Open the doors to knowledge with NECSIA NECSIA CAMPUS is the training division of NECSIA, a leading organisation in digital transformation that now can also help you improve your digital skills with made-to-measure IT training programmes.
We help national and international businesses develop their employees’ technological and digital capacities with our made-to-measure solutions, that combine the right elements to satisfy each client’s specific needs.
Our orporate values are present in every one of our projects: efficiency, professionalism, commitment, reliability.
WHY NECSIA CAMPUS?
Innovate and grow with NECSIA Campus
Face up to the challenges of digital transformation with our specialised training plans.
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of our training projects
commitment, and reliability, and taking care of every detail to ensure our clients’ satisfaction.
OUR TRAINING OFFER
We highlight 6 main areas and within each of them provide different made-to-measure training options
Virtual Learning Classes
Access to experts
How it works
Two weeks before the start of the course, we will email you the access instructions so you can sign-in and familiarise yourself with the environment.
This includes access to the Necsia Campus VIRTUAL CLASSROOM so that you can complete the connection test. If the course has remote learning labs, a preliminary test will be arranged and you will receive an email with access instructions.
You will be able to access the training 10 minutes before the course starts to check that the audio and video work correctly.
Two weeks before the start of the course, we will email you the access instructions so you can sign in and familiarise yourself with the environment.
The course is split into various sessions with short breaks between them so that students can maintain their concentration.
During the course, trainers use the Virtual Classroom to share their screens and interact. You can ask your trainer questions at any time, either by speaking through your microphone or by using the interactive functions, depending on the trainer’s instructions at the start of the session.
After the course, you will be given a course evaluation form o you can give detailed comments about your experience and help us to make improvements in future.
You will also be able to download the participation certificate.
You will also be able to download the participation certificate.
Innovative methodology and formulas
Our methodology is active and participatory and is demonstrative and explanatory. The teacher facilitates and guides the training activity using the appropriate educational methods to convey the theoretical concepts and practical elements so that students absorb each point in the syllabus.
At all times, we seek students’ active involvement in the activities and good communication within the group.
The sessions are structured following dynamic, cooperative and interactive learning patterns to encourage learning of concepts and achieve set objectives and capacities.
We use different training methodologies to maintain students’ attention and keep them involved during the training. These include
Techniques for encouraging participation
To promote communication and cooperation with other students, we encourage learners to participate, make comments, formulate hypotheses and test solutions, bringing into play what they have already learnt (lessons, the ability to apply what they have learnt, strategies for searching for information, etc.).
We use the following teaching methodologies
- Simulations of real cases and role-plays to provide context for students and prepare them to apply their skills in the working environment. We want students to be the co-authors of their own learning.
- We use case studies as a basis with scenarios that relate to specific content and require students to work on a solution..
- Debates on specific topics. These create participation in class and teach students how to put forward their own ideas.
- Splitting students into groups to promote debate on case studies. We divide students into different “classes” and then hold a plenary.
- Games and dynamic teaching. We provide the necessary materials and information on specific topics to complement explanations and help students absorb content.
- We use additional resources such as books, posters, maps, photos, sheets, videos, interactive pages and games to make the training more enjoyable and catch the students’ attention.
The NECSIA Campus training style
Adapting to the level of the student
We adapt to the students’ level and expectations, creating a positive atmosphere that favours learning. All of this is supported on the foundation of the learning: a sense of belonging to the educational activity.
We facilitate students’ reflection on the topics and concepts that come up in the training, we explain the implications at work, we put situations in context so that students can understand, reflect and have an overview of how to perform appropriately.
Creating a positive atmosphere
We promote a climate of positive student–teacher and student–student interaction to encourage empathetic and cooperative relations. This helps maintain fluid and pleasant relations in the learning environment, facilitating effective communication.
In Virtual Classroom training we create “rooms” where we can distribute the students into working groups so that these groups can share their reflections later. This enables us to make learning more effective thanks to different perspectives in the different groups.
Our experts’ skills profile
- Proven teaching experience (preferably a minimum of 3 years)
- Work experience relating to the training provided (minimum 3 years)
- Digital training (we value the trainer’s technological and digital profile above all)
- The ability to express themselves
- The ability to listen
- The ability to integrate knowledge
- The ability to plan, organise, analyse and manage.
- Non-verbal communication skills:
- Command of e-learning platforms
We use the following mechanisms to evaluate the level of use of the course:
- Evaluation of the context
During the first training session, the trainer carries out a diagnostic evaluation to identify different needs and establish in detail the context in which the training activity originates and the starting level.
- Follow-up of the training
Our Virtual Classroom automates this process so that students can monitor and self-evaluate the activities they do throughout the training process. The trainer gives the scores to the students and they are shown on the platform.
- Final assessment
During the last session we give all of the students a self-evaluation questionnaire. We set this up in HTML format in the Virtual Classroom and students answer it during the last minutes of the training to ensure the students have understood the concepts. Students can view the correct and incorrect answers and do their own follow-up to check concepts.
Once everyone has done the self-evaluation, it is shared to evaluate how well students have absorbed the content and to establish the immediate reactions of the participants. The trainer observes whether there has been a change in abilities, attitudes and knowledge at the end of the training.
- Quality questionnaire
This NECSIA CAMPUS questionnaire becomes available on the platform for the students when they complete the course and we have a record of their evaluations. It covers the general quality of the training and records the changes produced compared to the starting knowledge at a personal level. The platform also issues a final report, with marks and grades, that we send to the trainer and to Barcelona Activa for their consideration.
The trainer fills in the final report where we put the student’s results along with the trainer’s observations, suggestions and comments.
This report takes the following aspects into account:
- Class attendance1. (a minimum of 75% of the total hours, this is checked through the videoconference registers)
- Doing the activities 2. set by the trainer (completing a minimum of 75% of the activities set, we verify this through the Virtual Classroom reports)
- Participating in activities and interventions, 3. he trainer individually evaluates participation during the course: whether the student’s camera has been connected at all times, interventions during the class, active participation, making contributions, etc.