developing and piloting eight online courses of the life and work educational model (mevyt) of the...
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Developing and piloting eight online courses of the Life and Work Educational Model (MEVyT) of the
National Institute for Adult Education in Community Plazas in Mexico.
Luz María CastroCitlalli BerruecosDETS, June 2008
Background
2001: National Council for Life and Work Education (Conevyt) – Community plazas project
Content development MEVyT (online), with different institutions (UNAM, IPN and other)
2002- 2004: UNAM – development of 10 online courses in PUEL
2003: First pilot “¡Aguas con las adicciones!” in 10 community plazas in México and Tlaxcala
2005: Strategy definition for the national pilot. 8 online courses (registration, content review)
2006: National pilot of 8 online Mevyt courses
ONLINE UNIVERSITY PROGRAM (PUEL)
• Open source developed by UNAM and presented in June 2003
• Code can be modified according to INEA’s needs.
• Permits administration of educational resources of the modules installed in the platform:
• Registration
• Validation
• Follow up (binders)
• Monitoring
• Storage of activities
• Web conferences
2003 to 2005 – Developments and modifications to fulfill INEA academic criteria and procedures
TLAXCALA PILOT
TLAXCALA PILOT
Objective Results
1. Different groups of participants: tutors, parents, highschool teachers, youngsters and adults.
2. Test a module in different platforms (PC, Mac and Sun)
3. Descentralization of tutoring
4. Webconference from headquarters
1. Needed previous training 2. Constant technical assistance3. Need to validate evaluation process
(printing documents vs. online)4. Some long contents
1. Problems with bandwidth in plazas2. Problemas with SUN plataform (only
dropuout of the pilot came from that plaza)
1. Teachers own initiative to work from their schools and not moving to the plazas
2. Extra work for the tutor (face to face and online)
1. Moderators returned to the city 2. Interaction between plazas
NATIONAL PILOT (2005)
• Content review of eight online modules
• Strategy design for the national pilot
• Development of the registration system based on INEA’s procedures and the academic descentralization process.
• Users: system administrator, moderator, tutor, technical support and adult
• Training for plazas coordinators and technical support
• From the 32 States, only 17 were considered because of delivering complete data reports. Adults which were marked by the State to delete registration were not considered.
• There are no differences analyzing all of these values in all States.
• The sample had 2244 adults - 866 men (39%) y 1378 women (61%). Only Mexico City and Campeche had a greater registration of men (68% y 53% respectively).
NATIONAL PILOT RESULTS (2006)
Zacate
cas
Tlaxcala
Nuevo León
Sonora
Sinaloa
Quintana Roo
Qu
eré
taro
PueblaOaxaca
Morelos
Jalisco
Hidalgo
Dis
trito F
ed
era
l
Colima
ChiapasChihuahua
Campeche
• 1332 adults (60%) finished the module; 534 men (62%) y 798 women (58%). The other 40% represents early or late desertion, or module not finished at the time.
• 1214 adults (91.14%) accredited the module after they finished. 485 men (90.8%) and 728 women (91.2%) without statistical differences by gender.
NATIONAL PILOT RESULTS (2006)
Zacate
cas
Tlaxcala
Nuevo León
Sonora
Sinaloa
Quintana Roo
Qu
eré
taro
PueblaOaxaca
Morelos
Jalisco
Hidalgo
Dis
trito F
ed
era
l
Colima
ChiapasChihuahua
Campeche
• More women registered than men.
• Desertion or non conlusion level (40%) is inferior to the one reported in face to face and online programs.
• Accreditation of 91% is high.
• The development of the system should continue.
NATIONAL PILOT CONCLUSIONS 2006
10 new courses added to curricula:
Lengua y comunicación
• Saber leer• Hablando se entiende la gente• Vamos a escribir• Para seguir aprendiendo
Matemáticas• Fracciones y porcentajes• Información y gráficas• Operaciones avanzadas
Ciencias• Nuestro planeta, la Tierra• México, nuestro hogar• Vivamos mejor
NATIONAL PILOT 2007
http://mevytenlinea.inea.gob.mx
• The accumulated data base 2006/2007 has 2064 registrations.
• From the 2064 registered, more than 60% are women.
• Age ranges are:
• 45% from 15 to 24 years old
• 24% less than 15
• 11% from 31 to 40
• 10% from 35 to 30
• 10 % over 40.
• Modules with higher demand are ¡Aguas con las adicciones!, Nuestros documentos and Un hogar sin violencia.
• In 2007, 220 persons accredited their module in 12 entities.
RESULTS 2007
EXPERIENCES AND RECOMMENDATIONS
• There is no perfect platform. PUEL allows adjustments according to recquired academic criteria and to INEA’s procedures. As all platforms, an investment is needed for its improvement.
• Problems refer more to connectivity and bandwidth in plazas rather than content development or platform use.
• A high rotation of tutors exist. There are no economic incentives to compromise with change and work increase.
• It is important to continue “learning by doing”.
• Achieve the relationship and communication between academic and technological areas as a solid working group.
• Planning is the core for a continuing process of improvement. There’s no need to invent when it exists.
• Beware of political times for calendars.
• It’s easy to discredit others without knowing.
• It’s important to get the best of what you’ve got and make it better.
GOALS 2008
• 100 registered per State per month starting the second quarter
• Minimum of 3 tutors per community plaza
• Minimum 75 modules accredited per State
• Migration to another platform (in process)
