Organizational Road maps for Institutional Online Learning production and delivery

www.cfp.upv.es
©PatricioMONTESINOS-CFP-UniversidadPolitécnicadeValencia
| 1CENTRO FORMACIÓN POSTGRADO
Vicerrectorado 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
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
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
Patricio MONTESINOS
pmontesi@cfp.upv.es
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
瓦伦西亚理工大学，一些数据

www.cfp.upv.es
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
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
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 % BLENDED
e.learning

Research & Development …
KNOWLEDGE
FUNDS
© Justo NIETO, UPV

Innovation …
Added
Value
KNOWLEDGE
© Justo NIETO, UPV

mayo de 2015www.cfp.upv.es
©CFP-UniversidadPolitécnicadeValencia
Lifelong Learning Paradoxes (继续教育)
NEEDS in XXI Century
Professional Periods
RESOURCES
BACHELLOR &
MASTERS
25 30 40 45 50 55 656035
Entre6.000y9.000
© 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!!!

Lifelong Learning Paradoxes (继续教育)
NEEDS in XXI Century
Professional Periods
RESOURCES
BACHELLOR &
MASTERS
25 30 40 45 50 55 656035
Entre6.000y9.000
© 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 IMPORTANT
Access 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
students
From 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 DEVELOPED
and HOW is COMMUNICATED

Competences & Learning Styles
什么
怎么样
Bloom &
Dreyfuss
Kolb
Learning
Styles

COMPETENCES & verbs to define LEARNING OUTCOMES
ROOKIE INITIATED COMPETENT EXPERT MASTER
remember understand apply synthesize evaluate
define
describe
identify
classify
enumerate
name
review
reproduce
select
fix
distinguish
synthesize
infer
explain
summarize
draw conclusions
link
play
generalize
predict
base
exemplify
change
show
handle
work
solve
compute
discover
modify
use
categorize
compile
create
design
organize
rebuild
combine
compose
project
plan
schematize
reorganize
judge
justify
appreciate
compare
criticize
base
contrast
discriminate

Bloom TAXONOMY
ROOKIE 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

©TapioKoskinen•HUTDipoli
slide 52
How We Grasp
Information Varies
Adapted from Charles A. Hill, UC Berkeley Extension
A Framework for
Organizing Learning Models
Concrete
Experience
Abstract
Conceptualization
InformationGrasping

slide 53
How We Process
Information Varies
A Framework for
Active
Experimentation
Reflective
Observation
Information ProcessingInformation Processing

slide 54
A Framework for
Concrete
Experience
Abstract
Conceptualization
Active
Experimentation
Reflective
Observation
Kolb Sees it
as a Cycle...
Active
Experimentation
Reflective
Observation
Information ProcessingInformation Processing
Concrete
Experience
Abstract
Conceptualization
InformationGrasping

slide 55
Concrete
Experience
Abstract
Conceptualization
Active
Experimentation
Reflective
Observation
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 Model
Learning Styles in Kolb’s 4-Cycle Model
Each individual as learner is a combination of these 4 styles

©TapioKoskinen•HUTDipoli&PatricioMontesinos•CFPUPV
slide 68
Situational Learnership
Collaborative
Knowledge
Creation
Transferring
Meaningful
Pieces of
Information
Building of
Shared
Knowledge
Realities
Promoting
Knowledge and
Understanding
Focus on
Learning
and Working
Processes
Instructor
Learner
Tutor
Learner Learner
Coach
Learner
Learner
Learner
Mentor
Learner Learner
Learner
Learner
Focus on
Information and
Knowledge
Learner Roles/Competence Levels
INITIATED/understand
ROCKIE / remenber
COMPETENT/apply EXPERT/analyse&syn
MASTER/judge

slide 101
dilemasTRUES&LIESconclusions

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|
104
CENTRO FORMACIÓN 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
©PatricioMontesinos•UPV/CFP

www.cfp.upv.es
|
105
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
support
Teacher training
You 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.
©PatricioMontesinos•UPV/CFP

www.cfp.upv.es
|
106
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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|
107
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 WAY
Albert Einstein
contextACTUAL

pmontesi@upv.es
Patricio MONTESINOS
Centro de Formación Permanente
Universitat Politécnica de Valencia
Muchas gracias por su atención y por su tiempo

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

Organizational Road maps for Institutional Online Learning production and delivery

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