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
.
