:: Andrea Mendaro & Mónica Silvestri ::
Hacé Click is the training program implemented by CUTI to give IT courses through the online learning platform. This platform was created with the objective of providing everyone the opportunity to receive training anywhere in Uruguay on specific areas of Information Technology, and thus try to solve the shortage of human resources in Uruguayan companies. The platform is active and operational since 2009. In this scenario, we spoke with Andrea Mendaro (executive director of the HHRR project at CUTI) and Mónica Silvestri (academic coordinator of the program called "Hacé Click" – Click) and asked them to share with the Community their experience offering courses through an online platform, the advantages provided by this type of training as seen by their own students and, among other topics, the challenges involved on the cultural and personal level.
Online or remote learning?
Mónica Silvestri- It's best to speak of online or distance learning, that is to say, e-learning is a form of remote education but it's more accurate to speak of "distance learning."
With e-learning we try to overcome barriers imposed by time and space, so that it doesn't matter whether you're in one place or another in the world, as long as you have access to a computer and to the Internet. The concept of online education gains momentum with the ICTs and especially with the growth and development of the Internet.
Andrea Mendaro- At CUTI we offer online courses with constant interaction, through a tutor dedicated to the students.
In your experience, what do you think happens with the addition of this form of education on the cultural level? What has been the result of its incorporation?
A.M – From the moment we undertook the online learning project, we knew that it was a challenge with long standing habits against it. The traditional form of education takes place in the classroom and, what's more, there is a prejudice about what e-learning is all about. Because it is a relatively unknown form of studying, we had to show that it's possible to study through the Internet and thus start to gain credibility regarding online education. We understood that when it comes to education, it's very important for people to have options and access to information and training, using ICTs.
M.S – At this point it's important to make clear that online training doesn't replace classroom training. It targets an audience that otherwise wouldn't have access to education, whether because they live too far from the teaching centers or don't have enough time. E-learning adds options, provides something that was missing. It gives more people access to education. It's important that the continuing education cycle be maintained throughout life, especially in the field of information technology -the topic that we deal with- an area where you always have to be up-to-date.
What was the experience of creating an e-learning project like?
A. M – The courses had to cater for the needs of the IT sector. Our premise was to provide technical tools related to IT, so we focused on that when we structured the courses and defined content guidelines, from the introduction to the final tests. We also took the tutors and providers largely into account, according to their knowledge of the subject. In addition, in this context CUTI works with content providers (universities, companies).
M.S – We put emphasis on the fact that the course information must serve as a guide for the student, a roadmap. There is a virtual certification standard for non-formal education set by AENOR and somehow we followed this quality standard as a guide, we are aligned with it.
A.M – Fortunately, we work with people who are very enthusiastic about the project, and who are convinced that this type of education is slowly consolidating its reputation.
Is "Hacé click" oriented to a certain type of students?
A.M – Even though the project was oriented towards young people of 18 to 22 years old, it should be noted that in fact the students' average age was 25, and even some of them were 40 or 50 years old. It even surpassed the segment of students who have just graduated from high school, as we had –and still have– professionals from other fields such as psychologists, lawyers, accountants.
What can you tell me about geographic access?
M. S – We've seen that they are mostly people who live in small towns (70%) and can't travel to the cities where the courses are given, or who can't fit a classroom course in their schedules due to their jobs or family duties. In this sense, our students valued, above all, the flexible schedules to take the course.
At first, the project was targeted to a certain audience segment but, in fact, many people who showed interest came from different backgrounds. What would you highlight about that?
A.M – We've seen that one important characteristic of this type of online education is its egalitarian nature; it's true that to participate you must have access to a PC and know how to use it, but the bottom line is that it even things out. For example, we had students who had a physical disability, or a person who had been in an accident and wanted to stay active during recovery, and we even had a student who took the course while she was working on board a cruise ship. There was also a Uruguayan student who was temporarily living in Italy, and professionals from other areas who wanted an alternative career path.
Regarding the lack of valuable face-to-face communication, is education impoverished when this type of human contact is missing? What was your experience like?
A.M – In the presentation forums of "Hacé click" there was great interaction on the communication level between students, and some of them even made plans to meet in person. In one of the courses, a group was created that started an undertaking to offer services through the Internet. In some courses maybe there wasn't so much interaction, but in some others it was very good. Sometimes, it happens that in classroom courses you don't speak with your classmates, but when they are online people tend to be more relaxed and interaction has a certain warmth to it.
M. S – Many people are prejudiced against online education, or think that the Internet can be a bit cold or antisocial, but we've realized that it's not true, after the experience with our students.
At least this is what happened in our experience, maybe it depends on the courses and the way in which they are implemented and this contact is fostered. That’s why the students' final assignments have to be completed in groups. In addition, there may be doubts regarding the reliability of an online certification. In our case, in addition to ongoing evaluation, the student must take a final test in person, which provides assurance as to the validity of the certification that he/she will receive.
Does online education require a special attitude towards studying?
A.M – It often seems "easier" but that's just an impression. For example, we found out that some students had underestimated the time they would have to devote to the course. In this sense, the online student needs a special attitude, a certain self-discipline.
M. S – On the teaching level, we have created the courses with emphasis on follow-up, where the tutor has an important role as it is important for the student not to get lost, to know how the course materials are ordered and when they are published. We complemented the course with synchronized activities on the forums, conferences and evaluations after each module.
Considering online IT training as part of "Hacé click," can we say that CUTI has achieved its main objective, which is to increase the availability of human resources in the IT sector?
A.M – Our project was focused on the interior of the country. We started on the premise that the industry needs people, and that we have these people. The problem is that sometimes training opportunities are not accessible in all parts of the country. In Uruguay, for example, they are highly concentrated in Montevideo, the capital city. And as for the core of your question, from the point of view of specific measures of the project we largely exceeded our goal: we had set ourselves to reach 120 online students in 2009, and we had 350.
But this is just the beginning!