IVI Global Education, Ecosystem of Training for Assisted Reproduction Professionals

Miguel Tablado, Chief Education Officer IVI-RMA Global, tells us how Covid-19 has affected the educational landscape and shows us the differences between the different options we currently find in digital training.

The educational programs of more than 1,600 million* students in the world have been directly affected. These numbers represent more than 91% of the world’s students.

Covid-19 has had an unprecedented impact on education systems around the world and is creating an increasing demand for online learning.

Educational programs must necessarily offer online training that provides relevant and high quality information and contents. When establishing online training, the educational facilities require learning platforms, hardware, management software, connectivity, and the creation of digital course portfolios to be successful in this emerging reality.

Yet technology alone is not the answer. By strictly focusing on technology and its tools, the training providers may inadvertently cause the authors and instructors to lose sight of content relevance and the educational needs of the course recipients. Many education providers have been confronted with the challenge of adapting their programs quickly to the meet the needs of the future professionals and employees. Unfortunately, this is not always the most effective strategy.

In this new reality, we encounter various training scenarios:

Institutions that are digital neophytes, lacking the required prerequisites for online training and who therefore face an overwhelming challenge. These entities have fewer than 3% of their courses available online. They have little or no experience in remote learning, and they have no resources or budget that would even allow them to explore or expand this learning model. They are known for their low level of course interaction and a user experience that does not motivate learning. Their evaluation instruments are low quality because they do not contain the established quality controls to endorse their performance.

On the other hand, there are the emerging adopting institutions with budgets for this type of development that have successfully experimented with online learning. They already possess basic communication and collaboration tools. Some of their departments even offer online programs, although e-learning has not been a business strategy or driver for them up to this point.

Finally, there are the educational institutions and companies whose solid technical infrastructure boasts of a large digital content portfolio. These learning entities also provide an academic faculty of highly established instructors and authors with extensive experience in online education.

These institutions, including IVI Global Education, usually have departments dedicated to academic innovation that promote their digital strategies while providing traditional training and an overall solid educational ecosystem. They uphold a solid and longstanding educational tradition and are renowned in the field. Their graduates, most of whom hold leading positions in their sectors, are their greatest asset.

*Source: UNESCO, (COVID-19 Impact on Education, Agosto 2020)

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