1 ttnet elearning project training of teachers & trainers: innovative practices, skills and...

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TTNet eLearning TTNet eLearning ProjectProject

Training of Teachers & Trainers:

Innovative Practices, Skills and Competencies in the field of eLearning

Dr David Gray, Malcolm Ryan, Arnaud Coulon

22

What is innovative practice?What is innovative practice?

Initiatives, projects and activities that have a tangible impact on improving trainers and/or teachers’ skills, professionalisation and working environment; and proven to be sustainable in their social, pedagogical and organisational components and/or through lasting changes in policy and decision-making.

33

Project objectivesProject objectives

Identify examples of innovative practice for the training of trainers/teachers with specific reference to eLearning

Identify and describe the activities, competencies and roles involved in innovative practices

44

The evolution of e-learningThe evolution of e-learning

1970s1980s

E-learningTransmitted knowledge

DiscussionNegotiatedknowledge

1990sNow

Harvested knowledge

PagesSites

ArchivesPortals

Databases

Next?

55

Overview of processOverview of process

TCsNLs TCs NLsTCs

Case Study templates &

tools

Select case

studies

Data

Data

Data

Data

Integrate Report

66

Overview of achievementsOverview of achievements

Set of data gathering/analysis tools Variety of cases that illustrate diverse

approaches to use of eLearning in the training of trainers

Transnational perspectives on above Identified a range of issues related to

using eLearning Identified examples of innovative

practice in the training of trainers Piloted a new way of working within

TTNet

77

Diverse learning strategiesDiverse learning strategies

Learning strategy Total

Virtual classroom 4

Tele-teaching 2

Blended learning 10

Collaborative learning 3

Supported self-learning 3

Others 0

No data 3

TOTAL 25

88

Impact on practiceImpact on practice

T

S S S

SSS

T

S

S

S

S

S

S

Didactic Facilitative

99

Diverse approachesDiverse approaches

From didactic delivery

to..

KM system of products & practice

Video simulations

Asynchronous discussions

End-users designing web sites

Virtual community of practice

1010

Diversity of scaleDiversity of scale

Scale Total

50 11

50-99 2

100-500 0

500 11

No data 1

TOTAL 25

1111

Competencies & project teamsCompetencies & project teams

Project manager

System Instructional designer

Product Instructional designer

Learning Administrator

Tutors

Writers

Assembly Line

LARGE

Inte

gra

ted P

roje

ct t

eam

Integrated Project Team

SMALL

Desi

gn t

eam

1212

Competencies & developmentCompetencies & development

TeachersProfessional designersExternal designersSystem engineers

Multi-disciplinary

ClassroomPaper-basedComputer (HCI)

Evaluation

Traditional teaching skillseTutoring skillsLearner administration

TNA

Instructional Design

Development

Delivery

Evaluation

Traditional

TNA

E-learning

1313

Issues & challengesIssues & challenges

PedagogicPedagogic

modelsmodelsProjectProject

managementmanagementeTutoringeTutoringCostsCostsDevelopmentDevelopment

timetimeTransferabilityTransferabilityCulturalCultural

changechange

1414

Recommendations: PractitionersRecommendations: Practitioners

Determine own eLearning strategy

Have a clear rationale for employing eLearning

Adopt a participative approach Make platforms ‘human friendly’ Determine performance indicators

1515

Recommendations: Recommendations: National Policy makersNational Policy makers

Identify clear add-on value of eLearning, if any

Encourage use of learner-centred learning models

Develop policies/strategies for improving ICT skills of end-users

1616

Recommendations:Recommendations:EU policy makersEU policy makers

Establish and promote coherent set of European e-tutoring competency standards/qualifications

Encourage diversity in projects Continue to promote sharing of best

practice Require a clear business case from all

potential eLearning project developers

1717

DiscussionDiscussion