A15 Learnshop evaluation
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The document describes a learnshop reporting scheme developed to evaluate learnshops, which are workshops that focus on both learning and working. The reporting scheme asks facilitators to: 1) define the worker and learner groups and contexts; 2) analyze and evaluate the preparation, process, and results against objectives; 3) narrate their subjective learning experience; 4) draw conclusions; and 5) identify lessons learned by integrating evaluation and narrative perspectives. For early learnshops, the scheme notes that an experienced supervisor will also provide evaluation after exchanging views with local facilitators, while the main facilitator reports on their learning experience from their first moderation.
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2) Analyzing how well the current task or process meets customer needs and where there is room for improvement.
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The document discusses the implementation phase of the ADDIE instructional design model. [1] It involves developing an implementation plan, training facilitators and learners, and delivering the final instructional product. [2] Key tasks include revising the content for accuracy, pilot testing the course with learners, and preparing stakeholders like instructors, students, and customer support. [3] Issues identified during the pilot test help improve the course before its official launch.
Protocole of fine tuning of e-learning modules
The document provides a protocol for partners to fine-tune online learning modules based on feedback from a pilot training program. It outlines a three-step process:
1) Partners compile feedback from trainees, tutors, and national referents on the modules' content, training structure, and platform usability.
2) Partners identify issues, find solutions if needed, and decide on actions to improve the modules without changing objectives.
3) Partners implement changes while ensuring coherence and quality, and have tutors check the final modified modules. The goal is moderate improvements informed by the pilot that do not alter the overall training program or objectives.
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The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
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The e-porfolio, a tool for the assessment of competence in subjects Computing...
The e-porfolio, a tool for the assessment of competence in subjects Computing...Technological Ecosystems for Enhancing Multiculturality
This document discusses using e-portfolios to assess student competence in Computing Grade 1. It outlines the objectives of using portfolios to promote self-evaluation, planning, writing and other skills. Students completed portfolio activities individually and received feedback from teachers. Analysis found that 75% of students who participated in portfolios passed the first exam, and 100% passed the second exam, suggesting portfolios improved learning outcomes. However, portfolios require more time from both students and teachers than conventional methods.Project based leaning a toolkit for teachers
Project Based Learning presents several challenges for implementation in schools. It requires more time and resources compared to traditional teaching methods. It can also be difficult to assess student learning in open-ended projects. Student groups may also struggle with collaboration, time management, and dividing work evenly. Finally, some teachers may lack training in facilitating open-inquiry student projects.
Planning an online course
This document provides guidance on planning an online course in 5 steps:
1. Understand the audience's needs such as objectives, participants, and outcomes.
2. Use a backward design approach to start with the outcomes and work backwards.
3. Apply a pedagogical model like the 5Es to guide learning design with activities to engage, explore, explain, evaluate and elaborate on concepts.
4. Create a course structure with objectives, topics, assessments and resources.
5. Adopt appropriate delivery formats ranging from self-paced to educator-led to peer activities using videos, readings, assessments and discussions.
Adding employability value to an eportfolio
Many learners find it difficult to develop a good employability portfolio from scratch. It is, therefore, critical to provide learners with a scaffolded learning experience which is structured, easily understood and meaningful. Once this initial experience is provided, learners are enabled to take the next step which is integrating their course-wide and other lifelong learning experiences with prospective employment opportunities. We demonstrate the effectiveness of a scaffolded learning experience in a sport, recreation and event management unit in a university setting, where students are asked to develop their skills and enhance their employability prospects through a final year Industry Practice placement of 100-160 hours. The scaffolding is effective because it enables learners to evaluate their placement experience in the context of learning outcomes associated with their course. As part of their assessment for this unit, students set personal and professional learning outcomes and create an eportfolio, using a range of evidence (e.g. supervisor reference, flyer, Excel database, brochure etc.) which demonstrate their achievement outcomes; and participate in a Showcase where they present their portfolio and a poster of their experiences in interviews with industry judges. The purpose of this workshop is to demonstrate and discuss from both a lecturer and student perspective how the use of a webfolio, which incorporates reflective practice through an activity log and a purpose built workbook template, can manage and showcase student learning experiences, and be used as a wider tool for enhanced employability outcomes.
Elgin Academy PRD Support pack 2
A presentation to help raise PRD profile and support staff who are engaging with the PRD process. Thanks to Guch Dillon from Elgin Academy for sharing
The A.D.D.I.E. of Developing a Strategic Training Roadmap
Whatever size business you run, it is important to remember that learning is an ongoing experience. This applies as much to the upper management of the business as the employees.
It follows that training should also be a part of the company’s day to day business activities. Of course, employees who are motivated and keen to see the business succeed will often take new ideas that they come across during the course of their work, and will sometimes be in a position to make suggestions for improvement that can benefit the company’s bottom line. Check this out !
Tracking and Assessing Vocational Qualifications
- Opus Learning develops online open courses to SQA HND standards for direct students and as a white label service. It provides the learning environment, content, and assessments.
- Tracking student interactions and progress is important for assessment, authentication, and identifying issues. Opus uses its learning platform and embedded tracking in course content to monitor students.
- Managing assessment load is key. Opus integrates assessments across units to reduce workload while maintaining standards. It also applies lessons from MOOCs to control costs through scale and automated assessment where possible.
Orientation Trainer Notes
This document provides an overview and orientation for the Student Learning Objective (SLO) process, which comprises three components: Design, Build, and Review. The orientation module introduces participants to the goals and structure of the SLO process. It explains that SLOs are locally developed student performance objectives designed to provide valid assessments of teacher effectiveness. The module outlines the various phases and components of the SLO process and provides resources for participants, including guidelines, templates, and training materials located online.
CAIeRO: Practical Tools for Course Design
The document provides an agenda and information about a CAIeRO course design retreat. The retreat will cover topics like setting learning outcomes, storyboarding, and action planning. CAIeRO stands for "Creating Aligned Interactive Educational Resource Opportunities" and is a course design toolkit. The toolkit includes tools like a module blueprint to define the mission and approach, storyboarding to plan learning activities, prototyping activities, and reviewing and reflecting on the design. The retreat aims to help participants design learner-focused, collaborative, and flexible courses using the CAIeRO toolkit and principles.
M2-Building-SLOs-13NOV13
The document provides guidance for trainers on building Student Learning Objectives (SLOs). It discusses reviewing previously completed templates from the design phase, including the goal statement, targeted standards, and blueprint. Trainers should explain how to complete the SLO Process Template by developing performance indicators and measures aligned to selected content standards to assess student mastery. Models and definitions are available to support template completion during this building phase of the SLO process.
ADDIE- An Instructional Systems Design Model
In this presentation, we will use ADDIE as a guide to discuss the life-cycle of an e-learning project, with special focus on the tasks involved in each phase.
Pk ld kostelec_rev
The document discusses tools to support participative development and evaluation of workplace learning in Germany. It outlines tools like self-assessment of competences, developing working and learning tasks (WLTs), and personal learning plans. An example WLT from a steelworks aims to improve safety. The SEVALAG tool is presented for evaluating WLTs. In conclusions, the tools are meant to give insights into learning and optimize WLTs, linking self-assessment, tasks, and plans to support quality development among teachers and trainers.
Crafting the Curriculum_Lesson 3_Curriculum Mapping_ ERNELUZ FIEDACAN.pptx
Curriculum mapping is a process that involves aligning lessons, outcomes, and assessments to provide a clear path for student learning. It ensures consistency between teachers in what is taught and allows teachers to see how concepts connect across grades. There are five key benefits: 1) It provides an organized progression of learning; 2) Ensures alignment to standards; 3) Facilitates communication between teachers; 4) Allows teachers to track student progress; and 5) Serves as a reflective tool to improve instruction. The mapping process involves creating a matrix with timelines, outcomes, content, resources, teaching methods, and assessments. Completed maps are shared with teachers for feedback and refinement.
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The document summarizes the results of Work Package 1 (WP1) of a European media literacy project. WP1 involved:
1) Reviewing existing media literacy learning programs for adults across Europe and identifying needs through desk and field research. Over 200 surveys were collected from stakeholders in 7 countries.
2) The desk research found 238 programs across countries, most being informal (68%). The most common topics were web design, graphics, and photo/video editing.
3) The field research identified a need for basic to intermediate level programs targeting various groups. Respondents wanted training in skills like content creation and editing, and knowledge around content production and digital systems.
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Information and guidance to act
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employability toolkit “Key Competencies
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The document describes the pilot training for an intergenerational learning project called eScouts. The project aims to develop digital skills in elderly adults through training led by youth volunteers.
The pilot training involves two modules: Module 2 trains facilitators to prepare youth volunteers to teach digital skills to seniors. Module 3 involves the youth volunteers conducting digital skills training for 70 senior adults each in their home countries.
The document provides details on the learning program design, activities, and timeline for Modules 2 and 3 of the youth training pilot. It explains how a common framework was developed and then adapted by each partner country to their local needs and context.
Training eFacilitators
The document summarizes a training workshop for facilitators of an intergenerational learning project. It provides details of the:
- 2-day workshop held in Barcelona for 12 facilitators from partner countries
- Training content which included the project methodology, roles of facilitators, guidelines for working ethically with youth and older adults, and use of an online platform
- Activities during the workshop such as presentations from project partners and interactive exercises to help facilitators learn how to plan and deliver training modules
- Materials provided to facilitators on topics like facilitation skills, working with youth and older adults, and examples of training documents
Context Analysis Facilitators
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Methodological frameworks harmonisation
This document discusses harmonizing the methodological frameworks of Community Service Learning (CSL) and Participatory and Appreciative Action and Reflection (PAAR). It identifies key elements of each such as pillars, aims, values and processes. There are both similarities and differences between CSL and PAAR. The document proposes ways to harmonize the two approaches by taking advantages of their shared aspects like empowerment, participation and appreciation, while addressing potential divergences like CSL starting from predefined problems versus PAAR starting by identifying strengths. The goal is to develop a common methodological framework called Intergenerational Learning in Blended Environments and Spaces (ILBES) that combines the best of CSL and PA
Practical guideline transculturation of modules
This document provides guidelines for partners participating in the RAISE4e-Inclusion project to transculturate learning modules from the original VET4e-Inclusion project into their own national contexts. It outlines the objectives of the transculturation process, lessons learned from the previous project, guidelines for organizing human resources and the work, and a proposed calendar for completing the transculturation of 2 modules per partner over a 3 month period with bi-monthly check-ins. The document aims to support partners in both adapting content for their language and context, and building the modules on their national Moodle platforms to be ready for testing with target groups.
Context Analysis - comparative report
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Latvia and Spain.
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A comprehensive study of the e-facilitator’ profiles, working conditions and training needs on a sample of 837 e-facilitators coming from the four countries (Bulgaria, Spain, Italy and France).
Context Analysis, initial Research
PAAS facilitators
TRIO online training system: it provides free online courses and training paths to citizens. The
system is accessible through PAAS centres and other eLearning poles. It relies on online tutors to
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D13 Pen Portrait
Pen portraits are used to define a target audience by imagining a specific person and considering details like their name, beliefs, where they live, work, and learn, as well as their needs, ambitions, pleasures, and pains. Creating a pen portrait helps ensure communications are tailored to the individual or group by allowing the author to speak directly to the imagined person. Key details to consider include demographic information, peer groups, and psychological factors like what drives and motivates the individual. The goal is to empathize with the target audience and serve their needs in a way they will find most helpful.
D12 Six thinking hats
1) The Six Thinking Hats strategy is a tool used to lead difficult meetings to successful conclusions by activating different thinking capacities in people that are normally not used.
2) It was developed by Edward de Bono and involves participants temporarily taking on different thinking perspectives ("hats") on a topic, such as critical, positive, or neutral perspectives.
3) Only two rules are followed: participants must respect the perspective of the hat they are wearing and respect other perspectives while staying in their assigned role.
D11 Case consultation
The document describes case consultation with colleagues (3C), a process where colleagues act as coaches to help solve a case provider's problem. It involves six main steps: 1) the case provider presents the problem, 2) the coaches analyze and hypothesize, 3) a key hypothesis is focused on, 4) solutions are developed, 5) solutions are assessed and the preferred one is chosen, and 6) the process is reflected on. Roles include the case provider, coaches, moderator, optional writer and process supervisor. The method is useful for overcoming conflicts, accompanying complex projects, strengthening problem-solving and reflection skills, and building trust between colleagues.
D09 Force field analysis
A force field analysis is a tool developed by Kurt Lewin to analyze the driving and restraining forces affecting a given situation. It involves identifying the key supporters and opponents of the current situation or of a desired future situation. These forces are plotted on a graph, with their intensity indicated. The analysis is then used to develop policies to strengthen supporting forces and weaken opposing forces, with the goal of influencing the balance towards the desired outcome. The tool is easy to use through a structured brainstorming process followed by action planning. It can be combined with other tools like stakeholder analysis and PEST analysis.
D07 PEST
The document discusses a PEST analysis tool for analyzing the political, economic, socio-cultural, and technological environment relevant to a project or strategy. A PEST analysis involves visualizing the four factors and brainstorming aspects to consider under each one. It outlines four steps: collecting contributions under each factor, structuring them, ranking importance, and drawing conclusions. While PEST is a common framework, the document notes some variants use additional factors like legal or environmental. It provides examples of questions to consider under each standard PEST factor when analyzing suitability of economic activities in a foreign country.
D02 Stakeholder
This document discusses stakeholder analysis and identifies five types of stakeholders for any organization: investors, customers, workforce, partners, and the societal and natural environment. It describes a process for analyzing stakeholders that involves identifying specific stakeholders, ranking them by importance, determining their expectations, and assessing how well the organization meets those expectations. The overall goal of the analysis is to satisfy stakeholders' needs.
C06 Gantt
A Gantt chart is a tool used for planning and controlling the time required for tasks in a project. It displays work breakdown structure and timelines for tasks and milestones in a bar chart format. The document provides an example of a detailed Gantt chart for a project with 10 work packages and milestones scheduled over 24 months. It includes bars charting the timing of each task within each work package down to low levels of detail.
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A15 Learnshop evaluation
- 1. Tool A15Learnshop evaluation Annex: learnshop reporting scheme Learnshops are workshops for learning or learning events for work- ing. Due to this double determination evaluating them should con- sider both the learning and working process as well as the learning and working results. Also the context conditions should be analysed for both parts when briefing for the learnshop and debriefing after the learnshop. Therefore we have developed a special learnshop reporting scheme. Facilitators and/or organisers of a learnshop are asked Download the learn- shop reporting scheme (Annex to Tool A15) from the project’s Moodle platform acces- sible via www.smeactor.eu Target groups and rough context information of workers and learners in the learnshop Self-evaluation of moderator/ facilitator in terms of working (achievements) and learning (narra- tion) • to define their workers and learner groups with their respective contexts, • to analyse and evaluate soberly the preparation, the process and the results against their own established aims in methodical as well as in performance terms, • and to narrate their subjective learning experience, • to draw conclusions on the evaluative and on the narrative side, • finally, integrating both aspects, to formulate lessons learned. Basic framework data Country Region/town 2nd tier facilitators SME representatives Sector or subsector Sector or subsector Target group Target group Sector or subsector Sector or subsector Target group Target group Learnshop 1 fill in date & place Learnshop 1 fill in date & place Learnshop 2 fill in date & place Learnshop 2 fill in date & place Learnshop 3 fill in date & place Learnshop 3 fill in date & place Learnshop 4 fill in date & place Learnshop 4 fill in date & place Learnshop 5 fill in date & place Learnshop 5 fill in date & place Learnshop 6 fill in date & place Learnshop 6 fill in date & place Learnshop 7 fill in date & place Learnshop 7 fill in date & place Learnshop 8 fill in date & place Learnshop 8 fill in date & place Learnshop 9 fill in date & place Learnshop 9 fill in date & place Learnshop 10 fill in date & place Learnshop 10 fill in date & place Learnshop reporting scheme for fieldbook Learnshop 2: date and place Narration (Self-) Evaluation Preparation Briefing and preparation Aims in terms of contents Achievements in terms of contents Aims in terms of methods Telling the learnshop experience Achievements in terms of methods Personal conclusions Debriefing Lessons learned 22.12.2008, 16:11:16
- 2. 2/2 The learnshop reporting scheme (annex) has been developed for the SME ACTor project’s own working and learning evaluation; working in terms of drawing experiences from these records for the book to be published as well as learning in terms of drawing conclusions for im- proving the methodical and didactical preparation of such learn- shops. During the project, in most cases an experienced moderator and facilitator participated in the first learnshops as a supervisor and monitor accompanying and observing the process as an external eye. Therefore, for learnshop 1 the reporting scheme notes that a super- visor provides the first evaluation, certainly after an exchange of views with the local moderators and facilitators, while the learning experience is to be told by the moderator who just had his or her first moderating experience. Learnshop 1: date and place Narration Evaluation by supervisor Preparation Briefing and preparation Aims in terms of contents Achievements in terms of contents Aims in terms of methods Telling the learnshop experience Achievements in terms of methods Personal conclusions Debriefing Lessons learned Learnshop 1: evaluation by supervisor