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ETM 2nd Project Meeting

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2nd Project Meeting PPT

2nd Project Meeting PPT

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  • 1. EveryTraineeMatters
    Second Project Meeting
    Dijon 14th – 15th April 2011
    Raftopoulos Dimitris
    Strategic Leadership
  • 2. Agenda
    Second Project Meeting
    Presentation of Important Issues
    · Projects’ Logo
    · Presentation of the Portal: structure, content, languages
    · Decision on which events we will participate as PP from the National Events organized by each PP
    · Each PP will present their suggestions on the Train the Trainer material to be used
    · Evaluation and Certificates

    Presentation of GIP-FCIP DE BOURGOGNE
    E-learning Section – Part A’
    · Presentation of the 3 types of learning and Discussion
    · Presentation by each PP how they operate e-learning in their organization
    · Presentation by each PP on how to use e-learning
    · Presentation by each PP on the major cultural issues that affect e-learning
    · Presentation by each PP on the reasons motivation towards e-learning is missing
    1
    2
    Life Long Learning per PP
    · Presentation of the LLL priorities per country
    · Presentation of the LLL Events that are going to be organized by each PP (10 minutes)/ per PP
    · Presentation of List of Topics each PP is confident so to decide the coordinator for each discussion forum
    · Presentation of Issues to be uploaded in the Portal – Added · Value deliverables per PP for the project
    3
    4
    5
    Presentation of the TNA questionnaire
    · Train the trainer material in terms of e-learning
    · Presentation of the concept & of the sections
  • 3. e-learning section part A’
    e-learning for us is a continuum involving any form of instructional technology with face to face instructor led Training in order to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration
    The use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration
    Definition from the elearningeuropa.info portal
    “E-learning is the acquisition of knowledge and skills using electronic technologies such as computer- and Internet-based courseware and local and wide area networks”
    Learning Supported by ICT = CEDEFOP
    Definition of e-learning
  • 4. Types of e-learning
    Synchronous learning
    Asynchronous learning
    Blended learning
    How ExpertOnes operates e-learning
    Online ANYTIME – asynchronous learning
    Online LIVE – synchronous learning
    Blended learning
    Mentor led training
    Types of e-learning
    3 types of e-learning & how we operate e-learning
  • 5. Synchronous Learning
    In Synchronous Learning the trainee participates in real time learning via an intranet or the Internet. Learning of this type has many similarities to the education in a classroom, with the difference that the instructor and participant are in a "virtual" room that has no geographical limitations. Using this type of e-learning technology the instructor has the possibility to provide training anywhere in the world. This type of learning can be recorded electronically and can be repeated again later when necessary. The communication tools used are chat, "virtual" classrooms and sharing applications.
    Asynchronous Learning
    The form of e-learning where there is not an immediate, "synchronous" communication between the learner and the trainer during the learning process. In the case of asynchronous training the trainer can prepare the educational materials and store it to an electronic medium (LCMS/LMS), while afterwards the learner can take the learning material anywhere and at any time he / she chooses to. It appears that this type of training is more flexible, but there is no communication trainer - trainee in real time. The communication tools used are e-mail correspondence (messaging), Discussion Groups and Bulletin Boards.
    Blended Learning
    The term Blended learning describes the learning model of learning which implements both asynchronous communication technologies and conventional education structures. In this model of learning, learners usually begin the education process at conventional educational structures and then access content and communicate with the trainer using Internet technologies.
    Definition of Synchronous, Asynchronous, Blended
  • 6. e-learning through a mentor, who:
    implements the educational course
    monitors the progress of the course
    evaluates the results
    encourages the participants to complete the e-learning courses
    through:
    e-mentoring or online mentoring
    group mentoring (group of people)
    one on one mentoring (personal mentoring)
    E-learning Section Part A’
    How e-learning is operated by ExpertOnes .1
  • 7. E-learning Section Part A’
    Activities:
    regular meetings with the participants of the educational e-courses
    regular meetings with the other mentors and the responsible for the development of the program
    analysis of the possibilities according to the purpose of the program
    Initial training and training during the course of the educational program
     
    In addition
    Mentors are selected and trained accordingly, for the purposes of the educational course
    Introduction of the mentor to the mentees and continuous building of the relationship between them
    Unofficial and official mentoring
    How e-learning is operated by ExpertOnes .2
  • 8. Cultural Issues & e-learning
    Complicated issue, needs analysis per country / differences between European, North Latin, Latin, Asian and African countries
    Culture analysis must observe the following before proceeding to the design and planning of the e-learning course:
    Behavior
    Objects, symbols, rewards & surroundings
    Talk, language, and jargon (written and spoken)
    Values, emotions, and beliefs
    Perceptions, tacit knowledge & assumptions
    Myths, anecdotes, sagas, & stories
    Political, Economical & Religious Issues
  • 9. Cultural Issues & e-learning
    Language
    Computer Literacy
    • The language of the e-learning course should be in the Countries native language, otherwise it is useless (producing it requires time & financial resources)
    • 10. Instructors and learners must understand the language, otherwise the educational program has no value
    • 11. Averseness towards new technology and level of literacy
    • 12. Willingness to learn through ICT
    Social factors
    Local Learning Opportunities
    • Collectivist
    • 13. Individualist
    • 14. Neutral
    • 15. affective
    • 16. Opportunities offered through the official educational system, as well as from other educational actors
    Legislation
    • In Greece, e-learning is now considered an official form of learning
  • 1. Requirement analysis
    Acquiring the profile of the target group
    The first step for the development of an e-course is the requirement analysis. To enable the design, development and delivery of the training, the characteristics of the user who will attend the online course as well as the educational needs, are initially investigated based on the following components:
    Number of the people that will be trained
    Age composition
    Level of the participant’s general knowledge
    Level of the participants’ technical training
    Objectives of the learning process by the participants
    The learning-professional benefit for the participants of the learning course
    The matching of the professional work profile with the objectives of the learning approach.
    All the above vary from culture to culture
    Cultural Issues & e-learning
    Steps to tame cultural diversifications
  • 17. Analysis of the learning needs
    The analysis of the characteristics and educational needs is made through specific evaluation process, which indicates the level of knowledge, as well as the learning method that suits best to meet the needs of the learners. The evaluation is done with the use of a structured questionnaire. Based on the characteristics and educational needs of the learners, decisions will be made on:
    Type of the electronic learning that will be followed
    The services that will be provided to the participants of the training
    The educational and accompanying material that will be produced for the implementation of the training
    The appropriate tools that will be used for the development of the learning content (e.g. Flash)
    Potential threats to the success of the project.
    2. Content definition
    The second step for the development of an e-course is to determine its content.
    The electronic material to be created must include among others:
    It will be structured in small learning modules (Learning Objects), hence providing the possibility to complete it in a short time. This option is also one of the basic principles of adult learning, since the adult learner has many different distractions along the duration of an e-learning course
    Cultural Issues & e-learning
  • 18. 3. Selection of the appropriate electronic training solution
    Asynchronous Learning
    Synchronous Learning
    Blended Learning
    Cultural Issues & e-learning
  • 19. 4. Selection of the appropriate tools
    The selection of the appropriate tools to be used must be based on:
    The file format
    The interactivity provided by the tools
    The optimization of the produced content so as to be used on the Internet, CD-ROM or both
    The ability to create automatic navigation menu
    The ability to support international standards such as SCORM & AICC
    The available resources.
    Cultural Issues & e-learning
  • 20. Cultural Issues & e-learning
    In each case the following tools should be used according to corresponding cultural habits for the design and development of the e-learning courses:
    E-learning toolbox
    • Synchronous platforms
    • 21. Simulations and games
    • 22. Asynchronous platforms
    • 23. Performance support
    • 24. Customized content
    • 25. Integration with work processes
    • 26. Off-the-shelf content
    • 27. Prescribed curriculums
    • 28. Collaborative learning
    • 29. Learner-centered materials
    • 30. Knowledge management
    • 31. Personalized learning portals
    • 32. Virtual classrooms
    • 33. Mentoring
    • 34. Blended learning
    • 35. Resource center
    • 36. Structured Web-based courses
    • 37. E-mail communications
    • 38. Granular learning objects
    • 39. Broadband solution
  • Different e-learning tools to be facilitated according to different Cultures
    Source: GeertHofstede; FonsTrompenaars and Charles Hampden-Turner; SRIC-BI
    Power distance Index measures the extent to which the less powerful members of organizations and institutions (like the family) accept and expect that power is distributed unequally
  • 40. Different e-learning tools to be facilitated according to different Cultures
    Source: FonsTrompenaars and Charles Hampden-Turner; SRIC-B
  • 41. Discouraging reasons for e-learning
    Lack of personal interest
    No clear idea of what is e-learning (procedure)
    No clear view of the benefits after completion
    No clear correlation between e-learning and qualifications for career progress
    Lack of resources:
    Money
    Time
    Trainers
    “Extrinsic motivation is impersonal and is based on rewards that originate from outside the learner. Students achieve in order to win parents’ approval, or to gain the praise of their teacher, or to earn high grades” (Yount 1996, 279). These learners are passive, and when the rewards stop, the good academic behavior does also
    “Intrinsic motivationis based on the personal satisfaction derived from achieving learning goals. Students achieve because of their own personal desire to learn […] and master their subjects” (Yount 1996, 279). These learners are active in the learning process and are more motivated towards learning and e-learning is specific
  • 42. Life Long Learning per PP
    L.3879/2010 (21.09.2010) and the new National Life Long Learning Framework aim at:
    The regulation and coordination of educational and training needs of adults in relation to the labour market needs and social development
    Design, planning and decentralization of LLL actions, the systematic support of the National LLL Network and the programmatic partnership between of government actors with the actors providing LLL
    The promotion of vocational training and adult learning as two equal pillars of Life Long Learning
    The establishment of standards and means for the development and improvement of the quality of LLL
    The continuous education and evaluation of adult educators
    Ensuring the access of people and especially members of socially vulnerable and vulnerable groups to training & adult education
    Creation of a Coherent National Evaluation and Certification Framework for all forms of training and adult education: The establishment of the National Organization of Certification Qualifications, which will undertake the establishment of an identification and certification system of qualifications, acquired knowledge, skills and abilities of individuals:
    Ensure quality and trust between the State and social partners
    Enhance transparency in the qualifications
    Facilitate access and progress in LLL processes
    Support the relationship between education & training and labor market needs
    The establishment of a single National Qualification Framework for the Certification of knowledge, skills and abilities (NQF), which uses 8 levels of reference based on learning outcomes, describe what a learner knows, understands and is able to do after the completion of a learning process.
    Presentation of the LLL priorities per country
  • 43. Life Long Learning per PP
    Priorities:
    The citizen. Focus on the adult learner, the educational and training needs, his/hers interests, removing barriers to participation in learning activities, certification of qualifications.
    Linking LLL, employment and economic growth. Equip workers with the appropriate of technical skills and appropriate training in order to be adapted directly to LLL, employment and the economic development of the country.
    The establishment of operating rules for all education & training providers, whether they are within the formal education system or are in the area of post-secondary education. The role of Government is to put rules applicable to all (public, private and social actors) and set critical bodies that can apply the rules in a transparent and social accountable way.
    The establishment of the National Qualifications Framework (NQF) which will ensure transparency and quality of assessment, recognition and certification of both work experience and learning, regardless of the way of acquisition.
    Presentation of the LLL priorities per country
  • 44. Presentation of the LLL Events that are going to be organized by each PP
    1
    Expert Ones SA
    2
    International TEFL Certificate
    3
    GIP – FCIP DE BOURGOGNE
    4
    InstitutoEuropeoLenguasModernas
    5
    Future - NGO
    6
    CVT - SVIE
    7
    SPOLECZNA WYZSZA SZKOLA PRZEDSIEBIORCZOSCI I ZARZADZANIA W ŁODZI
  • 45. Presentation of List of Topics by PP for each Discussion Forum
    e-Learning Methodologies
    1
    e-Content Development
    2
  • 46. Each PP should contribute to the portal with:
    Articles, studies, annual – monthly reports
    University researches, independent body reviews, reports, etc
    Seminars, events, workshops
    regarding qualifications, new skills / new jobs, employment, VET, training & LLL activities
    Presentation of Issues to be uploaded in the Portal – Added Value deliverables per PP for the project
  • 47. Train the Trainer in terms of e-learning
    Assists the trainees to understand their role and the model of e-learning
    Explains & controls their obligation for participating to the educational e-course
    The educational e-course describes:
    The educational material
    The study schedule
    The communication pattern
    The certification
    Assists the trainees to study and understand the educational material
    The trainer is the representative of the training organisation
    Assists the trainees to make a time schedule
    Discuss with the trainees in issues presented regarding the study
    Assists the trainees to understand the educational means to be used
    Creates a community of learning
    Converts the training material from static to dynamic
    Role of the trainer in e-learning 1/2
  • 48. Provides advice to the trainees on training issues
    The trainer interferes either personally or to the whole group so as to:
    Explain the educational material
    Resolve questions
    Suggest additional educational resources
    Suggest ideas for new or additional exercises.
    Communicates-encourages the trainees and organises the communication pattern amongst them
    Train the Trainer in terms of e-learning
    Role of the trainer in e-learning 2/2
  • 49. Technologies used for the implementation of e-learning
    Asynchronous learning platform
    Synchronous learning platform.
    technical details, how to facilitate them educationally
    how to make the most out of the training tools of an asynchronous learning platform
    Distance learning – Theory and practice
    The educational course which he/she is called to implement
    Pedagogical theories – self-learning, cooperative learning
    Synchronous, asynchronous, blended learning
    Discussion coordination among the members of the learning e-community
    Special characteristics of written communication
    Special characteristics of oral communication
    Assessment procedures – certification of the trainees (specificities of certification)
    Train the Trainer in terms of e-learning
    The trainers must comprehend the following
  • 50. Learning a new class
    Prepare to learn
    Lean the material
    Plan the presentation
    Overcome obstacles
    Resolve product questions
    Developing a teaching outline
    Determine the topic order
    Introduce a topic
    Build an exercise
    Design a review
    Add closing
    Add opening
    Train the Trainer in terms of e-learning
    The trainers must be capable of the following
  • 51. Putting a class together
    Finalize the outline
    Develop teaching notes
    Design all boardwork
    Create auxiliary material
    Practice teaching the class
    Making a good class excellent
    Convert the lecture into a group activity
    Foster a learning environment
    Manage challenging students
    Prepare for problems
    Evaluate the results.
    Train the Trainer in terms of e-learning
    The trainers must be capable of the following
  • 52. Project Logo
  • 53. Presentation of the Portal
    Decision on which events we will participate as PP from the National Events organized by each PP
    Suggestions regarding the “Train the Trainer” material to be used
    Evaluation and Certificates
    Important Issues
  • 54. Results & Outcomes 1/2
  • 55. Results & Outcomes 2/2
  • 56. Work Programme 1/2
  • 57. Work Programme 2/2
  • 58. Thank You!