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TRAINING METHODS


TRAINING METHODS 1. INTRODUCTION.
In this issue we will focus to know the fundamental characteristics of different modalities
training that can develop an action
training to choose the mode that best suits our needs for training
.
When we consider this classification to consider the use of
Information Technology and Communication (ICT's.)
more specifically the use of multimedia computer and the possibilities offered by Internet
.
2. ARRANGEMENTS FOR TRAINING WITHOUT SUPPORT OF ICT'S.
Traditionally, training has been classified into three major forms of
delivery of the training activities are:
• The modality.
• The semi-face mode.
• The distance mode.
These rules refer to two criteria: the simultaneity of
didactic communication processes and the physical presence
trainer and students in the communication process.
The modality is characterized most of the processes of teaching and learning
coincide in space and time.
trainer and students share space and is in the physical space where there are communication processes
simultaneously teaching at the time.
The semi-face mode is characterized by moments
in which teaching and learning processes coincide in space and time, other times you
not given this simultaneity. Non-Being
moments in which students must develop independent learning skills for work
course content and classroom moments advantage for content
practical work or attitude is difficult to acquire, if not through sessions
where presentiality is essential.
The distance mode is characterized most of the processes of teaching and learning
not coincide in either space or time. In this mode
training the trainer becomes tutor who directs, guides and helps the students
which in turn is responsible for almost completely from the training process, asking
the help of his tutor when he thinks fit, well go to him so in person at
tutoring schedules established, either by using any means of communication
to mediate the interaction between them (postal or electronic mail, fax or phone
).
3. TRAINING METHODS TO SUPPORT ICTs.
In this case we can speak of three forms of training, which
the growing importance now and for the specificity of methods
and techniques that are used to develop acquired its own,
still required a new terminology to differentiate the methods described above
:
• The mode with support of ICT.
• Blended-learning.
• E-learning.
The mode with support of ICT is characterized by processes of training which
trainer and students share space and time, but
in which the multimedia computer and the internet take on a role that almost take on the role
trainers. The trainer becomes the tutor in person, although much of the learning
is mediated by the TIC,
students taking a larger role in the direction of their own learning process. The blended-learning
shares characteristics with semi-face mode, but in this case
both content and communication tools are integrated
virtual teaching and learning, also called
LMS (Learning Managment System), where all what the student needs
to track your learning process. The sessions are devoted to work
practical content and attitudinal and technical
for advice on using tools provided by the LMS.
The e-learning is a form of training
distance fully integrates all the tools necessary for learning in a virtual environment for teaching and learning
or LMS. The very design of the technological system
joined the teaching adaptations that have to do to make learning possible are
even leading to talk of a new teaching methodology.
4. Distance learning.
The inability of schools to respond to the demands
produced by the constant renewal of knowledge and technology, coupled with the
democratization of education and its extension to all classes and all ages
gives rise to attempt to alleviate training issues that were
producing, developing new ways of teaching and leading to open
systems of education. Distance education as an open system of education
, fully fit adult learners and thus facilitates their
learning needs.
However, if they had not taken a number of technological and scientific advances
particular, this methodology had not had the impact it is having on the
today. These technological and scientific advances we can summarized as:
• Information Technologies and Communication Technologies (ICTs) such as systems
audiovisual, multimedia and
essentially the development of computer and Internet.
• The technical and teaching both psychology and the pedagogy
offering new resources to promote student learning autonomous
, leading to
individualized teaching techniques, programmed instruction, directed study, etc. .
Once these conditions are given for system development
distance education, consider that the essential function of the distance learning is to enable
taught the student, making him the protagonist of his real
own training.

To determine exactly what is distance education
establish the following definition: Definition

Distance Education "Distance learning is a two-way communication technology
(multi), which can be massive, action-based systematic and joint
various teaching resources and the support of a mentoring organization
that physically separated the students,
foster independent learning in these "
Aretio García, 2001
From this definition we can draw the following characteristics education
distance following the Lorenzo García Aretio, coordinator of the UNESCO Chair on Distance Education
(2001) cited in Marc et al (2002):
• Separation between teacher and pupil: both subjects did not share the same physical space
.
• Use of technical means to provide students with access to knowledge and
communications.
• Organization of student support through tutoring.
• Students can learn in a flexible and independent, which
not necessarily mean learning alone.
• Bidirectional communication between teachers and pupils and
pupils themselves.
• Technological approach in the decisions regarding the planning, development and evaluation
share distance education.
• massive and unlimited communication with students within
geographically dispersed.
5. E-learning E-learning.
The incorporation of new information technologies and communication
for education and training has resulted in what we call generically
e-learning or distance learning. Basically, we are referring to any offer distance learning
meeting the specifications outlined in the previous section,
but incorporating some of the Internet to facilitate learning functions:
reading, sharing, observing, simulating, discussing, etc. Definition


adult education "is a delivery system for distance learning, ICT-supported
(technology, telecommunications networks, video conferencing, digital television, multimedia
), which combines different elements of teacher education: the instruction
traditional classical direct (face or self-study), practices,
contacts in real time (face, video or chat) and deferred
contacts (guardians, discussion forums, email e) "
FUNDESCO - Spain

As we see, the concept of learning is broad and welcomes, in principle, a wide variety of possible
distance education experiences. One of the innovations that have contributed
ICT classic distance education has been the emergence of concepts
synchronous training and asynchronous training.
Traditionally, distance education is asynchronous, ie, the trainer
and students learn in different places and at different times. Currently,
with the use of ICT, training can develop synchronously; is
say teachers and students listen, read and / or are at the same time,
whether they are in different physical spaces.
training via the Internet is much more than access to a set of
pages or less elaborate. Training, while teaching, should
planned, organized and supported by the necessary means to facilitate student understanding
. But Internet-based training is presented
with various levels of complexity and richness that can go
presentation of content in electronic form and use of email and chat as communication tools to
development of technology platforms
where you can find all kinds of tools that help students in their learning process
(electronic books, virtual simulators, tools
synchronous and asynchronous communication, assessment tools on-line, etc.).
6. THE DECISION one form or another.
When deciding what type of training modality
choose to implement a training, should take into account some variables, including
we highlight the following:
• Does the student with sufficient maturity and motivation to lead
independently on their own learning processes?
• Does the student conduct system prerequisites to handle a technological
as we want to implement?
• Is it possible to learn the theoretical, practical and attitudinal
proposed in our training program in the distance?, Is required
a certain face or you must be permanently in the classroom?
• Do we have sufficient technological resources to implement
educational content and tools effectively in a virtual
education system?
• Does the student will have the technological resources to do a proper follow
course?
demos The answers to these questions, we get a clear idea
of the form or forms in which we will implement actions that we have scheduled training
.

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PROGRAMMING IN THE TEACHING-LEARNING PROCESS

PROGRAMMING IN THE TEACHING-LEARNING PROCESS

1. INTRODUCTION.
In this issue we meet and study the concepts of design and programming training
to highlight the importance of carrying out this task
pre-training activity to be printed estimate, consistency, order, and of course,
as the act of forming.
educational programming is the process whereby
down and order the different factors that intervene in the process of teaching and learning.
is a process of reflection and decision making which should reflect in writing what and how you intend to teach
along a learning process. In this sense
all programming is a statement of intent, a trainer making
positions held before the educational activity that is responsible.
scheduling training activities is an essential aid in
teaching-learning process, as it allows us to anticipate and organize
's own teaching performance, the interaction of students and
that occurs between them to achieve the desired objectives.

2. CONCEPT OF EDUCATIONAL PROGRAMMING. Programming
The term derives from "program" which etymologically
want to say "preach by writing." There are many definitions of
programming, but to be clear what we refer to this term,
we will consider the following: Defining
Scheduling: "A process that provides guidelines for action teaching-learning project.
implies, therefore, a set of operations that the trainer or trainer,
individually or in teams, leading out to organize, arrange, implement and
regular teaching activities, located in a particular educational context. "
Therefore, scheduling is to give unity and meaning to each of the variables
contemplated in the training work: group, objectives, content, methodology,
time, resources and assessment.

3. WHY SET?
This is one of those aspects which often are seen as
an administrative procedure to be performed and is outside the training process.
This is a flawed assumption widespread. Programming is very important part of
teaching-learning process. A good programming
bring benefits to the various actors involved in this training activity: Administration,
teachers, students. Program (Libra, 1997).
the trainer or the trainer:
• It is a guide to prepare the material, organize the time
should take, prepare the materials you'll need, the organization of
groups, etc.
• A source of constant self-criticism, reflection and refinement of
faculty.
• Avoid feelings of distress, anxiety, uncertainty
day by day and instead achieves a sense of security and confidence in what must
do in the classroom.
• Promotes continual improvement, the pursuit of quality and self
of teachers, because the programming becomes a point of reference
to work and move, making constant improvements to
from the information we obtained.
• Allows reflect on own teaching performance, especially since those elements
behavioral and attitudinal
conducive to mutual respect and respect for diversity in the classroom group.
• Facilitates control of attitudinal elements that may appear in the
development process.
• Print rigor and quality teaching performance.
• Facilitates the task of teachers in case of replacements. This will
know where and how to reach students, since it has collected
programming.
• Allows evaluation of the training process
contrasting the adequacy of the results to the forecasts.
• Serves as support for upcoming courses, being able to check and adjust as needed
.
When students:
• Facilitates understanding of the proposed activities and the location
in the training process, ie, allows to know at what times of
course you are, what we have seen before and what remains to be addressed.
• Enhance students' self-organization, showing
course content, the distribution of these over time,
teaching resources available, etc..
· Promote learning processes based on learning autonomous
.
• Allows student self-assessment as to the extent that
know what is required, you can measure their own achievements.
• Facilitates the creation of a climate of confidence in the process itself. The institution
:
• Inform other professionals (providing leadership, direction, etc.) How will consist
our course. • Meets
administrative requirements, as in many training centers and government
programming is one of the first requirements
is made to the faculty.
• Evaluate the role of the teacher. It is increasingly common for teachers to select
a course in evidence prompted the implementation of a program or project
based training and it is evaluated.
really understand that for programming
meet all of these functions, it must be done by the trainer who should know thoroughly both
subject to teach, and how they will facilitate interactions with and among students
, activities and methodology that will, resources to use, how
evaluate, etc.

4. FEATURES OF THE PROGRAM.
All teaching program must possess the following characteristics (Libra
Program, 1997):
• Dynamics: programming is never completely finished, static
but is under constant review. Evolves according
information we obtain partial results on the course.
• Flexible: Allows you to make changes, additions and updates
content and activities provided, if necessary.
• Creative: as it own unique design requires creativity and originality
. Each program must have the personal touch of
trainer who does it.
• Plural: The schedule is designed to
training activities aimed at people of diverse nature, culture, gender, race, etc. and must be considered by
the characteristics of this diverse group.
• Foresight: programming is a forecast of
interaction that will occur in the classroom.
• Systematic: programming is a systematic process that gives coherence to the action
training, considering all the elements
involved in educational and analyzing their relationships.
• Integrative: Enables
items include technical skills with elements of personal skills of students.
• Functional: the programming must be based on the reality of occupation
to be taught and therefore must serve and be useful in actual practice these skills
.

5. ELEMENTS OF PROGRAMMING.
Programming, as we saw, is conceived as a process of integrating and systematizing
, which involves structuring the training by coordinating
proper ends and means, content, objectives and methods.
When we handle the scheduling of a course we must ask some questions
:
• Which group of students targeted by the program: learning group.
• What is considered essential that students learn
the end of the course: objectives.
• What knowledge should be taught so that students achieve the objectives
: content. • Working
those contained in the classroom, what activities: methodology. •
have much time and how much is spent on each topic:
timing.
• What teaching aids are required to perform these activities:
teaching resources.
• How will we know learning has occurred: criteria for evaluation.

In the educational field there is no single programming model.
different authors make different proposals with different levels of complexity.
We do not believe that more complex models are most effective.
Also, if we consider that the program must meet a set of functions also for the students, it should not be so complex as to become a technical paper
difficult to understand for participants. With this in mind,
programming model we are going to raise is the following script:
1. Justification of the course.
2. Learning group.
3. Course Objectives:
• General Purpose • Specific Objectives

4. Course content.
5. Course methodology.
6. Timing of the course.
7. Facilities and teaching resources.
8 - Evaluation of the course.

Then, each module has to be developed as follows:
1. Module name.
2. Total length of the module.
3. Objectives of the module.
3. Contents of the module.
• Conceptual Content.
• procedural content.
• Attitudinal contents.
4.

module evaluation should be emphasized that all elements of programming
relate to each other, each influencing the others. The schedule is so far from
be a linear process and mechanical closed.

STONE JUAN LUIS MANUEL LOPEZ
CALVILLO Mazarr

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Decalogue to form a criminal

DECALOGUE to form a criminal

The popular juvenile judge of Granada, Emilio Calatayud, known for its educational and guiding decisions, has published a book 'Reflections of a judge Child '(Dauro) that inserts a' Decalogue to be a criminal. " It is very interesting. It reads:


1: Begin from infancy giving your child everything he wants. Thus a growing conviction that the world belongs to him.

2: Do not worry about ethics or spiritual education. Wait come of age so you can decide freely.

3: When you say bad words, ríaselas. This will encourage him to make things funny.

4: Do not scold him or tell him something is wrong he does. Could create guilt complexes.

5: Pick up everything he leaves lying books, shoes, clothing, toys. So get used to bear the responsibility on others.

6: Let them read everything that falls into their hands. Make sure that your dishes, cutlery and glasses are sterilized, but that his mind is full of garbage.

7: Tiff often with your spouse in the presence of the child and he did not hurt too much the day the family, perhaps for their own behavior, is shattered forever.

8: Give all the money you want to spend. Do not go to suspect that it is necessary to have the same work.

9: Satisfy all your wishes, desires, comforts and pleasures. The sacrifice and austerity could lead frustrations.

10: Put your hand in any dispute you have with your teachers and neighbors. Think they all have prejudices against his son and who really want to annoy.

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AREA OF A TRAINER OF ADULTS
1. INTRODUCTION.
In this issue we will list the different policy areas in which a professional can perform the task of adult education, but to do so, first of all, it is interesting that we define the concept of adult education in order to understand the scope the concept.
In July of 1997 was held in Hamburg (Germany) V International Conference on Adult Education organized by UNESCO (United Nations Educational, Scientific and Cultural Organization United Nations). In the Hamburg Declaration on Adult Education is defined adult education as follows: Definition

adult education

"Adult education denotes the entire process of learning, formal or otherwise, to people that society considers adults develop their abilities, enrich their knowledge and improve their technical or professional qualifications or to redirect meet their own needs and those of society. Adult education includes formal education and lifelong non-formal education and the full range of opportunities for informal and incidental learning available in a multicultural learning society, which recognizes the theoretical and practice-based. " (UNESCO, 1997).

Following the Declaration of Hamburg, education becomes education throughout life and is, therefore, more than a right is a key twenty-first century. It is at the same time, a consequence of active citizenship and a condition for full participation in society. It is a powerful concept for promoting ecologically sustainable development, to promote democracy, justice and equality
women and men and the scientific, economic and social as well as to build a world in which violent conflict is replaced by dialogue and a culture of peace based on justice. Adult learning can shape identity and give meaning to life. Learning throughout life implies a rethinking of education content to reflect such factors as age, gender equality, disability, language, culture and economic disparities.
From all this, it follows the broad scope that may develop a person who is dedicated to educating adults and that we describe.

2. AREA OF A TRAINER OF ADULTS.
The trainer of adults can play its occupation in many areas of education, culture and science. All these people the catalog with the same label even though its subject matter is radically different, but the task of training is common to all.
Next we list the different areas of activity of the trainer of adults:
scope of adult literacy. One area of \u200b\u200bwork of a trainer is adult literacy. Literacy is regarded as knowledge and basic skills needed by all people in a world that is rapidly evolving and that go beyond simple read, write and count, since it includes in addition, provide an integral personal growth and preparation for participation in exercise socio-economic, cultural and independent of the environment where he lives. For the socio-political and cultural in which they live, many people have no access to education in his childhood and adolescence and adulthood is when they finally get access to the educational system to become literate.
scope of integration and empowerment of women. Women are entitled to equal opportunities; in turn, society depends on their full contribution in all fields of work and all aspects of life. Therefore, education, integration and equal opportunities for women became another field of action for the trainer of adults, given the clear disadvantage in access to education compared with men. Scope
culture of peace and education for citizenship and democracy. One of the greatest challenges of our time is to eliminate the culture of violence and building a culture of peace based on justice and tolerance
in which dialogue and negotiation will replace violence in the home and community, within a nation and across countries. The trainer can carry out their duties to work in this area.
scope of diversity and equality. Adult education should reflect the richness of cultural diversity and respect traditional knowledge and indigenous systems of learning, it should be respected and the right to learn in their mother tongue. One of the most difficult tasks to be fulfilled adult education is that of preserving and documenting the oral wisdom of minority groups, indigenous peoples and nomadic peoples. In turn, intercultural education should encourage learning between and about different cultures in support of peace, human rights and fundamental freedoms, democracy, justice, freedom, coexistence and diversity.
scope of health education. Health is a basic human right. Investments in education are investments in health. Education throughout life can contribute significantly to health promotion and disease prevention. Adult education offers significant opportunities to provide appropriate access, equitable and sustainable access to health knowledge.
Scope of environmental sustainability. Education for a sustainable environment must be a process that lasts a lifetime and to enable learning that ecological problems exist within a socio-economic, political and cultural. Can not think of a sustainable future without addressing the relationship between environmental issues and current development paradigms. Educating adults about the environment can play an important role in sensitizing and mobilizing communities and policy makers towards sustained environmental action.
scope of occupational training. Globalization, changes in production patterns, rising unemployment and difficulties for the upkeep require more active labor market policies and more investment to develop skills for women and men to participate in the labor market and in-generating activities income. The trainer dedicated to the skills of workers becomes an important role today.
Field of Information Technologies and Communication. Access to information. The expansion of new information technologies and communication brings with it new dangers of social exclusion and Boral
for groups of individuals and even businesses which are unable to adapt to this context. Therefore, one of the functions of adult education in the future should be to limit these risks of exclusion, so the information society does not lose sight of the human dimension. Scope of collective
older. Today in the world more elderly population than ever before, and the proportion is growing. These older adults can contribute greatly to the development of society. Therefore, it is important to have the opportunity to learn on an equal basis and in appropriate ways. Their skills and abilities must be recognized, valued and used. Scope
group of people with disabilities. According to the Declaration of Salamanca, it should promote the integration and access for people living with disabilities. These people are entitled to equitable learning opportunities that recognize and respond to their needs and goals of education, and which meets their needs Special teaching techniques appropriate learning.
As we can see, there are many areas in which an instructor can play their occupation, all depends on where you frame your work, the productive sector in which it is immersed and the interests and skills they possess the same trainer. But regardless of their background knowledge, the place to develop its training and programming content of its own teaching, the task of training has a common set of guidelines apply to all professionals involved in adult education. Throughout this chapter, we will continue examining their qualifications, job skills and abilities their own professional work.

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