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Building bridges: Main competencies on eTrainers

Building bridges: Main competencies on eTrainers Paco Cerezo Unfold Barcelona 20-22 April 2005 . Contents Microcompetencies Pedagogical model 6 Training modules Methodology 7. Competencies and new roles on eLearning Which are the main competencies for a complete eLearning system?

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Building bridges: Main competencies on eTrainers

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  1. Building bridges: Main competencies on eTrainers Paco Cerezo Unfold Barcelona 20-22 April 2005

  2. .

  3. Contents Microcompetencies Pedagogical model 6 Training modules

  4. Methodology

  5. 7. Competencies and new roles on eLearning • Which are the main competencies for a complete eLearning system? • Which competencies on each role?

  6. Results End-users are interested on:

  7. How structuring a course?, without depending on the technical personnel • Software to structure or to design courses • Software to administer pupils • Motivation and pupils persecution • Interpersonal Communication and tutorship • Tutorial actions.

  8. Evaluation of Learning • Evaluation of platforms. Criteria: compatibility, friendship • Concepts of LMS • Concepts on standards (SCORM, others) • Roles and profiles of eTrainers

  9. Pedagogic Models • Certification of e-learning • Calculating costs and prices • Hosting-housing • M-learning • New technologies: videoconference, Virtual communities.

  10. eLearning flow Setting Production of contents Delivering = exercises evaluation guidance Learning process Evaluation Improvement

  11. Roles in the chain • Author of contents • Graphic designer • Pedagogical supporters • Scriptwriter • Visual developers • Integrator of e-materials • eTutors (several types) • Webmaster • Administrator

  12. Introduction to eLearning • The eLearning process • Didactic of New Media • The role and tasks of eLearning Manager • Scriptwriting • Instructional Design Total: 100 h. of learning

  13. Conclusions Ver versión española al final

  14. Conclusions • In Spain, 4.000 eTrainers demonstrated their approach to eLearning by participating on several CoP. • They are interested on more than 18 subjects. • Standards & LD are interested subjects, but not the most. • 9 roles are acting on the chain of production and delivering eLearning. • There is a wide distance between eTrainers and technicians. • A bridge should be build to approach both groups. • The project www.a3net.net/enstructor runs first step, but it is not enough. • Mixed communities of practices should be build Use free, just quote

  15. Questions to PhD researchers on IMS-LD: To build bridges … • Who is the target? • What should be learn by the end-users? • What could be learn in 10 h? Paco Cerezo

  16. Conclusiones • En España, 4.000 eFormadores han demostrado su interés por eLearning participando en varias comunidades de práctica (CoP). • Estos eFormadores están interesados en más de 18 áreas temáticas. • Estándares y diseño instruccional (learning Desing LD) son áreas de interés, pero no son las más interesadas • Se han detectado 9 roles actuando en la cadena de producción y de entrega de eLearning. • Hay una gran distancia - laguna- que separa eFormadores de técnicos. • Se debe construir un puente que acerque a ambos grupos. • El proyecto www.a3net.net/enstructor y con sus 6 módulos de formación camina el primer paso, pero es insuficiente. • Se deben construir comunidades de practica mixtas. Uso libre, solo citar

  17. Preguntas a los investigadores de IMS-LD: Para construir puentes … • ¿Quién es el target? • ¿Qué deben aprender los usuarios finales? • ¿Qué se puede aprender en 10 horas? Paco Cerezo

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