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Project Management and Distance Education - Coggle Diagram
Project Management and Distance Education
The Boom of Distance Education.
The arrival of the 2000s brought with it the first boom in online teaching. At that time, Spanish universities and business schools began offering all kinds of courses through their web pages.
New paradigms generated by the NTIC. virtual environments, online education, e-learning, blended-learning.
In the structure of Blended Learning, rearrangement processes coexist between its components; from the initial practices defined by the combination, mixing or hybridization of the face-to-face with the virtual, the change in the leading roles (tutors and students) and the organizational adaptation.
THE PROGRESSIVE TRANSFORMATION OF BLENDED LEARNING.
E-learning is based on the change and innovation of the communication media as factors of formative development, which do not question its principles, but is part of its history. In the same sense, Dudezert (2002) considers that the E-learning pedagogy is not new, on the contrary, it is a continuity of the development of digital in distance education.
Advantages and disadvantages for institutions and companies that wish to implement the modality.
Provides support to the different training modalities. It can be used as a support for any type of training, for example as support for face-to-face classes.
It offers a user-centered methodology. It gives the user autonomy to carry out their training and determine their learning pace.
Flexible schedule. Possibility of being able to enjoy the training action at any time.
Geographic availability. Ability to access from anywhere with Internet access.
Information restructuring. The contents must be synthetic, well structured and focus on the main parameters, offering additional information to deepen, thus facilitating the assimilation process
Increase in content retention rates. The structure of the information and the personal rhythm of learning facilitate the retention of concepts with respect to a face-to-face class.
More up-to-date content. The inclusion of more visual and interactive formats for the contents, more adapted didactically to the circumstances, is facilitated. Content updates can instantly reach recipients.
Interaction tools. Learning platforms offer various means of interaction between students and with tutors (mainly forums, chats and internal messaging).
Greater critical reasoning and less fear of error. The lack of presence, the possibility of using asynchronous media and a certain initial feeling of anonymity facilitate reflective and critical capacity.
Ease of inclusion of audiovisual content. Internet facilitates the inclusion of all types of audiovisual content, with the only restriction of bandwidth and a balance between graphic quality of the content and optimal performance of the transmission via the Web.
Disadvantages:
• Pseudo e-Learning. The learning platform should not be used as a simple “container of materials”. It is necessary to exploit the didactic potential of the interaction tools and to have a coherent and tutored instructional strategy.
• Lack of quality of content. They must adapt to the new broadcast medium and be consistent with the instructional design.
• Waste of available resources. Content design must be combined with the interaction possibilities of the learning platform through good instructional design to achieve good learning results.
• Resistance to change. All innovation produces a certain resistance in users. It is necessary to invest effort in combating this resistance through training and dissemination plans, incentives, etc.
• Lack of standards. From the technological point of view, it is already possible to create standard contents that can be exported to other training systems. However, "standardizing" is also understood as "creating an own style" of the institution that accustoms the recipients to always work with more or less standard contents and processes.
• Technology dependence. E-Learning generates technological dependence on devices and networks to access training. Any failure or technical difficulty, as well as the lack of qualification for the use of the tools by the users, represents an obstacle to the process.
Courses in Web support - WBT (Web Based Training)
The content that customers start to demand is no longer going to look anything like what most of the "publishing industry" has been producing. Learning is building knowledge and there is no construction if there are no materials.
Work Methodology for e-learning courses
Training Needs: Survey stage, in which the company's business is evaluated, its needs determined and the appropriate training established.
Design and creation of the Course: Development stage, in which the content is received from the expert in the area and the designer works said content together with a pedagogue to develop an optimal interface for this purpose.
Implementation and Monitoring: It is the last stage in which the developed course is implemented, the scope is evaluated and the students are monitored in a personalized way.