European Women Interactive Learning8-9.3.2011 | Budapest - Hungary             BudapestMotivational ICT learning approache...
Presentation Outline•   Scope       p•   Methodology•   Resources•   Key Factors•   Best Practices     est act ces•   Prop...
Scope of the Presentation• Presentation of ICT Tools Best Practices & methodologies, in   order to increase women particip...
Methodology•   Examination of Resources     o Adult Learning     o Women and ICT•   Adult Learning Axis    Adult Learning ...
Research approach on Women & ICT ToolsResources examined & evaluated• Elearning Awards 2010• Insight: Observatory for new ...
Prerequisites for an effective learning approach• Adult Learningg   • Objective: Maximize the positive and minimize the   ...
Factors affecting active participation• The personal and social characteristics of the adult learners        p  (target gr...
ICT involvement & Gender Gap• Women reveal lower percentage on knowledge regarding                         p        g     ...
Thematic field with increased women participation• However, women turn to ICT for specific thematic fields,             , ...
ICT approaches motivating learning• e‐learning platforms           gp   o Comprises all forms of electronically supported ...
Educational digital games• Educational digital games                g g   o Games that have been specifically designed to ...
Mobile Learning•   The exploitation of ubiquitous handheld technologies, together with wireless     and mobile phone netwo...
Learning through Social Computing• Cooperation for a common cause through the use of ICT and       p                      ...
Niche adaptive, personalisation through ICT• Use of online tools personalized to different target group                   ...
Advantages & Disadvantages of ICT approaches• Video in e‐learning courses (Video lectures)                    g         ( ...
Advantages & Disadvantages of ICT approaches• Audio in learning: Audio Books                  g                           ...
Advantages & Disadvantages of ICT approaches• Audio in learning: Podcasts                  g                              ...
Advantages & Disadvantages of ICT approaches• e‐learning courses           g                                 (+)          ...
Advantages & Disadvantages of ICT approaches• mobile learning (m‐learning)                g(          g)                  ...
Advantages & Disadvantages of ICT approaches• Educational Games                                  (+)                      ...
Learning widgets• Learning widgets         g    g                                 (+)                                     ...
Target Group referred through EWIL projectEWIL EWIL       Target Group                        ParametersProject           ...
Best Practices ICTe‐learning platforms• Moodle• MIT Open Courseware• O OpenLearn         L• INTEGRATION ‐ INTErcultural di...
Best Practices ICTm‐learning• mGBL – mobile Game‐Based Learning: perspectives and usage in    learning and career guidance...
Best Practices ICT Educational games • Engage• mGBL – mobile Game‐Based Learning: perspectives and usage in    learning an...
Best Practices ICTOther cases (non specific ICT Tool)• Teaching Science in Art High School of Ampelokipoi (blog with assis...
Course Design                     E‐learning       Digital Educational    Mobile Learning   Social Computing              ...
Type of Course1. Type: Game      yp   1. Duration: 5’      yp2. Type: Course   1. Duration: 30’3 ype Soc a Co put g3. Type...
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Budapest PPT

  1. 1. European Women Interactive Learning8-9.3.2011 | Budapest - Hungary BudapestMotivational ICT learning approachesGeorge StefasG St fProject Manager
  2. 2. Presentation Outline• Scope p• Methodology• Resources• Key Factors• Best Practices est act ces• Proposal
  3. 3. Scope of the Presentation• Presentation of ICT Tools Best Practices & methodologies, in  order to increase women participation in learning and thus  stimulate them to acquire new knowledge and skills, factors  affecting their employability
  4. 4. Methodology• Examination of Resources o Adult Learning o Women and ICT• Adult Learning Axis Adult Learning Axis o Key Factors• Women and ICT o Key Factors• Best Practice Analysis o E‐learning o Digital Educational Games o Mobile Learning o Social Computing Social Computing• SWOT Analysis• Best Practices
  5. 5. Research approach on Women & ICT ToolsResources examined & evaluated• Elearning Awards 2010• Insight: Observatory for new technologies and education• EEuropean Schoolnet S h l• CEDEFOP: European centre for the development of Vocational Training• EU2020: EUs growth strategy for the coming decade EU2020: EU s growth strategy for the coming decade• European e‐Skills Week• Thematic portal: IT Girls• ICT in education ‐ wikibooks• Wikipedia (ICT, education, e‐learning, active participation)• El Elearning E i Europa i f Di t info: Directory of projects f j t• Gender awards• ICT Women Directory EU ICT Women Directory EU• Other websites, books, surveys 
  6. 6. Prerequisites for an effective learning approach• Adult Learningg • Objective: Maximize the positive and minimize the  negative aspects of learning• Instructional Models & Strategies  • Interactive learning: • learner puts together knowledge and skills by connecting with  information and experiences provided by the tutor (One2One) • C ll b ti l Collaborative learning: i • a situation in which two or more people learn or attempt to  learn something together (Many2Many) learn something together (Many2Many)• Prerequisites:  Engagement  Engagement Active Participation
  7. 7. Factors affecting active participation• The personal and social characteristics of the adult learners  p (target group)• Shaping the environment (learning environment)• Interaction with the participants – Role of the tutor  (interactive character – collaboration)• Contribution of educational methodologies and techniques  to active participation (incentives for active participation  through different learning methods) th h diff tl i th d )
  8. 8. ICT involvement & Gender Gap• Women reveal lower percentage on knowledge regarding  p g g g g ICT, mainly because of 2 reasons: o Lack of active role‐models in the ICT field o Influence of the family environment towards ICT• Leading to a Gap between men’s and women’s involvement  in the ICT on aspects of: o Education & training regarding ICT o Job perspectives (business sector, new skills for new jobs,  turn to services)
  9. 9. Thematic field with increased women participation• However, women turn to ICT for specific thematic fields,  , p , such as:  o Culture (Art) 70 o Education (non ICT) 60 50 40 30 62 17 o Health‐related issues 20 10 10 12 21 14 46 27 0 8 20 Blogs / social Networks / online cultural services (art, (art etc) women men women men
  10. 10. ICT approaches motivating learning• e‐learning platforms gp o Comprises all forms of electronically supported learning and  teaching o Th ICT h h The ICT, whether networked or not, serve as specific media to  k d ifi di implement the learning process o Includes: Web‐based learning, computer‐based learning, virtual  g p g classroom opportunities and digital collaboration o Content is delivered via the Internet, intranet/extranet, audio or  video tape, satellite TV, and CD‐ROM video tape satellite TV and CD ROM o Form of: text, image, animation, streaming video and audio o Abbreviations like CBT (Computer‐Based Training), IBT (Internet‐ p g Based Training) or WBT (Web‐Based Training) have been used as  synonyms to e‐learning, wrongly though!!! o Examples: moodle org OpenLearn Claroline net MIT Examples:, OpenLearn,, MIT  OpenCourseWare,
  11. 11. Educational digital games• Educational digital games g g o Games that have been specifically designed to teach people about a  certain subject, expand concepts, reinforce development,  understand an historical event or culture, or assist them in learning a  understand an historical event or culture or assist them in learning a skill as they play o Have a strong purpose other than pure entertainment o Interesting, highly engaging, increased participation (especially to  young people & women) o Require an ICT literacy / fluency Require an ICT literacy / fluency   o Digital educational games combined with mobility (mobile apps) o Examples: COLLAGE Project (Collaborative Learning Platform Using  p j g g Game‐like Enhancements), Engage, games, Kaboose
  12. 12. Mobile Learning• The exploitation of ubiquitous handheld technologies, together with wireless  and mobile phone networks, to facilitate, support, enhance and extend the  reach of teaching and learning• Mobile technologies include mobile phones, smartphones, PDAs, MP3/ MP4  players (e.g. iPODs), handheld gaming devices (e.g. Sony PSP, Nintendo DS),  Ultramobile PCs (UMPCs), mini notebooks or netbooks (e.g. Asus EEE), handheld  GPS or voting devices, and specialist portable technologies used in science labs,  engineering workshops or for environmental or agricultural study i i kh f i l i l l d• Mobile learning involves connectivity for downloading, uploading and/or online  working via wireless networks, mobile phone networks or both, and linking to  institutional systems e.g. virtual learning environments (VLEs) and management  information systems (MIS)• Connected as stated before with educational games• Examples: Bite‐sized Learning Opportunities On Mobiles, Mobile Learning  Network (MoLeNET), etc.
  13. 13. Learning through Social Computing• Cooperation for a common cause through the use of ICT and  p g social computing • Increased participation in areas of interest valorizing the use  of Social ICT• Collaborative learning• Sense of belonging to a group increases engagement and  participation (social factor)• Examples: Bookworm goes online (women workgroup),  Online Conference on information for rural women (women  participation: 80%) participation: 80%)
  14. 14. Niche adaptive, personalisation through ICT• Use of online tools personalized to different target group p g g p• Indicative tools according to respective needs &  preferences:  o Wikipedia, Learning widgets, OpenLearn, MIT OpenCourseWare o Podcasts, blogs, online databases, forums, slideshare, instant  messengers (skype or similar apps) messengers (skype or similar apps) o Online collaboration documents (Google docs, Skydrive, Dropbox),  social networking sites, Youtube, Vimeo, learning widgets, Zotero,  etc.• Examples: moodle modules, Responsive Open Learning  Environments – R l E i t Role
  15. 15. Advantages & Disadvantages of ICT approaches• Video in e‐learning courses (Video lectures) g ( ) (+) (‐) Interesting Technical issues (different formats, size, etc) Direct approach Passive interaction  Engaging  g g g Requires stable internet connection q Asynchronous e‐learning More concentrated knowledge Requires low familiarity with ICT
  16. 16. Advantages & Disadvantages of ICT approaches• Audio in learning: Audio Books g (+) (‐) Less expensive L i Poor & passive interaction skills P & i i t ti kill Higher assimilation Lack of self‐assessment of the learning process,  with the exception of language learning Improvement of listening, speaking &  p g, p g Low collaboration comprehension skills Increased interest Requires high degree of discipline  Mobility Convenience (easier) Increased spatial intelligence Easily accessible
  17. 17. Advantages & Disadvantages of ICT approaches• Audio in learning: Podcasts g (+) (‐) Portability – mobility Passive interaction skills Convenience No image provision Asynchronous learning Asynchronous learning Requires extra time to be properly produced Requires extra time to be properly produced No extensive technical knowledge Low collaboration Always available More attractive than reading Suitable for visually challenged people
  18. 18. Advantages & Disadvantages of ICT approaches• e‐learning courses g (+) (‐) Asynchronous – synchronous learning Self‐discipline Convenience ICT literacy – adaptability  Cost effective Internet access and equipment Increased availability of educational opportunities Lack of interaction – no immediate feedback No commuting Not suitable for all science subjects  (e.g. nursing clinical) Self‐paced knowledge Social isolation  Personalized education material  Synchronized and updated information  Increased collaboration between instructor and  learners Less intimidating – risk free environment Learn while working Ongoing access to resources  Increased retention Easily managed
  19. 19. Advantages & Disadvantages of ICT approaches• mobile learning (m‐learning) g( g) (+) (‐) Portable – mobility  Fragmented learning experience – distractions Immediate application of knowledge  Lack of self‐assessment of the learning process No commuting  Usability (small screens, access to internet  connection) Convenience Expensive Support of rich media (when necessary) Protection & security issues Ease access to expertise (contact) High ICT literacy – adaptability  Interaction  Increased cost & effort for proper educational  material t i l Synchronized & updated information Highly engaging  Quick access to resources
  20. 20. Advantages & Disadvantages of ICT approaches• Educational Games  (+) (‐) Engaging to all ages Social isolation  Promote teamwork & cooperative creative  Can be addictive endeavor Practice problem‐solving skills, creative thinking &  Poor social interaction skills g p g cognitive processing Encourage cooperative & competitive behavior Retain knowledge in favor of finishing the game Increase short & long‐term memory Relaxing Simulation ‐ Preparation for the real world through  situations that are too expensive to reproduce in  classroom
  21. 21. Learning widgets• Learning widgets g g (+) (‐) High degree of personalization Low development thus far  Set and run (set once and then are working  ICT literacy without any additional effort) Easy collaboration (e.g. Zotero) Most are unfamiliar with the widgets or think it is  y g / g only for web usage/ viral marketing Saves time (always and easily accessible) Easily shared Can be C b mobile as well bil ll Engagement 
  22. 22. Target Group referred through EWIL projectEWIL EWIL Target Group ParametersProject  Women Interactive Learning Over 35 Promote active participation Outside formal learning systems Interested in non‐formal learning Employed with family Unemployed with family
  23. 23. Best Practices ICTe‐learning platforms• Moodle• MIT Open Courseware• O OpenLearn L• INTEGRATION ‐ INTErcultural dialoGue foR A multIcultural sOciety iN europe p• Women as EntrepreneursVideo• Online Conference: Information Access for Rural Women• Video lectures.netWidgets in learningWidgets in learning• Responsive Open Learning Environments – Role
  24. 24. Best Practices ICTm‐learning• mGBL – mobile Game‐Based Learning: perspectives and usage in  learning and career guidance topics• Incorporating mobile learning into mainstream education Incorporating mobile learning into mainstream education• Acropolis Museum Guide (mobile application)• MORITZ: Mobile round tour in European textile‐centers (culture) p ( )• European e‐Skills Week (video, podcasts, mobile gaming) • Bite‐sized Learning Opportunities On Mobiles• Mobile Learning Network (MoLeNET)• Cutting IT• ESF Mobile Learning Project ESF Mobile Learning Project• COLLAGE: Collaborative Learning Platform Using Game‐like  Enhancements 
  25. 25. Best Practices ICT Educational games • Engage• mGBL – mobile Game‐Based Learning: perspectives and usage in  learning and career guidance topics learning and career guidance topics• Gaming and Learning Alliance• MobileActive org (social entrepreneurship) g( p p)• e‐Craft Idea Tutor ‐ creative learning environment for craft sector (e‐CIT)• E‐games: Empowering youth work• Rescue La Vallete, an adventure in time
  26. 26. Best Practices ICTOther cases (non specific ICT Tool)• Teaching Science in Art High School of Ampelokipoi (blog with assisting  details on courses) • Bookwork online Bookwork online• Videomakers online• Learning resource exchange for schools g g• Healthy for Life
  27. 27. Course Design E‐learning Digital Educational  Mobile Learning Social Computing GamesComponentsVideo √ X √Audio √ x/?Games ‐ √Podcast √Documents √PresentationsLearning Widgets √ √Instant messenger √programs
  28. 28. Type of Course1. Type: Game  yp 1. Duration: 5’  yp2. Type: Course 1. Duration: 30’3 ype Soc a Co put g3. Type: Social Computing 1. xxxxx
  29. 29. • Thank you for your attention