Contradictions and dilemmas: design and practice epistemological coherence for virtual quality programs

Abstract

Virtual Educational Programs become valid if the final outcome of their projects lead to the building of relevant knowledge from the personal and social viewpoints. This means inferring coherence between theory and practice so as to elicit powerful knowledge and thus contribute to assure good quality. The deconstruction of rationalities, the study of articulation between scientific and other approaches, the best application of ICT potentials, etc. they would all help to plan, carry out and evaluate programs established and distributed by techno-cultural convergence through the relevant selection and combination of media and formats. A creative production of knowledge with coherence, quality and real strength in virtual educational innovations is genuinely interested in different types of design with  resources open to learning both flexible and oriented to selecting mediation and technological applications on learning and to casting some light on epistemological bases upon which virtual educational programs are planned.