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ASSESSMENT OF SOCIAL MEDIA SKILLS AMONG VOCATIONAL

TEACHERS IN FINLAND

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Finland, Pori

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Pori unit

Main campus

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CONTENTS OF PRESENTATION

• Background• CASE

– Assessment inquiry (structure and results)– Used social media tools– Results and conclusions

• Projects now and future

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“Process map”

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help

Assessment Inquiry

Planning of theory lessons

Planning of practice lessons; tools and tasks

Before training TrainingAftertraining

Feedback of whole training program

Feedback and experience of theory and practice lessons

Automotive sector training program

Background- Networked cars- Amount of

electricity devices- Educational

change needs- Future inquiry

Social media

Why?

help

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Background• Pori unit

– Moved to blended learning at autumn 2013– A large part of students are studying while working– Focused on engineers to advance to Master of

Science

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Background(Huhtala, Automotive sector’ future inquiry)

Education should be developed:

• E-learning into practice by applying• Networking• Social media management• Finding professional strengths• Personalizing internships

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Background Cars are changing in many sectors:• Software (programming)• Electronic devices (electronics)• Telematics (telecommunications and ICT)• Electric motors• Hybrid cars

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Background

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That why the training project

• As a result of this background, there needed education for vocational teachers to develop of the automotive sector.

• The training project started autumn 2014.• Target: automotive and transport engineering upper

secondary vocational teacher training course

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Before training, Assessment inquiry

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Multi choice questions: Open questions:1) Describe what social

media means for you?

2) What are the risks associated with social media?

3) What social media services you have used in your lessons?

Statistical questions, like age and gender.

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Assessment questionnaire• Why the questionnaire

– Clarify their knowledge of social media– To assess the amount of theory and content– To assess and plan the use of appropriate tools

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Results of inquiryBest five:

1. Video sharing2. Instant messengers3. Networking services4. Document services5. Wiki services

Worst three:6. Bookmark services7. Content

management8. Virtual world services

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Blo g s

M ic r o b lo g s

W ik i

N e t w o r in g

D o c u m e n t s

C o n t e n t c o n t r o l

c o n t e n t c o n t r o l in b u s in e s s

Bo o k m a r k

I n s t a n t m e s s e n g e r

V i r t u a l w o r ld s

p r e s e n t a t io n

P ic t u r e

V id e o - s h a r in g

16

12

19

5

13

38

28

39

4

31

30

28

1

2

1

6

16

8

3

9

2

22

6

5

4

6

11

4

14

2

4

10

15

21

10

9

7

1

4

10

8

7

5

6

3

2

I don't know I use I have tried I have abandoned I know - I don't use

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Conclusion of inquiry• Poor social media skills and knowledge level• Social media theory lessons must be initiated on the

basis• Social media exercises should be the basic stuff and

easy• Negative attitude is challenge

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Training begins…

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Tested social media tools in practice lessons.• WordPress• Wiki in Moodle• Etherpad• WhatsApp• Google apps

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Mindmap

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WordPress• https://www.wordpress.com/• Blog- and www -services

• Training task: Do own blog with wordpress.

• Result: – Not great– Too little time vs. low skill level

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Etherpad• Memo and text editor in network• http://muistio.tieke.fi/

• Training task: In lessons, groups do exercise with Etherpad.

• Result: Everybody used. Threshold to use was small.

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WhatsApp• https://www.whatsapp.com/• Multiplatform instant messaging service: videos, phone

calls, text messages

• Training task: to make WhatsApp group

• Result: – Not successful. – Not suitable smart phones

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Wiki in MOODLE (LMS)• Moodle is learning management system

– http://en.wikipedia.org/wiki/Moodle

• Training task: perform the wiki-task in Moodle.

• Result:– lack of experience of Moodle

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eBook with Google Docs• Google Apps; Docs

• Training task: to use Google Docs service and use it to do ebook

• Result: Exercise managed quite well, but ebook utilization would require a skilled developer.

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Results and conclusion• Beforehand assessment inquiry was important role.

– Planning suitable content to the • theory lessons and • training tasks (appropriate social media tools)

• The lessons were successful, despite the use social media tools were not so great.

• The threshold to use social media tools were reduced during training.

• No negative feedback after training.

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If time…

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KASKU-project• Project is focused on four work packages

1. MOOCs opportunities in degree education2. Local area educational networking and video

production3. Testing new blended learning techniques and

pedagogical ways4. International exchange co-operation

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KASKU3. Testing new blended learning techniques and pedagogical ways.

Examples developing areas this moment:• ECHO 360, classroom/personal recording system• Wirecast, live editing streaming software• Electronic exam room (24/7)• Camtasia, personal recording software (activity

tasks)• Flipped classroom method

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Future: development project for automotive sector• Project application is under developing. Topics are for

example:– Virtual selling– Programming skills– Telematics

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Open compliments!

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