New professional student modular activities from CRECe New Technologies in Education area from AUGE / OCU collaborative work with UNED presented at the Edunine 2017 conference in Santos, Brazil

1. Prof. Dr. Manuel Castro, http://www.slideshare.net/mmmcastro/
Electronics Technology Professor, UNED, Madrid, SPAIN
IEEE Fellow, Sr Past President, IEEE Education Society
Education and New Technologies - a
Proposal from AUGE to the World
M. Castro, M. Campaña, M. Patricia Aguilera, M.A. Pavón and S.
Pavón
UNED – AUGE - OCU

2. • Develop new curricular online education modules oriented to
new professionals
• Modular upgrading the technological literacy worldwide
• Use of New Technologies both inside and outside of the
(virtual) classroom
• Four areas:
• Pedagogy
• Science Didactics
• New Technologies applied to Education
• Managerial Competences
• Collaboration as consultancy from UNED to AUGE and OCU
Objectives

3. 2015 we start
• University Agency for Knowledge Management (AUGE –
Agencia Universitaria para la Gestión del Conocimiento)
• University Cooperation Office (OCU – Oficina de
Cooperación Universitaria)
• Electrical and Computer Engineering Department (DIEEC –
Departamento de Ingeniería Eléctrica, Electrónica y de
Control / UNED)
• Collaboration agreement to work on educational technology
counseling and management tasks
• CRECe program:
• New basic curriculum on New Technologies Applied to Education
Starting-up

4. CRECe (grow up in Spanish) is articulated in:
• four basic curriculums
• Pedagogy
• Science Didactics
• New Technologies applied to Education
• Managerial Competences
• each one consisting on
• modular courses
• allow each professional to design their own training path
• Including their interests, preferences and needs
• Blended Learning
CRECe Program Foundations (I)

5. How is evolving Education ?
Vision from the past
>>>
Rob Reilly used in
Spain in2011
http://expositions.bnf.fr/utopie/feuill/index.htm
http://darcynorman.net/2011/02/24/the-future-of-education-ca-1910 /
http://expositions.bnf.fr/utopie/grand/3_95b1.htm
Villemard, 1910
À l’ École from visions
de l’an 2000
CRECe Program Foundations (II)

6. How is evolving Education ?
Vision from the future >>>
Vision from the
XXI Century of the
information upload
and future instant
learning
CRECe Program Foundations (III)

7. How is evolving Education ?
Vision from a
Digital World
>>>
CRECe Program Design (I)

8. Every module is certified by the University of
Salamanca to:
• Complement university education with a more practical and
direct training, sticking to the rigor and reliability of a big
University
• Complete a modular panel in which every teacher feels
comfortable with his subject, its length and its own curriculum
• Offer a first level education at affordable prices
• Make available to any teacher or professional a new, more
democratic, way of learning:
• without time, space or economic restrictions
CRECe Program Design (II)

9. CRECe Program Design (IV)
+
+
1990
2020
2010

10. Intended general competences to achieve are:
• Updating and improving the educational, teaching and
technological capacities
• Linking various wisdoms which interrelates different skills by
means of a multidisciplinary approach
• Orienting the learning methodology to new competences
• Contributing in the training of self-reliant, creative, innovative
teachers and professionals, engaged in social challenges
• Assimilating the methodologies of virtual teaching
• Endowing educational managers with the competences,
abilities, techniques to face responsibilities with success.
• Introducing the culture of responsibility, service and quality
CRECe Program Competences

11. Methodology of the program is based on:
• On-line learning
• Modern, active, up-to-date and personalized
• On-line training platform, learning hotspot based on Moodle
• Contents and activities are adequately designed and include
several tools for collaborative work, organization and
communication
• Ubiquitous access,
• take place at any time
• from any suitable electronic device, which lets the learner
organize freely the study time
CRECe Program Methodology

12. Virtual mode of learning offers:
• Great flexibility when revising academic resources used in
different activities
• Most activities are asynchronous carried out at any time
• Synchronous activities (real-time activities) such as chat
sessions, on-site lessons, or web seminars are organized in
advance, with a scheduled date and time
• These activities allow peers, teachers and tutors to
interact in a very enriching way
• Most of them are recorded for a future revision or for
further use, in case someone intends to deepen on the
topics treated in a session
CRECe Program Virtual Learning

13. Education is moving
… with or without you
Diffusion MOOC (2014) >>>
Contents /// Informal
Critical learning /// Confidence
Continuous evaluation & peer-to-peer
ENGAGEMENT
CRECe Program Virtual Learning

14. Modular properties for flexible learning:
• On-line courses
• autonomous organization of time
• more efficient time managing
• reducing commuting, costs and personal investment
• First level researchers and teachers preparing the contents
and methods used for the learning process
• Modules with practical perspective:
• Case study methodology
• Outcoming knowledge is immediately applicable to work,
both professionally and/or academically
CRECe Program Flexible Learning (I)

15. Modular properties for flexible learning:
• Digital contents with very high quality and innovative,
favoring the learning process
• Systematically updating contents of each module with latest
practical training for a changing environment
• Training path is chosen by each student, allowing them to
adapt it to their needs by freely designing their own itinerary
by combining different modules from different curriculums
• Pedagogical team orients each student in the election of his
or her modules or training path
CRECe Program Flexible Learning (II)

16. Modular properties for flexible learning:
• Teachers, tutors and educators guide each student through
the chosen academic paths to ensure the proper acquisition
and practice of the competences
• Pre-assessment in any module, with a technological
instructive Course on How to Get Ready for online learning
• Soft introduction to the methodology and the learning
environment used
• Student engages with educational community formed by
outstanding academic professionals, as well as peers
• Project is transparent with information on its program and
modules on the webpage
CRECe Program Flexible Learning (III)

17. 0
200
400
600
800
1000
1200
1400
1600 China
India
Facebook
Twitter
USA
Indonesia
Brasil
Pakistan
Nigeria
Bangladesh
Rusia
Japón
Millions of habitants (2014/06)
0
1000
2000
3000
4000
5000
6000
7000
8000
Millions
How is evolving our World ?
CRECe Program Flexible Orientation (I)

18. How is evolving our World ?
0
200
400
600
800
1000
1200
1400
1600
1800
Millions of habitants (2016/06)
0
2000
4000
6000
8000
Millions
0
200
400
2010201320162020
Televisión
(USA)
Medios
digitales
CRECe Program Flexible Orientation (II)

19. AREA >>> New Technologies Applied to Education
• ICTs: An overview of their use. 50 h
• Digital tools in the classroom: 75 h
• Virtual tutor training: 60 h
• Pedagogical use of virtual environments: 60 h
• Instructional design for the creation of digital contents: 60 h
• Content creating digital tools: 65 h
• Virtual environment managing: planning and dev.: 60 h
• Virtual environment manag.: monitoring and evaluation: 30 h
• Teacher as an online, long-distance education author: 500 h
• Teacher as an online, long-distance academic tutor: 120 h
CRECe New Technology Area Curricula

20. Training program reaches out to professional training
• Oriented to any professional working on education, for all
levels of educational and professional learning
• Includes practical, direct modules that allow the student to
apply their skills immediately
• Designed to shape a holistic view of the whole training
• Allow students to easily organize their own learning itinerary,
consistent with their needs
• Develops learning by means of case studies, or by working
on real or simulated situations
• Provides references to essential sources to continue
learning: bibliography, online sites of interest, forums, etc.
CRECe New Technology Area Design

21. • Equip teachers with the competences to handle New Techs
• Learn how to use the main electronic devices
• Offer strategies for the introduction of new technologies
• Understand the pedagogical methods of a virtual teacher
• Plan, create and manage virtual classrooms
• Learn about good practice principles on instructional design
• Become familiar with the main author tools and their use
• Handle collaborative work tools
• Understand the main regulatory principles on New Techs & ©
• Completely teach virtual tutors and professionals, providing
them with the required knowledge, competences and abilities
for an efficient performance in the XXI century classroom
CRECe New Technology Area Goals

22. CRECe New Technology Methods (I)
Education and progress in the use of Learning Technologies
Wiki & Blogs
Discussion
boards & Chats
Educational
animation
e-mail
ePortfolios Games Hypermedia LMS
MP3 Players
Multimedia CD-
DVD ROMs
Screencasts Simulation
Virtual &
knowledge
based
classrooms
Websites
& Web 2.0 & 3.0
Podcast &
videocast
Remote &
Virtual Labs

23. All modules use similar methods:
• each one of them includes virtualized, interactive topics
that offer the main theoretical elements for the acquisition
of each goal and competence
• they are the core of each module, and the starting point
for learning
• starting from these topics,
• case studies,
• glossaries,
• references and b
• bibliography are presented, as well as context and
expanding skill resources
CRECe New Technology Methods (II)

24. Tools offered in the technological platform include are
adapted to the learning environment:
• videos,
• on-site online sessions,
• wikis, chats, blogs, forums,
• virtual cafeteria,
• self evaluation, etc.
• Tutors support and control the student’s progress on a daily
basis through the activities on the platform and by direct
interaction
• Finally, the continuous evaluation system is fulfilled with an
on-site online exam and with the final grade
CRECe New Technology Methods (III)

25. • Pedagogical platform, based on Moodle, effectively
integrates text and digital contents, including video (in line
with the popular Massive Online Open Courses (MOOC))
• Makes use of gamification environments, such as badges, as
well as of evaluation on online environments
CRECe New Technology Modules (I)

26. • Learning environment provides the student with the complete
didactic guides for each module they will develop, the
competence and content evaluation policies, as well as the
usage and participation rules of the online platform
• Library in each module gathers all the required material and
offers new learning chances in case the student needs them,
or in reinforcement is required for evaluation
• Calendar is one of the most important tools of the course, in
order to reach an efficient time distribution for each student
and his or her leaning
CRECe New Technology Modules (II)

27. • Practical exercises, forums, wikis, blogs and other contents
are included in everyday activities in the module
CRECe New Technology Modules (III)

28. • Preliminary results from
the first courses and
general view, in the first
“ICTs. An overview of their
use” during the first
semester of the
2016/2017 academic year
with 21 registered
students and 18 regular
working students (95%))
CRECe New Technology Preliminary Results
0
5
10
15
20
25
1 2 3 4 5
REGISTERED STUDENTS EVOLUTION, ACTIVS AND REGULAR
ONES
REGULAR STUDENTS
INACTIVES
ACTIVES
REGISTERED STUDENTS

29. • First year of delivering courses following a blended learning
orientation in the New Technologies Applied to Education
area
• Three courses mounted and delivering at the present
• Four areas on the CRECe program looking for synergies
• Pedagogy
• Science Didactics
• New Technologies applied to Education
• Managerial Competences
• Full blended learning methodology applied to professionals
and educators
CRECe New Technology Conclusions

30. Prof. Dr. Manuel Castro, http://www.slideshare.net/mmmcastro/
Electronics Technology Professor, UNED, Madrid, SPAIN
IEEE Fellow, Sr Past President, IEEE Education Society
Education and New Technologies - a
Proposal from AUGE to the World
M. Castro, M. Campaña, M. Patricia Aguilera, M.A. Pavón and S.
Pavón
UNED – AUGE - OCU