Organizational Road maps for Institutional Online Learning production and delivery

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| 1CENTRO FORMACIÓN POSTGRADOVicerrectorado de Investigación y Postgrado

Issues, Options, and Challenges of Online Learning of CEE

Organizational Road maps for Institutional Online Learning production and delivery.

Beijing, CHINA, May 2015

Patricio MONTESINOS

Universidad POLITECNICA de VALENCIA, SPAIN

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演示稿内容 Who am I?

Where do I come from? 西班牙，瓦伦西亚理工大学一些瓦伦西亚理工大学的数据

Road maps for e.learning implementation 行动计划

组织的工艺方法成人教育学

Andragogy?

Final comments

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早前

Patricio Montesinos 博士工程师计算机工程理科硕士与工商管理硕士瓦伦西亚理工大学继续教育中心主任（从1992年起）瓦伦西亚的前副校长的个人发展继续教育拉美网络副校长(RECLA) 督导委员会成员继续教育欧洲网络EUCEN继续工程教育国际协会

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Patricio [email protected] 终身学习中心

主任

Universidad Politécnica de VALENCIA

瓦伦西亚理工大学

我们是谁？

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瓦伦西亚理工大学，一些数据

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创新科技城: 一个向世界开放的校园里的知识密集区域。

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瓦伦西亚理工大学的一些数据

本科生和研究生的人数

瓦伦西亚理工大(UPV)学全职老师人数

35.000

2.800

海外中心 (墨西哥、哥伦比亚和乌拉圭) 3

参加继续教育活动学生人数 40.000

继续教育课程人数 2.033

UPV 行政人员 1.500

学校/院系 15 / 43

技术转移和继续教育的收入 60 / 9 百万 €

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继续教育的总体指标

继续教育活动数量

参加者

继续教育中心的总体收入

工作室/ 会议

“泰勒梅”合同

1.975

36.500

8,36 MIO €

219/ 34

231

2012

1.920

35.800

8,28 MIO €

165/ 38

18

2013

2.033

39.700

9 MIO €

157/ 41

206

2014

65 % BLENDEDe.learning

革新 and 终身学习

Research & Development …

KNOWLEDGE

FUNDS

© Justo NIETO, UPV

Innovation …

Added Value

KNOWLEDGE

© Justo NIETO, UPV

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Lifelong Learning Paradoxes (继续教育)

NEEDS in XXI Century

Professional Periods

RESOURCES

BACHELLOR &MASTERS

25 30 40 45 50 55 656035

Ent

re 6

.000

y 9

.000

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换人技术换人法律换人组织

危机= 变化 = 革新

How much of you work in Industry?

raise hand please!!!


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Lifelong Learning Paradoxes (继续教育)

NEEDS in XXI Century

Professional Periods

RESOURCES

BACHELLOR &MASTERS

25 30 40 45 50 55 656035

Ent

re 6

.000

y 9

.000

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换人技术换人法律换人组织

危机= 变化 = 革新

EAGLE SPIDER Kangaroo OWL

Customer MOTIVATIONS (proffesionals)

– Solve PROBLEMS•解决问题

– Improve in the Organization•改善组织

– Change of company/skills•更改公司/企业简介

– Labor market incorporation•进入劳动力市场

– Social NEED•社会需求

– Leisure •闲暇

Progress EU Project (1998)

Dualization and road maps

二元性 & 行动计划. Distance Learning in Traditional

Universities as an opportunity for CHANGE MANAGEMENT

运单 for University DUALISATION

技术• Platforms & Infrastructure

成人教育学• “Help ADULTS LEARN”, (Knowles 1970)”

管理• Business Model• Management Model

© Patricio MONTESINOS, CFP-UPValencia

Organizational changes? 管理 (Moore 2012)

Model集中 <> 分散 - centralized versus decentralized 内部 <> 外部 - internal versus external

Value CHAIN versus BRICOLAGE 价值链 <> 手工制造

Didáctics <> Tecnology教学法 <> 技术

Offer <> Demand供应 <> 需求

Cooperation <> competition合作 <> 竞争

Technological ROAD MAP

技术

二元性 & 路线图.

In 2014 more than 600 LMS

LMS == Learning Management System

LMS valuation and use in SPAIN TASK .LRN Moodle Ilias Dokeos Sakai Claroline MEDIA

Administrative management 89% 83% 86% 81% 53% 53% 74%

Communication 80% 80% 80% 47% 60% 40% 64%

Participation 75% 70% 75% 60% 35% 40% 59%

Activities management 81% 97% 78% 57% 81% 65% 77%

Content tools 81% 75% 81% 63% 56% 44% 67%

Evaluation and follow up 88% 75% 75% 66% 88% 50% 73%

Support 71% 71% 57% 57% 29% 29% 52%

Final valuation 81% 79% 76% 61% 57% 46%

LMS Univ. Nº %

Moodle 39 48%

Self‐programming 18 22%

WEBCT/BlackBOARD 17 21%

SAKAI 3 4%

.LRN 2 2%

Claraonline 1 1%

Illias 1 1%

Dokeos 1 1%

Scopeo (2011)

Prendes (2014)

Student gives value to ….

Asynchronous activities IMPORTANTAccess to COURSE INFO 94 %

Access to COURSE MATERIALS 90 %CONTACT with other students 81.5 %

Download written material 70.7 %Upload material 45 %

Visualize VIDEOS 40 %

Download Audio 38.8 %Jones (2010)

reportECAR

106.000 studentsFrom 2004

Andragogical ROAD MAP

如何学习的成年人How adults learn? Andragogy


Andragogical ROAD MAP

如何学习的成年人How adults learn? Andragogy


Marca (2015)

Confucio said ...

• What I hear … I FORGET• What I SEE … I REMEMBER• What I do …. I LEARN• If I´m able to EXPLAIN it, then I have UNDERSTOOD

HOW THE CONTENT is DEVELOPEDand HOW is COMMUNICATED

Competences & Learning Styles

什么

怎么样

Bloom & Dreyfuss

Kolb LearningStyles


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COMPETENCES & verbs to define LEARNING OUTCOMESROOKIE INITIATED COMPETENT EXPERT MASTER

remember understand apply synthesize evaluatedefinedescribeidentifyclassifyenumeratenamereviewreproduceselectfix

distinguishsynthesizeinferexplainsummarizedraw conclusionslinkplaygeneralizepredictbase

exemplifychangeshowhandleworksolvecomputediscovermodifyuse

categorizecompilecreatedesignorganizerebuildcombinecomposeprojectplanschematizereorganize

judgejustifyappreciatecomparecriticizebasecontrastdiscriminate


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Bloom TAXONOMYROOKIE INITIATED COMPETENT EXPERT MASTER

remember understand apply synthesize evaluate确定描述

鉴定分类枚举名字回顾复制

选择确定

区分

综合比量

说明总结

得出的结论链接玩概括

预测基地

举例说明变化演出

处理工作解决

计算发现修改使用

分类编创建设计组织重建

结合撰写工程

计划图式改组

法官

辩解欣赏比较批评基地

对比区别

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How We GraspInformation Varies

Adapted from Charles A. Hill, UC Berkeley Extension

A Framework forOrganizing Learning Models

ConcreteExperience

AbstractConceptualization

Information G

rasping

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How We ProcessInformation Varies



ActiveExperimentation

ReflectiveObservationInformation ProcessingInformation Processing

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ConcreteExperience



ReflectiveObservation

Kolb Sees itas a Cycle...


ReflectiveObservationInformation ProcessingInformation Processing

ConcreteExperience


Information G

rasping


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ConcreteExperience



ReflectiveObservation

Reflector (Diverger)Is careful, systematic, doesn’t

discuss actively, listens carefully; likes self-study,

reading the learning material, listening to lectures, films and

videotapes, etc.

Theorist (Assimilator)Is systematic, realistic, logical; likes listening to lectures, self-

study, reading the material, discussions with teacher; doesn’t

like collaborative work.

Activist (Converger)Has a desire to experiment; likes collaborative work, role plays, discussions in small groups; doesn’t like listening to lectures, self-study, reading the learning material, films or videotapes, etc.

Pragmatist (Accomodator)Is practical, realistic, quick; likes collaborative work, discussions in small groups, discussions with teacher; doesn’t like self-study, reading the learning material, listening to lectures, etc.

David Kolb’s Experiential Learning ModelLearning Styles in Kolb’s 4-Cycle Model

Each individual as learner is a combination of these 4 styles

Competences & Learning Styles

什么

怎么样

Bloom & Dreyfuss

Kolb LearningStyles

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Situational Learnership

CollaborativeKnowledge

Creation

TransferringMeaningfulPieces of

Information

Building ofShared

KnowledgeRealities

PromotingKnowledge andUnderstanding

Focus onLearning

and Working Processes

Instructor

Learner

Tutor

Learner Learner

Coach

Learner

Learner

Learner

Mentor

Learner LearnerLearner

Learner

Focus onInformation and

Knowledge

Learner Roles/Competence Levels

INITIATED/understand

ROCKIE / remenber

COMPETENT/apply EXPERT/analyse&syn

MASTER/judge

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dilemasTRUES&LIESconclusions

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CENTRO FORMACIÓN POSTGRADOVicerrectorado de Investigación y Postgrado

Production of ODL-materials

Producing Learning Materials for Web-based delivery requires: Simple tools Multidisciplinary teams New Roles & Skills Medium specific didactical

support: Learning Models Training of teachers

Production of new kind of materials is an expensive and labour intensive task.You cannot improvise!

Requires special computer programmes, that teachers need to learn how to use. Teachers can do it. Teachers can do it alone.

Is inexpensive

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Delivery of ODL-materials

Delivery of Learning Materials on Web requires: New Roles: Facilitators of

Interaction and Learner Support

Hygienical and Motivational environments

Complementary materials Face-to-Face meetings and

supportTeacher trainingYou cannot improvise!

Is cheap and simple once the materials are ready Professional teachers do not need any special skills for tutoring over Internet. Teachers will do tutoring as a part of their normal work without any extra compensation. A good delivery system for Web-based training is automatic and runs alone.

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Recomendations and some comments

Learning is too serious to “play the game” Needed an institutional strategy for e.learning Bricolage versus Engineering Don’t admire technology, just use it

Production and delivery Never a second opportunity to produce a good first impression Not cheap, investment needed

Andraghogy versus Pedagogy Adult has NEEDS, don’t play with their time

Continuing Education field is a “space for experiments”. USE IT

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Bimodal Theory HERZBERG

SATISFACTION

DISSATISFACTION

NO SATISFACTION

NO DISSATISFACTION

+ --

HIGIENICAL Factors

MOTIVATIONAL Factors

满意不满意

不满没有不满

If you want DIFFERENT RESULTS, don’t DO always the SAME in the

SAME WAYAlbert Einstein

contextACTUAL

[email protected]

Patricio MONTESINOSCentro de Formación Permanente

Universitat Politécnica de Valencia

Muchas gracias por su atención y por su tiempo


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Kiitos / Thank you / Kupunkra/ Muchas Gracias / 谢谢 / Moltes Gracies