
<p><span style="font-size: medium;"><strong>Competencies</strong></span></p>
<p>2.1.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Discuss the implications of personal perspectives and epistemological orientations for the teaching-learning process.</p>
<p>2.2.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Apply systems theory and systems analysis techniques to instructional design situations in distance education.</p>
<p>2.4.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Describe the activities of the instructional design process and the advantages and disadvantages of using them in distance education.</p>
<p>2.5.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Develop instructional products or learning objects in distance education.</p>
<p>2.6.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Discuss the common criticisms and controversies relating to the use of traditional and emerging instructional design models in distance education.</p>
<p>2.7.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Apply instructional design principles and models in distance education, in your workplace, or in other instructional contexts.</p>
<p>3.1.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Use a variety of communication and document sharing tools to create, reflect, and communicate with others.</p>
<p>3.2.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Analyze and evaluate the various applications and implications of these technologies.</p>
<p>3.5.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Apply these technologies in distance education and in real-life instructional contexts.</p>
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