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Frequently Asked Questions FAQ

What are the technical requirements I need to carry out a virtual course, program or seminar?

Active Email Account: You must have an active email account to facilitate communication during the course.
Basic Internet Navigation: Minimum Internet navigation knowledge is required to make the most of the course tools and resources.
Induction Week (applies only to programs): The first week of the program will be dedicated to induction to the platform. This will allow each student to become familiar with the interface and take advantage of the various functions for communication, learning and collaboration between participants.
Technical requirements:

Platform Compatibility: It is recommended to use a computer that meets the following minimum specifications.
- ◦ Browsers: Microsoft Edge, Mozilla Firefox, Google Chrome. Stereo or higher audio output.
- Windows Vista®:
  - Processor: 2GHz Pentium 4 or higher (or equivalent).
  - RAM: 1GB (2GB recommended).
- For Mac OS:
  - Mac OS X, 10.5, 10.6 o 10.7.2 (Intel) o higher.
  - Processor: 1.83GHz Intel Core™ Duo or higher.
  - RAM: 512MB (1GB recommended).
  - Browsers: Mozilla Firefox, Apple Safari, Google Chrome. Stereo or higher audio output.
- Internet Connection: Bandwidth: 512Kbps (1Mbps recommended).
- Synchronous Meetings: Synchronous meetings with audio communication will be scheduled. For this, it is necessary to use a set of headphones with a microphone, preferably with a USB connection. These requirements will ensure an optimal experience on the platform and facilitate effective participation in all activities of the program, course or seminar.

How is a virtual program, course or seminar developed?

Virtual programs run on two platforms: one asynchronous and one synchronous.

Through the asynchronous platform, teachers and participants can interact without the need to coincide in time. This interaction is carried out through various tools, such as the forum, announcements and emails, focusing on learning activities and the discussion of the resources that support them.

These activities consist of step-by-step instructions guided and given feedback by teachers, who encourage students to create, discuss, argue, reflect, solve and propose. In this way, it is intended that students experience meaningful, autonomous and collaborative learning. Teachers will enrich these activities with real experiences and situations based on their knowledge.

The platform allows synchronous meetings between participants, facilitating collaborative work in real time. This means that anyone who connects to the virtual room at the agreed time will be able to interact with other participants using audio and video, as well as share content from their screen, documents or blank slates.

To ensure an effective learning experience, programs longer than four weeks begin with an induction week. The objective of this week is for each participant to acquire basic skills in using the platforms. Induction is complemented by asynchronous and synchronous sessions where each student becomes familiar with the learning environment, the way of interacting and learning. Although this week is not part of the programmatic content, it is an essential requirement to start the program.

In the academic development of the program, each student will find the work plan for each week, as well as the academic and technological resources available. It is important to note that, in some cases, students must independently acquire the requested reference material, such as books, magazines or audiovisuals.

What are the characteristics of the learning process in the virtual modality?

First, each student must begin by identifying the assigned activities in the work plan and determining the time available to carry them out. Next, it is crucial to identify the evaluation criteria for each task, understanding the expectations for the final product and the characteristics that must be met. Once these criteria are clear, the student is prepared to explore, examine and analyze the available resources, thus establishing a solid conceptual basis for the development of the activity.

In the case of group activities, it is essential to establish contact with classmates through the tools specified by the teacher, which are available for the course or have been selected by the group to facilitate interaction and collaboration in the creation of the product.

Finally, the student must deliver the product to the teacher using the designated tool, meeting the established deadlines.

In situations that require it, the teacher will convene synchronous sessions in real time to address doubts, encourage debates and share ideas. This additional space provides the opportunity to clarify concepts, promote real-time interaction, and enrich the learning experience.

What are the types of activities carried out in a virtual course?

The activities vary significantly according to the area of knowledge and the defined objectives. Some of the most common teaching strategies include:

Project-based learning: In this modality, the student, either individually or in a group, develops a project in stages, addressing relevant topics of the course.
Case-based learning: This methodology proposes the resolution or construction of a case aligned with the program objectives, providing relevant situations for participants.
Problem-based learning: In this approach, the student must propose solutions considering specific situations and conditions, which encourages more practical and applied learning.

Are there any prerequisites and materials to complete the course?

The information necessary to complete the course will be described in the program, course or seminar sheet.

The teaching materials necessary to carry out the course are those found within the different modules into which the course is divided, as well as the various videos and complementary materials.

How much time do you need to dedicate to a program, course or seminar?

Usually the dedication ranges between 2 and 5 hours per week, depending on the type of training you are going to do. We recommend reviewing the information for each course to ensure that you will be able to meet the requirements.

How can I enroll in a course?

In order to register for a course, the first step is to create a user on the IESALC campus. To do this, we invite you to view the following tutorial which will allow you to register step by step.

You can then consult the catalog to choose the specific training or topic you would like to learn more about.

How can I access my courses?

Within your personal section you will find the courses in which you are enrolled. To access the contents you can go directly to the module that interests you. Each module presents a list of the different activities that make it up.

Where can I find support and advice if I experience difficulties with the methodology or technologies during the program?

Students in virtual programs at UNESCO-IESALC have a committed team to offer them accompaniment and support throughout their learning and training process with the University. From the beginning to the conclusion of the program, this team will be available to provide advice and training as necessary, always with the objective of promoting the well-being of the student and ensuring their satisfaction with the education received.

What is a virtual learning environment?

A virtual learning environment is made up of a series of spaces that facilitate both synchronous and asynchronous interaction between participants, being the scenario where the teaching-learning process takes place between the teacher and the students, as well as between the students themselves.

What are the distinctions between the terms "synchronous" and "asynchronous"?

The main difference between "synchronous" and "asynchronous" lies in the interaction time between people.

Synchronous: Refers to activities that occur in real time, where participants are connected simultaneously. Examples of synchronous interactions include video conferencing, live chats, and real-time meetings.
Asynchronous: Refers to activities that do not require the simultaneous participation of those involved. In this case, the interaction does not depend on all parties being connected at the same time. Examples of asynchronous interactions include emails, online forums, and reviewing learning materials at different times.

How do I download the videos and/or materials?

The course videos are hosted on YouTube and/or Vimeo channels, and cannot be downloaded. The rest of the materials in pdf format can be downloaded by clicking on the corresponding link.

How to activate subtitles on a video?

When a video has subtitles, they can be activated from the corresponding icon and you can choose the language from those available.

What are the communication channels of teachers?

All communications will be made through the collaborative tools available in each course: mainly the forum. Any other means of communication will be established by the teacher within each course.

How to update your profile on the IESALC campus?

In the following video tutorial you will be able to learn how to update the profile:

View in YouTube

How to download IESALC campus certificates?

In the following video tutorial you will be able to learn how to download the IESALC campus certificates:

View in YouTube

How to verify a certificate on the IESALC campus?

In the following video tutorial you will be able to learn how to verify a certificate on the IESALC campus: IESALC:

View in YouTube

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