Experiences and Practices in Modeling Distance Learning Curricula for Capillary Approaches and Limited ICT Resource Scenarios

Actual curricula design and development for distance learning courses have been challenged by constraints such as the absence of conventional face-toface (F2F) (Keeton 2002) class communication, the required student’s autonomy and the need for ergonometric interfaces, just to mention some. In general, both the extensive use and the focused application of ICT components (Felder & Silverman 1988) may provide some significant contributions to overcome these drawbacks. The objective of this paper is to describe a distance learning curricula design and implementation strategy considering a capillary approach with limited ICT resources. It highlights the approaches undertaken and the obtained results. The implementation scenario is an undergraduate level course for active high-school teachers requiring certification for improving their pedagogical methods. The numbers, methods and implementation aspects presented are based on a real-life ongoing course.