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Combined use of MOOC, eLearning and
workplace learning to support professional
development - the case of project MuSA
Prof. Achilles Kameas
Panagiota Polymeropoulou
DAISSy research group, Hellenic Open University
14-Apr-20 www.project-musa.eu 2
Aims
Mu.SA addresses
directly the shortage
of digital and
transferrable skills
identified in the
museum sector and
supports the
continuous
professional
development of
museum
professionals.
Outcomes
• Identification of digital and transversal
competences for museum professionals
• Using these, four emerging job role profiles
have been composed
• For each profile, a modular VET curriculum has
been designed, using learning outcomes and
principles of adult education
• Complete 3-stage training courses have been
developed by combining digital OERs
• A MOOC platform and an online platform have
been developed to facilitate training and sharing
and exchange of knowledge, experiences and
best practices
14-Apr-20 www.project-musa.eu 3
Job role profiles
• Digital Strategy Manager
• supports a museum’s technological and digital innovation,
• has a good knowledge of how a museum works and provides them
with updated information about digital products, and
• plays a mediating role between the internal museum departments
and external stakeholders.
• Digital Collections Curator
• improves the museum’s digital preservation, management and
exploitation plan for all digital or digitized cultural contents,
• develops online and offline exhibitions and content,
• produces metadata according to recognised international standards,
and
• provides information on copyright and protection of digital cultural
property according to international standards.
14-Apr-20 www.project-musa.eu 4
Job role profiles
• Digital Interactive Experience Developer
• carries out audience research and observation analysis,
• designs and develops interactive and innovative installations
providing meaningful experiences for all types of audiences,
• develops accessibility tools, and
• facilitates communication flow between museum teams and
external high tech companies.
• Online Community Manager
• designs and implements an online audience development plan in
line with the museum’s overall strategic communication plan,
• liaises effectively with other departments in order to produce
content and meaningful online experiences,
• engages with, monitors and manages online audiences, and
• assesses and evaluates the effectiveness and efficiency of online
activities.
14-Apr-20 www.project-musa.eu 5
EU Tools
• European instruments, such as
EQF, ECVET and EQAVET were
applied to improve transparency
and recognition of qualifications
• The description of job role
profiles was based on European
standards, such as e-CF and
DigComp
• The profiles will be mapped on
ESCO and the NQFs of the
participating countries
14-Apr-20 www.project-musa.eu 6
Course structure
• MOOC
• Essential digital and transversal competences for
museum professionals
• First training stage common for all profiles, online only
• Duration: 8 weeks
• Started: January 2019
• Specialization courses
• eLearning & f2f training
• One course per profile
• Duration: 6 months
• Started: November 2019
• Workplace learning
• With the help of museums
• Duration: 2 months
• In parallel with the specialization courses
14-Apr-20 www.project-musa.eu 7
Preparation
• Contents design
• Selection of competences
• IT competences (e-CF)
• Digital competences (DigComp)
• Transferrable (21st century) competences
• Allocation of competences to each job role profile
• Identification of common (basic) competences
• Identification of professional level
• Instructional design
• Definition of learning objectives & outcomes, learning &
tutoring effort and means of assessment
• Design of course structure
• 1 week = N modules (1 module per competence)
• 1 module = M units
• 1 unit is taught by K learning objects
• 1 assessment quiz per unit
• Specification of educational use of different platform
services (e.g. news, forums, wikis etc.)
14-Apr-20 www.project-musa.eu 8
Preparation
• Development of content
• Step 1: core content specification
• description, review (scientific & technical), finalization
• Step 2: core content authoring
• creation, review (scientific & technical), finalization,
translation
• Step 3: selection of auxiliary content
• Step 4: authoring of teaching handbooks
• Development of platforms
• MOOC platform (translation, content upload)
• eLearning platform (translation, content upload)
• “Development” of community
• Awareness raising – promotion
• Train the trainers
• “Train” the employers
14-Apr-20 www.project-musa.eu 9
Distribution of competences
14-Apr-20 www.project-musa.eu 10
MOOC SPECIALIZATION COURSE
TOTALDigital
(e-CF)
Digital
(DigComp)
21st Cent –
Transferrable
Digital
(e-CF)
Digital
(DigComp)
21st Cent –
Transferrable
8 9 5 21 6 15 64
Competences taught via the
MOOC
14-Apr-20 www.project-musa.eu 11
Week Module Code - Title
#W1
W1.1: IS and business strategy alignment(e-CF)
W1.2: Browsing, searching and filtering data,
information and digital content(DigComp)
W1.3: Managing data, information and digital
content (DigComp)
#W2
W2.1:Business Plan Development(e-CF)
W2.2: Evaluating data, information and digital
content (DigComp)
W2.3: Identifying needs and technological
responses (DigComp)
#W3
W3.1: Technology trend monitoring (e-CF)
W3.2:Netiquette(DigComp)
W3.3: Team working (Transferrable)
#W4
W4.1: Innovating (e-CF)
W4.2: Innovating and creatively using
technology (DigComp)
W4.3: Creativethinking skills (Transferrable)
Week Module Code - Title
#W5
W5.1: Needs identification (e-CF)
W5.2: Developing digital content (DigComp)
W5.3: Collaborating through digital
technologies (DigComp)
#W6
W6.1: Forecastdevelopment(e-CF)
W6.2: Leadership and change facilitator
(Transferrable)
#W7
W7.1: Relationship management (e-CF)
W7.2: Protecting personal data and privacy
(DigComp)
#W8
W8.1: ICTquality management (e-CF)
W8.2: Communication skills (Transferrable)
W8.3: Time management (Transferrable)
Competences taught via the
Specialization course
14-Apr-20 www.project-musa.eu 12
Week Module Code - Title
#W1
SC W01.1 Product/ServicePlanning (e-CF)
SC W01.2 Identifying digitalcompetences gaps
(DigComp)
#W2
SC W02.1 ServiceLevel Management (e-CF)
SC W02.2 Managementskills (21st
)
SC W02.3 Application Design (e-CF)
SC W02.4 Protecting personaldata and privacy
(DigComp)
#W3
SC W03.1 SustainableDevelopment (e-CF)
SC W03.2 Managing digital identity (DigComp)
SC W03.3 Application Development (e-CF)
SC W03.4 Influence/persuasion skills (21st
)
#W5
SC W05.1 Information Security Strategy
Development (e-CF)
SC W05.2 Documentation Production (e-CF)
SC W05.3 Testing (e-CF)
Week Module Code - Title
#W6
SC W06.1 Mentoring / coaching skills (21st)
SC W06.2 Copyrightand licenses (DigComp)
#W7
SC W07.1 Education and Training Provision
(e-CF)
SC W07.2 ServiceDelivery (e-CF)
SC W07.3 Solution Deployment (e-CF)
SC W07.4 Integrity /ethical (21st
)
SC W07.5 Programming (DigComp)
#W9
SC W09.1 Information and Knowledge
Management(e-CF)
SC W09.2 User Support (e-CF)
#W10
SC W10.1 Decision making (21st
)
SC W10.2 ChangeSupport (e-CF)
SC W10.3 Solving technicalproblems (DigComp)
14-Apr-20 www.project-musa.eu 13
Week Module Code - Title
#W11
SC W11.1 Purchasing (e-CF)
SC W11.2 ProblemManagement (e-CF)
#W13
SC W13.1 ProcessImprovement (e-CF)
SC W13.2 ICTQuality Strategy Development
(e-CF)
SC W13.3 Being fact-driven (21st
)
#W14
SC W14.1 Senseof initiative and
entrepreneurship (21st)
SC W14.2 Analyzeand synthesizeinformation
(21st
)
#W17
SC W17.1 Risk Management (e-CF)
SC W17.2 DigitalMarketing (e-CF)
Week Module Code - Title
#W19
SC W19.1 Business ChangeManagement (e-CF)
SC W19.2 Interpersonalskills (21st
)
#W20 SC W20.1 Networking skills (21st)
#W21
SC W21.1 Negotiation skills (21st)
#W23
SC W23.1 Activelistening skills (21st
)
#W24 SC W24.1 Resilience (21st
)
#W24
SC W25.1 Mediation skills (21st
)
SC W25.2 Storytelling (21st)
Structure and design of modules
14-Apr-20 www.project-musa.eu 14
W3.2 Learning Outcomes
Upon completion of this course, the learners will be able to:
1. Knowledge level
LOut1 Describe what is Netiquette.
LOut2 Recall the importance of rules when interacting on the Internet.
LOut3 Identify at least five rules for communicating on the Internet.
2. Comprehension level
LOut4 Illustrate at least three examples of different environments and audiences.
LOut5 Describe how the cultural and generational diversity implicate the online
communication.
LOut6 Illustrate at least three cases of poor online behaviour.
3. Application level
LOut7 Choose an effective communication strategy considering the context and
regarding the audience and the digital environment.
4. Analysis level
LOut8 Distinguish between good and poor netiquette practices.
• To be aware of behavioural norms
and know-how while using digital
technologies and interacting in
digital environments.
• To adapt communication strategies
to the specific audience.
• To be aware of cultural and
generational diversity in digital
environments.
CourseModule
title
W3.2:Netiquette(DigComp)
CourseModule
code
W3.2
Module
schedule
(courseunits
codes and
titles)
W3.2.1 Introduction
W3.2.2 The core rules of
Netiquette
W3.2.3 Examples and best
practices
14-Apr-20 www.project-musa.eu 15
CourseModule
title
Business PlanDevelopment
(e-CF) for Museums
CourseModule
code
W2.1
Module schedule
(courseunits
codes and titles)
W2.1.1 Introduction to
Management Planning
W2.1.2 A Business plan for
Museums
W2.1.3 IS strategies and
business solutions
W2.1.4 New emerging IT
technologies for Museums
W2.1 Learning Outcomes
Upon completion of this course, the learners will be able to:
1. Knowledge level
LOut1 Describe the methodology of doing a SWOT analysis
LOut2 Identify 3 risks in a management plan
LOut3 Outline the operation of a budget checklist
LOut4 Describe the vision, the mission and the aims of a museum
LOut5 Label 4 museum needs
LOut6 List 3 institutional (museum) objectives
LOut7 Identify 2 business communication processes
LOut8 Identify 4 tools of the web 2.0 technology
LOut9 Name 4 apps for museums
2. Comprehension level
LOut10 Estimate a cost analysis
LOut11 Give examples of 2 operating assessment techniques
LOut12 Describe the monitoring of a business plan
LOut13 Report 5 museum needs
LOut14 Infer 5 audience needs in a museum
LOut15 Indicate 4 sustainability issues of a museum
LOut16 Recognize the value of 2 business communication technologies
LOut17 Indicate 2 technologies for presenting the museum
LOut18 Indicate 2 technologies for presenting museum collections
3. Application level
LOut19 Produce a financial planning and analysis
LOut20 Operate a budget checklist for a museum
4. Analysis level
LOut21 Determine 3 best marketing communication functions
• address and identify essential elements of
productor solution value propositions
• define the appropriatevalue creation
channels
• build a detailed SWOTanalysis
• generate shortand long term performance
reports (e.g. financial, profitability, usage
and value creation)
• identify main milestones of the plan
Design and production of content
Multiple forms to be filled by the authors and
reviewers
14-Apr-20 www.project-musa.eu 16
14-Apr-20 www.project-musa.eu 17
TB3: Learning Object
1 Learning object title Title of Learning object
2 Learning object code Enter a code for future reference
3 Learning activity code Learning activity code belongs to
4 Learning object description Description of the Learning object
(up to 100 words)
5 Language Language for the specific learning object
6 Learning recourse type
(IEEE LOM)
Definition of the learning recourse type
(theory, simulation, experiment, etc.) for the
specific learning object
1. Guidelines
2. Presentation
3. Demonstration
4. Lecture
5. Definition-Principle-Law
6. Narrative Text (theory)
7. Analogy
8. Example
9. Activity
Case Study
Problem Solving
Text Composition
Question
Else (specify)
10. Simulation
Interactive
Non Interactive
11.Self-Assessment
Multiple Choice Questions
Open Type Question
Problem Statement
Else (specify)
12. Experiment
13. Serious Game
14. Exercise
Multiple Choice Questions
Open Type Question
Problem Statement
Else (specify)
15. Project
7 Technical type (IEEE LOM) Definition of the technical type (document,
video, wiki etc.) for the specific learning object
Text Document
Hypertext
Image Photo
Map
Graph
Image
Streaming media Audio Recording
Animation
Self-running Presentation
Webcast
Video
Application Interactive Software
Hypermedia Application
Wiki
Presentation
8 Workload (Estimated study
time) (min)
The estimated study time needed for an
average learner in minutes
9 Key words Key words (3 to 10)
10 Learning outcomes (LOut) Record the Learning Outcomes for the specific
learning object (should be a subset of the
learning outcomes defined in the corresponded
unit (learning activity)). In case you define
more learning outcomes than those defined in
the relative unit (learning activity) please
update appropriately the relative unit learning
outcomes field.
11 Extended learning object
description
Describe the learning objects in details
14-Apr-20 www.project-musa.eu 18
TB3b: Learning Object (Practical assignments)
1 Learning object (practical
assignments) title
Title of practical assignments
2 Learning object (practical
assignments) code
Enter a code for future reference
3 Learning activity (Unit) code Learning activity (Unit) code belongs to
4 Learning object (practical
assignments) description
Description of the practical assignments (up to 100 words)
5 Language Language for the specific learning object
6 Learning recourse type (IEEE LOM) Definition of the learning recourse type (theory,
simulation, experiment, etc.) for the specific learning
object (practical assignments)
8. Example
9. Activity
Case Study
Problem Solving
Text Composition
Question
Else (specify)
15. Project
7 Technical type (IEEE LOM) Definition of the technical type (document, video, wiki
etc.) for the specific learning object (practical
assignments)
Text Document
Hypertext
8 Workload (Estimated study time)
(min)
The estimated study time needed for an average learner in
minutes
9 Key words Key words (3 to 10)
10 Learning outcomes (LOut) Record the Learning Outcomes for the specific practical
assignments (should be a subset of the learning outcomes
defined in the corresponded unit (learning activity)). In
case you define more learning outcomes than those
defined in the relative unit (learning activity) please
update appropriately the relative unit learning outcomes
field.
11 Extended practical assignments
description
Provide the subject; describe the content of the practical
assignment and the expected outcomes.
Provide learners with 3 to 5 phrases that constitute the
axes for this practical assignments or the methodology
that they should follow to deal and answer it.
12 Preparatory / Additional material
(literature, further readings)
Provide preparatory materials, which can take the form of
references, literature, additional readings (presentation
slides, audio lectures or video lectures etc.) needed to deal
with this practical assignments.
13 Answer extension (Words
quantity)
Expected range of words for the accepted answers
14 Exemplary answer Provide a brief exemplary answer, describing the key
points of subjects or sentences a correct answer should
include.
Also provide any common wrong answer that trainees are
expected to give and the feedback comments that should
be given by the trainers.
Provide any other information necessary for the trainer to
support his role and to be able to grade the answer.
Content types
14-Apr-20 www.project-musa.eu 19
Learning recoursetype (IEEE LOM) Technical type (IEEE LOM)
1. Guidelines
2. Presentation
3. Demonstration
4. Lecture
5. Definition-Principle-Law
6. Narrative Text (theory)
7. Analogy
8. Example
9. Activity
Case Study
Problem Solving
Text Composition
Question
Else (specify)
10. Simulation
Interactive
Non Interactive
Text Document
Hypertext
Image Photo
Map
Graph
Image
Streaming media Audio Recording
Animation
Self-running Presentation
Webcast
Video
Application Interactive Software
Hypermedia Application
Wiki
Presentation
- Self - produced material
- Open educational resources/ external learning objects
Example – reading material
14-Apr-20 www.project-musa.eu 20
 Pdfs in EN
Presentations without
voice over in EN
Example - videos
14-Apr-20 www.project-musa.eu 21
 Videos in EN
 Subtitles in 4
languages
(EN, EL, IT, PT)
 Downloadable
Transcript in 4
languages
(EN, EL, IT, PT)
Example – presentations
14-Apr-20 www.project-musa.eu 22
 Self - running
presentations
with voice over
 Subtitles in 4
languages
(EN, EL, IT, PT)
 Downloadable
Transcript in 4
languages
(EN, EL, IT, PT)
Mooc.cti.gr
14-Apr-20 www.project-musa.eu 23
The MOOC
14-Apr-20 www.project-musa.eu 24
14-Apr-20 www.project-musa.eu 25
14-Apr-20 www.project-musa.eu 26
14-Apr-20 www.project-musa.eu 27
14-Apr-20 www.project-musa.eu 28
The specialization courses
14-Apr-20 www.project-musa.eu 29
Digital Strategy Manager
14-Apr-20 www.project-musa.eu 30
Digital collections curator
14-Apr-20 www.project-musa.eu 31
Digital Interactive Experience
Developer
14-Apr-20 www.project-musa.eu 32
Online Cultural Community Manager
14-Apr-20 www.project-musa.eu 33
Piloting the Specialization Course - effort per
educational phase
14-Apr-20 www.project-musa.eu 34
Mu.SA Specialization Course
Blended Learning
A. Blended trainingcourse of24 weeks (6 months), effort of 15h of study / week (total 360h of study)
 A1: Online and self-study (288h) (material)
 A2: Face-to-face sessions (24h = 6 x 4h) (once a month) (incl.Skype sessions)
 A3: Assessment (48h)
Work-Based Learning
B. Work-based learningof 10 weeks, effort of 20,5h of work in the placement/ week (total 205h)
• Project Work Activities in a museum/ cultural organization (200h)
• Assessment through reports and final presentation (5h)
Additional trainingactivities
C. Additional training(f2f) activities for Learners - Trainers -Employers:
• A 1-daycourse for trainingthe Learners delivered before startingthe work-based learning
• A 2-days seminar for trainingthe Trainers
• A 1-daycourse for trainingthe Employers/Museum employees
14-Apr-20 www.project-musa.eu 35
COMPETENCES/ MODULES TYPE
R1
(Level)
R2 (Level) R3 (Level) R4 (Level)
Core material
(hours)
Practical assignment
(roles*hours)
TOTAL Hours
(max)
A.4 – Product / Service Planning e-CF e-3 e-3 e-3 e-3 4 4*2 12
A.6 – Application Design e-CF e-3 4 1*2 6
B.5 – Documentation Production e-CF e-3 e-3 e-3 4 3*2 10
Copyright and licenses DigComp √ √ √ √ 1,5 4*1 5,5
Programming DigComp √ √ √ √ 1,5 4*1 5,5
Solving technical problems DigComp √ √ √ √ 1,5 4*1 5,5
T1.Mentoring / coaching skills 21stCent √ √ √ 3 3*2 9
T2. Analyse and synthesize
information
21stCent √ √ √ 3 3*2 9
T4. Networking skills 21stCent √ √ √ √ 3 4*2 11
SUM (competences / hours) 23 22 27 26 355,5
Training the
trainers, employers
and learners
 Trainings completed in all 3
countries
 Learners were initiated in the
WBL environment via the 1st F2F
meeting
 Museum representatives shared
the positive impact the WBL had in
their museums as learners
expanded their knowledge and
competences and contributed to
the needs with new ideas
14-Apr-20 www.project-musa.eu 36
Delivery of
Blended
Learning
Face-to-Face meetings
1. Learners from distant locations
participated virtually
2. Opportunity to meet and cooperate with
each other
3. Sharing knowledge, experiences,
problematize and debate questions related
to collections’ documentation
14-Apr-20 www.project-musa.eu 37
Formative and Summative Assessment
• Formative:
• practical assignments,
• forum participation
• Tutor Reports provide information on the:
• learning outcomes
• content
• performance
• feedback for teaching and learning activities
to improve learners’ attainment.
• Summative:
• assessment quizzes
• reports
• Final presentation
14-Apr-20 www.project-musa.eu 38
Enrolment to the MOOC
14-Apr-20 www.project-musa.eu 39
MOOC successful completion
14-Apr-20 www.project-musa.eu 40
MOOC trainees assessment
14-Apr-20 www.project-musa.eu 41
56%
95% and 99%
1%
100%
Specialization course statistics
• Total 114 Signed Agreements with learners:
• Italian learners: 46
• Greek learners: 33
• Portuguese learners: 35
• Total 30 dropouts:
• Italy: 20 dropouts
• Greece: 5 dropouts
• Portugal: 5 dropouts
14-Apr-20 www.project-musa.eu 42
Evaluation by MOOC trainees
14-Apr-20 www.project-musa.eu 43
Question
Very
satisfied
Moderately
satisfied
Slightly
satisfied Dissatisfied ND
1. Aestheticqualityof graphics 31% 40% 22% 6% 0%
2. Usabilityinbrowsing 39% 39% 17% 4% 0%
3. Organizationof the sectionsandelements 40% 39% 16% 3% 2%
4. Interactionmethodsthroughdifferentcommunication
tools(forums,directmessages,emailsetc.) 29% 40% 24% 7% 0%
5. Easinessinaccessingtrainingmaterials 51% 38% 9% 2% 0%
6. Availabilityof trainingmaterials 47% 38% 13% 2% 0%
Satisfaction of trainees
• Of the total number (1371), 703 responded (51%),
expressing the following satisfaction:
 Learning environment
 626 (89%) - regarding ease of use
 598 (85%) - regarding the interaction with the learning content
 436 (62%) - regarding support provided for interaction with
others
 Tutoring
 506 (72%) - regarding the general tutoring provided
 520 (74%) - regarding the proficiency of tutors
 Learning resources and workload
 612 (87%) - regarding carefully elaborated learning content
 513 (73%) - regarding time available
 647 (92%) - regarding personal performance
 Training needs
 590 (84%) expressed satisfaction
14-Apr-20 www.project-musa.eu 44
Tutors’ feedback
• The Mu.SA course plays a significant role in
strengthening digital skills of museum
professionals;
• Tutors were more than enthusiastic with the
interaction of learners in forums;
• Tutors monitored participants from all over the
world;
• The communication with museum professionals,
who shared their experience, case studies and
needs in the forums was really appreciated by
tutors.
14-Apr-20 www.project-musa.eu 45
• Mu.SA has been included in
the DigComp User Guide
(2018) as one of the 38
existing inspiring practices of
DigComp implementations
• Mu.SA has been selected as
a global practice of particular
interest that uses DigComp
in a context which has a
strong link to the labour
market
14-Apr-20 www.project-musa.eu 47
Best Practice
www.project-musa.eu
This project has beenfunded with support fromthe
European Commission. This presentation reflects the
views onlyofthe author, and the Commission
cannot beheld responsible for any usewhichmay be
made ofthe information contained therein.
musa@daissy.eap.gr
Achilles Kameas, Project coordinator
Spiros Borotis, Project Manager – Senior Researcher
Christos Pierrakeas, Educational Manager
Panagiota Polymeropoulou, Researcher
Theodor Panagiotakopoulos, Researcher
Kostantinos Giannakopoulos, Researcher
Ioannis Kalemis, Technical
Ioannis Messalas, Technical
Elisabeth Pirounia, Technical
Ioanna Marini, Administration
@MuseumSectorAlliance
#MuseumSectorAlliance
Project Number: 575907-EEP-1-2016-1-EL-EPPKA2-SSA
DAISSy research group
Hellenic Open University,
Greece
daissy.eap.gr

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MuSa. Combined use of mooc, e learning and workplace learning to support professional development the case of project musa

  • 1. Combined use of MOOC, eLearning and workplace learning to support professional development - the case of project MuSA Prof. Achilles Kameas Panagiota Polymeropoulou DAISSy research group, Hellenic Open University
  • 2. 14-Apr-20 www.project-musa.eu 2 Aims Mu.SA addresses directly the shortage of digital and transferrable skills identified in the museum sector and supports the continuous professional development of museum professionals.
  • 3. Outcomes • Identification of digital and transversal competences for museum professionals • Using these, four emerging job role profiles have been composed • For each profile, a modular VET curriculum has been designed, using learning outcomes and principles of adult education • Complete 3-stage training courses have been developed by combining digital OERs • A MOOC platform and an online platform have been developed to facilitate training and sharing and exchange of knowledge, experiences and best practices 14-Apr-20 www.project-musa.eu 3
  • 4. Job role profiles • Digital Strategy Manager • supports a museum’s technological and digital innovation, • has a good knowledge of how a museum works and provides them with updated information about digital products, and • plays a mediating role between the internal museum departments and external stakeholders. • Digital Collections Curator • improves the museum’s digital preservation, management and exploitation plan for all digital or digitized cultural contents, • develops online and offline exhibitions and content, • produces metadata according to recognised international standards, and • provides information on copyright and protection of digital cultural property according to international standards. 14-Apr-20 www.project-musa.eu 4
  • 5. Job role profiles • Digital Interactive Experience Developer • carries out audience research and observation analysis, • designs and develops interactive and innovative installations providing meaningful experiences for all types of audiences, • develops accessibility tools, and • facilitates communication flow between museum teams and external high tech companies. • Online Community Manager • designs and implements an online audience development plan in line with the museum’s overall strategic communication plan, • liaises effectively with other departments in order to produce content and meaningful online experiences, • engages with, monitors and manages online audiences, and • assesses and evaluates the effectiveness and efficiency of online activities. 14-Apr-20 www.project-musa.eu 5
  • 6. EU Tools • European instruments, such as EQF, ECVET and EQAVET were applied to improve transparency and recognition of qualifications • The description of job role profiles was based on European standards, such as e-CF and DigComp • The profiles will be mapped on ESCO and the NQFs of the participating countries 14-Apr-20 www.project-musa.eu 6
  • 7. Course structure • MOOC • Essential digital and transversal competences for museum professionals • First training stage common for all profiles, online only • Duration: 8 weeks • Started: January 2019 • Specialization courses • eLearning & f2f training • One course per profile • Duration: 6 months • Started: November 2019 • Workplace learning • With the help of museums • Duration: 2 months • In parallel with the specialization courses 14-Apr-20 www.project-musa.eu 7
  • 8. Preparation • Contents design • Selection of competences • IT competences (e-CF) • Digital competences (DigComp) • Transferrable (21st century) competences • Allocation of competences to each job role profile • Identification of common (basic) competences • Identification of professional level • Instructional design • Definition of learning objectives & outcomes, learning & tutoring effort and means of assessment • Design of course structure • 1 week = N modules (1 module per competence) • 1 module = M units • 1 unit is taught by K learning objects • 1 assessment quiz per unit • Specification of educational use of different platform services (e.g. news, forums, wikis etc.) 14-Apr-20 www.project-musa.eu 8
  • 9. Preparation • Development of content • Step 1: core content specification • description, review (scientific & technical), finalization • Step 2: core content authoring • creation, review (scientific & technical), finalization, translation • Step 3: selection of auxiliary content • Step 4: authoring of teaching handbooks • Development of platforms • MOOC platform (translation, content upload) • eLearning platform (translation, content upload) • “Development” of community • Awareness raising – promotion • Train the trainers • “Train” the employers 14-Apr-20 www.project-musa.eu 9
  • 10. Distribution of competences 14-Apr-20 www.project-musa.eu 10 MOOC SPECIALIZATION COURSE TOTALDigital (e-CF) Digital (DigComp) 21st Cent – Transferrable Digital (e-CF) Digital (DigComp) 21st Cent – Transferrable 8 9 5 21 6 15 64
  • 11. Competences taught via the MOOC 14-Apr-20 www.project-musa.eu 11 Week Module Code - Title #W1 W1.1: IS and business strategy alignment(e-CF) W1.2: Browsing, searching and filtering data, information and digital content(DigComp) W1.3: Managing data, information and digital content (DigComp) #W2 W2.1:Business Plan Development(e-CF) W2.2: Evaluating data, information and digital content (DigComp) W2.3: Identifying needs and technological responses (DigComp) #W3 W3.1: Technology trend monitoring (e-CF) W3.2:Netiquette(DigComp) W3.3: Team working (Transferrable) #W4 W4.1: Innovating (e-CF) W4.2: Innovating and creatively using technology (DigComp) W4.3: Creativethinking skills (Transferrable) Week Module Code - Title #W5 W5.1: Needs identification (e-CF) W5.2: Developing digital content (DigComp) W5.3: Collaborating through digital technologies (DigComp) #W6 W6.1: Forecastdevelopment(e-CF) W6.2: Leadership and change facilitator (Transferrable) #W7 W7.1: Relationship management (e-CF) W7.2: Protecting personal data and privacy (DigComp) #W8 W8.1: ICTquality management (e-CF) W8.2: Communication skills (Transferrable) W8.3: Time management (Transferrable)
  • 12. Competences taught via the Specialization course 14-Apr-20 www.project-musa.eu 12 Week Module Code - Title #W1 SC W01.1 Product/ServicePlanning (e-CF) SC W01.2 Identifying digitalcompetences gaps (DigComp) #W2 SC W02.1 ServiceLevel Management (e-CF) SC W02.2 Managementskills (21st ) SC W02.3 Application Design (e-CF) SC W02.4 Protecting personaldata and privacy (DigComp) #W3 SC W03.1 SustainableDevelopment (e-CF) SC W03.2 Managing digital identity (DigComp) SC W03.3 Application Development (e-CF) SC W03.4 Influence/persuasion skills (21st ) #W5 SC W05.1 Information Security Strategy Development (e-CF) SC W05.2 Documentation Production (e-CF) SC W05.3 Testing (e-CF) Week Module Code - Title #W6 SC W06.1 Mentoring / coaching skills (21st) SC W06.2 Copyrightand licenses (DigComp) #W7 SC W07.1 Education and Training Provision (e-CF) SC W07.2 ServiceDelivery (e-CF) SC W07.3 Solution Deployment (e-CF) SC W07.4 Integrity /ethical (21st ) SC W07.5 Programming (DigComp) #W9 SC W09.1 Information and Knowledge Management(e-CF) SC W09.2 User Support (e-CF) #W10 SC W10.1 Decision making (21st ) SC W10.2 ChangeSupport (e-CF) SC W10.3 Solving technicalproblems (DigComp)
  • 13. 14-Apr-20 www.project-musa.eu 13 Week Module Code - Title #W11 SC W11.1 Purchasing (e-CF) SC W11.2 ProblemManagement (e-CF) #W13 SC W13.1 ProcessImprovement (e-CF) SC W13.2 ICTQuality Strategy Development (e-CF) SC W13.3 Being fact-driven (21st ) #W14 SC W14.1 Senseof initiative and entrepreneurship (21st) SC W14.2 Analyzeand synthesizeinformation (21st ) #W17 SC W17.1 Risk Management (e-CF) SC W17.2 DigitalMarketing (e-CF) Week Module Code - Title #W19 SC W19.1 Business ChangeManagement (e-CF) SC W19.2 Interpersonalskills (21st ) #W20 SC W20.1 Networking skills (21st) #W21 SC W21.1 Negotiation skills (21st) #W23 SC W23.1 Activelistening skills (21st ) #W24 SC W24.1 Resilience (21st ) #W24 SC W25.1 Mediation skills (21st ) SC W25.2 Storytelling (21st)
  • 14. Structure and design of modules 14-Apr-20 www.project-musa.eu 14 W3.2 Learning Outcomes Upon completion of this course, the learners will be able to: 1. Knowledge level LOut1 Describe what is Netiquette. LOut2 Recall the importance of rules when interacting on the Internet. LOut3 Identify at least five rules for communicating on the Internet. 2. Comprehension level LOut4 Illustrate at least three examples of different environments and audiences. LOut5 Describe how the cultural and generational diversity implicate the online communication. LOut6 Illustrate at least three cases of poor online behaviour. 3. Application level LOut7 Choose an effective communication strategy considering the context and regarding the audience and the digital environment. 4. Analysis level LOut8 Distinguish between good and poor netiquette practices. • To be aware of behavioural norms and know-how while using digital technologies and interacting in digital environments. • To adapt communication strategies to the specific audience. • To be aware of cultural and generational diversity in digital environments. CourseModule title W3.2:Netiquette(DigComp) CourseModule code W3.2 Module schedule (courseunits codes and titles) W3.2.1 Introduction W3.2.2 The core rules of Netiquette W3.2.3 Examples and best practices
  • 15. 14-Apr-20 www.project-musa.eu 15 CourseModule title Business PlanDevelopment (e-CF) for Museums CourseModule code W2.1 Module schedule (courseunits codes and titles) W2.1.1 Introduction to Management Planning W2.1.2 A Business plan for Museums W2.1.3 IS strategies and business solutions W2.1.4 New emerging IT technologies for Museums W2.1 Learning Outcomes Upon completion of this course, the learners will be able to: 1. Knowledge level LOut1 Describe the methodology of doing a SWOT analysis LOut2 Identify 3 risks in a management plan LOut3 Outline the operation of a budget checklist LOut4 Describe the vision, the mission and the aims of a museum LOut5 Label 4 museum needs LOut6 List 3 institutional (museum) objectives LOut7 Identify 2 business communication processes LOut8 Identify 4 tools of the web 2.0 technology LOut9 Name 4 apps for museums 2. Comprehension level LOut10 Estimate a cost analysis LOut11 Give examples of 2 operating assessment techniques LOut12 Describe the monitoring of a business plan LOut13 Report 5 museum needs LOut14 Infer 5 audience needs in a museum LOut15 Indicate 4 sustainability issues of a museum LOut16 Recognize the value of 2 business communication technologies LOut17 Indicate 2 technologies for presenting the museum LOut18 Indicate 2 technologies for presenting museum collections 3. Application level LOut19 Produce a financial planning and analysis LOut20 Operate a budget checklist for a museum 4. Analysis level LOut21 Determine 3 best marketing communication functions • address and identify essential elements of productor solution value propositions • define the appropriatevalue creation channels • build a detailed SWOTanalysis • generate shortand long term performance reports (e.g. financial, profitability, usage and value creation) • identify main milestones of the plan
  • 16. Design and production of content Multiple forms to be filled by the authors and reviewers 14-Apr-20 www.project-musa.eu 16
  • 17. 14-Apr-20 www.project-musa.eu 17 TB3: Learning Object 1 Learning object title Title of Learning object 2 Learning object code Enter a code for future reference 3 Learning activity code Learning activity code belongs to 4 Learning object description Description of the Learning object (up to 100 words) 5 Language Language for the specific learning object 6 Learning recourse type (IEEE LOM) Definition of the learning recourse type (theory, simulation, experiment, etc.) for the specific learning object 1. Guidelines 2. Presentation 3. Demonstration 4. Lecture 5. Definition-Principle-Law 6. Narrative Text (theory) 7. Analogy 8. Example 9. Activity Case Study Problem Solving Text Composition Question Else (specify) 10. Simulation Interactive Non Interactive 11.Self-Assessment Multiple Choice Questions Open Type Question Problem Statement Else (specify) 12. Experiment 13. Serious Game 14. Exercise Multiple Choice Questions Open Type Question Problem Statement Else (specify) 15. Project 7 Technical type (IEEE LOM) Definition of the technical type (document, video, wiki etc.) for the specific learning object Text Document Hypertext Image Photo Map Graph Image Streaming media Audio Recording Animation Self-running Presentation Webcast Video Application Interactive Software Hypermedia Application Wiki Presentation 8 Workload (Estimated study time) (min) The estimated study time needed for an average learner in minutes 9 Key words Key words (3 to 10) 10 Learning outcomes (LOut) Record the Learning Outcomes for the specific learning object (should be a subset of the learning outcomes defined in the corresponded unit (learning activity)). In case you define more learning outcomes than those defined in the relative unit (learning activity) please update appropriately the relative unit learning outcomes field. 11 Extended learning object description Describe the learning objects in details
  • 18. 14-Apr-20 www.project-musa.eu 18 TB3b: Learning Object (Practical assignments) 1 Learning object (practical assignments) title Title of practical assignments 2 Learning object (practical assignments) code Enter a code for future reference 3 Learning activity (Unit) code Learning activity (Unit) code belongs to 4 Learning object (practical assignments) description Description of the practical assignments (up to 100 words) 5 Language Language for the specific learning object 6 Learning recourse type (IEEE LOM) Definition of the learning recourse type (theory, simulation, experiment, etc.) for the specific learning object (practical assignments) 8. Example 9. Activity Case Study Problem Solving Text Composition Question Else (specify) 15. Project 7 Technical type (IEEE LOM) Definition of the technical type (document, video, wiki etc.) for the specific learning object (practical assignments) Text Document Hypertext 8 Workload (Estimated study time) (min) The estimated study time needed for an average learner in minutes 9 Key words Key words (3 to 10) 10 Learning outcomes (LOut) Record the Learning Outcomes for the specific practical assignments (should be a subset of the learning outcomes defined in the corresponded unit (learning activity)). In case you define more learning outcomes than those defined in the relative unit (learning activity) please update appropriately the relative unit learning outcomes field. 11 Extended practical assignments description Provide the subject; describe the content of the practical assignment and the expected outcomes. Provide learners with 3 to 5 phrases that constitute the axes for this practical assignments or the methodology that they should follow to deal and answer it. 12 Preparatory / Additional material (literature, further readings) Provide preparatory materials, which can take the form of references, literature, additional readings (presentation slides, audio lectures or video lectures etc.) needed to deal with this practical assignments. 13 Answer extension (Words quantity) Expected range of words for the accepted answers 14 Exemplary answer Provide a brief exemplary answer, describing the key points of subjects or sentences a correct answer should include. Also provide any common wrong answer that trainees are expected to give and the feedback comments that should be given by the trainers. Provide any other information necessary for the trainer to support his role and to be able to grade the answer.
  • 19. Content types 14-Apr-20 www.project-musa.eu 19 Learning recoursetype (IEEE LOM) Technical type (IEEE LOM) 1. Guidelines 2. Presentation 3. Demonstration 4. Lecture 5. Definition-Principle-Law 6. Narrative Text (theory) 7. Analogy 8. Example 9. Activity Case Study Problem Solving Text Composition Question Else (specify) 10. Simulation Interactive Non Interactive Text Document Hypertext Image Photo Map Graph Image Streaming media Audio Recording Animation Self-running Presentation Webcast Video Application Interactive Software Hypermedia Application Wiki Presentation - Self - produced material - Open educational resources/ external learning objects
  • 20. Example – reading material 14-Apr-20 www.project-musa.eu 20  Pdfs in EN Presentations without voice over in EN
  • 21. Example - videos 14-Apr-20 www.project-musa.eu 21  Videos in EN  Subtitles in 4 languages (EN, EL, IT, PT)  Downloadable Transcript in 4 languages (EN, EL, IT, PT)
  • 22. Example – presentations 14-Apr-20 www.project-musa.eu 22  Self - running presentations with voice over  Subtitles in 4 languages (EN, EL, IT, PT)  Downloadable Transcript in 4 languages (EN, EL, IT, PT)
  • 29. The specialization courses 14-Apr-20 www.project-musa.eu 29
  • 30. Digital Strategy Manager 14-Apr-20 www.project-musa.eu 30
  • 31. Digital collections curator 14-Apr-20 www.project-musa.eu 31
  • 33. Online Cultural Community Manager 14-Apr-20 www.project-musa.eu 33
  • 34. Piloting the Specialization Course - effort per educational phase 14-Apr-20 www.project-musa.eu 34 Mu.SA Specialization Course Blended Learning A. Blended trainingcourse of24 weeks (6 months), effort of 15h of study / week (total 360h of study)  A1: Online and self-study (288h) (material)  A2: Face-to-face sessions (24h = 6 x 4h) (once a month) (incl.Skype sessions)  A3: Assessment (48h) Work-Based Learning B. Work-based learningof 10 weeks, effort of 20,5h of work in the placement/ week (total 205h) • Project Work Activities in a museum/ cultural organization (200h) • Assessment through reports and final presentation (5h) Additional trainingactivities C. Additional training(f2f) activities for Learners - Trainers -Employers: • A 1-daycourse for trainingthe Learners delivered before startingthe work-based learning • A 2-days seminar for trainingthe Trainers • A 1-daycourse for trainingthe Employers/Museum employees
  • 35. 14-Apr-20 www.project-musa.eu 35 COMPETENCES/ MODULES TYPE R1 (Level) R2 (Level) R3 (Level) R4 (Level) Core material (hours) Practical assignment (roles*hours) TOTAL Hours (max) A.4 – Product / Service Planning e-CF e-3 e-3 e-3 e-3 4 4*2 12 A.6 – Application Design e-CF e-3 4 1*2 6 B.5 – Documentation Production e-CF e-3 e-3 e-3 4 3*2 10 Copyright and licenses DigComp √ √ √ √ 1,5 4*1 5,5 Programming DigComp √ √ √ √ 1,5 4*1 5,5 Solving technical problems DigComp √ √ √ √ 1,5 4*1 5,5 T1.Mentoring / coaching skills 21stCent √ √ √ 3 3*2 9 T2. Analyse and synthesize information 21stCent √ √ √ 3 3*2 9 T4. Networking skills 21stCent √ √ √ √ 3 4*2 11 SUM (competences / hours) 23 22 27 26 355,5
  • 36. Training the trainers, employers and learners  Trainings completed in all 3 countries  Learners were initiated in the WBL environment via the 1st F2F meeting  Museum representatives shared the positive impact the WBL had in their museums as learners expanded their knowledge and competences and contributed to the needs with new ideas 14-Apr-20 www.project-musa.eu 36
  • 37. Delivery of Blended Learning Face-to-Face meetings 1. Learners from distant locations participated virtually 2. Opportunity to meet and cooperate with each other 3. Sharing knowledge, experiences, problematize and debate questions related to collections’ documentation 14-Apr-20 www.project-musa.eu 37
  • 38. Formative and Summative Assessment • Formative: • practical assignments, • forum participation • Tutor Reports provide information on the: • learning outcomes • content • performance • feedback for teaching and learning activities to improve learners’ attainment. • Summative: • assessment quizzes • reports • Final presentation 14-Apr-20 www.project-musa.eu 38
  • 39. Enrolment to the MOOC 14-Apr-20 www.project-musa.eu 39
  • 40. MOOC successful completion 14-Apr-20 www.project-musa.eu 40
  • 41. MOOC trainees assessment 14-Apr-20 www.project-musa.eu 41 56% 95% and 99% 1% 100%
  • 42. Specialization course statistics • Total 114 Signed Agreements with learners: • Italian learners: 46 • Greek learners: 33 • Portuguese learners: 35 • Total 30 dropouts: • Italy: 20 dropouts • Greece: 5 dropouts • Portugal: 5 dropouts 14-Apr-20 www.project-musa.eu 42
  • 43. Evaluation by MOOC trainees 14-Apr-20 www.project-musa.eu 43 Question Very satisfied Moderately satisfied Slightly satisfied Dissatisfied ND 1. Aestheticqualityof graphics 31% 40% 22% 6% 0% 2. Usabilityinbrowsing 39% 39% 17% 4% 0% 3. Organizationof the sectionsandelements 40% 39% 16% 3% 2% 4. Interactionmethodsthroughdifferentcommunication tools(forums,directmessages,emailsetc.) 29% 40% 24% 7% 0% 5. Easinessinaccessingtrainingmaterials 51% 38% 9% 2% 0% 6. Availabilityof trainingmaterials 47% 38% 13% 2% 0%
  • 44. Satisfaction of trainees • Of the total number (1371), 703 responded (51%), expressing the following satisfaction:  Learning environment  626 (89%) - regarding ease of use  598 (85%) - regarding the interaction with the learning content  436 (62%) - regarding support provided for interaction with others  Tutoring  506 (72%) - regarding the general tutoring provided  520 (74%) - regarding the proficiency of tutors  Learning resources and workload  612 (87%) - regarding carefully elaborated learning content  513 (73%) - regarding time available  647 (92%) - regarding personal performance  Training needs  590 (84%) expressed satisfaction 14-Apr-20 www.project-musa.eu 44
  • 45. Tutors’ feedback • The Mu.SA course plays a significant role in strengthening digital skills of museum professionals; • Tutors were more than enthusiastic with the interaction of learners in forums; • Tutors monitored participants from all over the world; • The communication with museum professionals, who shared their experience, case studies and needs in the forums was really appreciated by tutors. 14-Apr-20 www.project-musa.eu 45
  • 46. • Mu.SA has been included in the DigComp User Guide (2018) as one of the 38 existing inspiring practices of DigComp implementations • Mu.SA has been selected as a global practice of particular interest that uses DigComp in a context which has a strong link to the labour market 14-Apr-20 www.project-musa.eu 47 Best Practice
  • 47. www.project-musa.eu This project has beenfunded with support fromthe European Commission. This presentation reflects the views onlyofthe author, and the Commission cannot beheld responsible for any usewhichmay be made ofthe information contained therein. musa@daissy.eap.gr Achilles Kameas, Project coordinator Spiros Borotis, Project Manager – Senior Researcher Christos Pierrakeas, Educational Manager Panagiota Polymeropoulou, Researcher Theodor Panagiotakopoulos, Researcher Kostantinos Giannakopoulos, Researcher Ioannis Kalemis, Technical Ioannis Messalas, Technical Elisabeth Pirounia, Technical Ioanna Marini, Administration @MuseumSectorAlliance #MuseumSectorAlliance Project Number: 575907-EEP-1-2016-1-EL-EPPKA2-SSA DAISSy research group Hellenic Open University, Greece daissy.eap.gr