11
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