Going back to e-volunteers tasks, I sometimes think that we tend to believe that e-volunteers are some kind of second-best volunteers: if you can’t get a “real” one, get yourself a virtual one: this is completely wrong.
Here at the Campus for Peace we’re planning to set up three virtual courses about Macromedia multimedia design applications: Dreamweaver, Flash and Fireworks. These courses will be given for free to the NGO working with us.
This will be done the following way:
- An e-volunteer, with a pedagogical profile, will coordinate the whole thing, including course programme, e-teachers, and content
- Three more e-volunteers, experts in the applications to be taught and with some expertise and/or training in e-learning, will teach each one of the courses
- Content and learning materials will be supplied for free by the University
- e-Learning platform and management will also be supplied for free by the University
- It is possible that we add two or three people as tutors or sort of technical backoffice supporting e-students in their way through the virtual campus, not a complex tool but neither that simple
The courses will be, a priori, followed by 60 to 100 people all around Spain and/or Latin America… at zero cost (in fact, near zero cost: personnel costs are paid by the University cooperation for development programme and e-volunteers will “pay” their own costs ;)
Thus: still think e-volunteers are a second best? Imagine how would you do this and where in Earth will you raise the required funding from.
If you need to cite this article in a formal way (i.e. for bibliographical purposes) I dare suggest:
Peña-López, I. (2004) “e-Volunteering tasks in e-Learning projects” In ICTlogy,
#5, February 2004. Barcelona: ICTlogy.
Retrieved month dd, yyyy from http://ictlogy.net/review/?p=77
Previous post: The role of the tutor in e-learning
Next post: www.onlinevolunteering.org