Objetos Virtuales de Aprendizaje en la Educación Superior

Abstract

The present article has as objective to deepen around the incorporation of Virtual Objects of Learning (OVA) in Higher Education, as tools that allow to enrich the construction of student knowledge, both individually and in a collaborative way. This is why it begins with a reflection on the use of Information and Communication Technologies (ICT) in the educational field from a didactic intention, which highlights the need to move from traditional methodologies to constructivist methodologies, then conceptualizes the term of  Learning Objects and the transformation that these have had with the incorporation of the TIC, is deepened in its characteristics, the classification and the components of the OVA. The analysis is carried out at the level of Higher Education, where their employment can be worked in both theoretical and practical subjects, generating processes of analysis,

reflection and argumentation, which strengthen a learning with meaning and meaning. Finally, the conclusions confirm the importance of incorporating these technological tolos into teaching practice in the classroom, but in turn, it implies a challenge for teachers, since it requires articulating the domino of the discipline they work, the didactics that respond to the characteristics of the students of Higher Education and finally the management of technological tools as support in this process.