E-learning, an Anglo-Saxon word whose use has become so widespread in non-face-to-face training that it has become international.
Its synonyms, such as Tele training, online training, virtual teaching, etc. they serve to define their characteristics and modulate the tools to be used.
Basic elements of e-learning
- Teaching-learning processes through the Internet.
- Physical separation between teachers and students, but with unique and close communication.
- Continuous didactic interaction.
- Autonomous students and protagonists of their training
- Self-management of tutored and evaluated learning.
And all this is complemented with the help of the vast possibilities that digital tools provide to this type of training and teaching – perhaps new and surprising for some due to the Covid19 pandemic – which already has a long history and experience long before we had each other. To stay at home in March 2020 will last in our memory.
In a paradigmatic way, let’s cite and close some of them, and course, those social networks with which we sometimes have that love-hate relationship. E-learning needs them too.
Visual and design tools for e-learning
Canva is a tool that has gained the attention of users. It is an easy-to-use program for creating useful images for social media, advertisements, and print material designs.
But in addition to that, it can be used to make presentations (since it has attractive templates). It is recognized for its filters and its ability to create consistent brand logos.
Try your free options first to see if they meet your needs. You can edit the presentation anywhere: mobile device, tablet, or computer.
How to use social networks in the digital classroom
Let’s face it: Social media has its good and bad press. But not all are the same, and each one has its character. And all of them, although they may seem hyperbolic, have their pedagogical use.
It is the professional social network par excellence. It is a severe tool to make yourself known professionally and professionally. A trainer can use it so that their students learn to build a career path through a digital curriculum vitae appropriate to their job requirements. It can be used to carry out active job search practices and share articles and ideas that provide a semblance of the maturation and intellectual-work preparation of any person in expectation of work.
It can and should be used to know how to discern the job offers that appear and, above all, to have and maintain a group of important contacts to “be in the job market.”
It allows digital “friends” to share information, video, music, and thoughts. It requires a certain seriousness of digital etiquette, and not everything goes.
Its pedagogical use is evident, and given the possibility of doing it semi-private, the protection of shared content is also reserved for private groups, such as an e-learning group.
There is no limit of words to type, and it is ideal for background communications and sharing stories and experiences.
It is the most informative and immediate social network, and its limitation of characters and multimedia do not make it the most appropriate to interact. Still, they do so that students are informed and can inform and comment on hot topics. The problem is that their etiquette is less and less demanding, and the discussions or opinions end in disqualifications and thick words.
Instagram: The photographic social network par excellence, very appropriate to visually interact in an almost direct way. Its pedagogical value will depend a lot on the shared content, its worldliness, or seriousness.
It is a very appropriate network for the messages, phrases, mottos, or slogans included in the images. The use of memes can also be applicable to collect originality and ingenuity in students.
Data use skills from digital tools.
As students begin to search for information on the web and create maps of their ideas by getting closer to each other, a visual pattern or hierarchy begins to emerge. Creating these patterns, or maps, is a strategy for learning, organizing, understanding, and remembering information.
One way to measure the understanding of classroom or e-learning students is to measure the degree to which they understand the context of a problem or topic.
I use digital graphic organizers and flowcharts as a study tool in reading expository texts, such as laboratory procedures, government documents, diaries, and increased exam and test scores.
When it comes to data management, there are a series of objectives to be taken into account by the students to become familiar with the information and the media.
- Ability to analyze, access, manage, integrate, evaluate, and create information in various forms and media.
- In addition, to become experts in problem-solving and developing thinking skills, students must identify or formulate a problem, analyze the data, and find a solution.
- In all subject areas, you must acquire the ability to synthesize large amounts of information in a consistent format and communicate the data.
- Once students understand these patterns, they can test the data, find new conclusions, and communicate those relationships, trends, or ways to others.
Conclusion and reflection
Increasing the effective use of digital tools in education seems primarily a matter of growing knowledge about which digital tool in education is effective, creating joint support for the benefit of digital tools in education and how they are used among those who have to use them.
Suppose teachers and students are skeptical and do not see that using digital tools in class provides immediate benefits. In that case, this can be an essential barrier to a good learning process, and even more so in e-learning because of its distancing, which requires digital media to achieve vital closeness. Therefore, successful implementation of digital tools will also need good leadership on the part of teacher trainers, and of course, by the administrations and owners of the training centers.
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