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The Roles in our Educational Model
Transcript of The Roles in our Educational Model
The Roles in our Educational Model
The Academic Assistant
The student is the most important element in our model. Distance education forces the student to
develop a huge sense of self-responsibility because they are the only one truly responsible for their
learning path. The supporting materials and self-assessment activities are available for the student, but
taking advantage of their content will depend on the capability, organization, and commitment of the
Traditional education paradigms must be overcome. At the UCI, the student is no longer just an
information receiver but a knowledge builder.
The facilitator will reply within 48 hours to the messages posted in the Inquiries Forum, unless it is an administrative issue, which is the responsibility of the academic assistant.
They will also design the course and make materials available for the students to enhance their career development.
The academic assistant provides the student support in technical and administrative issues, such as problems uploading an assignment or the need to request a transcript or enrollment certificate. They ensure that the communication flows properly, as well as the academic process between facilitators and students. They will also monitor the participation of the students in the courses activities.
Whenever the students have inquiries or issues beyond the academic field, they need to contact the academic assistant. The academic assistant is also a resource where the students can provide positive feedback, complaints, and share concerns.
The current world context, shaped by technological development and globalization give way to new paradigms in the education sector. The fading of borders and the progress in information and communications technologies have led to new educational models. The University for International Cooperation is part of the global trends and the centrifugal forces that generate and regenerate the different cultural, economic and cultural processes of mankind.
It is within these conditions that the Master in Project Management program is launched in its English format and virtual modality, in order to achieve its universality. To fit into this paradigm, a new educational model is needed. Due to multiculturalism and interdisciplinarity a hybrid of Virtual Learning Communities (VLC) and Distance Education will be used.
In this forum the students will be able to express their concerns regarding the development of the course and make comments related to the implemented methodology. All questions from students, regarding educational, administrative, or operational matters should be directed here.
This is the space for all participants to get to know each other. It´s a relaxed and informal meeting place where participants can share their experiences, thoughts, current interests, expectations, and any personal information they may want to share.
In this forum, either the facilitator or the academic assistant will provide updated information on relevant topics for the course, such as weekly indications on the reading materials and activities. Students do not participate in this forum.
The traditional role of the professor, based on information-dispensing, is expanded in our model. This is why at the UCI we will also use the term facilitator. The courses have been carefully designed to enable students to be responsible for building their knowledge, instead of just receiving information. The facilitator’s responsibility is to guide the student and be available to answer inquiries. The value of having highly qualified facilitators from different countries and areas of expertise is that this learning experience becomes multicultural and interdisciplinary.
Additionally, they will pass on any necessary information to communicate suggestions and changes that could be implemented in order to continue improving our students’ academic experiences.
This section has some elements that are fundamental for the course:
The final examination, which will determine the knowledge acquired by the student on the course.
This section was created in case the student, after reviewing the result of an examination, considers with proper and sufficient justification, that an exam item was inappropriately formulated or configured.
If the grade of the Final Exam is equal to or greater than 60 and less than 70 (60% ≤Grade<70%) you have the option to take a Supplementary Exam.
This survey aims to determine areas, both of strength and of potential improvement, in the course you will evaluate, based on your personal judgment and experience.
Information about the Next Course:
This section reminds you the next course start date.