An "eLearning pedagogue" can be defined as half pedagogue and half technologist. They are in charge of transforming technical information into didactic content that can be easily assimilated by any potential learner. Currently, the evolution of training in large companies, and the digitization of academies and training centers, has increased the need for eLearning pedagogy and thus the functions of these profiles.
Education is subject to continuous change and improvements. The incorporation of ICT into teaching methods has given rise to collaborative, flexible, interactive, and personalized learning. The advantages offered by ICTs are unquestionable, and organizations increasingly want to implement them. This incorporation would mean, among many other things, a great advance in their training processes, both for internal workers and potential students.
It is particularly important to know how to use ICT correctly. For this, good and appropriate questions must be asked to assess functions and determine their objectives:
Pedagogy is in charge of finding the convergence between the answers to these questions. It is in charge of creating a logical, effective training with a strong presence of motivation to learn. In summary, eLearning is an opportunity to take advantage of ICT to create a flexible, asynchronous, and accessible learning scenario. It is an opportunity to use a combination of pedagogy and technology to optimize learning processes.
eLearning, like any other training method, shares the same purpose as other teaching methods: the transmission of knowledge to the learner. However, there are three characteristics that mark its great difference and advantage over traditional face-to-face learning:
However, despite these advantages, statistics show that the dropout rate for eLearning is 60%. But why does this happen? In this article we will discuss the value of the role of the eLearning pedagogue, and our recommendations to improve and promote online training.
The role of an eLearning pedagogue is a really valuable profile in any type of organization. They must be interactive, attractive, and motivating. There are four soft skills that an eLearning pedagogue must have to achieve success in their training actions:
eLearning continues to undergo many changes and much evolution. In this sector, it is not enough to stick to past actions that have worked, but it is necessary to continuously look for new resources and formats in order to stay up to date. The implementation of new technologies will greatly influence the development of the eLearning strategy. A capacity for innovation and rapid adaptation to change is necessary.
Older teaching models did not contemplate this, but today the center of the training process is the learner. This implies that the relationship between the teacher and the students must be close. Students must have communication channels: forums, chats, videoconferences...and teachers must take note of all the indicators they share. This will be the most effective method for obtaining the best reflections on how a training course is working, and what future training actions should be like.
These skills will allow the teacher to connect with learners and understand their needs, not only at the content level, but also at the facilitator level, with more explanations, supportive content, or more specific tutorials. In an environment where physical barriers are evident, it is necessary to know how to connect and establish relationships to achieve a real rapprochement.
This is understood as a point of view that seeks to differentiate, not to conform. When applied to eLearning, it can be summed up as presenting high-value training proposals, capable of standing out from the competition and making a big difference to learners. The way in which the content is shared is as important as the content itself.
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