On-line course instructional design from the professors' pedagogic knowledge and technological abilities L. McAnally-Salas 1 , G. Lavigne 1 , C. Armijo de Vega 2 1 Instituto de Investigación y Desarrollo Educativo, 2 Facultad de Ingeniería, Universidad Autónoma de Baja California, Km 103 Carretera Tijuana-Ensenada, Ensenada, Baja California, México. The educational design of seven on-line courses was analyzed whith the aim to relate the professors' pedagogic knowledge and technological abilities with the course design. The courses already imparted where analyzed in the LMS where they were designed (Virtual U, Moodle and Virtual UABC). Assesment where carry out with instruments to evaluate the quality of the designs and semi structured interviews and questionnaires to determine the professors' knowledge and perceived abilities where used. The professors were selected looking to cover all the possible combinations among high (T) and low(t) technological abilities and high (P) and low (p) pedagogic knowledge. Seven courses were selected; two with professors who had high technological abilities and high pedagogical knowledge (TP); two with professors with high technological abilities and low pedagogical knowledge (Tp); two with professors with low technological abilities and high pedagogical knowledge (tP); and finally one with low technological abilities and low pedagogical knowledge (tp). The analysis show no relationship between the coherence and structure of the course design with the professors' technological abilities and pedagogical knowledge. Analysis of the interviews suggest that the most important element for a coherent and well structured educational course design is the professor's interpersonal relationships and the informal fellowship communications with experience in on-line education. Keywords on-line education; technological abilities, pedagogical knowledge Se analizó el diseño educativo de siete cursos en línea y se trató de relacionar el conocimiento pedagógico y las habilidades tecnológicas de los profesores con el producto de su diseño. Los cursos ya impartidos se accesaron en la plataforma donde fueron impartidos (Virtual U, Moodle y UABC Virtual). Se utilizáron instrumentos para valorar la calidad de los diseños y entrevistas semiestructuradas y cuestionarios para determinar el conocimiento y habilidades percibidas de los profesores involucrados. Los profesores se seleccionaron buscando cubrir todas las combinaciones posibles entre habilidades tecnológicas altas (T) y bajas (t) y conocimientos pedagógicos altos (P) y bajos (p). Se seleccionaron siete cursos; dos donde los profesores tenían habilidades tecnológicas altas y conocimientos pedagógicos altos (TP); dos con profesores con habilidades tecnológicas altas y conocimientos pedagógicos bajos (Tp); dos profesores con habilidades tecnológicas bajas y conocimientos pedagógicos altos (tP); y finalmente uno con habilidades tecnológicas bajas y conocimientos pedagógicos bajos (tp). En el análisis no se encontró una relación entre la coherencia y estructura del diseño del curso con las habilidades tecnológicas y conocimientos pedagógicos de los profesores. El análisis de las entrevistas suguieren que el elemento más importante para un diseño educativo coherente y bien estructurado son las relaciones interpersonales y comunicaciones informales del profesor con compañeros con experiencia en la educación en línea. Palabras calve educación en línea, habilidades tecnológicas, conocimiento pedagógico 1. Introducción The growth and development of the online education, among other things, is due to the ongoing technological development applied to the Information and Communication Technologies (ICT), hence it is not surprising that is able to integrate the latest technological innovations to its repertoire, thereby increasing their posible applications in teaching and learning settings. Inherent in its origin, are the possibilities to incorporate virtually any kind of multimedia, simulations, and synchronous and asynchronous communication. Authors such as Harasim, Hiltz, Teles and Turoff [1], have developed models that were incorporated into distance education programs, learning networks, virtual classrooms or online education, which have the potential to reduce or eliminate the isolation and loneliness feeling expressed traditionally by students in this modality. In education, the Internet ubiquity not only expanded the options for distance education programs, but also gives alternatives to traditional educative programs to incorporate these ICT in the everyday practices. In this convergence, between technology and face to face teaching, the web provides important tools as support for better learning in traditional settings [2]. Is in this context where mixed or blended models have their niche, Research, Reflections and Innovations in Integrating ICT in Education 82