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http://hdl.handle.net/10609/2970
Title: Hacia un itinerario de aprendizaje sólido para el teleformador : la propuesta del Programa EVA
Author: Ponce de Haro, Jonathan
Aguilar Cuenca, Diego
García Aguilera, Francisco J.
Otamendi Herrera, Ainhoa
Keywords: e-learning;teleformador;motivació;competències professionals;aprenentatge significatiu;aprenentatge permanent;itineraris formatius;metodologia didàctica;e-learning;teletutor;motivation;professional competences;significant learning;lifelong learning;training programmes;didactic methodology;e-learning;teleformador;motivación;competencias profesionales;aprendizaje significativo;aprendizaje permanente;itinerarios formativos;metodología didáctica
Issue Date: 13-Jan-2010
Publisher: Universitat Oberta de Catalunya
Citation: Ponce de Haro, Jonathan; Aguilar Cuenca, Diego; García Aguilera, Francisco J.; Otamendi Herrera, Ainhoa (2010). "Hacia un itinerario de aprendizaje sólido para el teleformador: la propuesta del Programa EVA". RUSC. Revista de Universidad y Sociedad del Conocimiento, 2010, Vol. 7, núm 1
Abstract: In the current socio-economic situation, the need to search for new roads to success cannot be disregarded. The training of workers, leading to an increase in their employment possibilities, continues to be a necessary factor for the development of skills and professional competences. Faced with technological evolution and its advance within new learning tools, the figure of a guide becomes necessary, which, unlike the role of the teacher as we know it, must stand closer to the individual in order to appreciate their needs and difficulties. Great effort is essential to motivate, guide and, all in all, ensure that students become the protagonists of their own learning process. The role of the 'teletutor' acquires great relevance given the fact that society appears to be evolving training systems such as e-learning and blended learning, where the learning process takes the student as the point of departure. It is therefore necessary to discern the real socio-educational necessities, and contextualise existing and more novel tools, and adapt them to the true rhythm of learning relying on professionals who provide added value as guides.
Description: Peer reviewed
Language: Spanish
URI: http://hdl.handle.net/10609/2970
ISSN: 1698-580X
Appears in Collections:2010, vol. 7, n. 1

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