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Guide to Methodological Innovation in E-learning


METHODOLOGICAL CREATIVITY AND INNOVATION IN THE AREA OF LIFELONG LEARNING
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content on the same page

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Coordination content on different pages
Francisco José García Aguilera y
Silvia Luque Ávila.

Authors
Ainhoa Otamendi Herrera,
Diego Aguilar Cuenca,
Francisco José García Aguilera,
José Álvarez Huete,
María García Álvarez,
Raquel Morilla Gutiérrez,
Silvia Gómez Torres,
Sign indicating chart on stand-
Silvia Luque Ávila, alone page

Yolanda López Carrillo.

Edited by
Indicador de comienzo de capítulo
Programa Espacio Virtual de
Aprendizaje(EVA)delaConsejería
deInnovación,CienciayEmpresa
Sign indicating beginning of a point
de la Junta de Andalucía y la
Red de EspaciosTecnológicos de
Andalucía (RETA).

Graphic design
bRIDA

Traduction
Dialoc (traductores)
05
06
066
050

2.0
3.0
084

4.0 094

1.0
5.0
106

010

B. 6.0
198

G.

A.2
124
186

7.0
178

A.1
8.0
158
152
07

Index

1.0_Introduction to pedagogical model. 010

2.0_Methodological innovation. 050

3.0_Tools. 066

4.0 _Teaching Materials. 084

5.0_Open Content. 094

6.0_Training Programme Design. 106

7.0_The bussiness of consultancy in an e-learning


context. 124

8.0_New trends. 152

Appendix 1_Tool Files. 158

Appendix 2_Integration of Innovative


Teaching Methods, Resources and
Physical Classroom
Learning and Online Tools. 178

Glossary. 186

Bibliography. 198
PROLOGUE 09

Of all the conclusions reached at the Virtual Learning Environment Program- that are primarily based on teletraining.
European Council of Lisbon in March me (EVA Programme) of the Andalusian It is clearly meant to be practical when
2000, the most comprehensive was the Regional Ministry of Innovation, Science explaining how to implement methods
following idea: “Lifelong learning is an inte- and Enterprise and the Technological that integrate tools for optimising virtual
gral part of policy for the development of its Network of Andalusia (RETA) implements or semi-classroom learning processes.
citizens, social cohesion and employment”. the key strategies captured in the PIMA Each section of this guide will introduce
(Innovation and Modernisation Plan for the criteria that must direct the creation
The Memorandum on Lifelong Learning rela- Andalusia) and aims to meet organisa- of any type of course, whether in an e-
tes the mandate of the European Coun- tions’ lifelong learning needs. Recogni- learning format or combined with other
cils to make lifelong learning a reality tion for professionals’ qualifications and formats such as classroom learning.
and there are various key messages that the need to permanently update them
suggest the need to implement a com- are two of the major objectives of the Moreover, it covers quality criteria and in-
prehensive and coherent strategy for EVA Programme, the identifying mark of dicators that will be helpful in assessing
lifelong learning that aspires to “develop which is that it is an innovative pedago- the design, execution and evaluation of
effective teaching and learning methods and gical model that integrates various me- lifelong learning using various methods.
contexts for the continuum of lifelong and li- thods based on virtual teaching and the
fewide learning”. integration of innovation and ICT in the
teaching-learning process.
So, as we focus on applying these princi-
ples within the Autonomous Community As a way to achieve these objectives and
of Andalusia and using the Innovation with a strategy for implementing innova-
and Modernisation Plan for Andalusia tive lifelong learning methods, the EVA
(PIMA) as a reference document, we shall Programme has created this “Guide to Me-
highlight the fact that in the section on thodological Innovation in E-learning”,
knowledge-based industry and universi- which aims to be a reference for crea-
ty policies, reference is made to several ting training programmes and courses
plans that reflect this same idea. These
plans are linked to the need to integra-
te methodological innovation and the
use of information and communication
technologies (ICT) in teaching-learning Ángel Garijo Galve
processes. Secretary General of Telecommunications and the
Information Society
Based on these principles and with a par- Consejería de Innovación, Ciencia y Empresa
ticular emphasis on virtual learning, the Junta de Andalucía
010
1.0 Introduction. Pedagogical Model 049

1.0

010
011
1.0 Introduction. Pedagogical Model

Introduction
Pedagogical Model

In this section, we will discuss:

The evolution of distance education

The concept of e-learning

Learning theories

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013

1.1
Conceptual Framework

1.1.1. Distance Education


Several years have passed since e-learning first became a topic of discussion, and even
more if we go back to the beginnings of distance education (Distance Ed). This section
will briefly summarise the evolution of Distance Ed and how, in some cases, it has been
confused with e-learning. Finally, the section will conclude with an explanation of the
evolution that e-learning has undergone in recent years and how this evolution affects
the focus that is given to teaching-learning processes today.

Distance Ed has its roots in the United States in the middle of the 18th century when
an ad appeared in the Boston Gazette offering teaching material and tutoring by mail
(García Aretio, 1999). It reached Europe to a significant degree at the end of the 19th
century and saw its greatest growth in the second half of the 20th century, probably as
a result of the major economic and social changes that affected all areas of education
in general.

Distance Ed in Spain began in 1960 as a public administration initiative when the go-
vernment established new teaching and study methods that could cover the needs of
the rural population and those who lived far away from city centres. This new way of
teaching and learning expanded throughout the following decade until distance stu-
dents accounted for one-third of the entire student population. During that decade,
the Spanish General Education Law (LGE) of 1970 was enacted, approving distance
education as a way to achieve school enrolment at all educational levels. Various ad-
ministrative authorities were created out of this law, such as the National Institute of
Higher Secondary Distance Education (INBAD) and the National Centre for Basic Dis-

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1.0 Introduction. Pedagogical Model

tance Education (CENEBAD), to oversee basic education and the National University of
Distance Education (UNED) to oversee higher education.

Years later, in 1992, the Centre for Distance Education Innovation and Development
(CIDEAD) was created in order to meet the educational needs of adults through conti-
nuing education. There was a new push for Distance Ed during these years as various
public and private initiatives began to appear, starting in 1995, with regards to lifelong
training.

1.1.2. Distance Education and E-learning

Many debates have evolved around whether e-learning is a type of Distance Ed or if,
in fact, it is a brand new way of teaching. Without wanting to delve too much into this
debate, we will define this type of training while also clarifying the similarities and
differences between e-learning and Distance Ed, as summarised in the following table
VER CUADRO 01 / PAG. 015

From the beginning, Distance Ed has had a fundamental role in enabling people who
live in geographically remote areas, far away from any educational institution, to ac-
cess training. It has also made access to education possible for people who do not have
enough time or money to travel to cities where universities or professional schools are
located. Distance Ed has benefited substantially from the use of new technologies, but it
continues to fulfil a fundamental role in training from a distance.

Although it can meet this objective for the most part, e-learning has a clear technologi-
cal component as ICTs are an essential requirement for its use.

On the other hand, and perhaps what most differentiates the two, is that e-learning, as
it is viewed today, is not exclusive to distance training, but can also be used in corporate
CHART 01 015

DISTANCE
E- LEARNING
EDUCATION

Formal education based at an institu- Using new multimedia technologies


tion where the learning group is separa- and the Internet to improve the quality
DEFINITION ted and where interactive telecommu- of learning by accessing long-distance
nications systems are used to connect resources and services and collaboration
the students, resources and instructors and exchanges (www.elearningeurope.
(M. Simonson, 2006). info).

They may be synchronous or asynchronous.

SIMILARITIES Connection between students and resources with mediation from the instructor.

Many resources to connect the students and/or The resources are almost exclusively based on
teaching staff: Internet, snail mail, radio, televi- new technologies (ICT): Email, Internet, multime-
sion, satellite, etc. dia products, mobile devices, etc.

Separation between instructor and student The separation between the instructor and student
(temporal and intellectual). is not always temporal (e.g.:videoconference)

Interaction is much more likely between students


DIFERENCES Interactive telecommunication desirable, but
and between students and teaching staff due to
not essential..
the very nature of the technological resources
used.

The information does not always come quickly, Both the information as well as the updates to the
nor is it possible to update it immediately.. information can be immediate..

Learning styles may vary from passive to Thanks to the communication, collaborative lear-
participatory-constructive.. ning between students is encouraged through
instruction mediation. A passive learning style is
much less often chosen with this method..
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1.0 Introduction. Pedagogical Model

contexts, as a supplement to classroom training, etc. In short, training via e-learning does
not necessarily have to be located in areas that are geographically remote or unable to
access any other type of training. Instead, choosing it is fundamentally based on the
potential that ICTs contribute to the training and on the new learning styles associated
with the methods used in these environments.

1.1.3. E-learning in Spain

Jesús Salinas (2005) distinguishes three phases in the evolution of e-learning in


Spain:

1st phase: Focus on technology. The discussion of e-learning within organisations


focused on the development of technological platforms or on implementing market
solutions. Above all, this phase reflects developments in the first few years of e-learning,
some of which still occur in some cases.

2nd phase: Focus on content. During this time, many companies set up technological
platforms that were not capable of delivering quality training activities. The solution
began to be seen through the use of sophisticated materials that provide more quality.

3rd phase: The third phase Salinas refers to focuses on the student and is where all
decisions made are based on pedagogical criteria.

We advocate the full development of this third phase. ICTs are necessary and essential
for e-learning, but only if they are used for a pedagogical purpose and in an appro-
priate manner. It is no longer worth it to use ICTs ‘just because’. Content is essential, of
course, but it must be quality content. However, putting all the weight on the content
is a mistake if the student becomes a passive receiver. Accessing quality content is ea-
sier than ever these days, precisely because of new technologies. So, what added value
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1.0 Introduction. Pedagogical Model

can we offer? That is where this third phase comes in – when the role of the student
finally acquires real significance in the teaching-learning process with the appropriate
combination of content, expert teachers and new technologies in accordance with
pedagogical criteria.

In short, as we see the teaching-learning process, the student must be the centre of
the educational process. The content that is covered facilitates the improvement of
the quality of the learning and students are provided with the intensive use of the
Internet and ICTs, which also helps transmit these technological values in the organi-
sations and/or entities that carry out some kind of training programme in the Virtual
Learning Environment SEE CHART 02 / PG. 018

1.1.4. Learning Theories

All the elements of a training programme are important (students, experts, content,
ICT, etc.) and must be framed within a pedagogical model that sustains them, as far as
the understanding of the teaching-learning process, didactic methods, learning stra-
tegies, tools, figures in the teaching-learning process, evaluation, etc. are concerned.
Pedagogical models are supported by learning theories and principles that shape the
organisational and didactic aspects of a training programme.

As Moreno and Bailly-Baillière (2002) point out, there is no ideal pedagogical approach
to the methodological design of an e-learning course, but rather it is best to imple-
ment a mixed strategy between a behaviourist and constructionist perspective as per
the aspects at hand.

Behaviourist Theories

Organisational aspects: The formulation of objectives, content structuring,


evaluation planning, etc.

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018 CHART 02

E- LEARNING

IMPROVES THE ENCOURAGES


QUALITY OF THE ACCESS TO
LEARNING TRAINING

TRAINING FOR
EVERYONE,
INNOVATION IN INCREASES REGARDLESS OF
TEACHING STUDENT THEIR GEOGRAPHIC
MATERIALS MOTIVATION LOCATION, OCCUPATION,
TIMETABLE, ETC.

TEACHERS
AS LEARNING
GUIDES
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1.0 Introduction. Pedagogical Model

Constructionist Theories
Didactic aspects: Designing teaching strategies, learning activities, etc.

Different learning theories have contributed in different ways to designing online ma-
terials and training activities. Behaviourism enables the creation of structured content
aimed at specific knowledge objectives and, through exercises and evaluations, provi-
des reinforcement that indicates correct and incorrect answers to the students in a sti-
mulating manner so as to obtain certain responses from the students when repeating
topics and/or exercises that have already been covered.

With constructionism, students learn through interaction with their classmates as well
as their teachers during the knowledge building process, with feedback being a fun-
damental factor in the final acquisition of content. Nowadays, teletraining platforms
such as Moodle exist, which are based on this theory and therefore feature a structure
that facilitates the production of learning based on these ideas.

Finally, there is a new tendency within the e-learning world to talk about connectio-
nism (Siemens, 2006), which is a learning theory for the digital age that attempts to
explain the effect that technology has had on the way we currently live, communicate
and learn. This theory begins with the individual, who obtains all their information
from a network that is continuously receiving feedback; this new information makes
the previous information obsolete. The vital skill is in being able to discern what infor-
mation is important and what is trivial, as well as recognising when this new informa-
tion alters the decisions made based on past information. In this regard, we can see
how this theory comes together with the new technologies of the digital age, where
the information flows from multiple points and where it is crucial to know how to
differentiate the essential from the trivial. Otherwise, we could fall for what Alfons Cor-
nella (2000) defined as “infoxication”, or an excess of information or of the quality of
this information, which generates anxiety in the individual due to not being able to
assimilate it.

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1.0 Introduction. Pedagogical Model
021

1.2
Pedagogical Model

We will now delve into the pedagogical model that supports this guide. We shall clarify
that this model can be found in each of the sections of this guide, in the statements
that are made herein and in the uses proposed for the various tools and methods. This
pedagogical model is geared towards e-learning and its many varieties and, thus, se-
veral references are made to teletraining platforms, web tools, etc. It also goes without
saying, however, that many of the indications shown in this guide are perfectly appli-
cable to other environments, as they are pedagogically based. We shall clarify that at
all times we are referring to adult lifelong training and, more specifically, to training
professionals from a competency management point of view. Therefore, when we talk
about students in this guide, we are referring at all times to adult professionals.

As we mentioned previously, training programmes in which the principal method is


teletraining are characterised by intensive use of the Internet and ICTs to improve the
quality of the learning by facilitating access to content and resources as well as com-
munication and collaboration among students and tutors, regardless of scheduling or

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1.0 Introduction. Pedagogical Model

geographical limitations.

The pedagogical strategies and methods linked to an e-learning model that is set in a
context of lifelong learning must contemplate the following principles.:

Learning to learn

Making the professional - the student - the active main figure in the process
of teaching and learning

Collaborative learning

Encouraging active participation among professionals through various


activities as part of the training activities, as well as the creation of
learning communities

Compatibility and connection with professional realities

Offering programmes that are useful to professionals and which allow the learning
to be put into practice immediately in their professional realities

The use of ICTs in the learning process

Promoting new means for professional development and facilitating access to


lifelong learning opportunities

By placing the students in the centre of the teaching and learning process, the training
programmes we design will bring together an entire system of resources aimed at
facilitating their learning, based on the principle of “learning to learn”. This way, the
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1.0 Introduction. Pedagogical Model

learning scenario is structured in such a way that makes all the resources needed to
optimise learning available to students and, at the same time, provides the tools that
enable interaction and participation with all the other agents in the learning commu-
nity in which they participate. Pedagogical strategies that guide and direct learning
will be implemented in order to make the path towards achieving the objectives esta-
blished in the courses easier.

1.2.1. Learning Guidance System

Next, the elements necessary for putting the principles of the pedagogical model into
practice through a learning guidance system are provided. We also highlight some
basic figures that are responsible for guaranteeing it and the pedagogical tools that
come into play.

1.2.1.A. Keys to a Learning Guidance System

A learning guidance system consists of establishing everything from the design of the
training plan itself to the instruments, mechanisms and tools that enable students to
reach their goals: to learn, to acquire, to train, and so on. In other words, the professio-
nal competencies that are to be studied in the training activity in question.

Learning,
acquiring, training

+ =
DESIGNING DESIGNGING THE the professional
THE ACTUAL INSTRUMENTS, competencies that
TRAINING PLAN MECHANISM AND are to be studied in
TOOLS the training activity
in question

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1.0 Introduction. Pedagogical Model

The keys to a learning guidance system are teaching activities that provide students
with:

Autonomous work. Assuming responsibility and control for their own learning by
establishing their own rhythm and evolution in the process in such a way that the
elements students need to approach the learning individually and autonomously in
accordance with their learning styles will have to be defined.

Collaborative or group workIn parallel, group activities and actions must be consi-
dered, in which students can share what they have learned with all the other agents in
the educational process. From this perspective, it is very important to make students
feel like members of a community and ensure that knowledge, experiences, points of
view, etc. are shared.

“My learning scenario.” . Students must find themselves in a learning environment


that they assume as their own: their learning scenario. This scenario should provide
optimum possibilities for establishing the learning guidance system. Moreover, it is
very important for there to be a particular area within the platform (student’s area),
both because of the information it contains and because it is the students themselves
that manage it. To do this, tools are available that contemplate these requirements,
such as journals, blogs, personal data sheets, etc.

Teaching strategy for guidance.This is the principal element to be considered. The


team of instructors must act as the principal agents for the student’s learning guidan-
ce. Their teaching involves incorporating guide elements, orientations, etc. that help
boost participation, the creation of communities, interaction, and so on.

All of these key elements will be shared in the student instructional guide, which will
cover the following sections SEE CHART 03 / PG. 025

Autonomous learning, which is frequently a must with e-learning, requires the tea-
ching strategy of using a course syllabus that indicates a series of aspects to students,
thereby facilitating the autonomy that is asked of them. The following should be in-
dicated to the student: the estimated time needed for daily study, the key sections to
check and key information for studying, the recommended study sequence, the need
CHART 03 025
1 2 3

GENERAL
AND SPECIFIC CONTENT LEARNING
OBJECTIVES BLOCKS METHOD
FOR EACH
MODULE

Clear definition of the General outline of


Sequence of
goals students are the training activity,
content and concept
expected to attain indicating the
outlines
timing

4 5 6 7
RESOURCES DIDACTIC
AND TOOLS FOR EVALUATION RECOMMEN-
ACTIVITIES COMMUNICATING CRITERIA DATIONS
AND FOR THE
PARTICIPATING WORK

An essential part of
guidingthe learning is
At all times, students stating the criteria by which
An explanation of must know what resources the student’s learning is going
the activities to be and tools will be available to be evaluated on each topic. Course syllabus to
completed by the for the training activity This includes criteria that not optimise the learning
students, individually as in order to develop their only refers to the content, but process
well as in groups learning processes also to participation and
interaction in the learning
environment
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1.0 Introduction. Pedagogical Model

for self-scheduling by determining a fixed and continuous timetable and, finally, an


online assistance service should be available with permanent help from someone that
guides the student on these aspects - the programme facilitator, a figure that will be
discussed in more depth later.

1.2.1.B. Learning to Teach Team

A learning guidance system is needed in any teaching and learning process, even
more so when the distance and lack of physical contact must be managed so as not to
become barriers to the students’ learning.

The teaching teams will have to implement this learning guidance service with the
help of resources and teaching strategies. It is not enough to be experts on the content,
they must also be advisers, guides and a constant source of support for students.

The institutions that carry out e-learning programmes must therefore be staffed with
expert professionals in psycho-pedagogy who provide instructional advice on these
new needs. This is referred to as the Learning to Teach Team (LTT) and, together, they
form a multi-disciplinary team that designs and runs the courses.

Role and Qualifications of the LTT

The LTT should be a working group that is continuously in the process of instructional
innovation, the objective of which is to provide the various teaching teams with the tools
necessary to design and implement the various programmes. They shall oversee and
be responsible for guaranteeing the pedagogical qualifications of all the teaching figu-
res involved in the learning process, thereby becoming a transversal team for all of the
organisation’s training programmes. This will guarantee the pedagogical adaptation of
the programme designs, as well as the teaching qualifications of instructors, tutors, me-
diators and experts in the different knowledge areas . SEE CHART 04 / PG. 027
CHART 04 027

ROLE OF
LTT

To guarantee the
To guarantee the pedagogical
To provide the teaching adaptation of programme
pedagogical quality of all
teams with tools to design designs as well as the teaching
the teaching figures and
and implement qualifications of instructors,
roles involved in the learning
training programmes tutors, mediators and experts
process
on the various areas of
knowledge

1 2 3
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1.0 Introduction. Pedagogical Model

This is all part of a training plan that will be made available to these teaching teams
as a part of their professional development. We believe that the LTT should have the
following professional qualifications.

Expert knowledge in programming and designing teaching materials.

Able to teach instructional tools, techniques and instruments.

Able to offer psycho-pedagogical orientations in training programmes.

Able to establish teaching strategies to guarantee the pedagogical model in the


training programmes.

Able to encourage creativity and innovation.

Able to promote the use of innovative teaching methods.

Able to ensure the appropriate use of new technologies applied to training.

Controls the use of virtual learning environments

Controls tutoring techniques and learning guidance

1.2.1.C. Learning Guidance Process

As has already been seen in previous sections, e-learning requires students to be suffi-
ciently autonomous. Therefore, it is necessary to have a process that helps guide and
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1.0 Introduction. Pedagogical Model

direct their learning. The learning guidance system must be a transversal element in
any training activity, with all the agents involved in the training process (those who
design, tutor, teach, facilitate, etc.) being responsible for implementing it.

Four phases can be defined in the guidance process: Preparation, beginning, body of
the course and the end SEE CHART 05 / PG. 030

We will now take a look at the main functions of the guidance process in a training
activity.

To Inform

Establish a system for ongoing information and communication with students:

• Information on the instructional development of the training activity (dates, begin-


ning, end, handing in activities, etc.)

• Information on the educational content

• Information on the tools and resources available to learn better

To Motivate

Incorporate a system to motivate learning:

• Adaptation to students’ learning needs. This involves the need to first analyse the
training needs.

• Clear definition of the learning objective (goal to be reached); what the student is
expected to learn from the training activity.

Guide to Methodological Innovation in E-learning


030 CHART 05

At the beginning of
each training activity, the
The learning guidance strategy learning guidance process is set
must first be seen as a strategic up in which teachers and progra-
part of the pedagogic model for any mme facilitators are responsible for
organisation that offers e-learning guiding the students. This is the phase
programmes. Secondly, each training in which the didactic guide is made
programme must integrate the stra- available to the students, specifying
tegy, beginning with the design and all the elements that were mentioned
planning. above. This is the time to jointly
establish “the game rules”.

1 PREPARATION BEGINNING 2

3 DURING THE END 4


COURSE

Most of the At the end of


learning guidance work the training activity
comes into play during the and with the evaluation
training activity. Students must criteria established for the lear-
be made aware of what goals they ning in mind, the training activity
are to achieve, what they have to do, must be closed by clearly informing
how, where, what resources are avai- the students how they intervened in
lable, etc. Above all, they must not feel the learning environment and of the
abandoned. Therefore, encouraging results of these evaluations. To do so,
participation and motivating learning the system for monitoring student
will be two aspects to which careful learning must have been previously
attention must be paid in this established (in the preparation
phase of the process. phase).
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1.0 Introduction. Pedagogical Model

• Define and make a system available to students for participation and interaction so
that he or she becomes involved in his own learning process.

• Create a feeling of belonging for the student in the training activity. In other words,
the student should feel like an integrated member of their learning group. All of this
will help avoid loneliness (even abandonment) in the learning environment.

• Permanent feedback. The student’s contributions and interventions must be consi-


dered at all times, thus enabling multi-directional communication, and response times
should be immediate.

• Encourage group activities that generate virtual communities, collaborative work,


teamwork, etc., in which individual actions have consequences and are valuable to
the group.

• The activities must always be practical and useful in the student’s working environ-
ment, so that they can be used immediately and help with professional development.
Along with all of this, teaching activities that allow students to self-evaluate their lear-
ning process are also necessary.

To Guide

Implement an orientation system:

• Orientation to the learning environment. Working in the teletraining platform: how


to correctly use the various platform tools and resources.

• Orientation in terms of the process itself. In other words, guiding and helping
students in their individual learning processes with regard to selecting information,
academic organisation, study times, etc. In short, helping students build knowledge
autonomously and in a way that it fits with their approach to study (learning style).

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1.0 Introduction. Pedagogical Model

To Advise

Running a learning advisory system:

• Instructional recommendations to optimise learning through the use of the guidan-


ce strategy defined in the course syllabus.

• Permanent online assistance from the programme facilitator through various chan-
nels and tools (email, telephone, web messaging, videoconference, etc.).

1.2.1.D. Tutoring in E-learning

E-learning tutoring has a very important place in this analysis of the pedagogical mo-
del. The role of the tutor is not limited to the transmission of knowledge but rather
requires a new teaching role in which he/she acts more like an adviser or learning gui-
de. Their role is similar to that of a training consultant, learning facilitator, adviser, etc.
who helps the student in their learning process so that they can reach the instructional
objectives set out.

The interaction between instructors, students and content becomes a common de-
nominator in e-learning, based on the constructionist concept of teaching, learning
and guidance strategies. The e-tutor is the key to the learning guidance process as
their instructional intervention is necessary when implementing the process defined
above.

Clarke (1986) cited by García Aretio (1999-2002) says: “The action of tutoring is a means to
assist and reinforce the self-learning process, it is never just an act of information transmis-
sion which leads to a relationship of dependency”.

In section 1.3 of this guide, New learning scenarios, we shall delve deeper into the
pedagogical qualifications of the instructor’s profile in this new environment.
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1.0 Introduction. Pedagogical Model

Programme Facilitator

The role of the facilitator is one of the keys we find in e-learning as their coordination
task will be fundamental to the success of the training programmes. This person mo-
nitors the students individually throughout their learning journeys, motivates them
not to give up, maintains direct contact with them throughout the training process
and is the reference point for resolving any questions or incidences. For all of these
reasons, this figure is a useful tool, the main objective of which is to provide teaching
support.

The main functions of this key figure can be seen in the following diagram ( SEE
CHART 06 / PG. 034):

The Programme Facilitator’s qualifications profile must include the following as-
pects:

• Coordinator
• Organiser
• Virtual leader
• Perseverance
• Facilitator
• Empathy generator
• Discipline

In terms of professional qualifications, he/she must have:

• Knowledge of Internet tools


• Knowledge of online content design and development
• Skills to motivate, guide and communicate in the learning process
• Written communication, with the use of clear, concise and direct language, facilita-
ting messages that are adapted to any user level, from basic to advanced or technical
• Advanced knowledge of the e-learning platform

Guide to Methodological Innovation in E-learning


034
TEACHING
SUPPORT FOR ADMINISTRATIVE TEACHERS
1 2 3 TECHNICAL
EDUCATIONAL MANAGEMENT
PROGRAMMES SUPPORT

Transmit platform
Carry out possibilities as to
Welcome to student control resources, tools and
students and tracking uses that start up
educational
programmes

Communicate and inform Register in platform


about the course notable and matriculation
events

Realization and
Control elaboration teaching
academic guides, didactic
planning books, materials...

Impulse the
motivation and
participation, learning
constructivist
conception and
students
CHART 06
creativity sense
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1.0 Introduction. Pedagogical Model

1.2.2. Types of Training Activities

As we continue to explain how to put the principles of the pedagogical model into
practice, we shall propose types of training activities, with the main criteria being the
student’s level of autonomy in his/her learning process. This classification will depend
on whether the student needs more or less support, which, in turn, is determined by
the degree of complexity and level of learning.

1.2.2.A. Type I Training Activities (Autonomous Learning)

Type I training activities are characterised by providing students with the possibility of
learning autonomously based on some pedagogical guidelines and criteria defined for
each course. Digital content plays a central role because it features a highly instructio-
nal and self-explanatory component. For this kind of training activity, the programme
facilitator is a key figure who directs the students and ensures that the requirements
of the learning plan are fulfilled. The self-evaluation process will be completed using
automatically corrected questionnaires SEE CHART 07 / PG. 036

1.2.2.B. Acciones Formativas tipo II (Aprendizaje guiado)

This type of training activity will be determined by tutored monitoring by a mediator,


who will be a figure of reference for students and will accompany them in their lear-
ning process. Guided learning will be supported by teaching materials that require

Guide to Methodological Innovation in E-learning


036 CHART 07
AUTONOMOUS LEARNING

PROGRAMME SELF-EXPLANATORY SELF-EVALUATION AUTONOMY


FACILITATOR DIGITAL CONTENT

GUIDED LEARNING

INTERACTIVE
LEARNING TEACHING TRAINING MONITORING
MEDIATOR AIDS EVALUATION

LEARNING WITH EXPERTS

TEACHING
MATERIALS AND TRAINING AND
EXPERT
TOOLS FOR SUMMARY CONTROL
PROFESSIONALS
COLLABORATIVE EVALUATION
WORK
037
1.0 Introduction. Pedagogical Model

instructional orientation from the mediator. The learning is continuously evaluated


through the use of achievement criteria established for each course of this kind.
SEE CHART 07 / PG. 036

1.2.2.C. Type III Training Activities (Learning with Experts)

Type III training activities require more extensive control by expert professionals in
specific knowledge areas. Once the method is defined (e-learning, blended learning),
it may be combined with personalised coaching sessions. The evaluation process re-
quires continuous supervision, which enables a formative and summary evaluation
with various types of quantitative and qualitative VER CUADRO 07 / PAG. 036

1.2.3. Pedagogical Structure of Training


Activities

This section looks at how to structure the training activities pedagogically. First, the
information that must be considered for all courses – instructional documentation – is
presented and, secondly, how it should be organised within the teletraining platform
– the pedagogical architecture.

1.2.3.A. Instructional Documentation

The instructional documentation that accompanies any training activity includes two
components, the first of which is material for the students:

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1.0 Introduction. Pedagogical Model

Student Instructional Guide. A reference document for students on the characte-


ristics and unfolding of the entire training programme. General and specific objecti-
ves, method, content blocks (modules/topics), duration, credit hours, evaluation cri-
teria, etc.

Didactic guides for each module/topic.For each module or course topic, the tea-
ching team must create and make available a didactic guide for students that outli-
nes the learning objectives, method, content, duration, evaluation criteria, head ins-
tructors, tools for communication, guidance for learning, etc. for the module/topic in
question.

Instructional manual. A manual with course content that must be made available
to students as soon as the teaching team deems appropriate. Depending on the na-
ture of each training activity, this manual may be handed out in modules/topics or at
the end of the course. In order to comply with all current laws, those responsible for
creating the instructional manual must follow all requirements with regards to inte-
llectual property

The second component is the material for the teaching team:

Instructor’s guide. A reference document for the team of tutors (instructors), which
outlines in detail everything that is needed for each didactic unit. In other words, it is
the document that describes how the course should be taught. All the modules and
topics are described in a didactic manner in such a document.

1.2.3.B. Pedagogical Architecture

Pedagogical architecture refers to the way that the learning areas are organised in the
teletraining platform, which are structured in the following way:

Required Content. Materials that students are required to study for the optimal de-
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1.0 Introduction. Pedagogical Model

velopment of their learning process. This content may be presented in many different
formats:

lAdvanced digitisation in training pills, flash, e-books, etc.

Example of Eva learnings pill.

lPDF documents created by an expert on the subject, based on a document


that combines text and images (PowerPoint, Word, etc.)
lLinks to open Internet content

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1.0 Introduction. Pedagogical Model

lAudiovisual content: video recordings, audio files, etc.

Example of audiovisual channel


(EVA Educational Channel)

Supplementary Materials. Articles, links, references, etc., that supplement the re-
quired content and allow students to obtain additional information and delve deeper
into areas in which they are interested. This content will be reinforced with individual
as well as group activities.

Individual Activities. Articles, links, references, etc., that supplement the required
content and allow students to obtain additional information and delve deeper into
areas in which they are interested. This content will be reinforced with individual as
well as group activities.

Group Activities. Activities that require participation from the group of students.
These activities must fulfil the pedagogical principle of encouraging team and colla-
borative work.
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1.0 Introduction. Pedagogical Model

All the training activities carried out in a virtual learning environment must be ac-
companied by tools for communication and tutoring that enable interaction between
students and the teaching team which assist this team in invigorating the student’s
learning process. Moreover, they stimulate motivation and participation by reinforcing
a group feeling within the course (social tools). Likewise, tools should be considered
for evaluating students learning. These kinds of tools, among many others, will be dis-
cussed later in this guide.

Example of pedagogical architecture.

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1.0 Introduction. Pedagogical Model
043

1.3
New Learning
Scenarios

Teaching-learning experiences through the use of ICTs are developed under space
and time circumstances that are unrelated to those of traditional teaching systems.
The new learning scenarios must consider the changes that affect the educational pro-
cess in terms of content, objectives, experts, students, etc.

Changes in education on any scale mean that anyone affected by it must understand
and share the same vision as to how innovation will improve the education so they
may be long-lasting and withstand time. Moreover, a new learning scenario will have
to respond to the processes by which people are capable of learning individually and
in a community through interaction and collaborative actions.

Three aspects that are important with regards to this point, in our opinion, constitute
the basic pillars in these new learning scenarios – the role of the student, the role of
the instructor and the training the instructors must receive in order to teach in an e-
learning context.

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1.0 Introduction. Pedagogical Model

1.3.1. The Role of the Student

We shall begin by discussing the students, who are not regarded simply as knowled-
ge receivers, as mentioned above. Dr Joanne H. Urrutia (2007), in her speech “Lear-
ning 2.0 and the Future of Education”, refers to this issue: “Therefore, the role of the
student includes those of contributor, creator and selector. The purpose of the teacher is
merged with that of the students in becoming promoters of learning and collaboration”.
The role of the tutor complements these new functions and commitments that the
students have to acquire in this kind of training and which involve a level of moti-
vation that must favour the learning platform in which the training programme is
going to be developed.

So, we must be sure that the student is perfectly familiar with the learning environ-
ment, including the tools, resources, activities, etc. that guide them in this aware-
ness process. Thus, any training activity must feature an initial module (module 0),
the objective of which is to transmit the necessary knowledge so the student learns
to work in the virtual learning platform and can get the most out of their learning
process.

In this initial module, they must be given instructional recommendations and gui-
delines on what the commitment is and on the needs required by the e-learning
method as this new scenario forces new skills and mechanisms for interaction to
come into play. We would like to highlight the following idea that we got out of the
document entitled “ICTs in Education: The International Scene and the Spanish Case” in
which various authors mention that the student “must make use of their skills to begin
learning and continue learning In a way that is more and more efficient and autonomous, in
accordance with their needs and objectives”.
045
1.0 Introduction. Pedagogical Model

Module 0 de la EVA learning virtual platform.

1.3.2. The Role of the Instructor

We now move on to the second aspect indicated above, which is the role of the
instructor and the new needs when dealing with a learning scenario in which the
virtual learning platform will be the only contact with the students in most cases.

García Aretio (2006) refers to this role in these new learning scenarios: “In the most in-
novative learning environments, it is not about students and instructors doing more or less the

Guide to Methodological Innovation in E-learning


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1.0 Introduction. Pedagogical Model

same as they have in classroom learning scenarios. Besides the space-timing structural change,
the responsibilities and tasks of each also change substantially … the instructor becomes more
of a guide rather than a detonator of information”.

EVA creates the learning scenarios in which its training programmes associated with
the various methods are carried out and they may be virtual or mixed scenarios (clas-
sroom and virtual learning). Through its model, EVA promotes scenarios that incor-
porate technology as a facilitator in the sense that it enables an opportunity to learn
without any spatial and/or time limitations.

Therefore, this new scenario leads to discussions about a “new” instructor profile,
the qualifications of which are presented below and which are categorised into three
blocks or areas

As an expert in their knowledge area

• Expert mastery of the content to be taught.


• Awareness of the design and academic structure of the training programme
• Able to facilitate learning
• Academic planning and organisation (curriculum)
• Instructional support regarding content
• Evaluation of students’ learning (regarding content and within the learning scenario)
• Creativity and innovation

As a tutor in an e-learning environment

• Didactic understanding of the virtual learning environment


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1.0 Introduction. Pedagogical Model

• Able to work with communication tools and computer programmes


• Instructional management of resources and virtual tools
• Use of training applied ICTs
• Promote participation and collaborative learning in an e-learning environment

As a learning adviser

• Guide students’ learning process


• Use strategies and techniques to motivate learning
• Invigorate learning
• Communication skills for a virtual environment

1.3.3. Teaching Qualifications

In view of all the above, it is essential that instructors have the teaching skills indi-
cated above. In order to guarantee the quality of the training activities and ensure
the principles of the pedagogical model, the organisation is responsible for offering
them a training plan that helps them acquire and/or improve their knowledge and
skills in order to teach in the virtual learning environment.

One of the responsibilities of the Learning to Teach Team (LTT) is implementing this
training plan. It begins with a phase in which training needs are diagnosed through
the use of a “virtual instructional assessment tool” found on a website. This is used
as a tool to assess instructional knowledge and the ability to use a virtual learning
environment as an instructor. They may complete a diagnostic self-evaluation which
allows them to discover their own level of instructional knowledge and skills.

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1.0 Introduction. Pedagogical Model

This training plan must include training activities on two levels:

LEVEL 1. Basic Teaching Qualifications: Training activities with essential con-


tent (thematic areas) that must be mastered in order to guarantee the fulfilment
of the pedagogical model. These training activities will be designed and taught
by the LTT, where experts in pedagogical training will guide and direct the lear-
ning process through individual monitoring and ongoing evaluation.

LEVEL 2. Supplementary Teaching Qualifications: Training actions whose pur-


pose is to offer either updated/recycled knowledge or an introduction to innova-
tive content of interest in the field of e-learning. These training activities are de-
signed to provide the possibility of learning autonomously based on instructional
guides and a well-defined pedagogical structure with special emphasis on digital
content (major instructional and self-explanatory component, knowledge pills),
with self-evaluation activities and tutoring by the programme facilitator as a key
figure offering teaching support.

One example of this kind of training is the E-trainer Training ,activity, in which
the teaching skills necessary for conducting activities in an e-learning training
environment are developed. The content that is covered in this training activity
transmits knowledge on the design and development of e-learning programmes,
e-learning instructional skills, didactic handling of virtual learning environments
and the instructional uses of e-learning tools and activities.
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1.0 Introduction. Pedagogical Model

Learning courses teacher training

Guide to Methodological Innovation in E-learning


065
050

2.0
Methodological
Innovation.

In this section, we will discuss:

The process of methodological innovation in


training

Innovative teaching methods


053

2.1
The Process of Methodological
Innovation

We think of methodological innovation as the process by which various teaching stra-


tegies and tools are incorporated based on the needs and qualifications of the stu-
dents and the organisations, the nature of the content and their pedagogical design
and the learning scenario that is chosen in each specific case. The teaching tools used,
as well as the methods that uphold the training programmes we design, will be su-
pported by the training possibilities and potentialities SEE CHART 08 / PG. 055

In this section, we shall focus on analysing the learning methods that constitute this
integrated model, but before doing so, we shall identify the active agents in the pro-
cess (learning community) and those who benefit from the various existing teaching
methods:

Students, who develop their competencies in different ways, knowledge and skills
acquired through training pills, strengthen their discursive capacity in themed forums,
and develop their problem resolution skills through case analyses..

Experts, who generate knowledge and offer it by contributing their experience and
background.

tutores y tutoras (docentes/profesorado), que orientan el aprendizaje y guían al alum-


nado ofreciendo las mejores soluciones en cada momento.

dinamizador, a key figure who supports the agents above in organising and plan-
ning the programmes, guaranteeing the quality of the learning activities undertaken
in the platform.
In order to be able to apply the integrationist model presented herein, the institution

Guide to Methodological Innovation in E-learning


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2.1 Methodological Innovation

that wishes to implement it must be equipped with certain technological resources


and tools. As we have already mentioned in previous sections, in order to be able to
carry out e-learning courses, the ICTs and the use of the Internet are absolutely essen-
tial.

As examples, below is a list of resources that the EVA Programme was equipped with
given the objectives we sought to achieve, not only to be able to offer e-learning cour-
ses, but also to be equipped with other tools that allow us to develop a series of other
related activities:

1. A Web Portal (www.portaleva.es),through which pedagogical services are offe-


red.

2. A Teletraining Platform, through which the different training programmes are


carried out and which attempts to be a personalised learning environment in which
the members of the learning community share their experiences in a welcoming, cor-
porate setting; providing them with a feeling of belonging, which is another of the
transversal skills that are included in the teaching and learning processes.

3. Besides these two basic pillars (web portal and platform), we have worked to
create other areas that can supplement our activity based on the pedagogical model
suggested herein: a blog about e-learning, called a Laboratory and an educational
channel on the Internet where our videos can be posted. Moreover, we have created
accounts for our programme in various Web 2.0 applications, which allow us to share
documentation and files (e.g.: flickr, slideshare, etc.).

Apart from the tools and agents involved in the development of the training program-
mes, the integrated model contemplates the creation of materials in one of its phases
thanks to the possibilities that technology offers. Digitising the content will allow us to
present it in different formats (according to international standards and regulations),
which enhances both its scientific quality as well as the criteria for its creation and
interactivity with the user. Added to all of this are activities that are carried out in each
of the programmes that encourage teamwork, thanks to interaction between all the
agents of the learning community. Communication is another fundamental compe-
tence that is boosted thanks to the different platform tools (videoconference, online
communication, etc.), which will be analysed in more depth in the next section.
CHART 08 055

Digital content
as an innovation
project

Integration
Emphasis in learning
on expert Methodological
platforms
knowledge Update in all areas
of knowledge:
Academic and
professional
Creation of all kinds of
digital media (content,
e-books, SCORM)
which are compatible,
accessible and
interoperable
Monitoring
the content Expert pedagogical
creation process consultation
(instructional design, Content
technical consultation, registry
digitisation, creativity,
graphic design, etc.)

Open source Instrument:


software tools Guide to
Innovation

Supplier
selection
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2.0 Methodological Innovation

?
057

2.2
Innovative Teaching
Methods

We will now lay out the learning methods used in our model as they may be used by
the reader for reference. Each one of these methods may be applied to a greater or
lesser extent, or combined depending on the desired pedagogical objectives.

2.2.1. E-learning

E-learning is understood here as training and learning provided through the tech-
nology of networks, the Internet and ICTs in general that enable immediate access
to resources and content.

The e-learning method is a new training strategy which is compatible with and com-
plementary to other more traditional training models, which must evolve due to the
constant changes that have occurred and continue to occur in social and technolo-
gical environments.

E-learning is not a method that is going to replace already existing training models.

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2.0 Methodological Innovation

Instead, as indicated previously, it constitutes a complementary method that offers


the opportunity to improve the overall effectiveness of teaching and learning.

Out of all the characteristics that position it as a method that improves the quality of
learning, a range of variables can be highlighted, such as:

• The manner in which the content is presented


• The role of the teachers and students in the new learning scenarios
• The use of synchronous and asynchronous communication tools, etc.

From among the many advantages attributed to it, we shall highlight the following:

• It makes a large volume of information available to students


• It makes it easier to update the information and content
• It adjusts the information regardless of where the instructors and students are and
what time it is
• It favours interactivity in various areas: with the information, with the teachers and
among the students

But, despite all the advantages e-learning can provide, it would be unrealistic not to
point out certain aspects that must be kept in mind before adopting this method.
Cabero (2006) indicates some of them:

• It requires a greater time investment on the part of the teachers


• It requires some technological competency on the part of teachers and students
• It requires students to have skills in autonomous learning
• It can diminish the quality of the training if there is not an appropriate teacher-stu-
dent ratio
• It requires more work than traditional methods

These disadvantages will be mitigated as more experience in its use is acquired. For
this reason, it is essential that institutions that decide to incorporate this type of
training train and enable their teachers, as well as explain to the students from the
beginning what their role is in this new scenario – issues that have already been co-
vered in this guide and which will be repeated as necessary throughout this text.
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2.0 Methodological Innovation

2.2.2. Blended-learning

This training model is based on a combination of e-learning and classroom learning,


by adapting the advantages of each of them and pedagogically structuring the virtual
sessions with the classroom ones so that the objective of facilitating the learning for
the student is met.

Focusing on analysing the advantages of each of the two methods may make it so-
mewhat easier to understand what can be achieved by using this means of training:

Advantages of e-learning .

The reduction of costs habitually caused by transportation, accommodation, etc., the elimina-
tion of spatial barriers and making time more flexible. In order to carry out a large part
of the course activities, it is not necessary for those who participate to coincide in the
same place and time.

Advantages of classroom learning .

Physical interaction, which has a notable impact on participant motivation. This faci-
litates the establishment of bonds and offers the possibility of carrying out activities
that boost skills and attitudes (training workshops that shall be explained later on).

Using this method, the e-trainer, with supervision from the LTT, can choose to define
which content and activities are self-learned, which are tutored, the roles of the clas-

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2.0 Methodological Innovation

sroom learning adviser and the virtual e-trainer, etc. for a course that is being desig-
ned.

This makes it possible to conduct activities such as those referred to as training wor-
kshops above, where the content studied in the virtual part can be reinforced and
assignments may be proposed to share the activities that were also carried out as part
of the non-classroom side.

In short, this combination of methods opens a wide array of possibilities for learning
and participant-subject interactivity.

2.2.3. Rapid -Learning

Rapid Learningis essentially based on the use of learning pills. By using this training
method, it is possible to adjust to the specific training and technology needs of each
organisation by teaching the pedagogically structured content and in multi-media
formats that are implemented with animation, text, video and photos in order to get
the most out of them educationally.

The main characteristic is the short duration and the presentation of the content in
small doses, which may or may not be overseen and led by expert professionals on
the subject.

It is important to make clear that the use of pills in and of itself does not constitute
rapid learning. In fact, it is perfectly viable to use these pills in the other methods as
digital content. In the case of e-learning, they will be accompanied by another se-
ries of activities and for in-company corporate training, they may be accompanied by
coaching, etc.

The fundamental difference with rapid learning beyond the use of these kinds of pill-
type materials is the duration of the course, which must always be very brief. Moreover,
they should be aimed at the acquisition of very specific knowledge.
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2.0 Methodological Innovation

2.2.4. Mobile-Learning

Mobile Learning is a teaching method that offers the possibility of learning through the
Internet, but with maximum portability, interactivity and connectivity. It integrates e-
learning with mobile communication devices (mobile phones, PDAs, MP3 players, etc.)
for the purpose of generating educational experiences anywhere, at anytime.

The content that is transmitted using this method may be checked regardless of loca-
tion as no physical connection is necessary; and in terms of time, no specific moment
is required in order to learn. This method reduces even more, if possible, the few limi-
tations of Internet-based learning systems.

This method is a response to newly-developed educational processes that serve ur-


gent learning demands – just in time training – besides the fact that it can be set up
on mobile learning scenarios, which offers immense interactivity.

Very specific examples of this kind of training are often those carried out through PDA
devices in rural areas or areas that are difficult to access (training for NGOs), as well
as those used by professionals that travel a lot for their work (emergency healthcare
personnel). But it can also be used for informal learning, for example in a museum
when standing in front of a painting and using a mobile device to provide the author’s
biography.

2.2.5. Workflow-Learning

Workflow Learning is the method that combines the concepts of learning and work and
is defined as learning that takes place during the working process through learning

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2.0 Methodological Innovation

pills that are viewed in real time within the context in which the professional wishes
to be trained.

The use of this method makes it possible to train people while they are carrying out
their professional duties and competencies, through content and systems that are in-
tuitive for the student. It is about integrating the learning process and the working
process where a student effectively learns at the same time he/she is working.

workflow
learning = informal
learning

Jay Cross (2008) indicates in his book, Informal Learning that “informal learning is the path
towards productivity, agility and growth capacity. It is also an approach that respects the wor-
and this is what
ker and challenges him/her to make the most out of all his/her capabilities”;
this learning method attempts to do as it brings education to the worksite and enables
training while people are performing their regular duties.

2.2.6. Case Analysis

The basis for this learning method are cases, which make it possible to simulate an
experience that is later studied and analysed, thus extracting a correlation made up of
a set of elements that are inter-related and happen in a process.

The case method can be applied to different scenarios, depending on the pedagogical
strategy and intention. Transferring it to e-learning is the process that is outlined be-
low and which is done by using a virtual learning platform.
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2.0 Methodological Innovation

SCENARIO
Virtual Learning Platform

TEACHING METHOD
Case Method

TOOL
Case

Problem resolution is the key skill worked on when using the case method and there
are others that can be covered in combination, such as the capacity to analyse and
synthesise information, predict a future situation, the decision-making process, etc.
Furthermore, the following transversal skills will be worked on:

• Communication skills
• Teamwork
•The capacity to work in a group
• Innovation and creativity

Depending on the pedagogical intention, the case method can be applied in diffe-
rent ways:

1. Resolución del caso a nivel individual. Each student works on the case, individually
contributing solutions and resolving the situation described in the case (comprehen-
sive reading, problem resolution, analysis of the situation presented, decision-making,
and creation of a report of conclusions/solutions).

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2.0 Methodological Innovation

2. Resolution in multiple groups. The case is resolved in groups, organised according


to an established work plan, following a methodological structure:

• Division into small debate groups (shared detection of the problem and solutions)
• Large group debate led by the tutor. Joint analysis and solutions.
• The provision of supplementary information on the case that helps delve deeper into
the situation (this will be provided in accordance with the needs established by the
teacher)

The process by which the case method is implemented in e-learning involves five
steps:

1. Defining the teaching strategy: Establishing the learning objectives, method, ne-
cessary resources, instructor planning, means of instructional application, skills to
work on, the system for participation and communication, the system for evaluating
learning, etc..

2. Designing the cases: Carried out by a team of experts on the topic.

3. Adapting the case to the e-learning format: Digitising it to allow it to be provided in


different formats (knowledge pill, PDF, etc.) as well as the creation of supplementary
materials, such as audiovisual presentations, graphics, etc.

4. Configuring the learning scenario

5. Loading the content and setting it up on the platform

The development of the case method, whatever the target audience may be, will have
certain objectives to cover and it will unfold in combination with online and classroom
seminars.

Below is a summary of the learning methods that have just been explained : SEE
CHART 09 / PG. 065
CHART 09 065
1 2 3

E- LEARNING BLENDED RAPID


LEARNING LEARNING

Training
that is defined
by intensive use of This method combines A method that is
the Internet and ICT to both methodologies: characterised by its short
improve the quality of the E-learning and classroom duration and which aims to
learning by facilitating access learning. Integration of facilitate the training “just in
to content and resources as isolated classroom training time” through small content
well as communication and sessions when the training packages or learning pills that
collaboration among students programme so requires. can also be overseen and
and teachers, regardless of revitalised by experts
scheduling or
geographic limits

4 5 6

MOBILE WORKFLOW CASE


LEARNING ANALYSIS

A teaching
and learning method
Training solutions that Learning that takes place that is particularly
stand out due to their at the worksite and while inductive, in which, by
versatility as they enable working through learning pills studying and analysing real
access to learning pills that are viewed in real time situations, the described
whenever and wherever the within the context in which the facts and processes involved
professional needs them professional wishes to receive are analysed and interpreted,
through devices such as training problems are defined and
mobile telephones or PDAs. resolved and conclusions
are drawn on the basis
of a decision-making
process
B. 066

3.0 083
Tools.

In this section, we will discuss:

Instructionally innovative learning


tools.
069

3.1
Learning Tools

The tools that are used most often in virtual learning environments must fulfil various
requirements in order to foster a quality teaching-learning process. These require-
ments include, among others, flexibility and the capacity to adapt to change. After all
that has been mentioned in previous sections, we are now approaching the moment
when they are applied as learning tools. They must be designed with the following
question in mind: What can be designed and put into practice in a training progra-
mme for which the objective is students learning in an innovative manner, working
through collaborative learning, being autonomous in their learning, and in such a way
that this learning has some kind of connection to students’ professional realities, all
while using ICTs through innovative methodologies?

The purpose of the learning tools that are integrated in training programmes is to
systematise the innovation and development process in learning. These tools are crea-
ted by using open source software as the starting point as a means to transfer and
exchange knowledge where all the agents in the learning community carry out their
teaching.

Next, the most common tools used in e-learning will be explained, as almost all of
them are used within a teletraining platform or through the Internet. In any case, as
mentioned before, these tools can be used in combination with other methods. The
explanatory files on each tool can be found in Appendix 1 of this guide. The learning

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The learning tools discussed here can be categorised into three general areas:

Teaching Tools :

Forums
• Electronic messaging
• Wikis and Blogs
• Interactive glossaries
• Digital content
• Additional content (multimedia, open source, links, etc)
• File area/Download area
• Chat
• Virtual classroom
• Videoconferences
• Web 2.0 applications
•Training workshops (classroom)

Evaluation Tools :

• Exercises and Tasks


• Exams

Instructional Management Tools :

• Calendars
• Notice boards
• Sending SMS

Although we describe mainly the tools that are featured in the open source software
teletraining platform Moodle, any platform, whether open-source or licensed, has
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many of them installed. The choice of one platform over another, besides being based
on issues such as whether or not they are open-source, the pedagogical model they
uphold, etc, should also be determined by the tools that they make available to ins-
tructors and students, as this is what, for the most part, establishes the type of course
and activities that may be offered. Each of these tools is outlined below:

3.1.1. Teaching Tools

3.1.1.A. Forums

A forum is the most powerful asynchronous communication tool in an e-learning


course. Its asynchronous nature makes it ideal for requiring participants to think
about, reflect upon and mature the contributions, which have a degree of perma-
nence in and of themselves. The principal premise that this tool aims to cover is
that of generating communication and collaboration among students and teachers,
regardless of scheduling or geographical limits. Forums can be used in many ways
based on their intention. Some of them are explained here as examples:

Debate/Themed Forum:This type of forum is used for debate or discussion among


all the participants on a specific topic/case/situation that is set by the teacher.

Question Forum:This forum gathers all the students’ questions on a specific topic,
an assignment or activity that has been explained by the teacher in the module

Working Group (Forum): This tool also permits the creation of group forums so that
the students can work in a space that is dedicated to doing some kind of assignment,
small group debate, etc.

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Open Area (Forum):This forum is open for participation by the entire learning com-
munity, an area that has no defined debate topic, but instead is used as a means of
socialising, a place to chat about non-academic topics, introductions among the stu-
dents in the course, etc.

One application for forums is student email subscriptions, which allow them to di-
rectly receive new messages via their email without having to enter the platform.

3.1.1.B. Electronic Messaging

Using this learning tool, the entire learning community that participates in a training
programme can communicate directly through the platform.

Messages can be sent and received with this communication tool quickly and easily.
Moreover, among other things, it allows a network of contacts (agenda) to be created
so that communication is more convenient, to have access to all sent messages, etc.

As far as the teachers are concerned, they can communicate directly with the students,
select groups or send messages individually. Normally, this tool is used when the con-
tent of the message is not of shared interest; for example, explanations regarding a
student’s marks.

3.1.1.C. Wikis and Blogs

Wiki: A tool that enables the creation of content in a collaborative manner. One
of the things that is useful about a wiki in a training environment is the ability to
create joint documents for an assignment. Content can be created, modified and
deleted by different users, and thus, as a learning tool it has very high pedagogical
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potential as it contributes to the creation of constructive thinking among the entire


learning community.

Blog: A blog, unlike a wiki, is more of a personal site, with information organised
chronologically, in which teachers and students can create, with the intention that
their colleagues will read what has been created. Colleagues can give their opinions
on what is written, but cannot modify the original text, which is the main difference
from a wiki. In this regard, a blog can be used in an educational context in many ways,
such as having a blog about the way the course is going, how research is progressing,
summarising content that is being worked on, etc..

Any of these two tools can be directly available from a teletraining platform, but there
are also many websites on the Internet on which these tools can be used for free.

3.1.1.D. Interactive Glossary

This learning tool, which is offered on various platforms such as Moodle, makes it pos-
sible for several users to create a glossary simultaneously. Moreover, the interactivity is
a given as it is present throughout all the platform content. In other words, wherever a
term from the glossary appears, it is automatically underlined so that the students can
click on it and immediately read what it means.

3.1.1.E. Digital Content

Digital content, by definition, is that which has gone through some type of digitisa-
tion, whether of a low level (e.g. PDF format) or of a high level (e.g. flash format). The
types of formats used in digital content are all those that are used in office packages,

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PDF formats, e-books, learning pills in flash, xhtml documents, etc. Section 4, Teaching
Materials, deals exclusively with this topic, so it will not be covered in great detail at
this point.

Here w shall highlight the specific usefulness of featuring certain digitised content
within a platform such as the content created under SCORM (Sharable Content Object
Reference Model) standards. It is possible to create structured pedagogical objects
with the advantage that they can be reused, transferred to other platforms, updated,
and so on. The additional advantage is that they are traceable through the platform so
that it is possible to analyse, on an individual basis, what part of the content students
have worked on, whether they have done the exercises and even what marks they
have obtained on the self-evaluations included in the content.

3.1.1.F. Additional Content (multimedia, open content, links,


etc.)

Any platform should have an area dedicated to additional content so that students can
access other kinds of audiovisual resources and links of interest that provide added
value to the training programmes.

For example, in our case, we have created an educational channel on YouTube so that
we can post certain video files that are later easily accessed by students. In any case,
the Web nowadays offers an infinite number of resources to create video libraries in
which training videos can be viewed that are considered relevant or interesting to
the learning community. Moreover, libraries can be created with audio files, online
presentations, etc. Examples of websites where you can find these kinds of resources
include YouTube.com, Dailymotion.com, podcast-es.org, podsonoro.com, slideshare.
com, vpod.tv, flickr.com, etc.

Links of interest will also be used as a learning tool and can be used either as an ac-
tivity that is part of the programme to study required content or as complementary
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content that enables students to get additional information and delve deeper into the
areas in which they are interested.

3.1.1.G. File Area/Download Area

This tool is tremendously useful, especially for courses with a long duration. The file
area can be used in many ways. One possibility is for there to be a common down-
load area that is supervised by instructors, and another possibility that some platforms
such as Moodle allow, is for every student to have their own personal file space, which
he or she can also manage and, therefore, be able to share files.

It is important not to confuse the file area with the content. In our opinion, the content
for a training activity must be arranged so that it is easily recognisable within its own
module or topic. The file area is a different space, in which additional files or docu-
ments can be posted and downloaded once that subject matter has been worked on
in the course.

3.1.1.H. Chat

Along with some other tools that will be explained now, chat is one of the few that
enables synchronous communication among participants. Its use is often linked to tu-
torials in which teachers are available at a specific time so that students can ask them
questions in real time.

Therefore, the use of this tool is very much linked to the availability of the participants
as it requires all of them to be connected at the same time.

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3.1.1.I. Virtual Classroom

Just as with the chat, the virtual classroom is a synchronous use tool as it requires all
class participants to be connected at the same time.

There are many diverse applications for implementing a virtual classroom, based on
the software that is used. For example, the open source software DimDim (www.dim-
dim.com), which makes it possible for teachers to share a presentation, text, image,
desktop, etc. with the students at the same time as they debate using a webcam. Mo-
reover, with this software the instructor is the one that gives the others the floor just as
would occur in a classroom session. In summary, this could be described as the most
similar tool to a classroom session, but transferred to the virtual environment.

3.1.1.J. Videoconferences

Videoconferencing is the last of the synchronous tools that will be explained in this
guide. Its use is primarily aimed at presenting a specific topic. In some training con-
texts, it can be used to invite speakers as would occur in a physical classroom, semi-
nar, workshop, etc. Its use is largely explanatory, like a master lesson, although it also
allows for interaction from students.

3.1.1.K. Aplicaciones web 2.0

The term Web 2.0 was coined in 2004 by the founder and chairman of the publishing
company O’Reilly Media, Tim O’Reilly, to refer to a second generation Web based on
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user communities and a special line of services such as social networks, blogs, wikis or
folksonomies, which promote collaboration and the flexible exchange of information
among users.

Agile and flexible are two adjectives that are almost always present when talking about
the Web 2.0, especially in reference to the interface that characterises the services offe-
red. As Davis (2005) says, the Web 2.0 “is not a technology, but rather an attitude”, it is
the transition that has occurred from traditional applications to applications that work
through end-user-centred websites.

Therefore, we see 2.0 as “all of the Internet utilities and services that are supported by a
database, which can be modified by the users of the service, whether as regards the content
(adding, changing or deleting information or associating data to the existing information), or in
the way it is presented, or in the content and form simultaneously”. (Ribes, 2007)

The Web 2.0 infrastructure is related to new technologies that have made it easier to
publish information and share it with other websites. On one hand, content mana-
gement systems (CMS) have been updated so that even people who don’t know an-
ything about web programming can, for example, manage their own blog. On the
other hand, Web 2.0 technology has evolved so much that standardised micro-formats
have been created to automatically share information on other websites. One well-
known example is the syndication of content under the RSS (Really Simple Syndica-
tion) format, which allows access to information sources (feeds) that are published on
other portals quickly and easily.

Through its Web 2.0-based e-learning Laboratory, the EVA Programme publishes the
communication and collaborative work tools that it believes are of use to the teaching-
learning process and of interest to the learning community. This e-learning Laboratory
is also used as a technological observatory where revisions, analyses and reports will
be made. This will be analysed in greater depth later on.

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EVA Laboratory
www.portaleva.es/lab

There is a broad range of learning tools, both in terms of their value and their type,
that we associate with specific Web 2.0 applications. Below is an analysis of some of
the applications as well as the values they enhance:

Folksonomy: A new paradigm for classifying information that enables Internet users
to freely create labels to categorise all kinds of content from news links to photographs.
As a learning tool that can be used in a training activity, these shall be highlighted by the
web service del.icio.us (http://del.icio.us/), where students can add and categorise rele-
vant web pages by classifying them using what are known as tags. This classification can
be shared with all of their classmates and, in the same way, students can view Internet
website classifications made by teaching staff.
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RSS: A simple data format that is used to rebroadcast content for subscribers to
a website. For education, RSS files can be used to syndicate formative content of
interest that may be potentially interesting for a specific course. A notable value is
its ability to invigorate learning or convert learning into a continuous on-demand
resource that is adapted to how and when one needs it.

Social networks: The leading applications at the moment (Facebook, Ning, Elgg,
etc.) have been integrated into the daily tasks of millions of users. With consistent
technological characteristics, the cultures that surround the social networks are infi-
nitely varied. Their application to education is best exampled in www.facebook.com,
created by students from the University of Harvard, which is now open to any user
with an email account, who can participate in one or more social networks depen-
ding on their academic status, workplace or geographic region..

3.1.1.L. Training Workshops (Classroom Learning)

This learning tool is implemented in training programmes based on the blended-


learning method, where the goal is to reinforce skill optimisation and improve-
ment.

With this tool, students get involved in the training programme by simulating situa-
tions they are interested in and which are quite possibly part of their professional
day-to-day life. These sessions are conducted using techniques such as role play,
group dynamics, guided debates, etc.

Teachers of these workshops must connect the classroom sessions with what was
learned in the virtually studied modules, and the pre-course planning must take
into consideration when these training workshops best fit in so as to reinforce the
e-learning part of a training activity.

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3.1.2. Evaluation Tools

Although evaluation takes place throughout the course, there are tools that have been
created exclusively for this purpose and these are explained below:

3.1.2.A. Tareas y Lecciones

These tools make it possible to use the teletraining platform as an evaluation tool. The
assignment and lesson tools on the Moodle platform allow students to send exercises
and to have them evaluated based on various scales. The choice of one tool over ano-
ther will be determined by the pedagogical objective. For more information on how
these tools work, please go to:

• The Task Module: http://docs.moodle.org/en/Assignments


• The Lesson Module: http://docs.moodle.org/en/Lesson

3.1.2.B. Quizzes

With the Moodle Quizzes module, teachers have many exam options available to them
(http://docs.moodle.org/en/Quizzes).
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3.1.3. Instructional Management Tools

3.1.3.A. Calendar

A calendar allows you to view the timing of the events of interest that will take place
during the course. This includes events such as the start and end dates for each course
module and dates for all the sessions with expert professionals. In our case, the pro-
gramme facilitator is the one who manages it and is aware of all the events that occur
during the course.

Web 2.0 applications such as Google Calendar make it possible to update important
programme milestones in real time.

3.1.3.B. Notice Boards

This is the area on the platform that is dedicated to new developments and announce-
ments of interest related to how the course is going and where tutors post statements
and notices and provide information that is relevant and necessary for the training ac-
tivity. For example, the start and end dates for modules, dates of interest, assignment
reminders, etc.

We use the Forum tool for this, which has already been explained above and through
which students may also receive, through their e-mail, any new notification that is
posted to the board.

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3.1.3.C. Sending SMS

In this specific context, we think of sending an SMS as a tool that enables student mo-
nitoring. We can send SMS notices to course participants alerting them of deadlines
for completing activities, the end of modules, exam dates, etc.

The objective is to provide students with updated information on everything that ha-
ppens in the training process and, in this way, guarantee that the entire learning com-
munity is perfectly aware of how the course is going.
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4.0 093
Teaching Materials.

In this section, we will discuss:

Innovative teaching materials.


087

4.1
Innovative Teaching Materials

Teaching materials must constitute one of the fundamental values of a training pro-
gramme. They must be aimed at the students’ lifelong learning and be created with
pedagogical criteria that allow them to be associated to their particular realities and
needs (cases, activities, content specialised by knowledge areas, etc.). Furthermore,
they must be designed in different mediums and under web accessibility criteria
that allow them to be interoperable in different learning spaces and platforms.

Aside from the different types of materials, the next few lines will cover some re-
commendations that should be kept in mind when creating digital multimedia con-
tent. Besides bearing these guidelines in mind, reference must also be made to the
possible uses for the Internet in e-learning teaching-learning processes. To do this,
we believe it is interesting to mention what María Luisa Santos (2006) wrote on the
three teaching methods used on the Web: Web-Based Learning, Web-Based Training
and the Virtual Classroom: :

“Web-based learning consists of merely distributing multimedia educational materials over


the Web, which a student can access by browsing, which is more or less free or directed. Web-
based training adds to the model the possibility of personal interaction between the student
and his/her tutor or professor. And the Virtual Classroom consists of an environment which,
besides offering publication and access to content, enables synchronous and asynchronous
communication and interaction among the student, tutor and other classmates just as occurs
in a physical classroom environment”.

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With these factors in mind, materials must be designed with the coherence needed
to conduct quality training programmes. We shall now take a look at these types of
materials and the guidelines for creating them.

4.1.1. Types of Materials

The materials could be categorised in many different ways depending on the crite-
ria used. In our case, we advocate a classification that takes into account the level of
autonomy these materials allow students in their learning process. In this regard, the
types of materials coincide with the classification that has already been outlined for
the types of training activities:

Type I Teaching Materials.

These allow for a high level of student autonomy and make it possible to continuously evaluate
the learning through exercises for each unit

Type II Teaching Materials.

These must be used for support and require guidance from the learning mediator and the
corresponding student oversight throughout the teaching-learning process.

Type II Teaching Materials .

These require monitoring and recommendations from experts in the specific knowledge area.
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Example of teaching materials used by EVA


programme

4.1.2. General Recommendations to Keep


in Mind When Creating Digital Teaching Materials
Once the content and sequencing structure to follow have been chosen (script or con-
cept outline), the way in which they are presented is highly significant to achieving
the learning objectives of the materials. Some guidelines for creating digital didactic
content are set out below.

When talking about designing the medium in which the content will be captured, we
are referring to the use of visual elements that make it easier to read and provide the
material with corporate elements that identifies it with the organisation. Use of the
following graphic elements is recommended:

Use of colours: eIt is important that the graphic design of the material features
certain coherence in terms of the design elements that are used. The colours to be
used must be chosen for a reason (one colour that identifies the titles, another for
each section, etc.), thus making sure the slides/screens are not overloaded with many

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different and arbitrary colours. Using the organisation’s corporate colours as much as
possible is recommended for use in titles, reinforcement messages, autoform colours,
graphics, etc. It is a good idea to experiment with different combinations in order to
be sure the content is legible.

Use of images: Use images, graphics and illustrations to reinforce the ideas set out
in the text and make the presentation more dynamic. The use of photographs, images,
etc, must comply with current laws on intellectual property rights (Spanish Royal Le-
gislative Decree 1/1996 of 12 April).

Use of symbols or icons: As identification markers..

Font and font size: Use the same font for all the material (the organisation’s corpo-
rate font); Maintaining the same font size as much as possible based on the location of
the text on the slides/screens is recommended.

Use of bold and cursive: Use to highlight titles, concepts or messages for content
that is of particular interest

In general, do not overload with colours, text, images, etc, as it can have an adverse
effect, generate confusion and distract from the objective at hand.

4.1.3. Creating Content for the Materials

So that the content includes the didactic component that is being sought, you should
be careful with the wording and aim it towards the digital format that is going to be
used to present it to the target audience. For this reason, it should have the following
characteristics:

Relevance : It should be interesting to the target audience and should gather the
information that is most important and useful to that audience.
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Specificity: lPrecise and complete content helps the target audience acquire the
knowledge without requiring the help of a teacher. In order for the content to fulfil this
self-study characteristic, content that includes all the information the target audience
needs to have – no more, no less – should be presented, and it must be updated and
direct content

Simplicity:Simple wording will help present the content more clearly and facilitate
comprehension. This involves:

• Using vocabulary that fits with the target audience

• Transmitting messages clearly and completely

• Avoiding complex sentences with unnecessary technicalities, whenever the content


does not so require. If, however, the technicalities are necessary for the subject at hand,
we recommend integrating a “Glossary” resource in the pill which includes a definition
for them and which the target audience can visit when needing clarification.

• Use the active voice whenever possible; this helps us use fewer words to express an
idea, thus making explanations clearer.

This section will conclude by focusing on the indicators that must be kept in mind
when producing any digital content for learning and which vary based on the phase in
the T-L process you are in. If in the phase prior to production, they can be used as deve-
lopment premises; if at the end of production, they act as product evaluation criteria.

The analysis indicators we propose can be grouped into the following categories:

Content quality: Refers to the veracity, accuracy and balance in presenting the con-
tent.

Didactic adaptation: Overcoming the difference between the level of prior


knowledge on the subject and the level of the content presented.

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Adapting it to learning objectives : Adjusting the content, assignments and activi-


ties presented to the learning objectives established. The activities proposed must be
in line with the learning objectives presented.

The EVA Programme has collaborated with the eLera research team (www.elera.net)
from Simon Fraser University (British Columbia, Canada) to translate and adapt a tool
that, among other things, makes it possible to evaluate these types of issues with re-
gards to teaching materials to the Spanish language. The tool is called “Learning Ob-
ject Review Instrument” and is available in full for use from the EVA Programme websi-
te (www.portaleva.es), under the research section.
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5.0
105
Open Content.

In this section, we will discuss:

Legal, technological and educational issues


involving open content.
097

5.1
Open Content

The term open content dates back to 1998 when David Wiley used it to describe any
content (article, drawing, video, etc.) published under a non-restrictive licence and in
a format that explicitly allows it to be copied, distributed and modified. If we focus
on the definition found at http://www.contenidos-abiertos.org/index.php, we can see
that open content includes “materials, documents, and in particular, the educational resour-
ces that are provided for free for the express purpose of being reused by the rest of the learning
community”.

When thinking about designing open multimedia content so that it can be used as
a teaching tool, various issues must be considered, which will define how it is used
as well as how it is implemented. Therefore, the legal, technological and educational
issues that must be kept in mind when designing this type of content will now be
analysed.

5.1.1. Legal Issues

To begin with, and to focus on the legal issues, it is important to mention that any
designed material must guarantee that any graphics, sound, videos or text has been
used in compliance with the premises of what is called Copyleft, a play on the term Co-
pyright, which, as described in Wikipedia, “includes a group of copyrights characterised by
the elimination of the distribution or modification restrictions of Copyright, with the condition
that the resulting work maintains the same copyleft licensing scheme as the original ”.

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The aim of this licensing scheme is to guarantee that each person who receives any
copy of a work can use it, modify it or even distribute this work and the versions that
come out of it. The author can transfer the rights for the commercial or non-commer-
cial use of the products. Copyleft enables the free circulation of the intellectual work,
thus favouring the spread of knowledge.

In 2001, the American non-profit organisation Creative Commons was founded in or-
der to implement various types of licenses to register works and also offer more rights
to third parties and users of the works, but under certain conditions or regulations,
which are also chosen by the author. The six Creative Commons licenses that exist
today are as follows:

Attribution.

The material created by an artist can be distributed, copied and exhibited by third parties if
shown in the credits.

Attribution - No Derivatives.

The material created by an artist can be distributed, copied and exhibited by third parties if
shown in the credits. Derivate works cannot be created.

Attribution - No Derivatives - Non-Commercial.

The material created by an artist can be distributed, copied and exhibited by third parties if
shown in the credits. No commercial benefit may be obtained. Derivative works cannot be
created.

Attribution - Non-Commercial.

El The material created by an artist can be distributed, copied and exhibited by third parties if
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5.0 Open Content

shown in the credits. No commercial benefit may be obtained.

Attribution - Non-Commercial - Share Alike.

The material created by an artist can be distributed, copied and exhibited by third parties if
shown in the credits. No commercial benefit may be obtained and all derivative works must be
under the same licensing terms as the original work.

Attribution - Share Alike.

The material created by an artist can be distributed, copied and exhibited by third parties
if shown in the credits. All derivative works must be under the same licensing terms as the
original work.

With Copyleft, which allows access to information free of charge, knowledge is free and shared
and the authors establish the rules in terms of what can and cannot be distributed or modified,
without being bound to strict copyright regulations.

5.1.2. Technological Issues

The possibilities, limitations and tendencies of the technologies that make open digital
content possible must be considered. We shall now run through them from the tech-
nological perspective of reusability (web standards, AAA and IMS accessibility, SCORM,
etc.), as these premises could meet the diverse specific needs of users, environments and
scopes of use.

The analysis of these technological issues will focus on e-learning standards, beginning
with a definition of the term:

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The Royal Spanish Academy dictionary contains the entry “standard”, which is defined as
follows: “1. adj. That which is used as a type, model, norm, pattern or reference. m. Type,
model, pattern, level. Living standard.”

In other words, a standard is anything that is used as a norm, pattern or standardisation


process in the production or execution of any product. At the same time, this same norm
is set up as a level or reference point with which to measure the suitability of a certain
product in light of the established rules.

Briefly and generally stated, a standard is a means of production as well as a pattern of


reference for this same process.

When the term is used in reference to the Web, it refers to the set of recommendations
given and maintained by the World Wide Web Consortium (W3C, www.w3c.es) on how
to create and interpret web-based documents. The purpose of the W3C is to develop
“interoperable technologies (specifications, guidelines, software and tools) to lead the
Net to its full potential”. In other words, the idea is for the information to be visible or
accessible without having it depend on the device on which it is displayed or through
which said information is accessed.

When applied to the creation of digital content for e-learning, observation of the stan-
dards contributes to compliance with the main characteristics of open content, such as
openness and reuse.

Why are we stating this? Because if certain content is produced in accordance with
norms and guidelines, it may be updated, manipulated and adapted without the need
for any cooperation from the producer or company that created it. Another requirement
of learning objects is fulfilled – the fact that they are modifiable and assembled, so that
by combining several of them, new educational content structures are obtained.

In the field in which we work, e-learning in general, it is advisable to comply with the
web standards for producing digitised materials and the e-learning standards for distri-
buting this material in courses that are distributed and supported by learning platforms.
While web standards in and of themselves assume the recommendations on how to
create certain materials, e-learning standards are what make it so that the instructional
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design – the pedagogical framework for the course – can be displayed in the same way
on various platforms.

Otherwise and according to Baltasar Fernández (2006) “one of the main functions of the
standards is to be used to facilitate the durability and reuse over time of the applications and
the interoperability; in other words, to facilitate the exchange of the content among various
platforms and systems.”

Complying with web standards provides many advantages. Without mentioning those
that are embodied in the term itself (accessibility, repository, etc.), we shall highlight
that:

The code generated is more effective . Many of the recommendations are aimed
at the fact that the content, code and presentation are separate. Since not everything
is embedded in a single file, it is written once and then can be easily used at other
times.

As a result; if something needs to be changed or added, all you have to do is


rework the code in question which, if proprietary, will be easily identified due to the
separation mentioned above.

Independence of the devices; In other words, it ensures to a large extent that the
digitised content will not only work on different platforms, but in different browsers
including those available on mobile devices

Likewise, one should ask why it is necessary to comply with e-learning standards. Be-
fore answering, and referring back to the bibliographic references mentioned earlier,
some brief notes are provided about the main standard for this field in particular.

Normally, the IMS Global Learning Consortium (www.imsglobal.org) is considered as


the principal promoter and generator of open specifications for e-learning. The prin-
cipal and main objective of such specifications is the interoperability of applications
and services.

The main and most famous specification for their use is SCORM (Sharable Content Object.

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5.0 Open Content

Reference Model), which is a “set of technical norms that enable online learning systems
to import and reuse learning content that fits the standard”. The creation of these norms
starts with the need that arose out of the existence of various learning systems and
e-learning platforms. These had to display digital content, which, since they were based
on proprietary systems and different production modes, were not interchangeable and
distributable; this fact caused costs to rise dramatically and so the industry began to
work on the development of norms that would make it possible to reuse and exchange
content and, in this way, reduce costs.

The benefits and objectives are closely related to the principal requirements that the
SCORM model attempts to fulfil, which are (from Wikipedia: http://es.wikipedia.org/wiki/
SCORM):

Accessibility: The ability to access educational components from a remote site


using web technologies, as well as distribute them to other sites.

Adaptability:The ability to customise training based on the needs of people and


organisations.

Durability: The ability to resist the evolution of technology without needing a code
reconception, reconfiguration or rewrite.

Interoperability: The ability to be used at another location and with a different set
of tools or on another platform of educational components developed within a site,
with a certain set of tools or on a certain platform. There are several levels of intero-
perability.

Reusability: The flexibility that makes it possible to integrate educational compo-


nents within many different contexts and applications.

In conclusion, the main e-learning initiatives regarding standards are summarised


briefly:

AICC, Aviation Industry CBT Committee: fThe first body founded to create a set of
standards that would enable the exchange of computer-based training (CBT) among
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5.0 Open Content

different systems. AICC specifications cover nine major areas, which range from lear-
ning objects (LO) to learning management systems (LMS), also widely known as tele-
training platforms.

IEEE Learning Technologies Standards Comittee (LTSC): A body that promotes the
creation of an ISO standard that is also widely accepted. The LTSC is responsible for
preparing technical norms, practices and recommended guidelines for the computer-
based use of education and training components and systems; specifically, the soft-
ware components, tools, technologies and design methods that facilitate their deve-
lopment, deployment, maintenance and interoperation.

IMS Global Learning Consortium: A private consortium of companies that develops


and promotes open specifications to facilitate educational activities. Its main contri-
bution was to define an XML file type to describe course content. This way, any LMS
platform can load the course by reading the IMSMANIFEST.XML configuration file.

5.1.3. Educational Issues

When designing reusable open content, we recommend taking the following into
consideration from an instructional perspective:

Pedagogical intent: The purpose for which the content has been generated and
the didactic use with which it was created will need to be identified. This way, all the
other users who wish to use it will be aware of the proper use for which the author
created it.

Formative context:Open content must be designed by identifying the formative


means under which it will be used, as it will be different if it is created for a physical
classroom session or for an e-learning course.

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5.0 Open Content

Target audience: identify the target audience for the digital content. Digital content
designed for use by students as material for a training activity is not the same as when
it is meant to be used by instructors or any other agent in the learning community.

Degree of interactivity: Prior to designing, it is necessary to define the level of


interactivity of the content designed.

So, accompanying digital content with a technical-pedagogical file that includes all of
these elements for instructional use is recommended.
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6.0

123
Training
Programme
Design Phases .

In this section, we will discuss:

Training programme design phases.


109

6.1
Training Programme Design
Phases

CREATION TRAINING
NEEDS PROGRAMME
OF
DIAGNOSIS DESIGN
TEAMWORK

PLATFORM PREPARING
CUSTOMISATION THE TRAINING
PROGRAMME

EXECUTING EVALUATING
THE TRAINING THE TRAINING
PROGRAMME PROGRAMME

Training programmes are aimed at facilitating the development of personal and pro-
fessional competences. An organisation’s training offer must meet specific training
needs by facilitating the generation, management and exchange of knowledge.

We shall now propose a model for the diagnosis, design and development of training
programmes in which we establish the milestones for achieving the training objecti-
ves of each organisation or professional with a learning demand.

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The needs and qualifications of students, identified via a prior diagnostic process,
define the nature of the content, always with the highest principle being that it must
be directly connected to the professional reality and enable a transfer of what was
learned to the job. The organisations must have a direct return on the professional
improvement of their collaborators. Once these needs are taken into account, it is
necessary to create materials that are adapted and updated with a pedagogical de-
sign that also considers the medium in which it is to be produced, as discussed in
previous sections.

6.1.1. Needs Diagnosis

The key to success in designing a training programme depends on this initial phase,
which must provide for a systematic process for collecting information.

As a strategy to adopt in the diagnostic process, we shall follow the participatory ac-
tion research model (PAR), incorporating the client (company student, etc.) into each
one of the phases/points. Each of these phases is specified below.

6.1.1.A. First Contact

A learning demand is constituted by a client with the need to develop a specific trai-
ning programme within its area of professional activity.

The objective of this first contact is to work out the details of the collaboration bet-
ween the work team and the client, as well as identify who will be responsible for each
of the parts in order to establish the framework for the relationship between both
entities and the type of service that is requested.
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6.0 Training Programme Design

6.1.1.B. Initial Interview to Work out the Demand

The team of professionals at the organisation offering the training activity meets with
the agents involved in the demand for the following purpose:

•To identify the areas of development for the training programmes


•To identify the training objectives to be covered
•To identify and analyse the programme content
•To work out the professional competences to be worked on in the programme
•To identify the actions and needs to design and set up the
programme, selecting representatives and all other agents involved
•To establish the commitments of both parties in implementing the work plan
•To establish a commitment on delivering the proposed training plan
•To create and provide the mechanisms and communication channels between both par-
ties

6.1.1.C. Information Gathering

This involves obtaining broad knowledge of the professional reality and the formative
needs of the group towards which the programme is directed.

To gather the necessary information, the available techniques that enable a close
approximation to the professional reality of the students that will participate in the
training programme should be chosen. To do this it is essential to contact the various
sources of information (agents, students, etc.). Information must be gathered on key

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6.0 Training Programme Design

elements from a technical-pedagogical perspective. Whenever necessary, a few joint


working sessions should be planned with the client in order to adjust the work plan to
the client’s needs and expectations so that this phase unfolds efficiently.

6.1.1.D. Information Analysis

The key and necessary information that provides data on the specific learning needs
of the programme’s target public will be selected in this phase. It is necessary to ensure
that focus remains on the needs set out by the client for each training programme. This
element is key to the success of the project. After triangulating the various sources
from the information gathering, a decision will be made on the type of action to be
undertaken as well as on all the elements needed to design and customise the training
programme that best fits the client’s reality. This review will be done from various le-
vels of analysis.

Pedagogical Analysis

Definition of the profile of the users of the training programme. It is essential to know
who each training programme is directed towards, in terms of their professional cha-
racteristics, level of prior knowledge and their technical capacity for working with ICTs,
among others. This element is important as the different possibilities for the use of
e-learning tools will be based on the levels detected.

Content analysis.
• Type of content
• Extension of the content
• Type of images, graphics and illustrations
• Pedagogical structure of each training programme (syllabuses): learning objectives,
learning content, structure and sequence, use of instructional elements, teaching ma-
terials, etc.
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6.0 Training Programme Design

Tutoring model. Communication tools and method.


Study of the most appropriate e-learning tools, always subject to the learning
objectives for each training programme.

Technical Analysis

The information gathering on this level is aimed at understanding the client’s expecta-
tions of the browsing structure of the training programme content, the future material
updates and the definition of the visual design. The actions that are carried out include:

Selecting key information to design the programme.


Triangulating the gathered data.
Making decisions on the information gathered to adapt the programme.

6.1.1.E. Training Plan

Once all of the information has been analysed, the competency areas and learning ob-
jectives that will define the proposal and the most ideal training plan are established.

Based on the objectives and learning content, the training programme will feature
different learning scenarios, developing at all times the ones that are the most didac-
tically suitable for the study of each kind of content (e-learning; blended learning;
mobile learning; workflow learning; rapid learning), as well as the most appropriate
distribution channel (platform, Internet, CD-ROM, mobile, etc.).

The accreditation and certification system for the programme will be presented de-
pending on the competency blocks that are included in the programme. A calendar
in accordance with the teaching structure established with the client will also be esta-
blished for the development of the training programme.

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6.1.2. Building the Work Team

The working group must be made up of a multidisciplinary team of professionals trai-


ned by experts in pedagogy and digital management.

Training Programme Director:The person responsible for supervising all phases of


the working process and ensuring that everything goes as planned. This person will
coordinate the work team and be the client liaison.

Design Team : The design team is built through the following actions:

• Identification and selection of the team of experts, in consultation with the client, to
design the content that is covered in the training programme. The type of contractual
relationship governing their participation will be established.

• Presentation of the programme and assignment of design activities to each member


of the team of experts, as well as the phases to follow and response times (planning).
An operational working group between the team of experts and the management
team will be created.

• Training: It is essential to train the team of experts on the competences and tools
needed to properly create the content, adjusting them to the type of training that is
included in the programme; using authoring tools, teletraining teaching skills, etc.

Expert in pedagogical design: The people that have created specific material and
from which permission is requested for its use. In conjunction with the client, those
who create or transfer specific material for the training programme will be contacted.
The type of contractual relationship governing their participation will be established.
Expert in digital management: Responsible for everything to do with customising
the platform, the technical adaptation of materials and the implementation of e-lear-
ning tools.

Authors: The people that have created specific material and from which permis-
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6.0 Training Programme Design

sion is requested for its use. In conjunction with the client, those who create or transfer
specific material for the training programme will be contacted. The type of contractual
relationship governing their participation will be established.

Teachers: They will establish the design of the assignments and activities that the
student must complete in the e-learning part of the training programme. Tutoring on
the corresponding subject and later evaluation of the learning.

The team of teachers should be built through the following actions:


• Identification and selection of teachers/tutors: The teaching team will be created in
accordance with each expert knowledge area to set up the training programme. The
type of contractual relationship governing their participation will be established.

• Presentation of the programme and assignment of teaching/tutoring activities: Each


teacher will be told what sessions to teach, as per the curriculum for each one of them
and by following our pedagogical model.

• Teacher training: Training on the competences and tools necessary to teach by ad-
justing them to the type of training that is included in the programme; use of the
platform, teaching skills for teletraining and classroom teaching, etc.

Facilitator: aWill provide the work team with teaching support by assuming the
duties and competences explained in chapter 1 of this guide.

Below is an example diagram with the figures that are contemplated at the EVA Pro-
gramme as explained above: : SEE CHART 10 / PG. 116

The Learning to Teach Team (LTT) that was discussed in previous sections will oversee
the pedagogical adaptation of the programme designs as well as the teacher training
in the various knowledge areas and in how to use the platform.

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116 CHART 10

NETWORK OF TEACHING
ADMINISTRATIVE COLLABORATING SUPPORT
SUPPORT EXPERTS (Programme
Facilitator)

CONTENT E-TUTORING
DESIGN

ROLES

ACADEMIC TEACHING
MANAGEMENT
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6.0 Training Programme Design

6.1.3. Designing the Training Programme

Once the training needs have been diagnosed, the training programme has to be de-
signed (course(s)), with personalised attention and learning guidance that prioritises
problem comprehension and solution in real practical contexts.

Likewise, it will be necessary to fulfil the requirements of the teaching method that will
achieve (or develop) the professional qualifications detected.

The team responsible for designing the programme and the one responsible for the
management will establish the dynamics to follow in the working sessions to plan,
organise and monitor the programme design by following the established design pro-
cedure. Moreover, the tools and systems for monitoring this entire phase are made
available to the design team.

6.1.3.A. Pedagogical Design

All the elements related to the pedagogical structure (architecture) of each course
included in the programme will be developed. The design team will develop guides
for the students as well as for the teaching team which contain all the principles and
purposes of the training programme, pedagogical objectives, didactic structure, etc.
(specific for each didactic session/unit).

Likewise, the content and its format will be developed (book, manual, CD, etc.) as the
curricular materials needed to teach the training programme are created. For all of this
documentation, the people designing it will have the use of “templates/formats” that
facilitate this task.

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6.0 Training Programme Design

By following the indications in the didactic guides (for students and teachers), the ac-
tivities needed to teach the programme will be carried out, and indicators, tools, tests,
etc. for evaluation will be created in order to assess students’ learning.

6.1.3.B. Technical Design


An image will be made of the digital content in accordance with current web design
trends. These are based on highlighting the importance of the content over the image.
To do so, a prior usability study will be conducted, which will facilitate access in an
intuitive manner to all the information on the training programme. Moreover, a plea-
sant environment will be created which encourages reading of the content without
detracting from creativity in the platform design.

This technical design will include these three important phases:

• Creation of an interactive design in accordance with the user needs detected in the
initial phase

• Hand over to production

• Creation of a design style guide. Standards are established for the fonts, colours, hea-
dings and other elements that help maintain the integrity of the design.

Once the web image is defined, model pages must then be developed, which will be
used as templates for the rest of the sections in the programme. For this purpose, each
page is programmed in compliance with all the current standards defined by the W3C
in XHTML and CSS under the tableless method, thereby separating the content from
the graphic setting.

On the other hand, the layout for all the information related to the course is con-
templated following the design planned for the model pages. New specific ele-
ments are designed for each section in accordance with the programme content.
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6.0 Training Programme Design

6.1.4. Customising the Platform


The most appropriate corporate identity elements and those which give the program-
me an image that can be identified with the organisation developing it will be studied,
in consultation with the client. This way, a homogenous image is generated that places
the user at all times with the organisation to which the training programme pertains.

6.1.5. Preparing the Training Programme


Once the content is ready, the training programme will be prepared and produced.
This preparation involves the following milestones.

Configuring the activities on the platform: This milestone consists of preparing the
platform tools that have been pre-designed as the most appropriate for the learning
objectives of the training programme and which will be used to develop the interac-
tive activities. The design team verifies the functionality of all the tools and activities
suggested in the platform.

Setting up the courses and uploading the content: This milestone consists of pre-
paring the platform to set up the training programme and the learning content de-
veloped. Once the design team, along with the management team, has designed the
programme, they will assemble it on the platform, keeping in mind that there will be
activities that are directly “designed” on it..

Timing for the training activities: Creation of the calendar established as well as
the timetable for implementing the various training activities.

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6.0 Training Programme Design

Student management: Selection and assignment of the student that will participa-
te in the training programme as well as their later enrolment on the platform.

Instructor management: Selection and assignment of subjects to be taught by


each instructor in accordance with the established timetable and calendar. Each ins-
tructor must be registered in the management system and the training platform.

Instructive session with the teaching team: The teaching team is presented with
all the materials, content and activities designed in the programme indicating their
participation as instructors and their assignments (calendar and planning).

Resource planning: To get each training activity up and running, all the necessary
resources must be selected both for the platform (setting up the activities, materials,
etc.) as well as for the physical classroom sessions (classrooms, consumable materials,
paper, etc.).

6.1.6. Executing the Training Programme

6.6.1.A. Start of each training activity

In our opinion, all training programmes that are developed on a teletraining platform
must include a first module in which the students learn to use the various learning
tools available on the platform.

The teaching team must be sure that the students have properly received the access
codes to the platform and invite/motivate their group participation. They must be
available for support and to follow-up on queries and questions.

The teaching team will present the students with the timetable for
the training activity and the orientation and activity didactic guides.
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6.0 Training Programme Design

6.6.1.B. Completing Each Learning Block

The didactic completion of each course as planned (modules, sessions, classes, trai-
ning workshops, etc.). It is essential that the established programme is followed and
that there is coordination between the teaching team, and that strategies for student
motivation and participation are generated (lifelong learning follow-up).

6.6.1.C. Evaluating the Training Programme

The teaching team will prepare an evaluation report for each student which reflects
the achievement and level of learning (tests, completion of activities, response times,
exams, and participation in activities, etc.)

6.1.7. Evaluating the Training Programme


Once the client’s training needs have been diagnosed, the training programme has
been designed and set up, it will be necessary to find out and assess how suitable and
well-adapted these are. In other words, establish mechanisms – tools and instruments
– for evaluation.

Evaluating how students can put their learning into practice and the repercussions
of this on the professional context will be one of the major instructive goals to think
about each time a training programme is undertaken. This way, assessment instru-
ments and data collection will make it possible to understand the impact that the

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6.0 Training Programme Design

training has had on students’ professional realities and their learning processes.

Not only should you focus on evaluating satisfaction and learning, but you should also
analyse the practical level of what was learned and its application for the professional
context – transfer and impact.

6.1.7.A. Evaluating the Training Programme

Evaluating satisfaction: Once the training activity has come to an end, students and
instructors will evaluate their level of satisfaction through tools that are available from
the platform.

Evaluating the instructors: The teaching will be evaluated and, to this end, the pe-
dagogical activities in each course will be evaluated.

Didactic evaluation: The management team, along with the teaching team, will
evaluate the implementation of the entire programme in terms of the appropriateness
of the content, objectives, methods, activities, etc. Likewise, the incidences and diffi-
culties encountered will be noted. This evaluation culminates with the establishment
of proposals for improvements after gathering all the assessments.

6.1.7.B. Impact Evaluation

After some time has passed since the end of the training programme, the students will
have the opportunity to assess the practicality of what they learned. In other words,
to what degree the competencies worked on in the training activities have improved
their professional development (impact assessment tools).
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7.0

151
The Business of
Consultancy in an
E-learning Context.

In this section, we will discuss:

Introduction to e-learning consultancy.

The consultancy process in the implementation of


e-learning projects.

E-learning solutions.

Development phases for the consultancy process.

Quality assurance in e-learning scenarios


127

7.1
Introduction to e-Learning
Consultancy

Throughout the previous chapters in this guide, we have discussed the concept of
new learning scenarios, innovative training methods, learning tools that put this in-
novation into practice, etc. In this section, we will analyse and discuss the business
of e-learning consultancy through which advice is given on the most appropriate
methods and tools, and how to implement them in an educational context.

We will also cover aspects regarding quality management for these new learning
scenarios, touching on what we believe this management should be like and what
methodological quality criteria we believe must be kept in mind when successfully
setting up any e-learning training programme.

E-learning consultancy services enable the integration of complete online learning


solutions that facilitate the advancement of organisations in the development and
training of their staff. The many different e-learning solutions that can be developed
for instructional purposes, and which may even be transformational for the organi-
sation, will depend on the organisation’s objectives. From the organisation’s own

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7.0. The Business of Consultancy in an E-learning Context

internal management of the knowledge, through less formal learning formats, to the
development of advanced lifelong learning programmes, which have a set training
purpose, these methods are all aimed at improving and mastering employees’ com-
petencies and skills. The use of new technologies as a means to enable and develop
learning processes becomes the common denominator for these solutions.

The possibilities that the virtual medium offers in the area of training and lifelong
learning are very broad; therefore, an organisation that is thinking about integrating
these kinds of solutions must first stop to assess a series of issues that are necessary
in order to implement any e-learning project, whether it be comprehensive or any
of the specific elements. Sometimes, organisations do not know how to implement
the most appropriate e-learning strategy for their staff, or the ideal type of training,
the type of materials, how to develop a customised virtual learning environment
(own platform), set it up, etc. What they are becoming more aware of, however, is
that the appropriate use of technological advances can bring about a series of very
powerful teaching possibilities. This, along with increasing competitiveness, the
growing demand for training and the wide range of technology and online training
packages that are found on the market, has led many organisation to become inter-
ested in getting on board with this type of training. However, this task is not simple,
especially if the organisation or those responsible for making these kinds of deci-
sions do not have the minimum necessary knowledge of the alternatives and the
suitability of one possibility or another, given the advantages and disadvantages.
For this reason, more and more organisations are engaging external consultancies
to do the groundwork, thus making it possible to implement the new training stra-
tegies that the new technologies provide. The consulting team works alongside the
organisation’s management team to evaluate, among other things, the costs and be-
nefits, the investment involved, the deadlines and an assessment of the final impact
that the learning solution should have on the organisation.

In this regard, we shall begin this section by discussing the consultancy work invol-
ved in implementing any e-learning project, whether comprehensive or partial. To
do this, we shall outline the various key elements that comprise such work, along
with practical recommendations to be kept in mind when executing them, with a
view to guaranteeing a successful training strategy and learning based on this type
of training method.
129

7.2
E-learning Solutions

Before getting into the different elements involved in the consultancy business, it is
necessary to begin by establishing a prior definition of the concept of e-learning con-
sultancy, which we believe best fits the context at hand:

E-learning consultancy: A diagnostic study and pedagogical-technical advice on the imple-


mentation of the e-learning solutions that best fit an organisation’s needs.

The consultancy business implies significant advising work, which, based on the needs
of the organisation, can be aimed at two areas of action that have been simplified in
the following diagram:

E-learning Consultation

Strategic advice. This procedure includes studying the most appropriate strategy for
implementing training programmes through virtual learning environments.

Asesoramiento metodológico. This occurs in all or some of the phases involved in


developing training programmes and training plans (diagnosis, design, execution and
evaluation).

As a result of this advisory work, a proposal is established with the definition of the

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7.0. The Business of Consultancy in an E-learning Context

most appropriate learning solution as well as an implementation plan for this solution
within the organisation.

At this second phase, it can be said that there is a wide array of e-learning solutions
that can be developed within an organisation, some more complex than others. Cho-
osing one over another will depend on the learning objective to be achieved and the
organisation’s specific demands, and also on the economic cost involved in develo-
ping it. Within this wide range of possibilities, we can classify the type of e-learning
solutions based on their comprehensive or partial nature. The next section will look in
more depth at what each of them consists of.

7.2.1. Comprehensive Solutions

Comprehensive solutions are understood to be those that involve the complete imple-
mentation of an e-learning system within the organisation, from both an educational
and technological point of view. A comprehensive solution involves managing each
phase of the implementation process. A more detailed look at the most important
elements involved in this kind of solution is provided below.

Integrated management of the entire process: The implementation of virtual lear-


ning environments. This comprehensive solution, as mentioned above, includes the
development of all the phases in the process to implement a virtual learning environ-
ment within an organisation, generally including the following aspects:

• Defining the most suitable e-learning strategy for the organisation


• Integrating the strategy within the organisation’s training culture
• Outlining a pedagogical model that underlines this strategy
• Designing and developing customised e-learning programmes
• Developing the ideal technical and educational resources for setting up the virtual
learning environment
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7.0. The Business of Consultancy in an E-learning Context

• Instructional design of the training


• Managing the technological infrastructure required for implementation
• Designing the appropriate virtual learning environment
• Training the agents involved in its development
• Evaluating the training and the entire process
• Assessing the impact of the training

7.2.2. Partial/Specific Solutions

Specific solutions are those that are aimed at meeting a very localised learning need.
Organisations sometimes have needs that do not involve implementing a virtual lear-
ning environment, but which are directly related to online learning systems. Many of
the specific learning solutions presented below are carried out as part of the compre-
hensive implementation process specified in the previous point.

Specific learning content and teaching method audits. These take place at organi-
sations that have been carrying out online training and need to analyse and redesign
both the learning content as well as the online training method used up to that point.
They are normally organisations that have been working with more traditional online
training models and wish to incorporate new approaches to this method.

Adapting teaching materials to e-learning formats. Digitising specific content


that is suitable for this method.

Adapting physical classroom training programmes to the e-learning method.

Creating e-learning materials and products. They may be of a formative or informa-


tional-dissemination nature, but always with a didactical objective.

Advising on the offer multimedia content and materials that already exist on the
market, managing their didactic use and implementation on an LMS. The contribution

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7.0. The Business of Consultancy in an E-learning Context

of technical-pedagogical criteria that helps the organisation make appropriate deci-


sions.

Tutorial/didactic support.

Technical-pedagogical training for e-tutors.

Organisations that make a request related to the implementation of an e-learning


solution, regardless of the type, are frequently faced with a dilemma: knowing
exactly what their learning needs are, planning them in a specific manner and ha-
ving knowledge of the various possible options/solutions that can be found on the
market to cover them effectively and with quality. But this is not the norm. This is a
result of the lack of accurate and structured information that many organisations
have about e-learning. For this reason, and from a consultancy point of view, finding
out the organisation’s learning needs becomes the key element when providing the
most appropriate and successful learning solution.

Therefore, establishing the appropriate communication channels with the organi-


sation in order to understand their needs and to ensure mutual understanding is
the top objective related to the consultancy business. Training suppliers sometimes
offer packaged solutions that are not particularly customised. These do not cover
the real needs of the client, with resulting failure in the training. For this reason, it is
essential to develop effective communication between the training supplier and the
organisation; the creator of the proposal must have knowledge of the organisatio-
nal scenario. This will facilitate the customisation component, which will lead to the
organisation feeling that their demands have been understood.

Once this point has been reached, it can be said that a well-structured and systema-
tic consultancy business will make it possible to establish the most ideal solution for
organisations to meet their learning needs in a satisfactory manner.

The process involved in this business is outlined below.


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7.0. The Business of Consultancy in an E-learning Context

7.2.3. Development Phases of the Consultancy


Process

The following diagram structurally represents the different phases involved in the e-
learning consultancy process, which will then be explained:

1 2 3

DIAGNOSTIC PROPOSAL PLANNING


ANALYSIS DESIGN

7.2.3.A. Phase 1. Diagnostic Analysis of the Learning Needs

This phase involves the evaluation and learning needs diagnosis. To do this, it is es-
sential to have an information gathering and systematic analysis process that aims at
discovering the reality of the organisation and specifying the demand.

This phase is fundamental to understanding the needs of the client in order to confi-
gure a design for the proposal that best fits these needs, as well as for understanding
the stage the organisation is at in integrating the most appropriate learning solutions.
The following aspects, among others, will be analysed in this phase:

• The organisation’s structure and activity


• The organisation’s current training strategy and the training that has been delivered
up to that point

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• The organisation’s training culture


• A profile of the staff at whom the training is aimed
• The technological infrastructure in light of the requirements for implementing a
virtual learning environment
• The training needs of the organisation and its professionals
• The learning objectives to cover
• The most appropriate teaching method
• The level of knowledge and use of new technologies
• The level of technological maturity

In order to gather this information, various diagnostic tests designed for the
organisation can be conducted. Depending on the type of information to be
obtained and the level to which the demand is to be specified, a needs assessment
must be made on the following methods.

1. Surveys to gain knowledge about the organisation .

Mainly aimed at the organisation’s management team. This makes it possible to understand the
organisational structure mentioned above, which is absolutely necessary for finding out the
characteristics and needs of the organisation.

2. Diagnostic surveys of training needs.

These can be directed at the organisation’s management as well as a sample of staff who will
conduct the training. Involving the staff in designing the final proposal, and obtaining their con-
tributions and opinions related to their needs, are important factors as they will be the ones
receiving the training. This can be done as long as the organisation believes it is appropriate.
This is a value element.

3. In-depth interviews.

These are carried out with the staff responsible for the internal training at the organisation or, in
their absence, the management team, for the purpose of finalising the proposal from a strategic
point of view.
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4. Group sessions.

These can be carried out with those staff who have undergone the in-depth interview as well as
with a representative sample of staff that would benefit from the training activities. This makes
it possible to study more specific and jointly negotiated information from a group perspective.

Once all the information has been gathered, it is analysed. In those cases where
several tests are used, the results of the analysis will be obtained by triangulating
the data obtained in each for the purpose of contrasting information from different
sources. It is important to emphasise that contact with the organisation must be
continuous in order to refine certain information, as the establishment of fluid com-
munication channels is one of the main elements that characterises this phase and it
must receive careful attention from the beginning of the process.

7.2.3.B. Phase 2. Designing the Proposal

Once all the information has been analysed, the proposal that best meets the needs
gathered in the analysis phase can be designed. It is important to emphasise the im-
portance in this phase of having a multi-disciplinary expert team of professionals
that participates in the development of both the technical as well as the pedagogical
profile. This is because decisions are made in this phase regarding the configuration
of the most appropriate structure for the proposed e-learning solution as well as on
aspects related to its implementation.

Issues related to the following are configured in the proposal design:

Definition of the proposed e-learning solution.


Establishment of the objectives and learning content.
The underlying pedagogical model for the development of the proposed solution.

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Establishment of the most appropriate resources for the e-learning system that make
it possible to develop effective learning experiences:

• Technical. Aspects related to:


- The virtual learning environment (platform) aimed at developing the
detected learning needs
- The technological infrastructure (systems, networks, server hosting, etc.)
- The maintenance and management needs for the learning system throughout the
duration of the project
• Pedagogical. Aspects related to:
- Definition of the pedagogical model and the teaching strategies
- Teaching method
- Pedagogical design of the customised content
- Types of customised e-learning activities
- Learning tools (inherent in the platform, Web 2.0 integration)
- Type of digital content
- Most appropriate formats
- Profiles of the team of experts to design and tutor
- Training needs of the agents involved in the project
Customisation of the virtual learning environment. Integration of the client

organisation’s corporate identity in the designed virtual learning environment.


Operational development of the work phases. Description of the various phases in the
work system with the major milestones.
Calendar.
Financial proposal.
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7.2.3.C. Phase 3. Proposal Acceptance and Planning

During this phase, the designed proposal is presented to the organisation. It is essen-
tial to make a structured presentation that clearly defines the decisions made when
configuring it. These decisions must be based on the information obtained in the ini-
tial diagnosis and analysis phase.

The client organisation is presented with the development and implementation plan
for the solution/s suggested in the proposal for the purpose of:

1.Establishing the communication channels and the work systems for moni-
toring the project

• On the part of the organisation: Representatives who are designated as being responsible for
monitoring the projecto.
• On the part of the supplying entity: A project coordinator who will be responsible for supervi-
sing the project’s implementation at each of the phases and for the approval and relationships
with the client organisation

2. Work plan and schedule

• Establish a development timeline for each phase with the roles that must be assumed by the
client organisation and by the supplying entity Emphasise the major project milestones

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139

7.3
Quality in E-learning
Scenarios

This section discusses an aspect that we believe is essential to the success of any e-
learning project. Regardless of the type of project (whether it is a training activity,
the creation of teaching materials, the configuration of a collaborative learning space,
etc.), quality criteria must be used for guidance and to establish the way things are
done: In other words methodological quality criteria.

A series of indications are presented here that can guide quality management for the-
se kinds of projects. In presenting them, we shall focus on the design of e-learning
training programmes.

When planning the configuration and design of a lifelong training programme, all
the agents and areas involved in the process, either directly or indirectly, must be
considered. In order to consider all of these variables, a series of evaluation criteria
must be defined. These are conceptualised as “the elements of judgement or discer-
nment norms on the basis of which the model is established to evaluate a training
programme in its entirety, or some of the elements that are part of it. They will be
associated with quality indicators, understood as guidelines or elements, based on

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which the content and purpose for the criteria used to evaluate training program-
mes is defined, established and delimited.” . Castillo, S. and Cabrerizo, J. (2003). Evaluación
de Programas de Intervención Socioeducativa. Madrid: Pearson Education.

This way, establishing a set of indicators will help guarantee the quality of the training
processes as it will make it possible to guarantee and ensure a series of best practice
principles, with the end purpose of achieving excellence in the development of the tra-
ining activities. Thus, a system will be used that makes it easier to evaluate the develo-
pment and implementation of the programmes, thereby obtaining satisfactory results
and helping us to continuously improve. Therefore, the quality indicators must be esta-
blished in a way that alludes to all the agents involved in the teaching and learning pro-
cess as well as each of the phases involved in the process. These indicators must make
up a system of standards that is appropriate for the pedagogical model implemented by
the organisation.

We should bear in mind that it must be possible to evaluate the established indicators
based on proof (observations, measurements, assessments, documents, etc.).

On the other hand, the quality indicators must be formulated with the following consi-
derations:

• Who is responsible for evaluating them


• The specific degree or weighting of each indicator in the overall assessment
• A description (agreed upon by all those responsible)

Next, we will present the methodological criteria that helps assess the quality of the
implementation of a training activity, grouped by blocks/areas according to each pha-
se in the process. Once these blocks have been defined, the quality indicators must
be established that will make it possible to evaluate the training programme. There is
a differentiation between the quality criteria used for e-learning and the criteria that
must be considered for blended-learning.

The following classification of criteria was made in consideration of the structure the
training programmes follow in the EVA Programme, using the Methodological Gui-
de as a source to analyse the quality of online distance education (http://www.adeit.
uv.es/mecaodl/) at the University of Valencia).
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7.3.1. E-learning

7.3.1.A. Definition Phase

The phase in which the organisation makes the decision to set up an e-learning
programme.

•The organisation’s e-learning strategy


• A definition of the pedagogical model and how e-learning is conceived
• The teaching method and types of e-learning
• Evaluation of the quality of e-learning programmes (prior experiences)
• Analysis of the training programme costs
• Resources and technological means available for e-learning
• Learning environment (Platform)

7.3.1.B. Needs Diagnosis Phase for the Training

This is the phase in which the target group’s training needs for the training programme
are determined.

•Definition of the target public for the e-learning programme


•Establishment of the procedure for gathering information on training needs

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• System for contacting the sources of the information (agents, students, etc.)
• Identification of the techniques and instruments used to gather the information
•Establishment of the system used to analyse the gathered information

7.3.1.C. Design Phase

This is the phase in which all the elements needed to set up an e-learning programme
are identified.

Work Team.

• Selection of the expert team that will design the e-learning programme
• Selection of the authors of the content, materials and resources needed for the
training programme
• Building the teaching team that will be responsible for teaching the e-learning programme
• Didactic training of the teaching team (e-trainer training)

Programme Design.

• Adjusting the design to the pedagogical model defined by the organisation


• Definition of the areas of development and professional competencies that are going to be
worked on in the e-learning programme
• A student motivation system
• Educational objectives of the training programme
• Identification and analysis of the programme content
• Adjustment of the design to the detected training needs
• Creation of the design with methodological and pedagogical criteria
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• Creation of instructional guides, materials, activities and evaluation criteria


• Assembling the design on the e-learning platform

Content Design.

• The content is appropriate for the programme design


• The content fits the training needs of the target students
• The relationship of the content with the students’ professional realities
• The content meets the standards and recommendations for usability and accessibility
• Design of the content with pedagogical criteria: interactivity, sequence, self-evaluation, etc.
• The content enables effective evaluation of the learning

.
7.3.1.D. Preparation Phase

This is the phase in which all the elements necessary for the later implementation of the
training programme are established. Planning the training activity and establishing a
calendar.

• Establishment of the planning and timing of the classroom sessions in the programme
• Student management: training, enrolment, etc
• Management of the training programme teaching team
• Assignment of resources, materials and spaces
• Identification of the formats for the curricular materials
• Review of the set of elements for the training programme (Complete review of the
product)
• Establishment of information channels (marketing and publicity)

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7.3.1.E. Execution Phase

This is the phase in which the training programme is implemented.

• Identification of an information service for the students (technical, administration


incidences, etc.)
• Beginning of the implementation of the training programme. Establishment of the
context, objectives and presentation of the physical classroom sessions.
• Theoretical sessions (content knowledge)
• Practical sessions (training workshops) for the development of professional skills
• Group dynamics and actions that encourage participation and implication
by the students
• Instructional cases and activities that meet the needs of the students and their
professional realities
• A system to track students’ learning
• A system and criteria for evaluating the students’ learning

7.3.1.F. Training Programme Evaluation Phase

This is the phase in which the level of satisfaction, evaluation and impact of the training
programme must be determined.

• A system to evaluate training activity. Identification of the agents


and the elements to be evaluated.
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• Identification of the instruments and tools used to evaluate the


training activity.
• A system to evaluate the impact of the training activity.
• A report analysing the results of the evaluation. Establishment of the
improvement plan.

7.3.2. Physical Classroom Training

Even though we have been discussing e-learning or blended learning at all times, we
are also including the quality indicators to be kept in mind for purely physical classroom
training as some of these indicators would be pertinent to the blended method. Many
of these indicators are also used for e-learning.

In order to guarantee the quality of a training programme which is carried out in


physical classroom sessions, the following criteria must be kept in mind from a
methodological perspective and they are grouped in accordance with the different
phases in the process to implement the relevant programme/activity/module, etc.

7.3.2.A. Definition Phase

The phase in which the organisation makes the decision to set up a training programme
through physical classroom sessions.

• The organisation’s training strategy


• Definition of the pedagogical model. Teaching method and types of training.

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• Evaluation of the quality of training programmes at the organisation (prior experience)


• Analysis of the costs of the training programme
• Resources and means reserved for physical classroom training
• Availability of space (rooms, seminars, etc.) to implement the classroom training activi-
ties

7.3.2.B. Needs Diagnosis Phase for the Training

This is the phase in which the training needs of the target group for the training
programme must be determined.

• Define the target public for the training programme


• Establish the process/procedure for gathering information on training needs
• System for contacting information sources (agents, students, etc.)
• Identify the techniques and instruments used to gather the information
• Establish the system used to analyse the gathered information

7.3.2.C. Design Phase

This is the phase in which all the elements needed to set up a training programme are
identified.

Work team.

• Selection of the expert team that will design the training programme
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• Building of the teaching team that will be responsible for teaching the training programme
• Didactic training of the teaching team (teaching skills, using instructional resources, etc.).

Programme Design.

• Adjusting the design to the pedagogical model defined by the organisation


• Defining the areas of development and professional competences that are going to be
worked on in the physical classroom training programme
• Educational objectives of the training programme
• Identifying and analysing the programme content
• Adjusting the design to the identified training needs
• Designing the programme based on the students’ achievement results
• Creating the design with methodological and pedagogical criteria
• Creating instructional guides, materials, activities and evaluation criteria

Content Design.

• The content is appropriate for the programme design


• The content fits the training needs of the target students. The content is related to the stu-
dents’ professional realities.
• Design of the content with pedagogical criteria: practical nature, sequence, etc.
• The content enables effective learning evaluation

7.3.2.D. Preparation Phase

This is the phase in which all the elements needed for the later implementation of the
training programme are established.

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• Establishment of the planning and timing of the classroom sessions


• Student management: training, enrolment, etc.
• Management of the training programme teaching team
• Assignment of resources, materials and spaces
• Identification of the formats for the curricular materials
• Review of the set of elements for the training programme (complete review of the
product)
• Establishment of the information channels (marketing and publicity)

7.3.2.E. Execution Phase

This is the phase in which the training programme is implemented.

• Identification of an information service for the students


(technical, administrative incidences, etc.)
• Start of the implementation of the training programme, establishing the context, objec-
tives and presentation of the physical classroom sessions
• Theoretical sessions (content knowledge)
• Practical sessions (training workshops) for the competence development of professio-
nal skills
• Group dynamics and actions that encourage participation and results from students
• Instructional cases and activities that meet the needs of the students and their
professional realities.
• A system to track students’ learning
• A system and criteria for evaluating students’ learning.
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7.3.2.F. Training Programme Evaluation Phase

This is the phase at which the level of satisfaction, evaluation and impact of the training
programme is determined.

• A system to evaluate training activity. Identification of the agents and elements to be


evaluated.
• Identification of the instruments and tools used to evaluate the training activity.
• A system to evaluate the training activity’s impact.
• A report analysing the results of the evaluation. Establishment of the improvement
plan.

7.3.3. Blended-Learning

If the training activities involve those that combine physical classroom sessions with
e-learning sessions, the quality criteria outlined above must be taken into consideration
for each of the methods. Moreover, a set of methodological criteria that refer to the
combination of both formats (blended learning) is presented below.

7.3.3.A. Quality Criteria for Blended Learning

• Didactic coordination of the pedagogical design between both methods

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• Methodological integration of the classroom sessions and e-learning sessions


• Coherent training of skills that are being worked on in each method
• Continuity in how the content is covered
• Sequence of the content covered in each method
• Complementary and related activities in each method
• Conception for the students of a unique and integrated training programme
• Coordination of expert and teaching teams
• Unification of the evaluation criteria for students’ learning
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8.0
157
152
New Trends .

This section will discuss:

Innovative trends in education..


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8.1
Innovative Trends in Education

Previous sections discussed the characteristics and applications offered by Web 2.0
and the fact that it is not only a technology in and of itself, but rather a conceptual
model that makes it possible to design spaces that are 100% interactive. Among other
things, it also enables a greater level of interactivity for the user, content syndication,
the development of social networks, rebroadcasting of content, etc. Besides these
applications and the tools that enable them, which have been covered in previous
sections, new trends that are gaining ground in this field – the virtual environments
and their applications in education – will now be analysed.

When talking about virtual environments, we are referring to the environment in


which many users that are represented by avatars interact and move about in a three-
dimensional space. Since 1996, when these environments started being set up, many
of them have become even better and are visited by millions of users each day, almost
all of them linked to spaces created for games and entertainment. The one that stands
out the most in its application to education and due to the possibilities it offers as an
educational resource is SecondLife (SL) and this is the one on which this analysis will
focus.

SL was created in 2003 by Californian company Linden Lab and currently boasts five
million users worldwide. Even though it is a Virtual World that primarily focuses on
education, it was initially developed as a video game. After its growth and the interest
that has arisen since its creation, many researchers have used SL to develop educatio-
nal practices and instructional applications. We believe it is necessary for this research,
conducted by experts in pedagogy, computer programming, audiovisual communi-
cation, etc., to continue in this manner. New educational and learning environments
must be promoted through tools such as this, which will expand and enrich training
programmes and the training of knowledge, skills and attitudes.

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8.0 New Trends

SL has grown from being simply a virtual environment in which points are won or
levels are passed, to an environment in which users can socialise, people can get to
know each other and relationships are formed – it is a new form of communication. The
educational experiences at companies, universities, and other places that have been
developed with SL use this environment as a communication and interaction tool as
well as an ideal space to acquire and transfer knowledge. Among its many advanta-
ges is the fact that it is free for students, very powerful and features a programming
environment that is full of possibilities with versatile communication tools. It includes
many places with visibly attractive content that is available for development.

The possibility of integrating SL into e-learning proposals as a didactic tool has gene-
rated the SLoodle project which consists of a combination of SL and the open source
e-learning platform Moodle. In this way, its educational possibilities have been greatly
expanded. This integration has diminished one of the limitations of SL, the need to
hold external resources (textual, for example) when users are not connected at the
same time. For synchronous meetings, discussions, simulations, etc., SL offers several
possibilities. For this reason, this hybrid brings about infinite spaces and teaching re-
sources that can be applied to e-learning.

These new learning scenarios provide instructors with many possibilities in terms of
how they conduct varied activities, as the instructor also has to implement various
skills. The teacher, as has been mentioned in other sections of this guide, must be an
adviser, and in this case a guide in the discovery of new spaces in the virtual world that
help complete the students’ training. In these virtual environments, it is common to
implement investigation proposals such as Webquest, which is a guided search me-
thod in which students investigate and resolve problems, either individually or in a
group.

This section concludes by naming some other virtual worlds besides SL, which
nowadays see millions of users a day and extrapolate their practice to educational
issues. These include Croquet, Active Worlds, and SmartMeeting, all of which offer trai-
ning solutions through this approach, a combination of 3D Internet and training.
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A.1

158
Tools.
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FILE 1.
FORUMS

A forum, within an online training activity, is an asynchronous tool that, due to its versatility, can be used
in many different ways and with different intentions. These different methods and how they are applied
in each case will now be examined. When suggesting a forum as an educational tool, it is important to
start with the goals that can be achieved by using it. These include exchanging knowledge, which enables
learning among peers; and teaching students to arrange and build their thinking autonomously and fa-
vour technological integration, which enables issues to be dealt with in the same way as in daily life where
opinions are expressed and exchanged.

PEDAGOGICAL OBJECTIVES.

• To enable real-time communication among the entire learning community


• To exercise critical and creative thinking
• To promote autonomous learning

TEACHING RESOURCES NEEDED.

• A training activity that is developed on a virtual learning platform


• Resources for analysis and reflection that provoke/encourage group debate.

UTILITY.
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FILE 1. FORUMS

The type of forum is determined by the intention for which they are created in a training activity. Before
thinking about using this learning tool, it is important to ask why you wish to create the forum and to
make sure that it is integrated in the course objectives. The success of a forum depends on many factors
and one of them is the moderator, who, among other duties, has the task of intervening in order to ensure
a discussion thread and coherence in what is being debated (in the case of a themed forum).

The main types of forums are as follows:

Debate/themed forum: In this forum, experts on the subject lay out a debate or discussion theme
related to the content being studied. It encourages student participation through the use of questions for
reflection, articles, bibliographic references, etc.

Forums can be evaluated, which means each student’s contribution on the topic in question can be mar-
ked.

Question forum: In this forum, questions that students may have on a topic, activity or any aspect of
the training activity are gathered. Therefore, forums focused on question resolution for each module in
the course will be created.

Working group forum: This type of forum can be used for activities for which work in small groups is
necessary. Different forums can be set up for each working group, in which they can complete an assign-
ment, group debate, etc., and only the participants linked to this forum can participate.

Teachers can mark the contributions made by the students just as in the themed or debate forums.

Open forum: In this type of forum, the objective is to promote communication among the entire
learning community with the characteristic that the topic is not based on academic issues but rather on
introductions among students, as this environment is intended for socialisation.

This space must exist in any e-learning training activity in order to create an environment that favours the
teaching-learning process.
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FILE 2.
INSTANT MESSAGING

Instant messaging enables direct communication among the entire learning community as it allows both
students and instructors to get into contact through the teletraining platform, take note of pending acti-
vities, event reminders, etc.

PEDAGOGICAL OBJECTIVES.

•To permit direct, rapid and easy communication among the entire learning community
• To create a list of contacts that facilitates communication among participants in a
training activity

TEACHING RESOURCES NEEDED.

l Datos de los participantes de una acción formativa que se desarrolla en una plataforma
virtual de aprendizaje.

UTILITY.

Email can have utility for both instructors and students


Utility for students:

• A tool with which to contact instructors through the teletraining platform in order to express a
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FILE 2. INSTANT MESSAGING

question, comment, initiative, send an activity, etc.

lA tool for communication with the other participants in a training activity

Utility for teachers:

• Individual assignment of a specific task and a means to receive any activity; it allows easy and quick
access as it is saved on the platform itself
• Facilitates student monitoring given that comments can be made to each one on the quality of the work
done
• Enables sending individually and in groups
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FILE 3.
WIKIS AND BLOGS

A common feature of these two tools is the fact that content can be shared by students as well as by
instructors and each has a special feature. For the Wiki, the space in which this content is inserted can
be modified by all the other participants in a training activity. In a Blog, the user that edits the content
is the one that creates it and other participants can only make comments.

PEDAGOGICAL OBJECTIVES.

• To enable the joint creation of documents, thereby building collaborative learning.


• To modify and/or provide a constructive opinion on the comments that other participants.
in the training activity have made about a proposed activity.

TEACHING RESOURCES NEEDED.

• A virtual learning platform that features these tools.


• Internet sites with direct access to creating these tools.

UTILITY.

The utility differs depending on the tool::


• Wiki: The creation of joint documents for a specific assignment, thereby promoting constructive thinking
among the entire learning community
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FILE 3. WIKIS AND BLOGS

• Blog: The creation of individual content by instructors and students with other participants able to view the
content and provide their comments. They can therefore be used as course development blogs or a summary of
content being worked on, etc.
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FILE 4.
INTERACTIVE GLOSSARY

A glossary is information that is structured into “concepts” and “explanations”, just like a dictionary or
encyclopaedia, but for the terms used in a specific training activity. It is a text structure that includes
“entries” that lead to a definition of the term used.

An interactive glossary is one that, combined with the above, is found on a virtual learning platform
and can be edited either only by the course tutor or, in some cases, is open to the inclusion of terms by
students.

PEDAGOGICAL OBJECTIVES.

•To provide an extensive vocabulary on the topic of a specific training activity.


• To achieve yet another link in building collective learning with its use.

TEACHING RESOURCES NEEDED.

• A virtual learning platform in which term entries and definitions are added.

UTILITY.

Cuando es editado únicamente por docentes:


•The interactive glossary can be used as a dictionary of terms for a specific topic that are used in a training
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FILE 4. INTERACTIVE GLOSSARY

activity and made available to the students; in this case, editing would be restricted to the teacher/tutor
of the course
• An encyclopaedia in which the terms are defined more extensively through articles, for example
• In Moodle, it is possible to link glossary entries automatically to other texts introduced in the course.
This way, every time a term defined in the glossary is used in a resource, Moodle will automatically insert
a hyperlink (known as an autolink), thus making it possible to view the corresponding explanation of that
term in the glossary.

When edited by instructors and students::

•In this case, the aim is to jointly build knowledge. This not only encourages passive reading of the terms
of interest, but also students can associate comments to the term entries that they include.
•This tool, used in this manner, can allow an evaluated activity to be carried out by students
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FILE 5.
DIGITAL CONTENT

This tool is put into practice in courses that are taught on a virtual learning platform and includes all the
digitised content. There are many different formats in which it can be presented, but it is all accessed
through the platform on which the training activity is being carried out. Examples of these types of
content are learning pills in flash, xhtml documents, e-books, etc..

PEDAGOGICAL OBJECTIVES.

• To transmit the content in a motivating and accessible manner


•To create content that can be reused, updated, transferred to other platforms, etc. conveniently and
simply

TEACHING RESOURCES NEEDED.

• There are various resources, depending on the type of this content. It should be kept in mind when de-
signing this content, especially as regards flash content and xhtml documents, that it is created under web
standards for the production of digitised materials, as discussed in section 5.2 of this guide.

UTILITY.

• Quicker and more efficient access to information for instructors and students, thereby decreasing
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FILE 5. DIGITAL CONTENT

obsolescence and making better use of resources that are available in a training activity.
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FILE 6.
ADDITIONAL CONTENT

This learning tool is aimed at reinforcing the knowledge that is transmitted in the various modules that
make up a course. The use of the Internet and the new technologies helps reinforce and provide quality to
the teaching and learning process, thus providing added value to the training programmes..

PEDAGOGICAL OBJECTIVES.

• To reinforce the knowledge that has been studied during the course or a specific module
• To add value to the training programmes

TEACHING RESOURCES NEEDED.

• The medium for this complementary content can and must be diverse in type and can be presented as
multimedia resources or links of interest
• Multimedia resources: training video available on the EVA Educational Channel, slideshare presentation,
etc.
• Links of interest: links to texts, documents, reports, studies, etc. that are relevant to the content studied

UTILITY.

The utility of complementary content in a training activity can be diverse::


•To boost the knowledge to be transmitted
172
FILE 6. ADDITIONAL CONTENT

• To reinforce the analysis of a specific issue that has been raised during the course
• To expand information on specific issues dealt with in the course
173

FILE 7.
VIDEOCONFERENCES AND
VIRTUAL CLASSROOM

Both are synchronous tools, but each has its own special features, enabling real-time communication bet-
ween two or more points connected through telecommunication networks, whether through the Inter-
net, a telephone system, etc. They are characterised by their interactivity, specifically in the case of the
virtual classroom. Bidirectional communication that is very similar to what occurs in physical classroom
teaching is permitted. In terms of videoconferencing, its use is more centred on the teachers explaining
a specific topic.

The appropriate use of this tool has great pedagogical potential, whenever it is used while keeping in mind
its intended use and objectives. This will make it possible to emphasise the teaching-learning process.

TEACHING RESOURCES NEEDED.

• To break down the geographic barriers of e-learning training


• To encourage communication and group learning, which will enrich mutual learning
• To comply with the premises of interactivity and communication that are achieved in physical classroom
learning

TEACHING RESOURCES NEEDED.

• A videoconferencing system (audio, webcam, etc.) that is well-integrated in a virtual platform, with
access through the Internet, mobile devices, etc.
• The didactic value of these tools is determined by the support resources which are contributed by the
teachers (instructional cases, articles, viewing videos, etc.)
174
FILE 7.TELECONFERENCES AND VIRTUAL
CLASSROOM

UTILITY.

• Virtual classroom: This tool can be used to make any comment or ask a question live. In other words, the
question can be answered as soon as it is asked, therefore making it live assistance and the most similar to
a physical classroom session that has been transferred to the virtual environment.

• Videoconference: Depending on the training context, it can be used for a speech by an expert related to
the topic of the training activity, a master class presentation, etc. In some cases, it enables student interac-
tion, but this is more common in the virtual classroom.

Among other uses, we can say that these learning tools can be used for participants to get to know each
other personally, for learning guidance (explaining the objectives of the training programme or study
methods), and to reinforce the e-learning content from a training activity, as well as to boost the learning
by expanding the knowledge covered in the course
175

FILE 8.
PHYSICAL CLASSROOM WORKSHOPS

The physical workshop tool in an e-learning context is used as reinforcement for the virtual programmes
for which the physical presence of the students is considered to be pedagogically necessary.

In order for there to be coherence between the content worked on and the physical classroom workshops,
the monitor will make use of these sessions to train very specific skills with focused activities (role play,
group dynamics, guided debates, technical skills).

PEDAGOGICAL OBJECTIVES.

• To put the knowledge learned in the virtual learning environment into practice through physical simulations
and direct feedback from the monitor
• To train specific skills using group work techniques
• To reinforce group relations and the continuous evaluation process face-to-face

TEACHING RESOURCES NEEDED.

• Instructions with the cases that are presented during the session
• Instructor feedback which contextualises the e-learning part and develops it in the session in which the
tool has been put into practice

UTILITY.

The purpose of conducting a physical classroom workshop as an activity that is part of an e-learning cour-
176
FILE 8. PHYSICAL CLASSROOM WORKSHOPS

se is to reinforce skills that cannot be trained virtually. For this reason, this tool is used in activities that
simulate a situation, attitude, skill, etc., such as a role play.

The attached graphic illustrates a physical classroom workshop in which social skills are worked on through
role play, analysis and the recreation of real cases with simulations.

Role Play
Training
Method and
circuit in
practical, in
practical situ, theoretical
skills
reinforcement

TEAMWORK COMMUNICATION

SKILLS
CIRCUIT

POSITIVE
PEDAGOGICAL CONFLICT
STRATEGIES MANAGEMENT

Physical training
Online
sessions with the
reinforcement
recreation of real
with tutorial
situations
follow-up
185
A.2

178
Integration of
Innovative Teaching
Methods, Resources
and Physical Classroom
Learning and Online
Tools.
181

SET IN CONTEXT TRAIN


TEAMWORK

GROUP LEARN
PRACTICAL AND
DYNAMICS
ASPECTS WORK
AUTONOMOUSLY

REINFORCE
INTERVENTION INTEGRATIONAL
AND
STRATEGIES PERSPECTIVE
STRENGTHEN
182

A series of resources and tools associated with physical classroom and online methods are presented
below. These can be used as a reference in order to effectively transfer knowledge in accordance with
our learning objectives and the pedagogical intentions.

Contextualise. An instructive presentation using the following resources independently or in a combi-


ned manner:

• Slide presentation. The slides could give rise to student interaction.

• An instructive panel to introduce the topic.

• A reading discussion on current documents related to the topic at hand.

Practical aspects. Using the following resources independently or in a combined manner:

• A talk by experts on a topic.

• Critical student reviews on the talks (creation and critical review technique).

• An integrated perspective through the analysis of educational videos or films.

Implementing intervention strategies: This can be done by using the following resources, either
independently or in a combined manner:

• Case study and analysis (individual case analysis method or community intervention).
183

• Searching for cases in the media.

• Specific bibliographic searches

Having an integrationist perspective in the context of an activity by using the following resources,
either independently or in a combined manner::

• Presentation of work.

• Guided class debates on the work completed.

• Role-play as simulation as an integration method for the activity.

Group Dynamics to internalise subject concepts:

• Guided Discussion. A dynamic in which, based on a topic or point of interest, the various members of
the group are moderated and directed towards achieving the proposed objectives.

• Instructive Panels. A dynamic that consists of constructive group learning through panels that are
completed with ideas and knowledge contributed by the members of the group that participates in the
dynamic..

Train In order to use skills based on the knowledge learned::

• Case Study. An analysis of real situations that occur in a certain in-company situation.
184

• Classroom practice. Undertaking specific guided assignments with instructive workbooks that
systematise students’ work.

Team work and autonomous work:

• Work Group
Content created by conducting bibliographic searches in various sources, properly cited bibliographic
quotes, critical perspectives and proposed practices for intervention in the context being worked on

l Recensiones. Contextualising the talk within the scope of specific knowledge, an explanation of its con-
tent and a critical analysis with proposals for intervention as per the content worked on in the subject.

l Examen. For groups of 8-10 people (each group chooses a topic), create a test with 30 questions that
the teachers will check and hand back to the student once checked and which will be used as material
for the exam. There will also be a question to work out with materiall.

Reinforce and enhance the content and skills learned:

• Forums. Guided debates and discussions led by the teacher on the subject regarding topics related
to the content of some of the didactic units.

• Email. The use of email for the student to send and receive assignments (searches on the web for
resources and links related to specified content).

• Shared folders. A shared area on the net within the virtual campus..
197

G.

186
Glossary.
189

Case analysis: A particularly inductive teaching and learning method in which, by studying and
analysing real situations, the described facts and processes involved are analysed and interpreted, pro-
blems are defined and resolved and conclusions are drawn based on a decision-making process.
Definition: Own wording.

Autonomous learning: his term refers to the Type I training activities proposed by the EVA Progra-
mme, which are characterised by the fact that the student is given the opportunity to learn indepen-
dently based on some pedagogical guidelines and criteria that has been defined for each course. Defi-
nition: Own wording.

Learning with experts: lThe Type III training activities proposed by the EVA Programme that require
more exhaustive control at the hands of expert professionals in specific knowledge areas. Once the me-
thod is defined (e-learning, blended learning), it can be combined with personalised coaching sessions.
Definition: Own wording.

Guided learning: This term refers to the Type II training activities proposed by the EVA Programme,
which are characterised by the fact that they provide tutored monitoring through a mediator, who is a
figure of reference for the student and will accompany him or her in their learning process. Definition:
Own wording.

Pedagogical architecture: This refers to the didactic sequence that the training activity will follow in
general, and to the organisation of the learning areas within the teletraining platform. Definition: Own
wording.

Asynchronous: sThe learning tool that does not require any simultaneous time relationship between
the teacher and student will be referred to in this way. These tools make it so that the rhythm of pre-
sentation and/or assimilation of the information by the receiver (the student) does not have to coincide
with the rhythm of presentation of the information/knowledge on the part of the transmitter (instruc-
tor). Definition: Own wording.

Online assistance: A service that is made available to students in which individualised tutorials
and real time assistance are provided through the teacher or programme facilitator. It is provided
over the Internet through programmes designed for this purpose and during previously established
190

hours that students have been informed about by the training programme. /Definition: Own wording.

Additional content: A process through which the content that has already been created is reviewed
in order to analyse the extent to which all or part of it can be reused. /Definition: Own wording.

Blended Learning: This training mode combines e-learning methods with classroom methods, inte-
grating isolated classroom training sessions when the training programme so requires. /Definition: Own
wording.

Blog: A tool for creating content used both by students as well as teachers. The created content
can be commented on by all other participants in a course or even by the teachers. /Definition: Own
wording.

Coaching: A system of questions through which the coach (professional) helps the coachee (client)
get the best out of himself or herself. An interactive and transparent process through which the coach
and the person or group involved in the said process seek the most effective path towards reaching the
objectives set by using their own resources and skills. /Definition:Wikipedia.

E-learning consultancy: A diagnostic study and technical-pedagogical advice for the implementa-
tion of e-learning solutions that best fits an organisation’s needs. Through this study, advisory processes
are carried out on the most appropriate methods and tools and how to implement them in an educa-
tional context. /Definition: Own wording.

Additional content: This learning tool focuses on reinforcing the knowledge transmitted in the va-
rious modules that make up a course. The use of the Internet and new technologies helps reinforce and
improve the teaching and learning process, thus adding value to the training programmes./Definition:
Own wording.

Digital content: eA process through which the content that has already been created is reviewed in
order to analyse the extent to which all or part of it can be reused. /Definition: : Own wording.
191

Copyleft: This is a group of copyrights that are characterised by the elimination of the restrictions on
distribution or modification that are present with Copyright, with the condition that the derivative work
maintains the same copyright scheme as the original. /Definition: Wikipedia.

Copyright: Literally means the right to copy and refers to the ownership part of authors’ rights, un-
derstood as a set of norms and principles that regulate the moral and ownership rights that the law
grants authors (copyrights) simply because they have created a literary, artistic or scientific work, whe-
ther it has been published or is yet to be published. /Definition: Wikipedia.

Chat: A virtual communication tool that enables real-time conversations through the learning platform
or an Internet site where the participants of the same training activity can be in simultaneous contact,
thereby enabling the direct interaction that is generated in a conversation between a group of people. /
Definition: Own wording.

Creative Commons: An American non-profit organisation, the purpose of which is to implement va-
rious types of licenses to register works and also offer more rights to third parties and users of the wor-
ks, but always under certain conditions or regulations, which are also chosen by the author. /Definition:
Own wording.

Digitisation: The process of generating and producing content that can be distributed through di-
gital media (web, TV, etc.), which will allow it to be presented in different formats (as per international
standards and norms) that emphasise both the scientific quality and the criteria for creation and user
interactivity. /Definition: Own wording.

Dinamización de programas: eThe figure in the training process that monitors each student indivi-
dually throughout their learning, motivating them to learn and maintaining direct contact throughout
the training process. /Definition: Own wording.

E-learning: Training that is defined by the intensive use of the Internet and ICTs to improve its qua-
lity by facilitating access to content and resources as well as communication and collaboration among
192

students and teachers, regardless of scheduling or geographic limits. Definition: Own wording.

Distance education (distance ed): Formal education based at an institution where the learning group
is separated and where interactive telecommunications systems are used to connect students, resour-
ces and instructors. Definition: M. Simonson,2.006.

Feed-back: A process used to check or verify if the information has been understood by the student.
Aguilar, D. y García, F.J. (2001). Desarrollo integral de competencias pedagógicas para formadores: formación de for-
madores: manual didáctico.

Folksonomy: A new paradigm for classifying information that enables Internet users to freely create
tags to categorise all kinds of content from news links to photographs. Definition: : Own wording.

Forum: A forum is the most powerful asynchronous communication tool in an e-learning course.
Its asynchronous nature makes it ideal for requiring those who participate in it to think about, reflect
upon and mature the contributions that have a degree of permanence in and of themselves. The main
objective of this learning tool is to generate communication and collaboration among students and
teachers, regardless of the scheduling or geographic limits. Definition: Own wording.

Content Management Systems or CMS: A programme that makes it possible to create a support
structure (framework) to create and administer content, mostly for web pages. It consists of an interfa-
ce that controls one or several databases where the site content is hosted and which allows the content
and design to be managed independently. Definition: Wikipedia.

Interactive glossary: A learning tool in which information is structured into “concepts” and “explana-
tions”, just like a dictionary or encyclopaedia, but on the terms used in a specific training activity. This
tool allows access to the definitions of certain terms from the text where they appear. There is often an
indication through a modification in the term’s format (colour, font) that indicates it can be found in the
glossary. Definition: Own wording.

Course instructional guide: A reference document for students regarding the characteristics and pro-
gression of the entire training programme. This includes general and specific objectives, method, content
193

blocks (modules/topics), duration, credit hours, evaluation criteria, etc. Definition: Own wording.

Didactic guides for each module/topic: A document made available to students that outlines the lear-
ning objectives, method, content, duration, evaluation criteria, head instructors, tools for communication,
guidance for learning, etc. for the module/topic in question. Definition: Own wording.

Instructor’s guide: A reference document for the teaching team which outlines in detail everything that
is needed for each didactic unit. In other words, it is the document that describes how the course should be
taught. All the modules/topics are described in a didactic manner. Definition: Own wording.

Infoxication: An excess of information or change in the quality of the information that generates
anxiety in a student due to an inability to assimilate it. Definition: Alfons Cornella (2000).

Laboratory: Based on Web 2.0, the EVA Programme publishes the communication and collaborative
work tools that it believes are of use to the teaching-learning process and of interest to the learning
community through this web space. This e-learning laboratory is also used as a technological observa-
tory where revisions, analyses and reports will be made. Definition: Own wording.

Instructional manual: manual de contenidos de un curso, que se pone a disposición del alumnado
en el momento que el equipo docente estime oportuno. Dependiendo de la naturaleza de cada acción
formativa, este manual puede ir entregándose por módulos/temas o a la conclusión de la misma. /
Definición: Own wording.

Instant messaging: herramienta que permite la comunicación directa de toda la comunidad de

aprendizaje, facilitando la interacción a través de la plataforma de teleformación.


/Definición:Own wording.

Tableless method: consiste en la construcción de sitios web sin recurrir al uso de tablas simplemen-
te por propósitos de presentación. En vez de tablas, se utiliza la colocación de CSS (Hojas de estilo en
cascada) para ordenar los elementos y el texto en una página web. /Definición: Wikipedia.

Moodle: A freely distributed course management system that helps educators create online lear-
ning communities. This kind of technology platform is known as LMS (Learning Management System).
194

Definition: Wikipedia.

Mobile-Learning: Training solutions that stand out due to their versatility as they enable access to
learning pills whenever and wherever the professional needs them through devices such as mobile
telephones or PDAs. Definition: Own wording.

Multimedia: A term that applies to any object that used different forms of informative content such
as text, sound, images, animation and video simultaneously to inform or entertain the user. Electronic
media (or other media) can also be considered to be multimedia when it enables the storage and pre-
sentation of multimedia content. Definition: Wikipedia.

Learning optimisation: A system used to improve a student’s teaching-learning process through


guidance strategies that are defined in a curriculum. It indicates to the student a series of aspects that
facilitate this process (the estimated study time needed each day, the key sections to check and rele-
vant information for studying, the recommended study sequence, the need for self-scheduling, etc.).
Definition: Own wording.

Teletraining Platform or LMS: Learning Management System. An LMS registers users, organises cour-
se catalogues, stores user data and provides reports for management. It often also includes communi-
cation tools for use by course participants. Definition: Wikipedia.

Platform customisation: A process which, in conjunction with the client, studies the most appropriate
corporate identity elements to be incorporated and gives the programme an image that can be identified
with the organisation developing it. It places the user at all times with the organisation to which the training
programme belongs. Definition: Own wording.

Learning pills: Formats used to present content, the main characteristic of which is the short dura-
tion and the presentation of the content in small doses, which may or may not be overseen and led by
expert professionals on the subject. Definition: Own wording.
195

Rapid Learning : A training method used to adjust to the specific training and technology needs of
each organisation by teaching pedagogically structured content in multi-media formats that are imple-
mented with animation, text, video and photos in order to provide optimal educational value. Definition
Own wording.

Recycling: Updating competencies through training activities in which students receive instructio-
nal materials with a highly digitised component as well as self-evaluation activities and learning aid
resources that enable their autonomous development. Definition: Own wording.

Role play: A technique in which a student takes on a certain role, representing a character in a real-
life situation so as to develop the capacity to understand human relations, work on behaviours that
must be used in that real life situation, etc. Definition: Aguilar, D. y García, F.J. (2001). Desarrollo integral de
competencias pedagógicas para formadores: formación de formadores: manual didáctico.

RSS: (Really Simple Syndication) A format that allows access to sources of information (feeds) pu-
blished on other portals quickly and easily. Definition: Own wording.

Second Life (SL): A virtual world that was launched in 2003 by Linden Research, Inc. (widely known
as the Linden Lab). One of the main attractions of this virtual world is the ability that users have to
‘become’ another person, through the use of avatars or AV, which are fully-configurable 3D characters.
Definition: Wikipedia.

Synchronous: A characteristic of the learning tool that enables real-time contact between teachers
and students, thus enabling direct and immediate interaction between the transmitter and receiver.
Definition: Own wording.

Sloodle: A combination of SecondLife and the open source e-learning platform Moodle, which
broadens educational possibilities. Definition: Own wording.

Open source software: Software that gives users freedom over an acquired product, meaning that, once
obtained, the product can be used, copied, studied, modified and redistributed freely. Definition: : Wikipedia.
196

Comprehensive solutions: Those that involve the complete implementation of an e-learning system in
an organisation, from a pedagogical and technological point of view. Definition: Own wording.

Proprietary software (non-open-source): Refers to any computer programme for which users
have limited usage possibilities, in terms of modification or redistribution (with or without modifica-
tions), or for which the source code is not available or access is restricted. Definition: Wikipedia.

Tags: Also called labels, used by students to add and classify web pages that are relevant to a trai-
ning activity being undertaken, or that are of interest to students individually. Definition: : Own wording.

Training workshops: A session that is implemented in a training activity with the physical clas-
sroom learning or blended learning method, the objective of which is to train very specific skills with
focused activities such as role-play, group dynamics, guided debates, technical skills, etc. Definition:
Own wording.

Autonomous work: Work the student does while assuming responsibility and control for their own
learning, establishing their own rhythm and evolution in the teaching-learning process. Definition: Own
wording.

Collaborative or group work: Group activities and actions in which students can individually share
what they have learned with all the other agents in the educational process. From this perspective, it is
very important that students feel like members of a community and share their knowledge, experien-
ces, points of view, etc. Definition: Own wording.

Tutoring: A systematic pedagogical monitoring process that can be carried out by expert professionals
or learning mediators depending on the type of training activity. Definition: Own wording.

Videoconference: A synchronous learning tool that makes it possible to maintain audiovisual com-
munication in real time between two or more points connected through telecommunication networks,
(internet, telephone, etc.).Definition: Own wording.

Web 2.0: A term coined in 2004 by Tim O’Reilly to refer to a second generation Web based on user com-
munities and a special line of services such as social networks, blogs, wikis or folksonomies, which promote
197

collaboration and the flexible exchange of information among users. Definition: Wikipedia.

Webquest: A guided search method in which a student investigates and resolves problems, either
individually or in a group, and which is always monitored by the teacher. Definition: Own wording.

Semantic web: An Internet space in which any user can find answers to their questions quickly and
easily thanks to very well-defined information. By giving the Web more meaning and, therefore, more se-
mantics, solutions to common problems can be obtained when searching for information due to the use
of a common infrastructure through which it is possible to share, process and transfer information easily.
Definition: W3C, Semantic Web. “A Brief Guide to the Semantic Web”. /Definition: Wikipedia.

Wiki: A tool used by students and teachers to create content. This space in which content is created
can be modified by all the other participants in a training activity.Definition: Own wording.

Workflow-Learning: Learning that takes place at the worksite and during the working process
through learning pills that are viewed in real time within the context in which the professional wishes
to receive training. Definition: Own wording.
204

B.
198
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