Search results

CINTERFOR/ILO has been developing, for some time already, its own experience in the use of new information and communication technologies (NICTs) for its educational and advisory activities. It has also been observing the increasing interest of its member institutions in this subject, widely known as e-learning. The subject is indeed spreading but it is suspected that there are still many confusing concepts in this expansion that partially explain a number of failures, huge investments that have not always produced the expected results, etc. Cinterfor/ILO's request therefore emerges as a book that helps to guide - or at least think and revise more in depth - practices being carried out in the field. The book has been structured in the following way: The first part begins by placing the objective of this work in the intersection between vocational training, distance learning and 'new technologies' (in which the distance is not such and the newest technologies are combined with old ones). Chapter 2 covers key issues that this educational delivery method wishes to respond to: students' distance from the VTI [vocational training institute] and time availability to study. Besides, it refers to the areas to which it has tended to expand, particularly in the vocational training field. Chapter 3 summarises the main trends that are present in nowadays pedagogical debate and the roles played by them in this particular area. Chapter 4 shows the articulation between the required disciplines and knowledge to work with. Apart from the specific knowledge for every course or educational activity, pedagogical, communicational and technological knowledge are mentioned here. That is the reason why, working teams are, inevitably, interdisciplinary. The second part contains mainly methodological suggestions for the development of distance learning courses with NICTs. It starts by describing the general design (Chapter 5), from the initial decision of setting up a course to the curriculum, by articulating the above-mentioned dimensions: regarding the subject, pedagogical, communicational and technological features. Some specific details about the design of courses such as team work or assessment are discussed in Chapter 6. Chapter 7 refers to the production of materials and the actual implementation of courses including some of the countless practical details to be taken into account. Chapter 8 focuses on the teaching competencies required for this kind of education, particularly on the role of 'tutors'. Chapter 9 attempts to be a guide within the NICTs' labyrinth by presenting some of the technological models consolidated so far. It also suggests an order for the decisions that have to be made at the time of investing in technologies. Two general issues are discussed in the third part: Chapter 10 approaches the estimation of costs in order to achieve better results in the budgeting of courses as well as in the corresponding political decisions. Chapter 11 suggests some ideas for making decisions at initial stages and while developing distance training programmes with NICTs such as the location in the institution and the pace of development.