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THE ENVIRONMENT OF TRAINING ORGANIZATIONS WITH E-LEARNING - Coggle Diagram

- - - - The State organizes and directs the public service of national education and guarantees parents the right to participate in the educational process of their children ”.
        Executive Decree 305 of 2004, approved by the Legislative Assembly, as well as the sole text of Organic Law 47 of Education of 1946, in accordance with the provisions of Article 26 of Law 50 of 2002, lists the norms in a running manner. higher education and broaden this right. Article 1 of the single chapter establishes that:
        “Education is a right and a duty of the human person, without distinction of age, ethnicity, sex, religion, economic and social position or political ideas. It is the responsibility of the State to organize and direct the public education service, in order to ensure the efficiency and effectiveness of the national educational system, which includes both official education offered by official agencies, and private education, taught by private individuals or entities. ”.
        
        Articles 4, 5 and 6 of the same Executive Decree speak of the plurality of opportunities to learn in life and throughout life. "Permanent education as a process that is carried out throughout the life of the human being ... It is an obligation of the State and is part of the regular and non-regular subsystem ... it will use the greatest amount of available resources such as: information and documentation centers , libraries and museums, radio and television programs, cinemas and theaters, publications, other related ”.
      - Similarly, organizations such as the United Nations, in the Declaration of Human Rights (1948), the International Covenant on Social, Economic and Cultural Rights (1966), the Convention on the Rights of the Child (1989), the Declaration of Education for All ( 1990), the Sustainable Development Goals (ODS-2015), the Human Development Reports (global, regional and national since 1990); they are just some international, regional and national references that affirm and give meaning to this inalienable right to education in the human being.
        
        New trends worldwide require the exchange of new knowledge and experiences, this means that we must constantly update ourselves, to strengthen educational processes, which will allow us to improve quality at the national level, this leads us to contact international specialists in the area of virtual environments. , e-learning.
        Additionally, this new knowledge will allow us to develop research projects in a collaborative way, integrating international specialists who will be able to transmit to us that wealth of years of experience in their respective countries.
        
        The new information technologies and ICT communications offer us great possibilities when undertaking new initiatives in the field of training.
        New technologies allow us to create, adopt and distribute content, as well as adapt the learning pace of each of the participants.
        Teaching, as it is currently designed, does not respond to the demands of the knowledge society, the problem does not lie in the contents that are to be transmitted through it, but in the competences, in the tools that it is capable of developing, along with the idea that education must necessarily be a permanent process.
        
        That is why the Center for Research, Development and Innovation in Information and Communication Technologies (CIDITIC) we identify with our commitment at a national and international level, to facilitate an e-learning process with a high level of quality and use of an adequate methodology, for this reason we carried out the project "New Trends in e-learning, Technologies and Emerging Policies", in conjunction with Senacyt.
- - - - In a globalized economy, with dynamic technological developments and a high degree of competition between countries, the success of a nation depends, to some extent, on the level of training of its workforce, including its technological qualifications.
        For this reason, it is vital for the future creation of workplaces and for the improvement of social welfare that citizens are highly qualified in the use of ICT.
        This should be valid not only for those who are entering the labor market for the first time or those who are already actively integrated into it, but also for the unemployed who do not have the qualifications required by the information society.
        Second, technologies can offer better opportunities to learn, and even improve their quality of life, for all people with learning or physical difficulties.
        Third, the introduction of ICT has the potential to also act as a great help to transform school systems into a much more flexible and efficient mechanism.
- - - - The development of new information and communication technologies, also called ICT, constitutes one of the key factors to understand and explain the economic, social, political and cultural transformations of recent years.
        In the field of pedagogy, education has had the need to complement and reform the teaching-learning process with information and communication tools, in order to offer an innovative and quality education that fundamentally provides students with optimization and development of their skills and abilities, improvements in their academic performance and adequate training to face the competitive professional world with success.
        
        Information and communication technologies (ICT) can contribute to universal access to education, equality in instruction, the exercise of teaching, quality learning and professional development of teachers, as well as to direct management. and more efficient administration of the education system. (s / p)
        
        Unquestionably, the state must provide the opportunity for each of its members, regardless of their social stratum or level of study, to have access to a quality teaching-learning process in accordance with the demands of today's society.
        In the same vein, UNESCO (1995-2011) explains that the objective pursued with ICT is:
        Help create new open learning environments and promote the transformation of a teacher-centered environment into a student-centered environment; that is, an environment in which teachers stop being the main source of information and the main transmitters of knowledge to become collaborators and co-students, and in which students stop receiving information passively to actively participate in your own learning process. (s / p)
        
        On the other hand, Castañón (2006) adds that:
        This reality directly affects the relationship between the teacher and the student. The role of the teacher has been transformed, to leave behind an expository function, characterized by master classes to a creative teacher who suggests searches and explorations. This new role assumes accompanying the student through procedures in which new learning is jointly constructed, in this way the teacher in the knowledge society is emerging as a pedagogical agent expert in learning.
        
        The research is of Non-Experimental design. According to Hernández, Fernández Collado and Baptista (2006), research is considered of this type when "the studies are carried out without the deliberate manipulation of variables and where the phenomena are only observed in their natural environment and then analyzed" (p. 105) .
        Comparative analysis of public policies on educational technology in the countries of: Colombia, Venezuela, Mexico, Finland, South Korea and Chile.
        In relation to the above, the phenomena will be observed in their natural environment and then analyzed. In other words, documentary information will be addressed in order to analyze public policies in different countries.
        Education is the basis of progress in any country, especially in those under development. Currently, the teaching-learning process and the use of technology are closely linked. Together they are able to provide an innovative, effective and long-lasting education, in order to achieve adequate training and in line with the social, cultural and technological changes that arise over time.
- - - - According to Siemens (2010) “ecologies are environments of shared knowledge, fostering connections and sources of knowledge, giving rise to its circulation. They are free, inarticulate, dynamic, adaptable, confusing and chaotic. "
        In the United States of America, for example, 80% of the Universities of more than 4 thousand Higher Education Institutions accredited by the State Department offer online training programs.
        On the other hand, South Korea in fifth place and Singapore sixth, standing out as leaders of Pacific Asia ”(Borrero, N. et al, 2008) 2 Of course, in this recent socio-educational reality, new questions arise that claim the reflection of the fact pedagogical in the search for similar positions to guide the formative processes of digital native students and of global society.
        
        Questions like the following (and others) should always be present in academic debates:
        
        How is the very structure of knowledge and the subject that manages knowledge transformed, when undergoing virtual learning?
        
        How is the learning ecology of individuals modified in the network society?
        
        How does digital thinking affect teaching and learning processes?
        
        What should be the role of the teacher in the new ecology of learning?
        
        What are the quality standards of education that ICT integrates to fully develop virtual learning?
- - - - Even referring to the text for a broader reading of each alternative, here we present a brief summary that allows us to locate its central axes, motivating a global understanding of the discussions that arise in the world of educational policy.
        As will be seen, each alternative starts from a different diagnosis of education problems, some based on teachers, students, the failures of the State, educational dynamics or inequalities.
- - - - Qualitative research must be implemented because it is inductive, which presents a flexible and formulated research design, where it allows the student to build knowledge on their own knowledge and conceives teaching as a critical activity that allows the student and the teacher to advance notoriously and satisfactorily in the teaching-learning process, since the teacher is autonomous to investigate his practice and the teaching model he is using.
        
        We must reduce the negative impact generated by the error in the teaching-learning process in the students, showing that the error cannot be assimilated as something negative, but as a strategy for optimal learning that favors each of the competencies and finally seeks , the autonomy of the teacher when teaching.