes, nor as an indispensable resource to enhance the teaching of these contents.
In the diagnosis, the behavior of essential aspects was determined individually, which allowed conclusions to be drawn on the need for a methodology that integrated computing as a teaching tool and a working tool.
There are also difficulties in the level of abstraction presented by students, at times that require integrative knowledge; there is no functional relationship between them, although 8% of the students indicate the relationship of their functioning. The importance of the laws that regulate environmental pollution and its processes for the development of society is not relevant to them.
It was appreciated that 96% of the students do not have the essential integrative theoretical knowledge that determines the application of the content to new situations, this has been conditioning the low level of essential generalization about the contents that constitute the nuclei of Environmental Law, exposed in the study program (Annex 1), explaining the fact that at the level of concretion it is below 35%. These difficulties are manifested in the students' responses to the different activities applied in class evaluations and instruments designed in this regard in the evaluation of the traditional way of teaching content.
Only 23% of the students correctly worked on solving the problems and exercises that were presented to them in classes, so that more than half of the students for the courses in the semi-face-to-face modality reach a low level of independence, Graduate professionals show difficulties in the formation of the legal framework for the interpretation of legal processes in their professional training.
This reaffirms the idea that there are gaps in the formation of the legal framework and therefore in the conception of treatment in Cuban legislation in students, given the difficulties in interpreting in the theoretical order about mastering the contents of the subject..
In the diagnosis and interpretation of the degree of application of the incorporated and unincorporated elements of the computer training that the students possess, it yielded the following results:
The generations of personal computers (PCs) used by students are of the Pentium III type, with Pentium IV servers, with a version of the Windows NT operating system type, which is the norm in Cuban universities; Regarding the use of software, it was observed in the classes visited that the groups do not usually use software in their classes, nor any virtual media on networks, they only limit themselves to using: Microsoft Office application systems such as: Microsoft Word to open, edit or print texts, Microsoft Excel, and Microsoft Access were not found to be used, they declare that they have no practical use for their career.
Microsoft Power Point and Web editors are not used to solve problems in scientific research and production. The works with INTERNET and INTRANET are limited to: the consultation of the Web as an informative resource in Joven Club, the electronic mail is used with great frequency for the communication between friends, another aspect of interest is that the machine time is not made good use of and this is not used in the teaching activity.
Lastly, it is important to highlight that the fact that the students do not have the essential integrative theoretical knowledge, which determines the application of the content to new situations, through the mastery of the system of concepts, laws, principles, and laws of current environmental processes and the system of theories that condition the low level of essential generalization about the contents that constitute the basic nuclei in Environmental Law, explaining the fact that at the level of concretion the results are low. These difficulties are manifested in the students' responses to the different activities applied in evaluations and instruments designed in this regard.The fundamental difficulties appear before problems of a general theoretical nature given by the intellectual tools used and the ability to orient oneself in new situations.
To give a scientifically based answer to the question posed to determine the need to propose the development of a multimedia that contains Legal Instruments, video and exercises to be used by sixth-year students in the Environmental Law subject of the Law Degree, applied a survey (Annex 3) to the (12) students of the group that make up the research sample.
The objective of this survey was to diagnose the level of assimilation of knowledge presented by students in the Environmental Law subject, as well as to know the real possibilities available to the sixth-year students of the Law degree in the Environmental Law subject and thus raise their knowledge, exercise and self-evaluate in relation to this subject.
As a result of said survey (Annex 4) it was obtained that only one student presents a medium level of assimilation of knowledge, which represents 8.3%; the rest consider that their level of knowledge is low for 91.7%.
This survey revealed that 58.3 of the respondents used books as the main source for the study of the subject; no one uses computer programs and 75% of students consult the bibliography at school.
58.3% of the respondents believe that they do not have exercises that allow them to exercise what they have studied and then be able to self-evaluate.
Through this survey it was found that 91.7% of the respondents stated the importance of an alternative way that provides an exercise system that allows them to exercise what they have studied and then be able to self-evaluate. It will allow you to raise the level of assimilation of knowledge of the learners.
It was found that 50% of the students state that they do not have the possibility of self-evaluation.
It is important to point out that through the survey the importance of a multimedia with an exercise system in the Environmental Law course was confirmed, which makes it possible to raise the level of assimilation of knowledge of the students.
Another of the instruments applied was an observation guide to classes on the subject of Environmental Law where it was possible to verify the level of assimilation of knowledge in the students of the Law career in the semi-face-to-face modality. (Annex 5). The vast majority of students remain at a reproductive level, that is, they are only capable of repeating assimilated knowledge and acquired skill under the same conditions, which represents 91.7%. Only a student is capable of applying the content in new situations, which represents 8.3%. (Annex 6)
For all the above, the need to develop a multimedia with an exercise system of the Environmental Law course was demonstrated for the students of the Law career in the semi-face-to-face modality.
2.1.3 In the work of bibliographic search in academic self-preparation
During the analysis of the results, in the practical activities, knowledge, skills and habits are consolidated and developed, directing the students' reasoning to apply their knowledge in practice.
It is stated that the control activity increases the conscious character of learning, so that in the practical activities in the Environmental Law course (practical classes CP, S seminars), the process of control and self-control has a significant role. The analysis of the results of the practical classes and seminars is the culminating stage of the systematic control and self-control of the student. Here the questions must be designed in correspondence with the practical and intellectual skills that are intended to be controlled.
The student has tools that allow him to streamline and effectively check the search processes for updated information and can solve a greater number of characteristic problems of this subject, since access to volumes of updated information saves time in the study time and have affordable theoretical aspects and the student can access them quickly, which are needed to make their evaluations, arguments and foundations on the results obtained.
The student has access to a wide range of exercises, arranged by degree of complexity, which can be used differentially, as an extra, in the practical classes available for this content, in addition to being able to interact with Microsoft Office products, as explained above, the use in different tasks: preparation of summaries and final reports. All this contributes to favoring the success of the practical activity in the academic, labor or research fields.
2.1.4 Requirements for the instrumentation that incorporates informatics as a didactic resource in the learning process in the Environmental Law course
The requirements that allow the use of informatics as a didactic resource in the treatment of the contents referring to the Environmental Legislation were determined, in a way that contributes to raising cognitive independence to facilitate the understanding of the legal conception of environmental processes in the future professional of the law career:
1- The application of the software must start from the objectives of the discipline and take into account the characteristics of the active methods and their use in the specific content of Environmental Law, so that by means of them the execution of complex tasks can be guaranteed and difficult, such as:
- Visualization of documentation in the legal field. Immediate access to a large volume of updated scientific information and existing teaching literature in the field of Environmental Law, which allows you, with the help of the tools of word processors, to make synthetic reflections as accompanied summaries, analysis of situations that make possible the support of exhibitions, among other possible ones. Guarantee the interrelation with the diverse applications that Windows has and that make possible a wide range of academic, investigative and professional activities that will be explained in the instrumental part of the methodological model.
2- Propose the solution of specific teaching tasks in the process of learning Environmental Law through the use of informatics as a means or work tool, which promote:
- The elaboration of answers and the solution of tasks in less time.The search and definition of essential concepts, theoretical self-preparation, practice of practical classes and seminars, bibliography records for teaching, research and work activities, etc. Establish adequate relationships between the observation of legal processes through simulation and its relationship with the theoretical content of the classes.
3- In the labor component, the student must design models that provide an effective solution to the problems of the subjects that come out in this component, using the different computer tools provided by the Microsoft Office packages and the accessories that run on the operating system. Windows.
4- Systematize and develop the knowledge and skills on the use of Windows applications (started in the subject of Computing) in teaching, research and work activities for the execution of the teaching tasks that will be implemented.
2.1.5 Dynamics of student-teacher-information technology and communication relationships with the content of the Environmental Law course
Information and communication technology in university careers is not only the object of study of a subject, but it is a very useful resource for all study subjects, since students and teachers must make use of them to the execution of all teaching, research and professional activities in such a way that an informative and communication dynamic is guaranteed as the basis for contemporary learning.
That is why they change the traditional teacher-student-content relationships for a more complex one: teacher - student - information and communication technology - content. In this new relationship, learning is carried out mediated by technology that becomes a tool in the hands of students to carry out learning, it is in this aspect that the methodological model that presupposes referring to the use of ICT as investigative and professional didactic resource in the learning process of the contents of the subject Environmental Law,revealing from the point of view the importance and implication of these resources in understanding the dynamics of legal processes in the formation of a culture in the use of information and communication technologies in the professional future of the law career.
The following diagram represents the essence of the methodological model where the relationships of the personal components of the process (teacher and students) with the medium categories of teaching - content - methods can be appreciated, it is in this dialectical triad that a qualitative relationship operates superior that is revealed in the proposed methodology.
Computer and communications technologies are inserted into the study of the subject's contents, to offer a powerful resource at the academic level, by facilitating the understanding of the contents, the ordering of the way of thinking, learning and allowing to explore necessary complements of the sensory learning process, it constitutes an important resource for the development of the investigative and professional component, offering tools that dimension the student's intellectual faculties, in the projection of comprehension strategies and the application of science to the profession.
The teacher becomes par excellence a facilitator of the process in relation to learning in the subject of Environmental Law, since it offers the student specific teaching tasks so that the student can reflect, interpret and systematize the information obtained. Students consequently transform from passive receivers of knowledge into active participants, allowing the advancement of knowledge of the concepts, principles and laws related to Environmental Law.
Methodological dynamics in student self-preparation
The student, from the guidelines made by the teacher in the classes or consultations, can access the interactive multimedia platforms where there are: Legal Instruments, video and activities by levels of complexity, study guides, and other materials for the self-preparation that guarantee its quality. The tools can be used from the teacher's guidelines, so that the student can obtain their preparation guides for practical activities, independent study and seminars, with the indisputable saving of sheets and reproduction materials, prepare their reports, analyze their data and prepare your presentations for seminar and build your schematics.
During self-preparation for activities, consultations are of relevant importance; as forms of organization of the learning process, they require the teacher to diagnose the content of the activity to be carried out and the student their scientific preparation for it. The computer can be used for different activities within the consultation, from the bibliography file that will be used in the theoretical foundation of the topics to work in each activity, multimedia offers this possibility, an aspect that contributes to the development of professional skills, in addition to saving time in training to carry out a greater number of activities with different degrees of complexity, etc.
In the consultation, the doubts presented by the student are evacuated and the level of their preparation can be evaluated.
In preparing the guides for practical activities, the teacher can guide the following format, which simulates a small research report, where Microsoft Word will be used at 1.5 spaces, with a certain typeface, the following is essential in any report methodological structure:
Title
Goals)
Introduction
materials
Work methodology
Analysis of results
Conclusions
Bibliography used
The title of the activity is presented in the previous class or a query about it
The teacher guides the bibliography for the theoretical preparation of the activity, which is reflected in a synthetic introduction to the guide found in the multimedia, which can serve as a concrete element for the theoretical foundation of the activities proposed in the subject.
2.2.1 Design of the proposed multimedia
Below is the proposal of the system created to solve the problem. This system will be a multimedia that will have legal instruments, video and activities related to the subject of Environmental Law that will facilitate the student to have support materials related to environmental issues and exercise for self-learning.
Methodology used
To make an educational software, several essential aspects must be taken into account, such as: The design, methodology and programming of the software.
2.2.2 Aspects to consider for software design: (methodology used)
The UML (Unified Modeling Language) is a tool that helps to capture the idea of a system to communicate it later to whoever is involved in its development process; This is done using a set of symbols and diagrams. Each diagram has different purposes within the development process.
UML is probably one of the conceptual innovations in the technological world of software development that has generated the most expectations and enthusiasm in many years, comparable to the emergence and implementation of the languages COBOL, BASIC, Pascal, C ++, and more recently Java or XML. Furthermore, all expectations have been met and have in turn generated new expectations. UML is already an industry standard, but not only in the software industry but, in general, in any industry that requires the construction of models as a precondition for the design and subsequent construction of prototypes.
Another great contribution, in this case not only conceptual but practical in the form of tools, was the creation of a CASE tool (Computer Aided Software Engineering) called Rational CASE and which is one of the reference tools in the world of engineering and, in particular in software engineering.
UML helps the user to understand the reality of technology and the possibility of reflecting before investing and spending large amounts on projects that are not safe in their development, reducing the cost and time spent in the construction of the parts that will constitute the model.
However, from a purely technological point of view, UML has a lot of properties that have really contributed to making UML the de facto industry standard that it really is. Some of the properties of UML as a standard modeling language are:
Concurrency, is a distributed language and appropriate to current and future connectivity needs.
- Widely used by the industry since its adoption by OMG. Replaces dozens of notations used with other languages. Models complex structures. The most important structures they support are rooted in object-oriented technologies such as objects, class, components, and nodes.Use abstract operations as a guide for future variations, adding variables if necessary. system behavior: use cases, sequence diagrams and collaborations, which serve to assess the state of the machines.
In the present work to answer the third scientific question that is stated in it, the concepts and diagrams of the UML are applied using the Rational Rose tool to represent the software that has been devised, fundamentally based on the results obtained through of surveys and interviews that support the need to investigate in the selected context. They are taken to one of the use cases: the business diagram. By means of this diagram, the essential elements that make up the system that is intended to automate within the business are briefly described. The essence is to describe how these operations are carried out manually.
Business diagram
To carry out a correct design of the multimedia, a study of the process followed for information management was carried out, that is, the business dynamics were applied before the multimedia was developed. The result of this study can be expressed through a business diagram, (See Figure 1). This type of diagram is made up of two elements: the actors and the activities. Actors are represented with figures similar to the human figure and activities are represented with ellipses. In addition, lines are included to connect actors to activities. Each of these elements has an associated label.
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