Page 209 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 209
overview of innovative online tr ainings for educators
Title Country Target Methods Including Language
Neopass@ction of origin audience (Video, inte- trainers, tutors French
MyTeaching ractions, foru- moderator, tra- English
Partner France educators iners, tutors
ms…) moderator,
Virgini- teachers expert consul-
a,USA distance self- tants
-training reso-
urces (written
and video), re-
sources for in-
stitutionali-
sed training
with trainers or
tutors
video clips, tra-
ining course,
web-mediated
individualised
coaching
Some of these models are considered formal as they lead to a formal
degree or certificate and are developed through multiple partnerships such
as Aula Mentor (Spain) and Glow Connect (Scotland).
One of the most complex computer-supported systems designed for
continuous professional development is Aula Mentor (Mentor Classroom)
from Spain. Today, Aula Mentor offers a range of courses and options and
covers 27 different areas, ranging from Introduction to computer technolo-
gy to Education and several specific professions such as textile and tourism
(Aula Mentor, n.d.). Only certain courses specifically target educators and
their professional development. Aula Mentor was one of the first web-based
designs to focus on the professional development of educators, having been
first established in the early 1990s. It is an open and distance learning sys-
tem used primarily as a way of communicating through an electronic plat-
form and website and its courses are designed to provide additional train-
ing for those seeking professional development. It is aimed at groups unable
to access training courses and all successfully completed courses are cer-
tified (Aula Mentor, n.d.). Altogether, over 120 courses are offered through
the programme (Aula Mentor, n.d.) and they are all intended to last an av-
erage of 4 months. In the area of Education, there are 10 different courses of
which there are currently no specific courses dealing with early school leav-
ing or cooperation directly, although they are being developed within the
TITA project. Given the self-paced nature of all coursework, however, ac-
tual study time may either be shorter or longer. In pacing themselves, stu-
dents (enrolled in courses in Spain) must keep in mind that final exams are
209
Title Country Target Methods Including Language
Neopass@ction of origin audience (Video, inte- trainers, tutors French
MyTeaching ractions, foru- moderator, tra- English
Partner France educators iners, tutors
ms…) moderator,
Virgini- teachers expert consul-
a,USA distance self- tants
-training reso-
urces (written
and video), re-
sources for in-
stitutionali-
sed training
with trainers or
tutors
video clips, tra-
ining course,
web-mediated
individualised
coaching
Some of these models are considered formal as they lead to a formal
degree or certificate and are developed through multiple partnerships such
as Aula Mentor (Spain) and Glow Connect (Scotland).
One of the most complex computer-supported systems designed for
continuous professional development is Aula Mentor (Mentor Classroom)
from Spain. Today, Aula Mentor offers a range of courses and options and
covers 27 different areas, ranging from Introduction to computer technolo-
gy to Education and several specific professions such as textile and tourism
(Aula Mentor, n.d.). Only certain courses specifically target educators and
their professional development. Aula Mentor was one of the first web-based
designs to focus on the professional development of educators, having been
first established in the early 1990s. It is an open and distance learning sys-
tem used primarily as a way of communicating through an electronic plat-
form and website and its courses are designed to provide additional train-
ing for those seeking professional development. It is aimed at groups unable
to access training courses and all successfully completed courses are cer-
tified (Aula Mentor, n.d.). Altogether, over 120 courses are offered through
the programme (Aula Mentor, n.d.) and they are all intended to last an av-
erage of 4 months. In the area of Education, there are 10 different courses of
which there are currently no specific courses dealing with early school leav-
ing or cooperation directly, although they are being developed within the
TITA project. Given the self-paced nature of all coursework, however, ac-
tual study time may either be shorter or longer. In pacing themselves, stu-
dents (enrolled in courses in Spain) must keep in mind that final exams are
209
