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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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slide1
Building bridges:

Main competencies on eTrainers

Paco Cerezo

Unfold Barcelona 20-22 April 2005

slide3
Contents

Microcompetencies

Pedagogical model

6 Training modules

slide5
7. Competencies and new roles on eLearning
  • Which are the main competencies for a complete eLearning system?
  • Which competencies on each role?
results

Results

End-users are interested on:

slide8
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.
slide9
Evaluation of Learning
  • Evaluation of platforms. Criteria: compatibility, friendship
  • Concepts of LMS
  • Concepts on standards (SCORM, others)
  • Roles and profiles of eTrainers
slide10
Pedagogic Models
  • Certification of e-learning
  • Calculating costs and prices
  • Hosting-housing
  • M-learning
  • New technologies: videoconference, Virtual communities.
slide11
eLearning flow

Setting

Production of

contents

Delivering

=

exercises

evaluation

guidance

Learning

process

Evaluation

Improvement

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Roles in the chain
    • Author of contents
    • Graphic designer
    • Pedagogical supporters
    • Scriptwriter
    • Visual developers
    • Integrator of e-materials
    • eTutors (several types)
    • Webmaster
    • Administrator
slide13
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

conclusions ver versi n espa ola al final
Conclusions

Ver versión española al final

slide15
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

slide16
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

slide17
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

slide18
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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