Учење на даљину као иновативан метод едукације за потребе полиције

Abstract

Радом се проблематизују предности и мане учења на даљину које је подржано употребом слободног (бесплатног) софтвера за електронско учење Moodle из угла тренера. Ова врста наставе прилагођена је едукацији за потребе полиције, посебно када се ради о едукацији полицијских службеника, који због бројних и дуготрајних службених ангажовања, нису у прилици да похађају наставу у фиксно одређеним терминима и просторима. Такво учење може да буде индивидуално (некоординирано) и групно - тимско (координирано), што одговара генеративном (развојном) управљању знањем актуелних и будућих полицијских службеника. Сам метод подржава корисника у асинхроном приступању садржајима наставе (текстовима, презентацијама, тонским записима, фотографијама, филмовима и др.), а компатибилaн је и синхроном (видео-конференцијском и др.) повезивању с осталим актерима учења на даљину (остали корисници, наставници, тренери и администратори), флексибилан је (по времену приступања, методу учења и вредновања знања, овлашћењима актера, као и по повезивању садржаја различитих образовних установа и организационих јединица у земљи и иностранству) и економичан (не захтева штампање велике количине едукативних материјала). Дакле, да би се ова врста учења на даљину применила, потребно је обезбедити сервер и администратора система 24 часа дневно. Наставници, тренери и полазници треба да владају радом у Moodle окружењу, а потребно је да буде обезбеђена заштита садржаја који су предмет едукације.

By implementation, the advantages and disadvantages of distance learning, supported by the use of the free E-learning software Moodle from the trainer’s point of view, are problematized. This kind of instruction is adapted to the education for police purposes, especially when it comes to educating the police officers who are, because of the numerous and long-lasting official commitments, unable to attend classes in fixed timings and locations. Some of the advantages of the distance learning supported by the use of the E-learning software Moodle from the trainer’s point of view are: availability (it is free of charge), effectiveness, possibility to supplement the traditional instruction, clearly visible functions and curriculum (courses classification), courses browser, clear and logical functions and flexibility manifested through the following: it is possible to choose the language and the script one wants to use; there is a calendar in the form of an agenda; it is possible to plan the dynamics of the courses as well as the time and location (any location with a computer and access to the Internet) the trainer will work at (available 24 hours a day); for any help needed regarding the software use there is the Help function. All these features make the trainer’s working environment very comfortable. Moreover, there are quite a few other advantages to the software: the possibility to present predominantly theoretical curriculum; curriculum updating; the possibility to present resources which can be consumed only in the classroom (educational movies, animations, simulations, presentation materials…); and the possibility to create glossary of terms. User activity can be tracked through reports on their activities, working with the existing files and educational contents, user role management (trainer can take over the role of the student), synchronous operations (using the tools for communication and team work), user groups management, designing different kinds of online tests with the goal of knowledge evaluation, creating the grading scale. Finally, the advantages of Moodle from the point of view of a trainer also include: Moodle management, in terms of software development and user support, provided that the other users’ possibility to use the software is not restricted, as well as the possibility to protect the course content, charge for the use of the contents, create the trainer profile, that is, make the backup copy of the course. On the other side, identified disadvantages of the Moodle from the point of view of the police officers’ trainer include the following: a computer, server, internet, system administrator (24hours a day), as well as some IT knowledge of the course creator are needed; there is no direct contact between the trainer and the students, nor is there direct contact between the students themselves (in terms of knowledge transfer). Moreover, Moodle makes it impossible to realize practical training contents for the police officers (shooting, maintenance of weapons and police officers’ personal equipment, martial arts, using other means of coercion, practical actions while exercising power etc). Having this in mind, what can be concluded is in favor of the standpoint that the advantages of the Moodle far outweigh its disadvantages. This conclusion should be limited to the Moodle users in the trainer roles, as well as the standpoints related to the use of the acquired knowledge and the directions of the future researches in the field.