Publications

Kaplún, G.
Learning and teaching in the Internet age. Distance learning and new technologies for vocational training

Montevideo: CINTERFOR/ILO, 2006
199p. (Training features)

ISBN: 92-9088-217-4
US$ 15.00

 

CONTENTS

INTRODUCTION

FIRST PART: GENERAL FRAMEWORK
_____________________________________________________________

Chapter 1
New information and communication technologies (NICTs) and distance learning in vocational training: what are we talking about?

Thinking from the perspective of vocational training
Thinking from the DL perspective in general and not only from that which uses NICTs
Thinking from the perspective of information and communication technologies (ICTs) -the "new" ones, but also the "old" ones- Why (not) talking about e-learning?

Chapter 2
E-learning: For whom and what for?

Distance from educational institutions
Available time of students
Vocational training: Complementing without substituting traditional ways
A strategy to expand the scope?
A strategy to reduce costs?
Bridging the digital gap?
E-learning supply and demand

Chapter 3
The pedagogy of DL with NICTs: Transmitting or building up knowledge?

Traditional transmission approaches, centred on contents
Behaviourist approaches, centred on stimuli and effects
Learning as a personal and social construction
Critical-dialogical approaches, centres on processes and collective construction of knowledge
Materials and technologies from a critical and constructivist perspective

Chapter 4
Building up interdisciplinary teams: (the three musketeers... or are they four?)

The four basic areas
An ideal team?
Chain or team?
Outsourcing, what and how much?

SECOND PART: COURSE DEVELOPMENT
_____________________________________________________________

Chapter 5
Designing a course: The four musketeers in action

The initial decision
IT at a small enterprise
Course on quality in tourist service for taxi drivers
The subject matter research and diagnosis
From the objectives to the curriculum (the articulation of the subject, pedagocial, communicational and technological areas)
Finally: the curriculum

Chapter 6
Design in detail: pulling rabbits out of your hat

From groups to learning communities
Games
Cases and projects
Assessment
Good answers... and better questions

Chapter 7
The production process: lighst, camera...!

"Packed" or progressive production?
"Writing"
Shooting and recording, editing and mounting, design and final art
Validation
Publishing in the Internet age
Informing and attracting students
Enrolment and selection
Distributing is never for free
Teacher and tutor training
Launching, continuous assessment, re-editions
Production times
Planning production
The budget

Chapter 8
Teachers or tutors? From educational Taylorisation to pedagogical creativity

Authors and tutors
The tasks of the tutor/teacher
Good questions and better answers
Promoting exchanges and debates
Encouraging group and face-to-face activities
Tutorial teams, training and teachers' distrust

Chapter 9
Technological options: guides inside the NICTs' labyrinth

Assessing technologies
Texts, images and vocational training
Technological models and educational delivery methods
NICTs for DL: assembling the puzzle
Educational platforms

THIRD PART: PROGRAMMES AND COSTS
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Chapter 10
Costs: the (uncertain) break-even point

Fixed and variable costs: economies of scale
Costs of programmes, transfer of costs and opportunity costs
Production of materials
Running the course
Management and infrastructure

Chapter 11
Launching and sustaining a DL programme with NICTs
Speed, risks, and opportunities

Where do we start?
What is old and what is new?
Speed of implementation
Location in the institution

To end up (or to start)
Learning and teaching in the Internet age: Risks and opportunities

Bibliography

 

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