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© Pa
tricio
MON
TESIN
OS -
CFP-
Unive
rsida
d Poli
técnic
a de V
alenc
ia
| 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
www.cfp.upv.es
© Pa
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MON
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CFP-
Unive
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| 2CENTRO FORMACIÓN POSTGRADOVicerrectorado de Investigación y Postgrado
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
www.cfp.upv.es
© Pa
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CFP-
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| 4CENTRO FORMACIÓN POSTGRADOVicerrectorado de Investigación y Postgrado
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
www.cfp.upv.es
© Pa
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MON
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| 5CENTRO FORMACIÓN POSTGRADOVicerrectorado de Investigación y Postgrado
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?
www.cfp.upv.es
© Pa
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CFP-
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| 9CENTRO FORMACIÓN POSTGRADOVicerrectorado de Investigación y Postgrado
瓦伦西亚理工大学,一些数据
www.cfp.upv.es
© Pa
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MON
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CFP-
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| 10CENTRO FORMACIÓN POSTGRADOVicerrectorado de Investigación y Postgrado
创新科技城: 一个向世界开放的校园里的知识密集区域。
www.cfp.upv.es
© Pa
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| 11CENTRO FORMACIÓN POSTGRADOVicerrectorado de Investigación y Postgrado
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 €
www.cfp.upv.es
© Pa
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MON
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CFP-
Unive
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d Poli
técnic
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alenc
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| 12CENTRO FORMACIÓN POSTGRADOVicerrectorado de Investigación y Postgrado
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
mayo de 2015www.cfp.upv.es
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| 22CENTRO FORMACIÓN POSTGRADOVicerrectorado de Investigación y Postgrado
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
© Koskinen & Montesinos, UPV, Spain
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!!!
mayo de 2015www.cfp.upv.es
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| 24CENTRO FORMACIÓN POSTGRADOVicerrectorado de Investigación y Postgrado
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
© Koskinen & Montesinos, UPV, Spain
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
二元性 & 路线图.
Andragogical ROAD MAP
如何学习的成年人How adults learn? Andragogy
二元性 & 路线图.
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
mayo de 2015www.cfp.upv.es
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| 50CENTRO FORMACIÓN POSTGRADOVicerrectorado de Investigación y Postgrado
COMPETENCES & verbs to define LEARNING OUTCOMESROOKIE INITIATED COMPETENT EXPERT MASTER
remember understand apply synthesize evaluatedefinedescribeidentifyclassifyenumeratenamereviewreproduceselectfix
distinguishsynthesizeinferexplainsummarizedraw conclusionslinkplaygeneralizepredictbase
exemplifychangeshowhandleworksolvecomputediscovermodifyuse
categorizecompilecreatedesignorganizerebuildcombinecomposeprojectplanschematizereorganize
judgejustifyappreciatecomparecriticizebasecontrastdiscriminate
mayo de 2015www.cfp.upv.es
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| 51CENTRO FORMACIÓN POSTGRADOVicerrectorado de Investigación y Postgrado
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
© T
apio
Kos
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n • H
UT
Dip
oli
slide 52
How We GraspInformation Varies
Adapted from Charles A. Hill, UC Berkeley Extension
A Framework forOrganizing Learning Models
ConcreteExperience
AbstractConceptualization
Information G
rasping
© T
apio
Kos
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UT
Dip
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slide 53
How We ProcessInformation Varies
Adapted from Charles A. Hill, UC Berkeley Extension
A Framework forOrganizing Learning Models
ActiveExperimentation
ReflectiveObservationInformation ProcessingInformation Processing
© T
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Kos
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UT
Dip
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slide 54
A Framework forOrganizing Learning Models
ConcreteExperience
AbstractConceptualization
ActiveExperimentation
ReflectiveObservation
Kolb Sees itas a Cycle...
ActiveExperimentation
ReflectiveObservationInformation ProcessingInformation Processing
ConcreteExperience
AbstractConceptualization
Information G
rasping
Adapted from Charles A. Hill, UC Berkeley Extension
© T
apio
Kos
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n • H
UT
Dip
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slide 55
ConcreteExperience
AbstractConceptualization
ActiveExperimentation
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
© T
apio
Kos
kine
n • H
UT
Dip
oli &
Pat
ricio
Mon
tesi
nos •
CFP
UPV
slide 68
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
© T
apio
Kos
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n • H
UT
Dip
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slide 101
dilemasTRUES&LIESconclusions
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| 104
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
© Pa
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Mon
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UPV
/CFP
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CENTRO FORMACIÓN POSTGRADOVicerrectorado de Investigación y Postgrado
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.
© Pa
tricio
Mon
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s •
UPV
/CFP
www.cfp.upv.es
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| 106
CENTRO FORMACIÓN POSTGRADOVicerrectorado de Investigación y Postgrado
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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CENTRO FORMACIÓN POSTGRADOVicerrectorado de Investigación y Postgrado
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
Patricio MONTESINOSCentro de Formación Permanente
Universitat Politécnica de Valencia
Muchas gracias por su atención y por su tiempo
mayo de 2015www.cfp.upv.es
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| 116CENTRO FORMACIÓN POSTGRADOVicerrectorado de Investigación y Postgrado
Kiitos / Thank you / Kupunkra/ Muchas Gracias / 谢谢 / Moltes Gracies