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Catel present 4.11.2010

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CATEL Cultural Awareness in Vocational Training through E-Learning …

CATEL Cultural Awareness in Vocational Training through E-Learning

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  • 1. CATEL   Terje Väljataga, Mart Laanpere and Sónia Sousa (terje.väljataga@tlu.ee)(Sonia.sousa@tlu.ee) Tallinn University Institute of Informatics Centre for Educational Technology Cultural Awareness in Vocational Training through E-Learning 1ECEL 2010
  • 2. Overview...  Introduction  Study general descriprion  Participants background  Shared opinions and experiences  Recommendations  Closing remarks 2 ECEL 2010
  • 3. CATEL project two year (2009-2011) Leonardo TOI project Aims to…  Prepare teacher/trainers and counsellor in vocational training to meet the training needs of immigrant students which incorporates both traditional and e-learning techniques This is due by design and implement a two-step study  First – examine closer the current mainstream of e-learning trends  Second – focus on conducting a survey ECEL 2010 3
  • 4. CATEL project Study purpose…  provide a variety of information on  problems, needs and preferences of e-learning users and current e- learning trends. Challenge here…  Find a universal framework for provide a best e-learning training program in a multi-cultural context  The nature of CATEL course which demanded many interactive activities ECEL 2010 4
  • 5. The study two different surveys were applied  One for e-learning experts  Another for teachers/trainers Context – vocational training context The surveys targets where  CATEL project partners  Estonia, Turkey, Spain and Germany Selection criteria  For the first group – Respondents’ experience  For the second group - a randomly selection ECEL 2010 5
  • 6. The study Survey one (E-learning experts)  main aim is to find e-learning expert opinions on:  Challenges;  Barriers; and  benefits of an e-learning training program. Survey two (VET teachers/trainers)  main aim is to find VET teachers/trainers opinions on:  ICT basic skills,  E-learning preferences and priorities; as well as to  Identify their e-learning awareness, skills and experience. ECEL 2010 6
  • 7. The study Survey one (E-learning experts) structure  Background information  E-learning methodology  E-learning platform and resources  Readiness for e-learning Survey two (VET teachers/trainers) structure  Background information  Previous experiences with e-learning technology  E-learning methodology  E-learning platform and resources ECEL 2010 7
  • 8. E-learning experts (background) Sample of twenty (20) volunteers.  Estonia –  7, Germany – 4, Spain – 2; Turkey – 5 Gender  Males – 14 and females – 6 Age group  [ages between 20 to 30 years old] – 4 participants  [ages between 31 to 40 years old] – 7 participants  [ages between 41 to 50 years old] – 5 participants  [ages over 50 years old] – 4 participants ECEL 2010 8
  • 9. Teachers/trainers (background) 55 subjects had participated on this non-expert questionnaire  29 females and 26 males. Age group  [ages between 20 to 30 years old] – 7 participants  [ages between 31 to 40 years old] – 15 participants  [ages between 41 to 50 years old] – 18 participants  [ages over 50 years old] – 19 participants ICT expertise  average to low knowledge  Most use a desktop PC, few have handheld computer (PDA).  favourite browsers are Internet explorer [33 votes] or Firefox [29 votes]. ECEL 2010 9
  • 10. Teachers/trainers (background) Previous e-learning experiences  21 yes and 16 no Reasons for not participate in e-learning  lack of tutor support [12 votes] as well as time consuming [10 votes] Familiarity with E-learning technology  22 had no experience with VLE (e.g. WebCt, Backboard, Moddle).  20 used at least once web 2.0 tools and services as well as computer based assessment; forums; audio/video conferencing; and simulation games.  18 had used regularly mobile and wireless devices. ECEL 2010 10
  • 11. Shared opinions Benefits  the possibility to reach more learners [12 votes]  ability to access their learning activities from anywhere at anytime [40 votes] Barriers  lack of tutor or teacher support/contact [10 votes] and [21 votes] Preferred program  blended program [9 votes] and [25 votes] Here most, e-learning users stressed that…  are looking forward to experience online courses but  attend an online course is not consider their first choice ECEL 2010 11
  • 12. Shared opinions Important components  teacher or tutor support [14 votes] and  easily download the learning materials and resources [38 votes] Preferred Learning/teaching activities  Learning by doing [13 votes] and [37 votes] Material need/prefer  Electronic documents (such as pdf) [17 votes] and [41 votes] Personal preference  a program that allows them to choose where to study [16 votes].  tailor made e-learning programs that in a way suits their best interests [35 votes] ECEL 2010 12
  • 13. Shared opinions Communication options and interactions  synchronous audio/video communications [12 votes].  face-to-face communications and asynchronous text-based communications [27 votes]. Preferred e-learning technology  games [10 votes] Useful online assessment tools  Immediate feedback tools [16 votes] and [38 votes] Note: Similar opinions where shared by teachers and trainers at VET schools and e-learning experts ECEL 2010 13
  • 14. Shared experiences (E-learning experts) Main problems  Usability and accessibility issues; and  inadequate learning/teaching methodologies; lack of...  Course evaluation procedures  Student and teacher’s interactions,  Student’s and teacher’s feedback. “lessons learned”…  Acquire and provide all needed information about the course  Ask for expert advice on most appropriated methodologies  Be aware of all implied technical and methodological key issues ECEL 2010 14
  • 15. Shared experiences (E-learning experts) “lessons learned”…  Always provide information about the course  before and during it progress,  Ask for expert advice on most appropriated methodologies  Be aware of all implied technical and methodological key issues Main issues and advices  Provide a e-participative program where students are allowed to participate in it  An effective e-learning course implies  work discipline for studying alone  Teachers should provide necessary resources to guide students throughout their study. ECEL 2010 15
  • 16. Shared experiences (E-learning experts) Plane ahead and carefully course  Methodology  Tasks time and procedures Address possible usability and accessibility problems  use basic computer tools and programmes.  try never split responsibility in the project, especially at an early stage Don’t try to do everything by yourself, get a good subcontractor Remember in the “worst case scenario” stop and think…  you will make it on time. ECEL 2010 16
  • 17. Shared experiences (E-learning experts) Most important issue in an e-learning program  Learning context If everyone (teacher, institution and students) see advantages on the learning process,  it will be consider beneficial Teacher has an import role in the process,  The Role to guide students throughout the learning process  For them to take the maximum advantage from the learning process ECEL 2010 17
  • 18. Shared experiences (for teachers) Remember…  the teacher has an important role in the course success first thing to do is to  understand courses learning context  To be able to anticipate course potential interaction threats. Feedback and interaction is an important feature  A teacher should provide and retrieve as much as feedback as possible. A course is always “tailor made”  “never use a document that was prepared for bankers in 2006 to a group of managers in 2009” ECEL 2010 18
  • 19. Shared experiences (for students) Be familiarised with  The learning materials,  the learning assignments provided;  the work tasks provided; Participate  in work group discussion and activities Design a work plan and stick to it When you feel lost don’t be afraid to ask for help ECEL 2010 19
  • 20. Recommendations Keep in mind  The context and target group characteristics; Inform and explains clearly  e-learning benefits and drawbacks  participants roles and responsibilities; Provide flexible learning activities  At any place or time  when and how to learn ECEL 2010 20
  • 21. Recommendations Enable  problem/project-based learning  learning by doing  working on case studies or participating in small group sessions Combine online with face-to-face activities; Use synchronous audio/video communications Give immediate and constant feedback provide download pdf documents as additional learning materials ECEL 2010 21
  • 22. The course 3 month training program with 2 complementary phases  E-learning : 6 modules  Changes of prespective  Identity and diversity  Stereotyping  Intercultural communication  Conflict management  Celebrating diversity  Face to Face: 3 sessions  Introduction  Reflection  evaluation ECEL 2010 22
  • 23. More information: www.catelproject.net Thank you ECEL 2010 23 ?

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