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ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
ETM 2nd Project Meeting
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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<br />Second Project Meeting<br />Dijon 14th – 15th April 2011<br />Raftopoulos Dimitris<br />Strategic Leadership<br />
  2. Agenda<br />Second Project Meeting<br />Presentation of Important Issues<br />· Projects’ Logo<br />· Presentation of the Portal: structure, content, languages <br />· Decision on which events we will participate as PP from the National Events organized by each PP<br />· Each PP will present their suggestions on the Train the Trainer material to be used<br />· Evaluation and Certificates<br />✓<br />Presentation of GIP-FCIP DE BOURGOGNE<br />E-learning Section – Part A’<br />· Presentation of the 3 types of learning and Discussion<br />· Presentation by each PP how they operate e-learning in their organization<br />· Presentation by each PP on how to use e-learning<br />· Presentation by each PP on the major cultural issues that affect e-learning<br />· Presentation by each PP on the reasons motivation towards e-learning is missing<br />1<br />2<br />Life Long Learning per PP<br />· Presentation of the LLL priorities per country <br />· Presentation of the LLL Events that are going to be organized by each PP (10 minutes)/ per PP<br />· Presentation of List of Topics each PP is confident so to decide the coordinator for each discussion forum<br />· Presentation of Issues to be uploaded in the Portal – Added · Value deliverables per PP for the project<br />3<br />4<br />5<br />Presentation of the TNA questionnaire <br />· Train the trainer material in terms of e-learning<br />· Presentation of the concept & of the sections<br />
  3. e-learning section part A’<br />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 <br />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 <br />Definition from the elearningeuropa.info portal<br />“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”<br />Learning Supported by ICT = CEDEFOP<br />Definition of e-learning<br />
  4. Types of e-learning<br />Synchronous learning <br />Asynchronous learning <br />Blended learning <br />How ExpertOnes operates e-learning<br />Online ANYTIME – asynchronous learning <br />Online LIVE – synchronous learning<br />Blended learning <br />Mentor led training <br />Types of e-learning<br />3 types of e-learning & how we operate e-learning<br />
  5. Synchronous Learning <br />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.<br />Asynchronous Learning <br />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.<br />Blended Learning<br />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.<br />Definition of Synchronous, Asynchronous, Blended<br />
  6. e-learning through a mentor, who: <br />implements the educational course <br />monitors the progress of the course<br />evaluates the results <br />encourages the participants to complete the e-learning courses<br />through: <br />e-mentoring or online mentoring <br />group mentoring (group of people)<br />one on one mentoring (personal mentoring)<br />E-learning Section Part A’<br />How e-learning is operated by ExpertOnes .1<br />
  7. E-learning Section Part A’<br />Activities: <br />regular meetings with the participants of the educational e-courses<br />regular meetings with the other mentors and the responsible for the development of the program <br />analysis of the possibilities according to the purpose of the program <br />Initial training and training during the course of the educational program<br /> <br />In addition <br />Mentors are selected and trained accordingly, for the purposes of the educational course<br />Introduction of the mentor to the mentees and continuous building of the relationship between them<br />Unofficial and official mentoring<br />How e-learning is operated by ExpertOnes .2<br />
  8. Cultural Issues & e-learning<br />Complicated issue, needs analysis per country / differences between European, North Latin, Latin, Asian and African countries<br />Culture analysis must observe the following before proceeding to the design and planning of the e-learning course:<br />Behavior<br />Objects, symbols, rewards & surroundings<br />Talk, language, and jargon (written and spoken)<br />Values, emotions, and beliefs<br />Perceptions, tacit knowledge & assumptions<br />Myths, anecdotes, sagas, & stories<br />Political, Economical & Religious Issues<br />
  9. Cultural Issues & e-learning<br />Language<br />Computer Literacy<br /><ul><li>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</li></ul>Social factors<br />Local Learning Opportunities<br /><ul><li>Collectivist
  13. Individualist
  14. Neutral
  15. affective
  16. Opportunities offered through the official educational system, as well as from other educational actors</li></ul>Legislation<br /><ul><li>In Greece, e-learning is now considered an official form of learning</li></li></ul><li>1. Requirement analysis<br />Acquiring the profile of the target group <br />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:<br />Number of the people that will be trained <br />Age composition <br />Level of the participant’s general knowledge<br />Level of the participants’ technical training<br />Objectives of the learning process by the participants<br />The learning-professional benefit for the participants of the learning course<br />The matching of the professional work profile with the objectives of the learning approach.<br /> All the above vary from culture to culture <br />Cultural Issues & e-learning<br />Steps to tame cultural diversifications<br />
  17. Analysis of the learning needs<br />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:<br />Type of the electronic learning that will be followed <br />The services that will be provided to the participants of the training <br />The educational and accompanying material that will be produced for the implementation of the training <br />The appropriate tools that will be used for the development of the learning content (e.g. Flash)<br />Potential threats to the success of the project.<br />2. Content definition <br />The second step for the development of an e-course is to determine its content.<br />The electronic material to be created must include among others:<br />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<br />Cultural Issues & e-learning<br />
  18. 3. Selection of the appropriate electronic training solution <br />Asynchronous Learning<br />Synchronous Learning <br />Blended Learning <br />Cultural Issues & e-learning<br />
  19. 4. Selection of the appropriate tools <br /> The selection of the appropriate tools to be used must be based on:<br />The file format<br />The interactivity provided by the tools <br />The optimization of the produced content so as to be used on the Internet, CD-ROM or both<br />The ability to create automatic navigation menu<br />The ability to support international standards such as SCORM & AICC<br />The available resources.<br />Cultural Issues & e-learning<br />
  20. Cultural Issues & e-learning<br /> In each case the following tools should be used according to corresponding cultural habits for the design and development of the e-learning courses:<br />E-learning toolbox<br /><ul><li>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</li></li></ul><li>Different e-learning tools to be facilitated according to different Cultures <br />Source: GeertHofstede; FonsTrompenaars and Charles Hampden-Turner; SRIC-BI<br />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<br />
  40. Different e-learning tools to be facilitated according to different Cultures <br />Source: FonsTrompenaars and Charles Hampden-Turner; SRIC-B<br />
  41. Discouraging reasons for e-learning <br />Lack of personal interest<br />No clear idea of what is e-learning (procedure)<br />No clear view of the benefits after completion <br />No clear correlation between e-learning and qualifications for career progress<br />Lack of resources:<br />Money <br />Time<br />Trainers<br />“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<br />“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<br />
  42. Life Long Learning per PP<br />L.3879/2010 (21.09.2010) and the new National Life Long Learning Framework aim at:<br />The regulation and coordination of educational and training needs of adults in relation to the labour market needs and social development<br />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<br />The promotion of vocational training and adult learning as two equal pillars of Life Long Learning<br />The establishment of standards and means for the development and improvement of the quality of LLL<br />The continuous education and evaluation of adult educators<br />Ensuring the access of people and especially members of socially vulnerable and vulnerable groups to training & adult education<br />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: <br />Ensure quality and trust between the State and social partners<br />Enhance transparency in the qualifications<br />Facilitate access and progress in LLL processes <br />Support the relationship between education & training and labor market needs<br />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. <br />Presentation of the LLL priorities per country <br />
  43. Life Long Learning per PP<br />Priorities: <br />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. <br />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.<br />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.<br />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.<br />Presentation of the LLL priorities per country <br />
  44. Presentation of the LLL Events that are going to be organized by each PP <br />1<br />Expert Ones SA<br />2<br />International TEFL Certificate<br />3<br />GIP – FCIP DE BOURGOGNE<br />4<br />InstitutoEuropeoLenguasModernas<br />5<br />Future - NGO<br />6<br />CVT - SVIE<br />7<br />SPOLECZNA WYZSZA SZKOLA PRZEDSIEBIORCZOSCI I ZARZADZANIA W ŁODZI<br />
  45. Presentation of List of Topics by PP for each Discussion Forum<br />e-Learning Methodologies<br />1<br />e-Content Development<br />2<br />
  46. Each PP should contribute to the portal with: <br />Articles, studies, annual – monthly reports <br />University researches, independent body reviews, reports, etc<br />Seminars, events, workshops<br />regarding qualifications, new skills / new jobs, employment, VET, training & LLL activities<br />Presentation of Issues to be uploaded in the Portal – Added Value deliverables per PP for the project <br />
  47. Train the Trainer in terms of e-learning<br />Assists the trainees to understand their role and the model of e-learning<br />Explains & controls their obligation for participating to the educational e-course<br />The educational e-course describes:<br />The educational material<br />The study schedule <br />The communication pattern<br />The certification<br />Assists the trainees to study and understand the educational material<br />The trainer is the representative of the training organisation<br />Assists the trainees to make a time schedule<br />Discuss with the trainees in issues presented regarding the study <br />Assists the trainees to understand the educational means to be used<br />Creates a community of learning<br />Converts the training material from static to dynamic<br />Role of the trainer in e-learning 1/2<br />
  48. Provides advice to the trainees on training issues<br />The trainer interferes either personally or to the whole group so as to: <br />Explain the educational material<br />Resolve questions<br />Suggest additional educational resources<br />Suggest ideas for new or additional exercises.<br />Communicates-encourages the trainees and organises the communication pattern amongst them<br />Train the Trainer in terms of e-learning<br />Role of the trainer in e-learning 2/2<br />
  49. Technologies used for the implementation of e-learning<br />Asynchronous learning platform<br />Synchronous learning platform. <br /> technical details, how to facilitate them educationally <br /> how to make the most out of the training tools of an asynchronous learning platform<br />Distance learning – Theory and practice<br />The educational course which he/she is called to implement <br />Pedagogical theories – self-learning, cooperative learning<br />Synchronous, asynchronous, blended learning<br />Discussion coordination among the members of the learning e-community<br />Special characteristics of written communication<br />Special characteristics of oral communication<br />Assessment procedures – certification of the trainees (specificities of certification)<br />Train the Trainer in terms of e-learning<br />The trainers must comprehend the following <br />
  50. Learning a new class <br />Prepare to learn <br />Lean the material <br />Plan the presentation <br />Overcome obstacles<br />Resolve product questions<br />Developing a teaching outline<br />Determine the topic order<br />Introduce a topic<br />Build an exercise<br />Design a review<br />Add closing <br />Add opening<br />Train the Trainer in terms of e-learning<br />The trainers must be capable of the following <br />
  51. Putting a class together <br />Finalize the outline<br />Develop teaching notes<br />Design all boardwork<br />Create auxiliary material<br />Practice teaching the class<br />Making a good class excellent<br />Convert the lecture into a group activity<br />Foster a learning environment<br />Manage challenging students<br />Prepare for problems<br />Evaluate the results.<br />Train the Trainer in terms of e-learning<br />The trainers must be capable of the following <br />
  52. Project Logo<br />
  53. Presentation of the Portal<br />Decision on which events we will participate as PP from the National Events organized by each PP<br />Suggestions regarding the “Train the Trainer” material to be used<br />Evaluation and Certificates<br />Important Issues<br />
  54. Results & Outcomes 1/2<br />
  55. Results & Outcomes 2/2<br />
  56. Work Programme 1/2<br />
  57. Work Programme 2/2<br />
  58. Thank You!<br />

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