CATEL
Terje Väljataga, Mart Laanpere and Sónia Sousa
(terje.vä[email protected])([email protected])
Tallinn UniversityInstitute of InformaticsCentre for Educational Technology
Cultural Awareness in Vocational Training through E-Learning
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Overview...
Introduction Study general descriprion Participants background Shared opinions and experiences Recommendations Closing remarks
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CATEL projecttwo year (2009-2011) Leonardo TOI project
Aims to… Prepare teacher/trainers and counsellor in vocational training to
meet the training needs of immigrant students which incorporates both traditional and e-learning techniques
This is due by design and implement a two-step study First – examine closer the current mainstream of e-learning trends Second – focus on conducting a survey
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CATEL project
Study purpose… provide a variety of information on
problems, needs and preferences of e-learning users and current e-learning trends.
Challenge here… Find a universal framework for provide a best e-learning training
program in a multi-cultural context The nature of CATEL course which demanded many interactive
activities
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The studytwo different surveys were applied
One for e-learning experts Another for teachers/trainers
Context – vocational training context
The surveys targets where CATEL project partners
Estonia, Turkey, Spain and Germany
Selection criteria For the first group – Respondents’ experience For the second group - a randomly selection
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The study
Survey one (E-learning experts) main aim is to find e-learning expert opinions on:
Challenges; Barriers; and benefits of an e-learning training program.
Survey two (VET teachers/trainers) main aim is to find VET teachers/trainers opinions on:
ICT basic skills, E-learning preferences and priorities; as well as to Identify their e-learning awareness, skills and experience.
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The study
Survey one (E-learning experts) structure Background information E-learning methodology E-learning platform and resources Readiness for e-learning
Survey two (VET teachers/trainers) structure Background information Previous experiences with e-learning technology E-learning methodology E-learning platform and resources
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E-learning experts (background)
Sample of twenty (20) volunteers. Estonia – 7, Germany – 4, Spain – 2; Turkey – 5
Gender Males – 14 and females – 6
Age group [ages between 20 to 30 years old] – 4 participants [ages between 31 to 40 years old] – 7 participants [ages between 41 to 50 years old] – 5 participants [ages over 50 years old] – 4 participants
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Teachers/trainers (background)
55 subjects had participated on this non-expert questionnaire 29 females and 26 males.
Age group [ages between 20 to 30 years old] – 7 participants [ages between 31 to 40 years old] – 15 participants [ages between 41 to 50 years old] – 18 participants [ages over 50 years old] – 19 participants
ICT expertise average to low knowledge Most use a desktop PC, few have handheld computer (PDA). favourite browsers are Internet explorer [33 votes] or Firefox [29 votes].
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Teachers/trainers (background)
Previous e-learning experiences 21 yes and 16 no
Reasons for not participate in e-learning lack of tutor support [12 votes] as well as time consuming [10
votes]
Familiarity with E-learning technology 22 had no experience with VLE (e.g. WebCt, Backboard, Moddle). 20 used at least once web 2.0 tools and services as well as
computer based assessment; forums; audio/video conferencing; and simulation games.
18 had used regularly mobile and wireless devices.
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Shared opinions
Benefits the possibility to reach more learners [12 votes] ability to access their learning activities from anywhere at anytime [40
votes]
Barriers lack of tutor or teacher support/contact [10 votes] and [21 votes]
Preferred program blended program [9 votes] and [25 votes]
Here most, e-learning users stressed that… are looking forward to experience online courses but
attend an online course is not consider their first choice
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Shared opinions
Important components teacher or tutor support [14 votes] and easily download the learning materials and resources [38 votes]
Preferred Learning/teaching activities Learning by doing [13 votes] and [37 votes]
Material need/prefer Electronic documents (such as pdf) [17 votes] and [41 votes]
Personal preference a program that allows them to choose where to study [16 votes]. tailor made e-learning programs that in a way suits their best interests
[35 votes]
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Shared opinions
Communication options and interactions synchronous audio/video communications [12 votes]. face-to-face communications and asynchronous text-based
communications [27 votes].
Preferred e-learning technology games [10 votes]
Useful online assessment tools Immediate feedback tools [16 votes] and [38 votes]
Note: Similar opinions where shared by teachers and trainers at VET schools and e-learning experts
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Shared experiences (E-learning experts)
Main problems Usability and accessibility issues; and inadequate learning/teaching methodologies;
lack of... Course evaluation procedures Student and teacher’s interactions, Student’s and teacher’s feedback.
“lessons learned”… Acquire and provide all needed information about the course Ask for expert advice on most appropriated methodologies Be aware of all implied technical and methodological key issues
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Shared experiences (E-learning experts)
“lessons learned”… Always provide information about the course
before and during it progress, Ask for expert advice on most appropriated methodologies Be aware of all implied technical and methodological key issues
Main issues and advices Provide a e-participative program where students are allowed to
participate in it An effective e-learning course implies
work discipline for studying alone Teachers should provide necessary resources to guide students
throughout their study.
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Shared experiences (E-learning experts)
Plane ahead and carefully course Methodology Tasks time and procedures
Address possible usability and accessibility problems use basic computer tools and programmes. try never split responsibility in the project, especially at an early stage
Don’t try to do everything by yourself, get a good subcontractor
Remember in the “worst case scenario” stop and think… you will make it on time.
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Shared experiences (E-learning experts)
Most important issue in an e-learning program Learning context
If everyone (teacher, institution and students) see advantages on the learning process, it will be consider beneficial
Teacher has an import role in the process, The Role to guide students throughout the learning process
For them to take the maximum advantage from the learning process
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Shared experiences (for teachers)
Remember… the teacher has an important role in the course success
first thing to do is to understand courses learning context
To be able to anticipate course potential interaction threats.
Feedback and interaction is an important feature A teacher should provide and retrieve as much as feedback as possible.
A course is always “tailor made” “never use a document that was prepared for bankers in 2006 to a
group of managers in 2009”
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Shared experiences (for students)
Be familiarised with The learning materials, the learning assignments provided; the work tasks provided;
Participate in work group discussion and activities
Design a work plan and stick to it
When you feel lost don’t be afraid to ask for help
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Recommendations
Keep in mind The context and target group characteristics;
Inform and explains clearly e-learning benefits and drawbacks participants roles and responsibilities;
Provide flexible learning activities At any place or time when and how to learn
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Recommendations
Enable problem/project-based learning learning by doing working on case studies or participating in small group sessions
Combine online with face-to-face activities;
Use synchronous audio/video communications
Give immediate and constant feedback
provide download pdf documents as additional learning materials
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The course3 month training program with 2 complementary phases
E-learning : 6 modules Changes of prespective Identity and diversity Stereotyping Intercultural communication Conflict management Celebrating diversity
Face to Face: 3 sessions Introduction Reflection evaluation
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More information: www.catelproject.net
Thank you
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