CAE, witness to and participant in teacher training since the 80s
Not so long ago, at the start of the 80s, teachers were inaccessible figures for students. They were a source of knowledge, a socially influential agent who acquired prestige merely by their work in teaching, and whose words were considered the undisputed truth.
The role of the teacher was merely to explain, and the role of the student was as a passive subject who did not participate in either the content or methodology of learning; the teacher had all the information, and was the only one to convey knowledge through direct, one-way teaching, with standardized tests and evaluations, and little relationship with the students.
…Until today
Today, teaching has developed, completely transforming this traditional teaching figure. Now, it is a fully professionalized, much more versatile activity. Beyond being a source of knowledge, the teacher is a motivator and support, making learning dynamic; a mentor and guide for teaching the student to build their own knowledge, develop a critical spirit and take on an active role in learning.
Since that decade, specifically since 1981, CAE (Computer Aided E-learning) has been a witness to and participant in this development. Essentially this is because the technology and possibilities of self-management of learning offered by e-learning has influenced that development. Now, through the educational platforms or LMS (Learning Management System) and LCMS (Learning Content Management System) developed by CAE, the teacher-student relationship is fluid, streamlined and fruitful, thanks to tools and resources such as:
Tools which improve the teacher-student relationship
- Resolution of queriesabout the course through Communities
- Creation of surveysfor users to evaluate the training
- Possibility of including Virtual Classrooms for courses with multiple configuration options (socialization, motivation, collaborative learning, etc.)
- Various notifications for management of the course, monitoring, and the level of proactiveness of the student
- Sending of notificationsby internal and external email, SMS, etc.
- Sending of motivational notificationswith information on the level of learning
- Integrated message board on the platform
- Chat rooms
- Generation and programming of sending reports
- Configuration and management of communities
- Achievements and incentives for encouraging participation
- Discussion threads, query wall, etc.
The focus of the change
How is the change in this relationship achieved? How does the figure of the teacher become closer to the students without stopping promoting their role? By assuming innovation as an attitude. Developing tools which give learning an interactive character, allowing the teacher to create content and diversify training, and which both parties (teacher and student) to attain their full potential in a collaborative environment. This philosophy is the basis of CAE’s leadership in E-learning and is a constant incentive for the RD&I division to continue providing new LCMS elements such as the following:
“Poll”, bringing value to the new aspects of LCMS from CAE
We can consider this activity a “Survey”, always oriented towards to voting, investigations and opinions. In this sense, Poll is a quick, easy way to offer students the opportunity to choose the issue to be dealt with in each class and the method or activity of the class. In this way, participation is encouraged and feedback obtained in a quick and precise way. It is a tool of extraordinary value for the teacher, as it offers clear information on the resources to use in the next classes to offer an appealing, dynamic, enjoyable learning experience, and thereby reactivate the students’ level of involvement and permanently improve their predisposition.
With “Poll”, students also choose
With Poll, students also choose
It shows a true interest in the learning preferences of the students. In this way, CAE further opens the training process so that students are increasingly active, and can participate in decisions traditionally associated with teaching staff.
Poll offers various configuration possibilities: one or several questions can be defined with multiple options, and it can be configured whether the students see the responses of their classmates in the statistics, and whether surveys can be repeated.
In addition to putting the mechanics to be adopted for the class into students’ hands, “Poll” also encourages participation by allowing pupils to choose discussion topics that are related to the theme being studied.
In addition to putting the method to be adopted in the class in the hands of students, Poll also encourages participation, allowing students to choose issues for discussion related with the material being studied.
Ultimately, it is another step in the development of the teacher-student relationship. It brings value to e-learning with the seal of CAE, inviting us to think that the future of e-learning will be even better than the present.
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