Aspects of educational and training policies of e-learning

A framework for the analysis of public policies on e-learning

Conclusions: Looking to the future and learning from mistakes

The beginning of the 21st century presents us with a new challenge, the application of Information and Communication Technologies in the teaching-learning process, this new horizon allows us to update ourselves in the new trends of e-learning.

The right to education has become a universal principle. All the countries of the world have included it as a founding norm of their societies.

This is provided for by the National Constitution of the Republic, the Organic Law of Education, other laws, decrees and resolutions.

Article 87 of the Constitution states: “Everyone has the right to education and the responsibility to educate themselves.

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. ”.

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.

Although for many it may seem unheard of, the introduction of ICT in educational systems is a recent phenomenon in the context of school history.

The first personal computer (PC) was barely twenty-five years old, so it is difficult for pedagogical reflection or political initiatives about the expectations that they could generate can be more than twenty years old.

At the same time, in the last two decades the OECD countries have faced radical changes in their demographics, economic development and socio-cultural characteristics that have directly impacted on education systems.

New migratory flows, the consolidation of culturally heterogeneous populations, service-based economies and deep inequalities are some of the phenomena faced by educational services.

Learning from technology is no longer what is relevant, but learning with technology, and achieving such an ambitious goal is not the product of chance, but of an important planning work behind the scenes that begins with the conception of what in reality you want to promote , develop and produce on the subject of educational technology from the Government, in a healthy pact with society, for the benefit of the country and its citizens, so designing clear and visionary public policies, specifically in this area, can promote economic development, social, political and cultural of the nation, and even of the Region.

The use of Information and Communication Technologies in Education has become a public policy worldwide.

Most of the countries of the world, to a greater or lesser extent, have designed actions, concrete activities in order to make citizens learn with technology from an early age, making this important process come accompanied by a large dose of motivation that impress the student with a taste for learning, a taste for knowledge.

This article presents and analyzes the public policies on educational technology in countries such as Finland, South Korea, Colombia, Chile, Mexico and Venezuela.

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)

The information and knowledge society has required structural changes to higher education, in line with the reformulation of a good part of the convictions that founded traditional education in previous centuries.

The new locations emphasize the recreation of training models, focused on the development of capacities to learn to learn, rather than to accumulate knowledge, as well as the urgency of new educational modalities to increase educational mobility and the development of high levels of training. , training, updating human talent and higher quality of service.

Changes of this nature have to do substantially with the ways in which knowledge is generated and in the ways in which it is administered, transferred, organized and evaluated; It is here where virtual education gains a privileged space in society.

The training process that results from the rigorous coordination of pedagogical, communicative, technological and administrative aspects for the organization of virtual environments that meet parameters of versatility, accessibility, immediacy, multimedia, remote interactivity, mobility and ubiquity in space and time, it is recognized as virtual education.

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.

At present there is a particularly conducive context to advance in a deep discussion on the content and meaning of educational policies.

The framework of economic growth allows us to think not only about emergencies but also about the structures and origins of educational problems.

The arrival of a new political-ideological era in education makes possible a certain dialogue between the actors in the sector (unions, governments, etc.) and even opens the doors to discuss a new National Education Law.

At the same time, the revision of the Educational Financing Law generates new hopes that educational policy will have to respond with actions appropriate to the circumstances.

The educational policy alternatives will be agendas based on clearly differentiated thematic axes, which have in common an ambitious proposal to change the educational system, based on a particular diagnosis of the structural problems that afflict it.

The alternatives are defined from different central conceptual axes, modalities and necessary implementation conditions and are exemplified through a series of specific policies and cases of countries and provinces that have advanced in some of these directions.

In addition to providing ideas for the educational debate, the main purpose of the text is to allow a more direct and systematic access to these debates by the various actors outside the field of education, who are often unaware of the possible educational policy alternatives. and that they do not have enough tools to compare the actions of the different governments against other potential courses.

The Error as a Teaching-Learning Strategy in young people is constituted in a proposal that leads to mature thoughts and actions, which arise from the dynamics that are had daily in the teaching profession.

On various occasions, dosed by the experiences acquired, we return to those methodologies that were seen as procedures that guarantee success in learning.

The teaching scenarios have been corrupted by the negative definition of wrong actions or initial assimilation of learning that students have, expressions such as not everything is a game! ... are part of some of them, which are loaded with guilt, it represses the thought and the disposition to advance.

The objectivity of this project is to prove that error can be assimilated as a teaching method, and to discover its constructive, creative and didactic strength, compared to the permanence of traditional pedagogy.

For this reason, it is of great interest to address the issue of error, taking into account the importance given to it in practice and how significant it is in teaching, directly in formative assessment, so that the result is learning in fullness of each of the contents viewed, and that they are put into practice from the moment they are acquired.

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.