Education

Curricula implementation challenges the scenario

The design principles

The design principles adopted in the curricula design are the capillary approach, the adoption of a web-centric solution as the basis for the mediating process and a highly flexible implementation approach which corresponds to an intensive use of multimedia, ICT resources and multiple content formats.

The capillary approach is intended to provide higher education services in rural areas, underdeveloped regions and other unassisted remote locations where they are scarce and have limited options. By adopting this principle, attendees do not need to move away form their home locations and, beyond that, they may keep their activities while following courses.

The pedagogical model

The pedagogical model adopted for curricula development preserves the design principles discussed and, in addition, is based on principles such as autonomous cognitive learning process, interdisciplinary methods, collaborative and meaningful learning.

By adopting an autonomous cognitive learning process as one of the pedagogical model principles, the curricula, through its pedagogical practices, stimulates the student autonomy and contributes to overcoming the isolation typically found in distance learning courses. The systematic research activities realized using networked communication tools, the huge amount of information available with instant access and the friendly web interfaces contribute to the development of the autonomous cognitive posture of learners.

Practices, methods and experience

The discussed design principles, pedagogical model and curricula development are in practice intended to support real-life, limited ICT resources and high capillary scenarios. In effect, a broad coverage (Portuguese speaking countries like Brazil, Portugal, Angola, others) and a significant numbers of students (thousands) are the course targets.

Capillary and ICT Constraints Mappings

The constraints apphed to the basic implementation setup (set of medias and communication facihties) are related respectively to the student profile, the network access facilities and the computer equipment available. An attendee is considered to be qualified to follow a distance learning course if he has minimum computer handling abilities (basic informatics concepts: commands, peripheral manipulation, others) and, beyond that, he has minimum understanding of the autonomy, self-learning and other characteristics necessary to undertake a distance learning program.

Practice Methods and Pedagogical Strategies

The described constraints mappings “B” and “C” are the focus of the practices methods and pedagogical strategies defined to deal with the challenges resulting from a capillary approach and they do represent a reallife implementation issue.

The reason to include the teaching of computer skills (digital insertion) and introduce distance learning working principles as part of the course itself has strategic and economical reasons. The adoption of this approach allows an immediate increase of the potential number of attendees in rural areas and underdeveloped economic regions and, as such, is fundamental for a capillary approach. Certainly, this argument is not valid worldwide and, eventually, would be applied only for underdeveloped and 3^^ world countries.

Course Quality as an Consolidation Approach

Course evaluation is a key quality factor and, as such, the fidelity plan defines the evaluation procedures, the quality metrics, the relation among pedagogical and practical actions for distinct scenarios, the timing constraints involved when upgrading attendees and, finally, computes a “quality rank”.

Conclusions

The design principles, implementation issues and practices adopted for a real-life distance learning course considering a capillary approach and limited ICT resources have been briefly described. It is argued that for a huge volume of attendees spread over less developed areas, a highly flexible and adaptable set of practices have to be applied.

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