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

Blended and Online education webinar week day 1: MuSa. Combined use of mooc, e learning and workplace learning to support professional development the case of project musa. By Prof. Achilles Kameas, Hellenic Open University, Greece

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

  1. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 20. Example – reading material 14-Apr-20 www.project-musa.eu 20  Pdfs in EN Presentations without voice over in EN
  21. 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. 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)
  23. 23. Mooc.cti.gr 14-Apr-20 www.project-musa.eu 23
  24. 24. The MOOC 14-Apr-20 www.project-musa.eu 24
  25. 25. 14-Apr-20 www.project-musa.eu 25
  26. 26. 14-Apr-20 www.project-musa.eu 26
  27. 27. 14-Apr-20 www.project-musa.eu 27
  28. 28. 14-Apr-20 www.project-musa.eu 28
  29. 29. The specialization courses 14-Apr-20 www.project-musa.eu 29
  30. 30. Digital Strategy Manager 14-Apr-20 www.project-musa.eu 30
  31. 31. Digital collections curator 14-Apr-20 www.project-musa.eu 31
  32. 32. Digital Interactive Experience Developer 14-Apr-20 www.project-musa.eu 32
  33. 33. Online Cultural Community Manager 14-Apr-20 www.project-musa.eu 33
  34. 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. 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. 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. 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. 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. 39. Enrolment to the MOOC 14-Apr-20 www.project-musa.eu 39
  40. 40. MOOC successful completion 14-Apr-20 www.project-musa.eu 40
  41. 41. MOOC trainees assessment 14-Apr-20 www.project-musa.eu 41 56% 95% and 99% 1% 100%
  42. 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. 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. 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. 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. 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. 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

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