erasmus plus 2015 sector skills alliances · 2018-09-21 · erasmus plus 2015 sector skills...

ERASMUSPLUS2015SECTORSKILLSALLIANCES

AGREEMENTNo.2015–3212/001–001

PROJECTNo.562634-EPP-1-2015-IT-EPPKA2-SSA

DeliverableNumber: M.6.3

TitleofDeliverable: Overall evaluation report about pilots’implementation

WPrelatedtotheDeliverable: 6

DisseminationLevel:(PU/PP/RE/CO)*:

NatureoftheDeliverable:(R/P/D/O)**:

ActualDateofDeliverytotheCEC:

PARTNERresponsiblefortheDeliverable: UVa-Edu

WPstartingmonth M20

WPendingmonth M30

PartnerContributor(s): UVa-Edu

PartnerReviewer(s):

*DisseminationLevel:

PU=Public

CO=Confidential,onlyformembersoftheAlliance(includingCommissionServices).

PP=Restrictedtoexternalsubjectsinconfidentialmode(includingCommissionServices)

RE=RestrictedtoagroupspecifiedbytheAlliance(includingCommissionServices).

**NatureofDeliverables:

R=Report

P=Prototype

D=Demonstrator

O=Other

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562634-EPP-1-2015-IT-EPPKA2-SSA CARESSProject 2of65

1 ABSTRACT:ThisreportdelvesintotheevaluationoftheCARESSpilotscarriedoutinFinland,ItalyandSpainbetweenDecember2017andMarch2018.Thisevaluationisintendedtoassessthequalityandtheefficacyofthethreemain dimensions of the CARESS pilots (face-to-face, e-learning and CARESS VCP). Thismilestoneexplains the methodology that has been followed for the evaluation (guided by the EREM evaluationframework),describestheauthenticlearningscenarioswithinthepilots,anddiscussesfindingsthatcameoutduringtheanalysisofthedataobtainedduringtherealizationofthepilots.Finally,thereportwrapsuptheglobalconclusionsoftheevaluation.

2 KEYWORDS:Evaluation,CARESSpilots,formalnonformalandinformallearning

3 LISTOFBENEFICIARIES(PP-RE)/PARTICIPANTS(PU-CO)***

Ben.No. BeneficiaryName ShortName Country

1 Si4Life–ScienzaeImpresaInsiemeperMigliorarelaQualitàdellaVitas.c.r.l.

Si4Life Italy

2 RegioneLiguria LiguriaRegion Italy

3 GGallerys.r.l. GGallery Italy

4 I.T.C.“VittorioEmanueleII-Ruffini” VE-II Italy

5 AGE-Platform AGE Belgium

6 OMNIA OMNIA Finland

7 FinnishNationalBoardofEducation FNBE Finland

8 Super SUPER Finland

9 AyuntamientodeValladolid AYTO Spain

10 UniversidaddeValladolid UVA Spain

11 SociedaddeGeriatríayGerontologíadeCastillayLeón SGGCYL Spain

12

13

14

15

16

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***ListofBeneficiaries

IncaseofdisseminationlevelPUorCOpleaseindicateallthepartnersinvolvedinthisDeliverable.

IncaseofdisseminationlevelPPpleaseindicatethenamesoftheothersubjecttowhomthedeliverableisdevoted

IncaseofdisseminationlevelREpleaseindicatetherestrictedgroupofpartners.

4 VERSIONHISTORYandAUTHORS

VERSION PRIMARYAUTHOR VERSIONDESCRIPTION DATECOMPLETED

1 SaraVillagrá-SobrinoEstefaníaArribas-Leal

V1-Draft 15/03/2018

1 JenniNumistroOMNIA CommentsV1-Draft 5/04/2018


V2-Draft 26/04/2018


Finalversion 30/04/2018

SECTION AUTHORS PARTNERTYPE NAMEOFPARTNER

3.2.5 FrancescaFerrando GGALLERY

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5 TableofContents1 ABSTRACT:................................................................................................................................................2

2 KEYWORDS:..............................................................................................................................................2

3 LISTOFBENEFICIARIES(PP-RE)/PARTICIPANTS(PU-CO)***....................................................................2

4 VERSIONHISTORYandAUTHORS.............................................................................................................3

5 TableofContents.....................................................................................................................................4

1 INTRODUCTION........................................................................................................................................7

2 EVALUATIONMETHODOLOGY.................................................................................................................7

2.1 EVALUATIONFRAMEWORK...............................................................................................................7

2.2 DATASOURCESANDEVALUATIONGOALS........................................................................................7

2.3 EVALUATIONCONTEXT...................................................................................................................12

2.3.1 DeviationsfromtheEvaluationPlandescribedinD.6.2..........................................................13

2.3.2 Finlandpilot..............................................................................................................................14

2.3.3 Spanishpilot.............................................................................................................................15

2.3.4 ItalianPilot...............................................................................................................................15

3 FINDINGSANDEVIDENCE.......................................................................................................................16

3.1 Topic1:InstructionaldesignoftheVETcourses.............................................................................18

3.1.1 Results:Italy,SpainandFinland...............................................................................................18

3.2 Topic2:Participationandstudents’performance..........................................................................27

3.2.1 Italy...........................................................................................................................................27

3.2.2 Spain.........................................................................................................................................29

3.2.3 Finland......................................................................................................................................31

3.3 Topic3:Teacher’scompetencesandskills......................................................................................32

3.3.1 Italy...........................................................................................................................................32

3.3.2 Spain.........................................................................................................................................35

3.3.3 Finland......................................................................................................................................37

3.4 Topic4:Qualityandusefulnessoftrainingmaterials.....................................................................38

3.4.1 Italy,SpainandFinland............................................................................................................38

3.5 T5:NonformalandinformallearningthroughCARESSe-learningplatformandVCP....................42

3.5.1 Results:Italy,SpainandFinland...............................................................................................45

3.6 WrappinguptheCARESSpilots’evaluation....................................................................................52

4 ANNEXES................................................................................................................................................53

4.1 Annex1.PILOTDESCRIPTIONTRACKINGTOOL...............................................................................53

4.2 Annex2.STUDENTLEARNINGPACTTEMPLATE..............................................................................54

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4.3 Annex3.TAMQUESTIONNAIREVCP...............................................................................................61

TABLES

Table1NumberofinformantsanddatagatheringtechniquesintheFinnishpilot.....................................15

Table2NumberofinformantsanddatagatheringtechniquesintheSpanishpilot....................................15

Table3.NumberofinformantsanddatagatheringtechniquesintheItalianpilot....................................16

Table4.Datasourcesandlabelsusedtoquotethemalongthetext..........................................................17

Table5Teachers’initialquestionnaire(FIN,SP,IT)......................................................................................23

Table6Resultsstudents’initialquestionnaire.Finland(FN),Italy(IT)andSpain(SP).................................26

Table7Students’initialquestionnaire.........................................................................................................28

Table8Students’finalquestionnaire(SP)....................................................................................................31

Table9Students’finalquestionnaire(FIN)..................................................................................................32

Table10Teachers’finalquestionnaire(IT)...................................................................................................34

Table11.Teachers’finalquestionnaire(SP).................................................................................................36

Table12Students’finalquestionnaire.........................................................................................................37

Table13.Teachers’questionnaire:Satisfactionandimpactofthelearningmaterials.ResultsfromFinland,SpainandItaly.......................................................................................................................................42

Table14Students’satisfactionandexperienceCARESSintegratedplatform..............................................49

FIGURES

Figure1.Graphicalrepresentation.CARESSPilots’evaluation......................................................................8

Figure2Graphicalrepresentationoftheresearchquestions,issue,topicandinformativequestionsusedduringtheevaluationofthequalityandefficacyofCARESSpilots........................................................9

Figure3.GraphicrepresentationofthedatagatheringandanalysistechniquesflowduringtheevaluationofCARESSpilots....................................................................................................................................12

Figure4.Informantsanddatasources.Pilots’evaluation............................................................................18

Figure5DesigningacompensativelearningmoduleusingtheILDE............................................................19

Figure6.ResultsFinland,SpainandItaly.Teachers’questionnaireevaluatingthelearningmaterials.......39

Figure7.ResultsFinland, ItalyandSpainStudents’assessing the learningmaterialsused in the face-to-facesessions.........................................................................................................................................40

Figure8ResultsFinland,ItalyandSpain.Students’questionnaireevaluatingthee-learningmaterials.....41

Figure9.ScreenshotCARESSintegratedplatform.Thematic/Transnationalgroupdiscussion.Finland,ItalyandSpain..............................................................................................................................................43

Figure10.Participants’age..........................................................................................................................45

Figure11Educationalbackground...............................................................................................................45

Figure12Educationalbackground...............................................................................................................46

Figure13.Knowledgequality.......................................................................................................................47

Figure14ServiceQuality..............................................................................................................................47

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Figure15.Perceivedusefulness....................................................................................................................48

Figure16.Perceivedeaseofuse..................................................................................................................48

Figure17.Satisfaction...................................................................................................................................49

Figure18.Knowledgeandsharingbehaviour...............................................................................................50

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1 INTRODUCTIONThepurposeofthisdocumentistoshowtheevidencegatheredfrompilots’designandenactmentwithinthethreemaindimensionsoftheCARESSpilots(facetoface,e-learning,andVCP)carriedoutinFinland,ItalyandSpain,with theaimofassessing theirqualityandefficacy.Likewise,theanalysiscarriedout isframedwithin the Responsive EvaluationModel approach (Jorrín Abellán, 2009; Stake, 2006),which isdescribedindepthinD.6.2.

This report is structured as follows. Section 2 provides a general description of the evaluationmethodology, the data sources, the participants and the data collection techniques used within theevaluationprocessaccordingtotheevaluationtimelinedescribedinD6.2.Itisworthnoticingthatinourcase, the factors that impact the research question were expected to emerge and evolve during theprocess,asaconsequenceoftheknowledgegainedbytheresearchersthroughouttheevaluationofthepilots. Thus, the different nature of the phenomena under study, led us to introduce some deviationsthroughout the evaluation process according to it was initially described in the deliverable 6.2. In thissection,wealsoexplainedthenatureofthesedeviations.

Given theevaluative tension“Can trainingcoursesbasedoncompetencesandactivemethodologiesbehelpfultoimprovenurses/OSS/practicalnursesclinicalpracticeandtransversalskillsinelderlyhomecare?section3willbedevotedtopresenttheevaluationresults,accordingtotheindicatorsdefinedinD.6.2.

2 EVALUATIONMETHODOLOGY

2.1 EVALUATIONFRAMEWORKDue to the intrinsic difficulty of the evaluation itself and the complexity of the training healthcarescenarios, it isconvenient tousea theoretical framework toguide thecollectionofevaluationdata, itsanalysis,anditsinterpretation.Specifically,wehavefollowedtheresponsiveevaluationframeworkEREM(Jorrín-Abellán,2009).Themodelisorientedmoretotheactivity,theuniquenessandthepluralityoftheevaluand. Itsdesign isslowlydeveloped,withcontinuingadaptationofevaluationgoal-settinganddatagatheringwhilethepeopleresponsiblefortheevaluationbecomeacquaintedwiththeevaluandanditscontext(Prieto-Santos,2013). Inthisapproach, Issuesaresuggestedas“conceptualorganizers”fortheevaluation study, rather thanhypothesesorobjectives. Issues are ideas about theevaluated thathavetension or potential tension. Stories and/or data included in the evaluation report address the issuesdefined for the evaluation, providing pathways to reach a deep understanding of the studied reality.Moreover, this responsive evaluation approach acts a boundary object (Stake, 2009), determining amodelbothplasticenoughtoadapttolocalneedsandconstraintsoftheseveralstakeholdersemployingthemandrobustenoughtomaintainacommonidentityacrossdifferenthealthcaretrainingcoursesandinnovationstobeevaluated.

2.2 DATASOURCESANDEVALUATIONGOALS

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This evaluationhas a threefoldevaluand that includes: thequality andefficacyofpresence courses in-home care, the CARESS e-learning platformand the acceptability andusefulness of the CARESSVirtualCommunityofPracticetosupportteachersduringtheenactmentoflearningpathwaysinVETscenarios.Figure1illustratesagraphicalrepresentationoftheEREMframeworkappliedtotheevaluationprocessofCARESSpilotswithintheproject.

Figure1.Graphicalrepresentation.CARESSPilots’evaluation

Aroundtheevaluandconcept,theframeworkstructurestheevaluationdesignintothreedifferentfacets:

1. Perspective(whytheevaluandisevaluated),coveringthemaingoalpursuedandothersignificantaspects;

2. Ground(wheretheevaluandisevaluated),gatheringtheinformationaboutthecontextandtheparticipants;and

3. Method (how the evaluand is evaluated), indicating the data gathering techniques and thedocumentsthatsupporttheconclusions.

Thus,theevaluationtriestoexploreanevaluativetension(orIssueinEREMterminology)definedas“Can training courses based on competences and active methodologies be helpful to improvenurses/OSS/practical nurses clinical practice and transversal skills in elderly care? This issue canbeexploredthroughinformativequestionsgroupedintoseveraltopics(seeFigure2),bothdefinedbyusatthestartoftheevaluation,butalsoemergentwhilegatheringandanalyzingdatainaprogressivein-focus(Stake,2010).

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Figure2Graphicalrepresentationoftheresearchquestions,issue,topicandinformativequestionsusedduringtheevaluationofthequalityandefficacyofCARESSpilots.

Thesetopicscanbeexemplifiedbythefollowingaspects:

Topic1-T1:InstructionaldesignoftheVETcourses:exploreswhetherthecoursedesignsacrosscountrieswereabletosuccessfullyfulfilltheEQAVETindicators.

Topic 2-T2: Participation and students’ performance: explores how was the students’ performanceduringthecourseswithincountries,aswellastheirsatisfactioninordertoovercometheirlearninggapsinelderlyhomecarecontext.

Topic3-T3:Teacher’scompetencesandskills:exploresthewaypilotteachersacrosscountriesperformedthecourses,identifyingemergingdifficulties.

Topic 4-T4:Quality and usefulness of trainingmaterials: explorewhether both teachers and studentsperceivedtheusefulnessoflearningmaterials,identifyingsomepotentialstrengthsandlimitations.

Topic 5-T5: Nonformal and informal learning through CARESS e-learning platform and VCP: exploreshowwas the students’ performance and satisfaction through the CARESS e-learning platform and thevirtualcommunityofpractice,aswellastheeffectivenessofCARESSVCPforcompetencerecognition.

Eachofthosetopicsisinturninformedbyseveralinformativequestionsthattrytoprobeforinformation.This conceptual organization of the data from the evaluation is adapted from Huberman & Miles’santicipateddatareductionprocedure(typicalinqualitativedataanalysis)(Miles&Huberman,1994).AsitcanbeseeninTable1,eachtopicisexploredwithanumberofinformativequestions,whicharefinallymappedtodatagatheringtechniques.

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Table1TopicsandinformativequestionsCARESSpilotsevaluation

T1:InstructionaldesignoftheVETcourses

IQ1.1:DoestheCARESSframeworkhelptoidentifytheknowledge,skills,andcompetencestoreach?

IQ1.2.Doesthechosenmethodologyusesavarietyofappropriatemechanisms(e.g.,contentmodules,linkstoexternalresources,and/ormultimedia,etc.)andtakesintoaccountthestudent’sdiversity?

IQ1.3. Is the content presented using a variety of appropriatemechanisms (contentmodules, links toexternalresources,and/ormultimedia,etc.)?

IQ1.4.Isthecontentsequencedandstructuredinalogicalmanner,whichenableslearnerstoachievethestatedgoals?

IQ1.5.Isthepurposeoflearningactivitiesclearlypresented?

IQ1.6:Aretechnologiesusedcreativelyinwaysthattranscendtraditional,teacher-centredinstruction?

IQ1.7.Havethe ILDEtemplateshelpedmebetterdesigntheteaching lessonsaccordingtothe learningoutcomes, having inmind the goals, knowledge, aswell as the skills and competences that should beacquiredbythestudents?

T2:Participationandstudentsperformance

IQ2.1.Arethecourseactivitieswellorganizeandallowinteractiveparticipation?

IQ2.2.Doesthecourseactivitiesenhancestudents’knowledgeregardingjobopportunitiesinhome-care?

IQ2.3.Doesthemethodologychosentakeintoaccountthestudents’diversityandpossibledifficultiestobesolved?

IQ2.4.Dothestudentsfeelitwouldbeusefultoincorporatethenewknowledge,skillsandcompetenceslearnedintheirfuture/currentjobpractice?

IQ2.5.Arethestudentspleasewiththelearningmaterialsandlearningmethodologyprovidedduringthecourse?

T3.Teacher’scompetencesandskills

IQ3.1.Aretheteachersmotivated?

IQ3.2: What are the biggest difficulties the teachers face regarding the design and courseimplementation?

IQ3.3:Dotheteachershaveanadequateknowledgeoftheskillgaps?

IQ3.4:Arethelessonsandactivitiesplannedwellprepared?

IQ3.5:Dotheteachershaveenoughtimefordevelopingallthelearningcontentsofthecourse?

IQ3.6:Whataretheteachers’thoughtsaboutthelearningcontentandtheirfutureuse?

T4.Qualityandusefulnessoftrainingmaterials

IQ4.1.Doesthelearningmaterialspromotestudentengagement?

IQ4.2.Arethelearningmaterialsvisuallyattractive,clearandpresentedinadifferentformat(i.e.videos,documents,webpages,software,openeducationalresources,ICTtools)?

IQ4.3. Does the learningmaterials took into account different ways of learning by the students (e.g.,

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establisheddifferentdifficultygradesaccordingtostudents’diversity)?

IQ4.4.Doesthelearningmaterialsintegrateopportunitiesofknowinglabourmarketneedsandskills,andprovideopportunitiestodevelopentrepreneurialmind-sets?

IQ4.5.Doesthelearningmaterialsconsiderandintegratework-basedlearning?

IQ4.6.Arethelearningmaterialssuitableforawiderangeoflearningstyles?

T5.CARESSe-learningplatformandVCP

IQ5.1. Are the students able to share learned knowledge, ideas and learning materials through theCARESSVirtualCommunityofPractice?

IQ5.2. Are the students pleased with the use and possibilities of the CARESS Virtual Community ofPractice?

IQ5.3.DoestheVCPcontributetoraisingthePilot’slearningobjectives?

Aprofusesetofqualitativedatagatheringtechniquesandsourceswereusedduringtheevaluation(seefigure3):teachers’generatedartefacts(e.g.,instructionaldesigndocumentsof3VETpathways,trainingmaterials both in face-to-face sessions and in the e-learning platform), questionnaires, observations,interviews,both teachersandstudents’ log files throughVCPand thee-learningplatformandstudentsVCPdiary.In order to contribute to the quality and credibility of the study, several steps were taken, including(Saldaña, 2004): triangulation of techniques and data sources; peer-debriefing between the tworesearchers that analysed the data and the rest of the CARESS partners (including the discussion andagreement of the data condensation schema); close monitoring of the pilot and evaluation activitiescarriedoutandacollectionofthickdescriptionsofthecontextofthestudy.

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Figure3.GraphicrepresentationofthedatagatheringandanalysistechniquesflowduringtheevaluationofCARESSpilots

2.3 EVALUATIONCONTEXTThreepilots,targetingdifferentHCCPshavebeencarriedoutinItaly,SpainandFinland.Table2showsthetimeline according to the three main components of the courses: face-to-face, e-learning and VirtualCommunityofPractice,amongtheinvolvedcountries.

Table2TimelineCARESSpilotstargetingdifferentHCCPs

Country Face-to-face e-learning VCP Target

Spain 24th November 2017-11thJanuary-2018

24th November 2017-2ndMarch2018

24th November 2017-2ndMarch2018

Nurses

Finland 21th November 2017-13thDecember2018

21th November 2017-29thJanuary2018

1st December 2017-25th

March2018PracticalNurses

Italy 3rd June 2017 – 15thFebruary2018

18th December 2017 –28thFebruary2018

18th December 2017 –31stMarch2018

Social HealthOperators(OSS)

Pilotcoordinatorsprovidedamoreflexibleandrealscenarioaimedtobetteradapttheenactedpilotstotheir particular needs (i.e., educational system national constraints/rules, different learningenvironments, students' background; etc.). Therefore, as it is showed in Table 2,we should appreciate

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significantdifferencesamongcountries.Thus,CARESSpilotswerecarriedoutindifferentperiodsoftimeandinvolvedadifferentnumberofteachersandstudentsbetweencountries.

Likewise,inordertobettercoordinateandmonitortheevaluationactivities,a“pilotdescriptionTrackingTool”(seeAnnex1)wasdevelopedincollaborationwithbothpilotcoordinatorsandprojectcoordinator.This instrument,availabletoall thepartnersthroughCARESSGoogle InternalSite,allowedustohaveageneral overviewof theongoingevaluation tasks and its statuswithin countries. Thepilot description-tracking tool includes information of the final number of the students and teachers involved in thecourses, thetimingoftheactivitiescarriedoutaccordingtothethreepilots’dimensions,aswellastheprogression of the evaluation tasks (i.e., the available information according to the data gatheringtechniquesusedindifferentmomentsacrosspilots).

Thus,pilots’coordinatorswereinchargeofkeepingupdatethemonitoringevaluationtooltrack.Besides,thistoolisaimednotjusttohelptrackingtheevaluationactivitiesbutforothercoordinatorstoknowtheprogressionoftheotherPilotsandhowaretheymanagingtheevaluationtasks.

Additionally,atemplatecalledStudenttrainingpact(seeAnnex2)wasdevelopedwiththeaimofbeinginternally useful for partners to better know how each pilot’s peculiarities. On the other hand, thedocumentwasusefulforthestudentsthatwereenrolledinthecoursesinordertobettercommunicatethethreedimensionsofthecourse,theaimsandpurposesofthePilotaswellasitsassessment.

Oneaspecttobehighlightedhavebeenthehighlevelofcooperationbetweenpartnerstorefinethedatagatheringinstruments,which,bythetimetheD6.2wasreleased,wherejustadraft.Pilots’coordinatorswere actively engaged, providing feedback to better adapt the instruments to the specific learningenvironments inwherethepilotswerecarriedout.Asaresult,all the instruments (i.e.,questionnaires,interviews,observations,etc.)havebeenassessedbybothPilots’coordinatorsandprojectcoordinator.

2.3.1 DeviationsfromtheEvaluationPlandescribedinD.6.2

The instruments suffered some minor changes, generally referred at the number of the questionproposedorthequestionsdistribution(forinstance,thequestionnaireAnnex4wasdividedintwo,AandB,tofacilitatetheidentificationoftheevaluationsubject,asasuggestionoftheFinnishcoordinator).

Additionally, we took into account the workload of the participants, trying to provide a shorterinstrument.Sometimes,wehadtoclarifysomequestionsoreliminateinstruments,whenpartnersagreedthatwouldnotprovidemeaningfulinsights.Forinstance,theteachers’reflectivediaryandstudents’diarywereeliminatedduetothepartners’agreementongatheringdatafromthestudentexperiencetowardstheVCPdiarywasenoughtogetusefulinformationaccordingtotheprojectindicators.

All pilots were designed to go through three modalities of learning: formal, informal and non-formaleducation,asdescribedthroughthedeliverablesfromWP4.

Case studies implemented in Italy, Spain and Finland have been designed in order to combine thedifferenttypesoflearningincompliancewitheachVETthenationalregulationandeachspecificlearninglevel.Themaindifferences,detailed in the followingparagraph,are in (i) timeduration, thecasestudyimplemented in Italy is the longer,and(ii) typeof learningexperiencedbystudents, i.e. ItalyandSpaingroupsappliedall the threedimensions to the samegroupof students,while in Finland teachershavedeveloped threePilot’s,withdifferent students. Thedeviationsof thepilots’ carriedout in Finlandareexplainedindepthinsection9.3ofD.4.6andcanbesummarizedintothefollowingaspects:

• Pilot1:carriedoutfrom8/2017to12/2017:Thispilotfocusedonnationale-learningmaterials,classroomteachingandpracticaltraining.TransversalandCARESSe-learningmodules,aswellastheVCOP,werenotavailablewhenthecoursestarted.Thiscourseallowedteacherstoobtained

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useful insights that were reported in D.4.6. However, we decided to not use this case forevaluationpurposesduetothefactthatthefocusoftheCARESSevaluationistoassessthepilotstakingintoaccountitsthreedimensions.

• Pilot2:from11/2017to1/2018:studentshadaccesstobothnationalandtransversalmaterials.However,TheCARESSVCPstartedtobeactivein1stDecember2017.Thus,studentsenrolledinthis pilot, according to the reasons given by the teachers, did not have enough time to takeadvantageofthisresource.TrackingreportandVCPdiaryhasnotbeenusedinthispilot.

• Pilot 3 was carried out from 2/2018 to 3/2018. This pilot focused on transversal materials, e-learningmaterials and VCP. Students needed five competence points so itwas not possible toinvolve national materials in the course anymore. In this additional course, they tested thetrackingreportandVCPdiaryusingthemforafinalassessmentofthetargetedcompetencesbyfosteringtheproperparticipationofstudentsbothinnationaldiscussiongroupsandinthematicgroups.Andtoassessthee-learning(transversalmodules),thestudentshaveworkedwiththee-learningmaterialsandactivelyparticipateinthetwocollaborativeactivitieslistedinthetrainingstudentpact.

Regarding CARESS evaluation purposes, in the case of Finland,we have considered all the informationobtainedfromthedesignandtheenactmentofPilots’2and3describedabove.Otherdeviationscarriedouthavebeenthefollowing:

• Useofgeneratedartefactsforevaluation.Althoughitwasdesignedtouseteachersandstudents’artefacts,wewilluseonlyteachers’artefacts,suchassomelearningdesigns.

• StudentandTeacher’sdiaries.DuetotheworkloadinthosepilotswewilluseonlytheVCPstudentdiary.

• Forsamereasons(highworkload)weonlyuseaTAMquestionnairetoevaluatetheusefulnessofVCP,discardingthethinkaloudprotocol.

2.3.2 Finlandpilot

InFinland,pilotcoursetargetstudentswereadultstudents.Allofthestudentshavepassedbasicstudiesin their practical nurse education and they are accomplishing their third and last year of studies inpractical nurse education (EQF4). The Pilot course was offered in OMNIA as one option of vocationalstudies.

“In Finland, it is compulsory to accomplish one out of four optional vocational study course of 15competencepoints inordertoobtainthedegree”[FIN_T_ART].CARESSpilotcoursewaspartofoneofthese optional modules offered to students. Likewise, it was mandatory for students complete thecompulsorystudiesbeforetheenrollmentintheCARESSpilot.Mostoftheadultstudentswererecruitedtothepilotcourseathandsofthepilots’teachers.ThreepilotsweredevelopedinFinland.However,forCARESSevaluationpurposesjustpilot2and3willbetakenintoconsiderationsforthereasonsmentionedinsection2.3.1inthisdocument.

Likewise,20studentswereenrolledinpilot2and16inpilot3(N=36).Students’agevariedbetween18and51.Aminorityofstudentsansweredtheyattendedthecoursebecausetheywerecurious.Mostlydidit because it was mandatory: “mandatory if I want to graduate”, “I need to achieve the competencepointsinordertoobtainmydegree”[FIN_S_QUEST].7outof36studentsaffirmedtodoitbecausetheythoughtitcouldbeusefulfortheircareer.

Table1showsthenumberofinformantsanddatasourcesemployedintheFinlandpilot

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Table1NumberofinformantsanddatagatheringtechniquesintheFinnishpilot

Datagatheringtechniques/documents

Informants

Students Researchers Teachers Total

Observations - 2 - 2

Interviews - 2 2

Questionnaires 87 - 9 96

Generatedartefacts - - 3 3

Students’diary 10 - - 10

2.3.3 Spanishpilot

TheSpanishpilotwasaimedtograduatenurseswith6EQFlevelthatwereinterestedinimprovingtheirknowledgeandskillsinelderlyhomecare.Toattendthecoursepreviouspracticalexperienceonthefieldwasnotrequired.

26in-servicenursestookpartofSpanishPilotagedfrom23to57.ThemajorityofthestudentsobtainedaMasterThesisDegreeandhavemanyyearsofexperienceworking in theNationalHealthSystem.Mostpart have a specialization in family and community.Many of themworked in different cities far awayValladolid,wherethecoursetookplace.Amongthereasonstoattendthecoursethemajoritydidit(21)becausetheythoughtitcouldbeusefulfortheircareer.Asastudentpointed“Mycareworkfocusesonanagingandadultpopulation.Afieldwhereyoucanalwaysimprove.”Aminorityofstudentsansweredtheyattendedthecoursebecause“theywerecurious”.[SP_S_QUEST]

Table2showsthenumberofinformantsanddatasourcesemployedintheSpanishpilot.

Table2NumberofinformantsanddatagatheringtechniquesintheSpanishpilot


Informants



Interviews - - 5 5



Students’diary 22 - 22

2.3.4 ItalianPilot

TheItalianpilotwilltargetOSScoursestudents,namelyHealthandSocialOperatorswithasubsidiaryroleinnursingcare(EQF4).

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TheCARESSpilothasintegratedandimprovedthecurrentversionoftheHealthandSocialCareServicescoursebyproviding studentswith theprofessional skillsandcompetencesnecessary towork inelderlyhomecare.

Themain target of the pilotwere upper-secondary vocational students aged 17-19 attending a 3-yearpathwayintegratedintotheHealthandSocialCareServicescourse.BeforetheirenrolmentintheCARESSpilot, these students have acquired some previous knowledge in health care. They have also had twotraineeshipperiods.

Participationinthepilothasinvolved13studentsaged17-19.

“Thestudentschose for thepilotbelongtothebestperformingclassof theSocialandHealthCareServicesCourse(…)StudentswerechosenbytheirteachersinvolvedintheCARESSprojectandbytheheadmasteronthebasisoftheirschoolattitudesandcapacities”[IT_T_ART]

The students have previous experience in care, during its OSS training or during eventual workingperiods.Accordingtotheirmotivationtoget involved inthisexperience,tenstudentsdid itbecausethey thought it could be useful for their career. Just a minority of students (3) answered it wasmandatoryforthem.(IT_S_QUEST].

Table3showsthenumberofinformantsanddatasourcesemployedintheItalianpilot.

Table3.NumberofinformantsanddatagatheringtechniquesintheItalianpilot


Informants



Interviews - - 4 4



Students’diary 12 - - 12

Table4showstheparticipantsinvolvedinthepilots’evaluationwithinthethreecountries.

Table4.Informantsinvolvedinthepilots

Students Researchers Teachers

Finland 36 2 2

Spain 26 2 11

Italy 13 2 3

3 FINDINGSANDEVIDENCEThis section describes the main findings obtained during the CARESS pilots’ evaluation, organizedfollowingtheanticipatorydatareductiondiagram(seeFigure2).Throughout the text, thedatasourcesthatsupportthedifferentassertionsareindicatedwithlabels(seeTable4andFigure4)betweensquarebrackets.

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Regardingthedatasourcesoftheevaluationprocess,wehaveobservations, interviews,questionnaires,and student’s diaries extracted from the CARESS VCP. Moreover, we have obtained information fromteachers’generatedartefacts(e.g., learningdesigns,coursessyllabus)andlogeventsgatheredfromthee-learningplatformandtheVCP.Table4showsabriefdescriptionofthenatureofthedifferenttypeofdataobtained.

Table4.Datasourcesandlabelsusedtoquotethemalongthetext

Apartfromthistypeofdata,itisworthnoticingthatwehaveobtaineddatafromstudents,teachersandresearchersinvolvedinCARESSpilotsinFinland,SpainandItaly.Figure4illustratesinsquarebracketsthelabelwewilluse to identifydatasourcesand informantsdistributedacrosscountries.For instance, theevidence"thiscoursehasbeenveryusefultoreinforcemypreviousknowledgeinthefieldofhealthcareintheelderly"[FIN_S_QUEST]representsaresponseofaFinlandstudentobtainedfromaquestionnaire.

Itisimportanttoemphasizethat,inaccordancewiththeresponsiveevaluationapproachfollowedwedonot aim at obtaining statistically significant results or generalizations but to explore in depth, andunderstandtheexperts’perspectiveandimpressionsregardingthequalityandefficacyofCARESSpilotscarriedoutinFinland,ItalyandSpain.

Techniques/Documents Typeofdata Label

Observations Audio/video recordings and observation notes were taken during thepilots’enactmentwiththeexperts,toregistertheiractions,impressions,andotheremergentissues.

[OB]

Interviews Audiotranscriptionsofkeyquestionsofaparticularissuethathelpedustoexploretheviews,experiences,beliefsand/ormotivationsofteachersand students who participated in the CARES pilots on specificmatters(e.g., the pilot's strengths, the difficulties, their perceptions about thecompetencesandskillsacquired,etc.)

[INT]

Teachers’generatedartifacts

Collection of a diverse set of artefacts generated by the trainers (e.g.,learning designs). Used to register if pilot courses were compliantaccordingtoECVETindicators.

[ART]

Logfiles Users tracking functionalities within the VCOP and the e-learningplatform.

[LOG]

Questionnaires Feedback questionnaires composed of open-ended and closed itemsregarding theuseof learningmaterials in thepilots; the satisfactionofteacherand student’sperformance through thecourse; theperceptionof teacher’s competencyandskills, andstudent’sperceptionabout theusabilityandtheeffectivenessofCARESSvirtualcommunityofpractice.Used tocollect theopinionsof theexpertsand thestudentsabout theefficacyandthequalityofpilotscarriedout.

[QUEST]

Diary PersonaldescriptionoftheuserexperienceasamemberoftheCARESSVirtual Community of practice. This tool will provide gathering data inorder to contribute to the identification of competence recognition innon-formallearningcontextwithintheCARESSpilots.

[D]

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Figure4.Informantsanddatasources.Pilots’evaluation

3.1 Topic1:InstructionaldesignoftheVETcourses3.1.1 Results:Italy,SpainandFinlandPilots have followed a similar design process. The EUCaress framework has beenused to identify skillgaps (http://glueps-dev.gsic.uva.es/caress3-dev). The aforementioned skill gaps have been identified ineach country using: primary data coming from statistics, available documents, results of previousEuropean projects as well as from well-known case studies in the existing literature; secondary dataobtainedfrom42structuredinterviewswitholderadults(>75)carriedoutinItaly/Spain/Finland,aswellas from 433 questionnaires involving HHCPs and representatives from professional associations in thefieldofhomecare.

CARESS pilot designers followed a two-layered instructional design process characterized by a macro-designphaseandamicrodesignphase(Alvino&Trentin,2012).

• The macro design phase included: the definition of the context, the target and the mainconstraintsrelatedtothem;aimsandgeneralobjectives;macro-categoriesofcontents(normallythetitlesofthemodules)andlearningstrategies.

• Themicro-designincluded:thedetailof learningoutcomes,aselectionofstrategiesthatshouldbe performed to target the specific outcome; the description of the activities andmaterials aswellassomeguidelinestothinkabouthowtohowtoorganizegroups.

Thescreenshot(seeFigure5)showcasestheeditionofaCARESSinstructionaldesigntemplateaimedathelping designers (teachers or instructional designers) go from a skill gap (identified bymeans of theFramework System) to the design of themodule (learning goals, pedagogical approach, a sequence of

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activities,etc.)

Figure5DesigningacompensativelearningmoduleusingtheILDE

These phases ended up in a set of shared ILDE instructional design documents. Once the designdocumentswerecomplete,theformal,onlinepartofthecompensativelearningmoduleswasdeliveredusing the e-Learning platform. On the other hand, the non-formal and informal learning part of thecompensativelearningmodulesguidedthenurturingprocessoftheVCPplatform(e.g.,creatingspecificdiscussiongroups,uploadingaudio-visualresourcesaroundaparticularhomecaretopic,etc.).

ThisprocessisreportedinD.3.4. Duringthedesignprocess,pilotdesignerswerefocusedinfollowingalltheformalrequirementstocopewith the learning design path proposed by CARESS coordinator. On the other hand, contextual needscomingfromeachcountryweretakenintoconsideration.Forinstance,pilots’designersfromFinlandtookintoaccountpracticalnursevocationalqualification,whichisregulatedbytheFinnishNationalAgencyforEducation.TheFinnishUnionofpracticalnurses “Super”wasalso involved in thediscussions regardingthepilotdesign. In Italy, LiguriaRegionHealthAssociationwasactively involved in thediscussionswithteachers from VE-II and provided useful insights about the definition of the homecare-relatedcompensative learning modules. In Spain, Castilla y León Geriatrics and Gerontology Society andrepresentative members from the City Council of Valladolid, among other experts coming from theFaculty of Nursing of the University of Valladolid, were involved in the design and the enactment ofcoursecontentstocopewiththeskillgaps.Itisworthnoticingthatallpilotsincluded:Presence learning activities were developed using different teaching methods looking for providingmeaningful experiences to the targeted students:master classes taught by experts, practical activities:

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individual and group activities (e.g., group discussion, solving practical cases, peer review activities,experience histories of HCCP’s, problem-based learning activities, etc.). Additionally, practical activitiesincludedstudents’fieldvisitstoahome-careinICTresearchcentre,aswellasattendingconferencesandmeetingswithexpertsinhomecare(seeD.4.4PilotimplementationinItaly).InFinland,studentsalsohadtheopportunitytogetinvolvedinavirtualrealitydemonstrationaimedtohelppractitionerstosimulateinterventionsascaregiversinolderadults’home.The presence learning activities in the three countries also included classroom teaching and students’autonomouswork.Thedurationofpresencelearningactivitiesvariedamongcountries:from100hoursdevotedtoItalyandSpain,to16hdevotedinthecaseofFinland(seecoursescheduleinD.4.4;D.4.5andD4.6).ItisimportanttohighlightthatFinlandeducationisbasedontheideaofpromotingflexiblepathways.Thus,theDecree811/1998 recognizes the students' right to make individual choices in his/her studies. Likewise, eachstudent involved in the pilots had an individual study plan, specially designed in collaboration withteachers/tutors.Due to thisparticularity, teachers involved in thepilotdevotedmanyhours (thatwerenot part of the formal face-to-face sessions) supporting and providing studentswith guidance. On theotherhand,flexiblepathwaysarenotcommoninVETandHigherEducationsysteminItalyandSpain.b) Traineeship and work-based learning opportunities were developed across countries aimed atfostering students’ skills in problem-based learning. The number of hours devoted varies amongcountries from 100h ormore hours in the case of Italy and Finland tomore than 200h in the case ofSpanishpilot.c)E-learningactivitiesacrosscountriesinvolvedtheuseofamyriadofe-learningmaterialsbasedonthedefinitionofthreecompensativee-learningmodules.

• WelfaretechnologyandICTsforremotehealthmonitoringandrehabilitation• Teamworking,multi-sectorialandmulti-professionalapproachtoolderadults’needs• Holistic and rehabilitation approach: fragility, multi-morbidity, multi-professional approach to

olderadultsneeds.

Eachmodulewaslinkedtodifferente-learningmaterials(e.g.,criticalincidents,roleplaying,casestudies,interactive presentations, videos, Moodle tests) hosted in the Caress e-learning platform. E-learningmaterialswereavailableforstudentsduringthepilots’enactment.Pilotteachersdecidedwhichkindofe-learningmaterialstheywantedtointroduceinthee-learningsessionscarriedoutwiththestudents(see,D.4.3). For instance, Spanish students devoted time to work inmodule 2 and 3 through the role-playactivity:WhoisgoingtodareputthebellontheCat?Studentshadalsotheopportunityofsolvingtwocasestudiesandonecritical incident.InFinland,studentscompleted2casestudies.Ontheotherhand,Italianstudentsdid6role-playing,1casestudyandsolved1critical incident.Teachersdevotedat least30hinthepilots'scheduletoworkonthee-learningcomponentofthepilots.d)Semi-informallearningthroughtheVCP:Allthestudentsinvolvedinthepilotswithincountrieshadthe opportunity to exchange their ideas and concerns and participate in national and transnational-thematic group discussions according to the transversal competences previously defined by pilotcoordinatorsandSi4life.StudentswereaskedtoprovidemeaningfulcontributionstotheVCPthroughoutthe duration of the pilots. The time devoted by pilot designers to this component of the course wasdifferentamongcountriesanditwasaround3monthsinthecaseofFinlandand4monthsinthecaseofSpain and Italy. Furthermore, students enrolled in the pilots were asked to complete the students’

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experiencediary.Thestudentdiarywasadocumentusedbypilots' teachers topromote the reflectionandthediscussionofthestudentsinrelationtotheirprogress.Teachersfosteredstudentstocontributeto the thematic groups and national groups through the VCP as a formal request established in thestudents learningpact (see,D.4.5and4.6).Thus,studentswereaskedtocontribute feedingtheVCPatleast two times during the course (in the case of Finland pilot) or every 15 days in the case of Spain.Anyway, the contributions provided by the students to the VCP were taken into consideration forassessmentpurposesinthethreepilots.

TeachersinvolvedinthedesignandtheenactmentofCARESSpilotswithinthethreecountrieshaveawide professional experience as trainers in the field of social and health-care, as it is showed in thefollowingexcerpts:

• “Iamworkinginthefieldofhealthcareasadoctorfor35years.Duringtheseyears,Ihavealso the opportunity to teach in the Faculty of Nursing in the University of Valladolid.Moreover,duringtheseyearsIattendedmorethan400trainingactivities,likeseminars,workshops,congress,etc.IthinkthatIamabletoshareallmyexperienceinhealthcareinthispilot.Moreover,thelearningcontentsarenotnewforme”[SP_T_INT]

• “Ihavebeenworkinginthisfieldsince1988,soIamveryfamiliar”.[FIN_T_INT]• “I have been working in medical hospitalization units where nursing care plays an

essential role. I also involved in training courses about how to work with a nursingmethodology.Currently,IhaveteachingcoursesrelatedtothisissuebothinthehospitalwhereIworkandintheFacultyofNursing.Ibelongtoaspecificteam-worktoelaboratecareplans”[SP_T_INT]

Ontheotherhand,pilots'teachershavealsopreviousexperiencewithactivemethodologiesandactivelearning strategies. Moreover, some of them were familiar with assessing learning outcomes andprofessionalskillsinaworkplaceenvironment:

• “Iunderstandalso theemployerpointof view. Ihave recruited tensofemployees, so Ican assess what kind of skills are needed in this field, specially practical nursesskills”[FIN_T_INT].

• “Iamwellaware thatanalignedcurriculumwouldbenecessary, inorder tohaveclearlearning outcomes, learning experiences designed to help student achieve thoseoutcomes, and assessment tasks designed to allow students to demonstrate theachievementofthoseoutcomes”[IT_T_INT]

• “Duringmyprofessionalexperience,Ihavetotrytocarryoutactivelearningexperienceswithmystudents,basedonconstructivismapproaches”[SP_T_INT]

It isworthnoticingthatforsometeachersdesigntheCARESSpilothasbeenseenasanopportunitytorethink on the relationships among learning objectives, competences and learning outcomes, as it isillustratedintheseexcerpts:

• “(…)forsomespecifictopicsandlearningstrategiesIneedthesupportofspecialiststhatcangiveamorepreciseand targetedcontribution (…). I’mnot completely familiarwiththiskindofevaluation(…).It issomethingweshouldworkuponalot.Thiswillprobablybeanimportantstepforwardinmyevaluatingapproach”[IT_T_INT]

• “I feel sure that teaching on this coursewill increasemy professional skills, since IwillhavetoenactteachingmethodsandtoolsIdonotusuallyuse.Thisisabigchallengebutitisreallystimulating”[IT_T_INT]

• “IwillhavetorethinksometeachingapproachesIhavealwaysenacted,andIwillneedtobecomemoreflexibleandconsistentwiththeinstructionaldesign”.[IT_T_INT]

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Duringthedesignprocessteachershadtofacedifficultiesbuttheymaintainedapositiveattitudethatallowsthemlearnedfromthemistakes:

• “Itwillnotbesoeasy,butwewilltryourbestandthedifficultieswewillmeetandthemistakeswewillmakewill beuseful to improve thedesignand createa verypowerfultoolthatdoesnotexhaustsitspotentialswiththeendoftheCARESSproject”[IT_INT_T]

Among the reasons given by teachers concerning theirmotivations to get involved in thesecourses we have found: opportunities for exchange information and collaborate with otherprofessionals; introduce learning contents that are relevant in the field of homecare in olderadults,aswellasreinforcestudentsskillsincareplanningandcaremethodologies.

• “My leitmotiv is tocollaboratewithothers,andtrainprofessionals inanessentialareaashomecareinolderadultsare.Moreover,wecancontributetoreinforcingtheknowledgeofnurses in caregiving from a holistic point of view (social and familiar environment)”.[SP_T_INT]

• “Teachers shouldbeable tocommunicate inaproperwayaspects related to thecareofolderadults.Actually,therearemanyconceptsandknowledgethat isundervaluedinthecurriculaofhealthcareprofessionals”[SP_T_INT]

• “Iwishmy studentswere able to elaborate individual care plans and acquire knowledgeabout nursingmethodology in their daily practice according to the needs of the elderly”[SP_T_INT]

Table5 illustratestheteachers’ initialquestionnaireresponsesobtained in Italy,SpainandFinland.Thisquestionnairewasaimedatgathering informationabout the learningdesignprocesscarriedoutby theteachers.

The average punctuations in two out of three countries were over 3 (Spain: 3,9 and Finland: 3,2).Teachers'fromItalyshowedthehighestaveragepunctuationsaccordingtoeachstatement(4,5).

On the one hand, teachers saw pilots as an opportunity for professionals to be updated in elderlyhomecare.Moreover, the different pilot dimensionswere also interesting to promote students’ activelearning,asitisshowninthefollowingexcerpts:

• “I am satisfied with the design of the course. I think that comprise many of the mostimportant aspects allowing healthcare professionals get updated in elderly home care[SP_T_INT]

• Yes,Ithinkthatcombineface-to-facesessionswithe-learningandwork-basedlearningisagoodwayof teaching and learn contents in amoredynamicway to foster the student’sengaged[SP_T_INT]

TeachersfromFinlandhadagoodagreementscoreregardingthecoursemethodology,withanaverageof4,3.

The lowest agreementwent to the items regarding thequality level of Pilot’s ID documents, with anaverageof2,4.ThefactthatteachersdidnotfindthemacroandmicroapproachtothedesignprovidedbytheIDdocumentsusefulproducedalowscore(2,0).

Similarly, teachers from Spain gave the lowest punctuation to one item regarding the instructionalstrategies, highlighting that the ILDE templates did not help them better design the teaching lessonsaccordingtothelearningoutcomes(1,5).ThequalityPilot’sIDdocumentshadalowacceptancealsofortheseteachersinallitsitemswithanaverageof2,9.

However, teachers from Italy had a good agreement score regarding the Quality level of Pilot’s IDdocuments,withanaverageof4,6.Theyparticularlyagreed to the fact thatthe IDdocumentshelpedthemreflectonmethodology,skillsandtransversalcompetences(5,0).

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The lowestagreement,wenttoAssessmentandObjectives(4,2),highlightingthattheobjectivescouldbeimprovedwhenwritteninmeasurableoutcomes(studentsknowwhattheyareexpectedtobeabletodo)4,0Table5Teachers’initialquestionnaire(FIN,SP,IT)

T1Pilotpreparation

T2:Objectives

T3:Methodology

T4:Contentpresentation

T5:Instructionaldesign

T6:Assessment

T7:QualityIDdocuments

TeachersinitialQ(FIN)

TeachersinitialQUEST(SP)

TeachersinitialQUEST(IT)

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Nevertheless, teachers fromItalyseemedtobesatisfiedwiththe learningdesignprocesscarried.Thus,therewerenoitemswithascorebelow4,0.

Amongtheaspectsthatcouldbeimprovedwithrespecttothedesignofthecourse,teachers’responsescanbegroupedintothefollowingtopics:

1. Gooddesignimpliestimeandeffort

Teachers’thoughtsaboutthelearningdesignprocesscarriedoutduringtheCARESSproject,pointedoutthat there is a needof devotingmore time to carefully design the courses aswell as to providemoresupporttostudentsindividually:

• “Thepilotwillbeimprovedjusthavingmoretimetodesignthecourse”[FIN_T_QUEST]• “OfcoursetheplanningonhowtoimplementthePilot,withmoretime”[IT_T_QUEST]• “Timetable”[FIN_T_INT]• “Lackoftimetopromotemorepracticalexperiences”[SP_T_INT]• “Lack of time to contact and provide guidance to students in an individual way”

[SP_T_INT]

2. Learningdesignvsflexibility

SometeachersthoughtthatIDdocumentsshouldbeimprovedtoguaranteesomesortofflexibilitythatallowthemdesigning“underourownpremises” [FIN_T_QUEST].Additionally, the IDdocumentsshouldprovidea“moreclearstructure”[FIN_T_QUEST].

3. Improve the transnational collaboration among pilot designers and be focused in assessinglearninggoals

Ontheotherhand,teacherspointedoutthatfosterthecollaborationamongpilotdesignersinthethreecountries,aswellasdevotingmoretimeinthinkingabouthowtoassessstudentslearningcompetences,werethemainthingsinwhichpilotscouldbeimproved:

• “Pilots will be improved by increasing the integration of transversal and specific nursingcompetencesandtheinteractionbetweenthe3pilotswithincountries”[SP_T_QUEST]

• “Thereshouldbemoreopportunitiesofexchangeofexperiencesamongstudents”[IT_T_INT]• “The pilot could be improved by giving an in-depth assessment of homecare activities”

[IT_T_QUEST]

Teachersalsoexpectedthatsomeofthestrengthsofgettinginvolvedinthesepilotswereacquiredsolidknowledge, access to useful information, improve team collaboration skills, increase students’opportunities to find/or improve their current or future job, learn how to use ICT in the healthcaredomain,amongothers.

• “Ireallywantmystudentstoacquiresolidlearningoutcomesinhomecaresoastoincrease

theirworkingopportunities”[IT_T_INT]• “OpportunitytocompareteachingapproacheswithEuropeanpartnersandtheacquisition

of specific skills and competences as far as teamworking and theuseof technologies inhomecareareconcerns”[IT_T_INT]

• “One of themain positivities of this course will be that students will be able toaccess to useful information related with their current profession and they willimprove their collaborative skills working with their peers’ through the virtualcommunityofpractice.Iguessthatstudentswillhavetheopportunitytolearnfromotherprofessional’spointofview”[SP_T_INT]

However,someteachersrecognizedthatsomeskillgapscouldnotbeattendedinonlyonecourse:

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• “Ithinkthatwecan’texpectrelevantchangesinthecurrentpracticeoftheseprofessionals.Promoteattitudinalchangestakesmoretimeandeffort.”[SP_T_INT]

• “Iampartiallysatisfied(withthe learningdesign).Thereareconceptualcontentsthatarerelatedtoattitudinalchangesthatarepartofthetransversalmodules,butIthinkthatitisimportant to work on these contents in face-to-face sessions and not only online.”[SP_T_INT]

Table6showedtheresultsoftheinitialquestionnairecarriedoutwiththestudentsenrolledinthepilots’inthethreecountries.Theaveragepunctuationsintwooutof3countriesareover4,0(Spain:4,4andItaly:4,6).Ontheotherhand,Finlandhasanaverageof3,6,whichalsomeansaremarkablesatisfaction.Thestudentsenrolled inthepilots inthethreecountriesshowedahighagreementwiththestatementQ3:“Ifindthecourseprograminterestingtoimprovemyactualknowledge,skillsandcompetences"(3,8;4,7and4,7inFinland,ItalyandSpainrespectively).Students fromFinland found the “learning strategies of the coursemotivatingandattractive” (seeQ6:3,8).StudentsfromSpainandItalyalsovaluewithahighpunctuationthatgetenrolledinthepilotwasanopportunitytoacquired“Knowledge,skillsandcompetencesinhomecarethatcanbeusefultoimprovemyfuturejoboptions”(seeQ2:4,8inItalyand4,7inSpainrespectively).Althoughstudentsdemonstratedagoodagreementwithallthestatementsintheinitialquestionnaire,inthe case of Finland the lower punctuationwas assigned to the statement “I amaware of the learningobjectives of this course” (see Q1: 3,3). In the case of Spain went to “I found the learning strategiesmotivating and interesting” (see Q6: 4,1). Italian students are younger in comparisonwith the rest ofstudents that were involved in the rest of the pilots. Thus, some of them pointed out “difficulties inexpressingdoubtsandconcernsabouttheskillsneededinhomecare2(Q6:4,1).According to the students’ learning expectations at the beginning of the pilots their responses can begroupedintothefollowingtopics:

1. Students wanted to acquire useful knowledge to improve their abilities as carers in theworkplace:

• “Ofcourse Iwant tohaveallof the informationwhich I canbenefit inworking life. It´suseful”

[FIN_S_QUEST]• “Iwaittolearnsomethingnewwhichwillbehelpfulinworkinglife”[FIN_S_QUEST]• “Thisprojectisanoveltyforme.IhopetobeabletobetterunderstandtheroleofOSSinhome

careandtoacquirenewskills[IT_S_QUEST]• “Iwishtobeabletorecognizedangersinclientshome”[FIN_S_QUEST]• “Improvemylevelofassistanceatpatient'shome.Learnnewstrategiestoprovidenursingcare”

[SP_S_QUEST]• “Iwishtolearnsomethingnew”[FIN_S_QUEST]• Ihopetolearntodetectproblemsinthehomecareofdependentpatients,aswellastoimprove

mytraininginprimarycare[SP_S_QUEST]

2. Students wanted to get involved in collaborative learning experiences and learn from theexperiencesofotherprofessionalsinthefieldofhomecare:

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• “Teamworkfromotherpointsofviewandotherprofessionalsindifferentfields”[SP_S_QUEST]• “I hope to learn more about homecare and I want to work in team with other students and

professionalsthatspeakotherlanguages[IT_S_QUEST]• “…learnaboutexperiencesofothercountriesinthecareoftheelderlyathome”[SP_S_QUEST]• “Iwouldliketoworkabroadandsothiscouldproveveryuseful”[IT_S_QUEST]

Table6Resultsstudents’initialquestionnaire.Finland(FN)1,Italy(IT)andSpain(SP)

Q1:Iamawareofthelearninggoalsofthiscourse.Q2:Thereareknowledge, skillsandcompetences inhomecarethatcanbe useful to improvemy future joboptions.Q3: I find the course programinteresting to improve my actualknowledge,skillsandcompetences.Q4:Iamabletoexpressdoubtsandconcerns about the skills needed inhomecare.Q5: Iamable towork in teamwithotherstudentstoreachthelearningobjectives through the proposedactivities.Q6: I find the learning strategiesmotivatingandattractive.

3. Deeper learning in the field homecare is essential for healthcare professionals and studentswanttoacquireadvancedtechniquesinthisfield.

1PleasenotethatthedatafromFinlandarethepunctuationsaverageobtainedfromPilots2and3

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• “Ihopetoreceiveamoreexhaustivetrainingonthecareofthepatientathome,sinceIconsider

itanessentialcarearea”[SP_S_QUEST]• “I think I can learnmore about specific techniques in homecare, aswell as in the field of new

technologiesappliedtohomecare”[IT_S_QUEST]• “Iwouldalsoliketoknowmoreaboutnewtechnologiesappliedtohomecare”[IT_S_QUEST]

Thereisalsoaconcernaboutbeingabletoachievethecompetencepointspromise:“Iwanttopassthecourse quickly” [FIN_S_QUEST] or “I´ll accomplish all the competence required in the course.”[FIN_S_QUEST]andlackofreflection,whensomestudentssaid“Idon’tknow”[FIN_S_QUEST].Inalowerrate, some comments appeared that reflect the open nature of students' attitude, “I don´t haveexpectations” [FIN_S_QUEST]. I´m willing to receive all the provided information” [IT_S_QUEST]“Everythingcanbeuseful”[SP_S_QUEST].

3.2 Topic2:Participationandstudents’performance

3.2.1 Italy

Italian students’perceptionofcoursecontents,activitiesandmethodologiesemployedwerepositive.Duringanobservationtakenplaceatthebeginningofthepilotenactment,studentsseemedtorespondactivelyandwithinteresttotheactivitiesproposed,ashighlightedintheobservation:

• “ThenwereshownavideofootagefromthePixaranimationfilm“Up”thatimmediatelycapturedstudents’attentionandthrewthemintoanempathicstateofmind”[IT_R_OB]

Additionally,thecourseactivitiesseemedtoallowinteractiveparticipationamongstudents,andthis isclearlyperceivedbythestudents:

• “Icansharemyopinion”[IT_S_QUEST]• “Iliketocollaboratewithmyclassmate”[IT_S_QUEST]• “Ienjoyedtalkingwithotherpeoplefromdifferentcountries”[IT_S_QUEST]

Althoughsomematerialscouldraisesomedoubtsamongststudents,thosedoubtsweregivingwaytoanopenandparticipativeattitude:

• “They were initially skeptical about drawing because they thought it was childish, butthen they enjoyed it and had creative ideas. In the end, they became aware of thepedagogical use of that activity since it allowed them to compare their cases and thehomecareapproachestheyhadadopted”[IT_R_OB]

Caress Pilot offered a good opportunity to students to seek the best of the training through themethodologyused:

• “Studentsweremotivatedtoconsiderself-criticismasawayto improvetheirskills.Theopportunitytoseeand interactwithprofessionalsandolderpeople indifferentsettingsduringthetraineeshipwasanotherpositiveeffectonthestudents.”[IT_R_OB]

Nevertheless,itwasdifficulttomaintainstudents’interestallthetime.Asexpected,studentsalternatedperiodsofattentionwithothersofboredom:

• “Theyweremostly concentrated and involved,with theexceptionof limitedperiodsofinattentionandboremaybeduetotiredness”.[IT_R_OB]

As reported in the final questionnaires (see Table 7), Italian students gave the highest score to thelearningimpact(average4,0)astheyperceivedthattheapplicationofthislearningwillimprovetheirjob

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futureorcurrentopportunities(4,2),whiletheyreportedthattheoverallorganizationofthecourseandthelearningmethodologyusedcouldbeimproved(3,5),especiallywithintheuseoftheplatform,whichlowedtheiroverallsatisfaction(3,8).Thosenumbersaresupportedbysomestudents’testimonies:

• “The only thing I did not like was that sometimes there was disorganization” [IT_ S_QUEST]

• “Theuseoftechnologycouldbeimproved”[IT_S_QUEST]• “Ididnotliketheuseoftheplatformbecauseitwasnotveryinformativeandhaveafew

peopletotalk”[IT_S_QUEST]

Table7Students’finalquestionnaire(IT)

Q1.Contentandstructure

Q2.Teacher/tutor

Q3.Studentsexperience

Q4.Overallsatisfaction

Q5.Learningimpact

As the students reported, the course was perceived as useful to cover needs perceived in theirtraining/job:

• “I learned what the skills of the home care assistant are in the various Europeancountries.”[IT_S_QUEST]

• “Iwasabletogodeepinthecommunicationasanargument.”[IT_S_QUEST]

Finally,allstudentsseemedtohadmeettheirobjectivesandexpectations:

• “Yes,mygoalshavebeenachieved,theseobjectivesweretoacquiretheskillstoobtainavalidatequalificationinalltheEuropeancountries.”[IT_S_QUEST].

Insomecases,thepilothadevenovercomesomestudents’expectations:

• “I have neverwanted to do this course and I have never had to accept to access thecoursebutintheend,itwasveryinformative”[IT_S_QUEST]

• “Itwasaneducationalexperience”[IT_S_QUEST]

Duringtheobservation,theresearcherobservedthepositivemotivationandimplicationofstudentsinthepilot,asreported:

• “The students – all female– are enthusiastic anddevelopedapositive competitivenesswithregardtotheircolleaguesnotinvolvedintheproject,althoughtheysometimeslackinperceivingtheprecisewidthof theproject in itsentirety,possiblyduetotheiryoungage.Notwithstandingtheyunderstandthattheirsacrifice(intermsoffreetimelost)willdothemgoodinthelongrun.”[IT_R_OB]

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• “Theyunderstandthatthey(thestudents)arefarmoreskilledthantheircolleaguesnotinvolvedintheproject.”[IT_R_OB]

However,asthepilotrun,theobserverreportedthatstudentsseemednotseeclearlytheimpactofthislearningprogramintheirfuturejobopportunities.Despitethefactthat“Alldemonstratedinterestandappreciationfortheproject”,theywere“notsurethatthisexperiencewillmakeanydifferencewhenitcomestotheirfutureworkingcareerwithrespecttootherOSSstudents”[IT_R_OB]

Wheninterviewingtheteachers,thoseconfirmedtheirownexpectationsregardingthelearningimpactoverthestudentsandhowthistrainingmightimpactthestudents’jobopportunities:

• “Theyallagreeonthepositiveeffectontheglobaltrainingofferedtostudentsandintheopportunitytheywillhavetoperformabetterqualityassistanceoncetheyenterthecaresystem.”[IT_R_OB]

• “Pilot students have experimented new teachingmaterials andmethods and have alsoenhanced their curriculumwith home caremodules,which greatly contributed to theirprofessionaltraining.”[IT_T_IN]

Also,theteachersreportedalackofstudents’motivationattheendofthepilotbecausethedifficultiesand the Pilot’s demands: overload of work compared with other OSS courses, understand the newlearningmethodologies,etc.;nevertheless,theywereparticipativeaninvolvedinthePilots’activities:

• “Studentswerenotalwaysmotivatedbecausetheyhaddifficulties inunderstandingthewholeprocess(alsodependingonteachers’incapacitytoexplainitbetter)andacceptingthe increased amount ofwork they had to do in comparisonwith theirOSSmates notinvolved in the project. However, they were really involved in the internship practicalactivities.”[IT_T_IN]

• “Yes, they weremotivated, above all with regard to the internship practical activities”[IT_T_IN]

• “StudentswerereallymotivatedbecausetheyunderstoodtherealopportunityofferedbyCaressprojectanddespitesomecomplaintsabout thehugework theyhavedone; theyare well aware of the increased competences they have acquired in comparison withotherOSSstudents.”[IT_T_IN]

3.2.2 Spain

As well as the Italian students, Spanish students’ perception of course contents, activities andmethodologiesemployedwerealsopositive.Duringtheobservationtakenplaceatthebeginningofthepilot enactment, students participated actively and with interest in the activities proposed, ashighlightedinthefollowingobservation:

• “They show interest and attention. They participate actively in the realization of theexercisesthatareproposedandinteractwitheachotherconstructively”[SP_R_OB]

During observation, teachers emphasized the positive engagement of students in the face-to-facetraining:

• “Thestudentsseemveryinterestedinthesubject,withmanyquestions,participationandinterest”[SP_T_OB]

Additionally, students “follow themaster classby consulting thematerial previouslymadeavailableonthe virtual platform, completing it with the teacher's explanations” [SP_ R_ OB] which evidenced themixtureofdifferentlearningmethodstoreachthelearningobjectives.

Regardingthismixtureoflearningmethodologies,studentsvaluedpositivelythecombinationofface-to-facelessonsanddistancelearning:

Milestone6.3


• “(Ilike)Thepossibilityofcombininge-learningandface-to-facetraining”[SP_S_QUEST]

To provide andhave access to thematerialwerewell valued too, as those students answeredwhenaskedaboutwhattheylikedthemoreofthePilot:

• “Havethedidacticmaterialpriortotheclasses”.[SP_S_QUEST]• “(The fact) that the documentation was available on the platform, in an attractive

manner.”[SP_S_QUEST]

Whenstudentswereaskedabouttheirobjectivesbeingmet,attheendofthePilotenactment,closetothehalfofthestudents’answeredpositivelyandsomeofthempartially.Someofthemexpressedtheirneedofmorepracticalknowledgeandskills,andtohavetheopportunitytomeetotherprofessionals’pointsofview:

• “My goal was to improve my care to patients at home; I expected something morefocusedonthecarepracticeandnotsomuchcareplans”[SP_S_QUEST]

• “The issues of coordination between services have been treated superficially” [SP_ S_QUEST]

Thisideawasearlycollectedduringthepilot’sobservation.Asseeninthereport:

• “Materials seems tobequite “basic” for their training, very focusedonbasic principlesandfoundationsofnursingversusotheropinionsthatsaythatthematerialsareverywellelaborated,thecontentsandthestructureisverycoherent.Nevertheless,thematerials,includingthosefore-learning,arewellorganized.”[SP_R_OB]

• “Weexpectedsomethingmorepractical,morefocusedonthecarepractice. It'sallverytheoretical"[SP_S_OB]

As reported, students expected and missed more useful information for their daily practice. Forinstance,theywouldhavebeenabletoseeandstudymoresocialworktypicalcontent,sinceitisoneofthetraininggapsthattheseprofessionalshave,accordingtotheiropinions,althoughsocialworkisnotanursingfunction:

• "Withtheexceptionofyesterday,whenasocialworkergaveatalk,thatithelpedusalot,therestformewerenursingfoundations,verytheoretical,notmuchorientedtopracticeandalsodoesnotbringyouanythingnew,basically.Ifeelalittlethatwearewastingourtimecominghere.”[SP_S_OB]

Students highly valued other professionals’ testimonies, based in their practice, assessing in a verypositiveway,forinstance,atalktaughtbytheCityCouncilrepresentative:

• "Weneedsomeone to tellus theirexperiences, like the teacherwehadyesterday.Sheworks in the city townhall, she toldusherexperiences,her cases, andhow they solvethem"[SP_R_OB]

Regardingthestudents’satisfactionwiththecourse,oneofthemostvaluedaspectsweretheabilityofteachers/tutors(average4,1)(seetable8):

• “Alltheteachersinvolvedinthecoursewereexcellent”[SP_S_QUEST]

Also, within the student experience, Spanish students were especially pleased with being able tocollaboratewiththeirclassmatesduringthetraining(4,1)andhadtheopportunitytoaskquestionsandsharetheirconcernsabouthomehealthcare(3,9)

• “(Ilikethemost)thepossibilityofdiscussingourconcernsanddoubtsduringtheface-to-facesessions”[SP_S_QUEST]

Additionally, regarding the Pilot content and structure, for some of them, sometimes there was notenoughtimetocompletethecourseactivities(3,3)

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• “(Ididnotlike)theshorttimeofdevelopmentofthecourse,inrelationtotheverybroadcontentofsubjects”[SP_S_QUEST]

Table8Students’finalquestionnaire(SP)


Q2.Teacher/tutor

Q3.Studentsexperience


Q5.Learningimpact

Finally,differentviewsfromdifferentteachersprovidedamultidisciplinaryapproachandawiderangeof professional experiences, which had a good value for students. Thus, the opportunity to shareexperienceswithotherprofessionalswashighlightedasagoalmet:

• “Improve(my)knowledge,shareprofessionalexperiences.”[SP_S_QUEST]

Teachersalsocollectedthestudents’needs for improvement,especially fromthosewhodemandmoretransdisciplinaryknowledgeforapplicationtotheircurrentjobormoretimetofixthenewlearning:

• “(Pilotmaybeimprovedby)Theinclusionofmoresocio-sanitarypracticalcases.”[SP_T_INT]

• “(Students)haveexpressedtheneedformoretrainingtimetosettlethecontentsofthecourseinamorethoughtfulandinformedway”[SP_T_INT]

3.2.3 Finland

Finnish students actively participated in face-to-face sessions, expressing their doubts. As reportedduringtheobservation:

• “They listenandfollowPowerPointslidesverycarefully.Studentshavegotearlier fromsomewhere wrong information about the course studying points and some of thestudentsareverydisappointedbecauseofit.”[FN_R_OB]

Eventhough,student’sfeedbackwastakenintoaccounttoassessthelearningobjectives:

• “After listeningandseeingPowerPointslidesstudentsstartedtomakequestionsaboutthe course. So they obviously learnt something. A small group of students that stayedafteralessonmakeevenmorequestionsaboutthecourse”[FN_R_OB]

Duringtheobservation,theinteractiveandparticipativemethodologywasobservedbythereporter:

• “The whole teaching was presented in the form of open classroom discussions, withquestionschallenginglearnersandaquiteinteractiveatmosphere”[FN_R_OB]

Also,anexternalobserverpointedoutthefactthatstudent’sexpressedpositiveideasaswellassomeroom for improvement. Although students seemed to appreciate the usefulness of the course andseemedtoenjoythelearningstrategies,theymissedmoretimetogodeeperintosomecrucialelementsofthetraining.

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• “Allstudentsweregrosslyawareofthelearninggoalsofthiscourse,andthejudgedthecontentstobequiteusefulfortheirfuturework.”[FN_R_OB]

• “They thought that theywereable to reach learningoutcomes in teamworkduring thecourse.Theyfoundthelearningstrategiesmotivatingandattractive.”[FN_R_OB]

• “Studentsfoundthecoursetobeveryfastandwouldhavelikedtohavelongercourseson particular elements of the curriculum, an indication that itwasmaybe too intense”[FN_R_OB]

Some of the highest agreement in the final students’ questionnaire went to value the ability ofteachers/tutorswhenprovidingstudentswithguidancethroughouttheprogram(SeeTable9)(Average4,1), devoting enough time to answer students’ questions and problems and providing an adequateknowledgeonthesubject.

However, students did not clearly perceive the learning impact in terms of improving the jobopportunities.Especially,studentswereneutralconsideringthefactthattheapplicationofthislearningwillimprovetheirjobfutureorcurrentopportunities(3,1)

It isworthnoticingthatstudents’perceptionoverthepilot improvedfromthepilot2 tothepilot3,asshowedthetable9.

Table9Students’finalquestionnaire(FIN)

Additionally,despitethecoursewasnotallinFinnish,studentsvaluedpositivelytohaveamulticulturalenvironmentandtobeabletocommunicatewithotherstudents.

• “Itwasn´tcompletelyinFinnish,butitwasgoodthatmulticulturalthingsweretakingintoaccount”[FN_S_QUEST]

Allstudentsaffirmedtohavereachedtheirgoalseffectivelyinthefinalquestionnaire:

• “Togetcompetencepoints,yes”[FN_S_QUEST]• “Ilearnednewthings,soyes”[FN_S_QUEST]

3.3 Topic3:Teacher’scompetencesandskills

3.3.1 Italy

Themainmotivation of Italian teachers seemed to be the challenges and themodernization in theirteachingmethodologies.PreviouscoursesatVE-IIwereexcessivelytraditional,lackingthenewITtoolsto


Q2.Teacher/tutor

Q3.Students’experience


Q5.Learningimpact

Pilot3

Pilot2

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meet the requirements of a new generation of students’ that uses new technologies and areinterconnected through them. The Caress Pilot enabled the use of the e-learning platform with casestudies, critical incidents etc. to be performed asynchronously and collaboratively, which it has ledteachersandstudentsexperimentnewlearningmethodstoachievethelearningobjectives.

• “I feel sure that teaching on this coursewill increasemy professional skills, since IwillhavetoenactteachingmethodsandtoolsIdonotusuallyuse.Thisisabigchallengebutitisreallystimulating.”[IT_T_IN]

• “ThePilotwillsurelyhelpmeimprovesometeachingstrategies.”[IT_T_QUEST]• “Thee-learningactivitiesprovedtobeareallysignificantimprovementfortheOSScourse

andtheywillcontributeto"modernize"theteachingapproach.”[IT_T_QUEST]• “The project boosted the OSS course and gave both the teachers and the students

involvednewimpulsetotheirwork.”[IT_R_OB]

Someof themethodologiesused in thepilot,especially those regarding thee-learningandVCP,wherenew for teachers. Therefore, one of the biggest difficulties was “a lack of school staff adequatelysupportingteachersinthegeneralmanagementoftheproject”[IT_T_ART]:

• “Atsomepoint,duringthedefinitionofthetrainingmodules,theteachersinvolveddidn’tfeelateasewithsomepartsoftheproject.Obviously,it’snottheirfault.Rathertheyfeltthat some intermediate role (someone to help them understand what exactly was atstake)wasmissing.”[IT_R_OB]

However,motivationwashighdespitetheeffortsdoneonmanagingthePilots’demands:

• “All(Teachers)arepositiveandwell-motivatedalthoughreportagreateffortinadditiontoanalreadyhard task suchas thatof training teenage students ina setting that’snotalwayseasytomanage.Allthesame,they’repositiveandawarethat’swellworthdoing.”[IT_R_OB]

Thetimingfortheactivitieswasoneofthebigdifficultiestoraisethe learningobjectives,accordingtoteachers:

• “(I did not like the) bad timing of the activities: classroom activities and e-learningactivities should have been simultaneously developed for the students to reinforce theunderlyingconcepts”[IT_T_QUEST]

• “Therewasn'tenoughtimetocompletethecourseactivitiesbecausewhenthee-learningmaterialsbecameavailableOSSstudentswereunabletostarttheactivities immediatelysince they were attending their traineeship and so e-learning was frantic due to thelimitedamountoftimeatdisposal.”[IT_T_QUEST]

The overall satisfaction with the pilot was high, (see table 10) with an average of 4,5. Especially, allItalian teachers agreed on the idea that the contents learned through the course should improve thestudent’scurrentorfuturejobopportunities(5,0)

Additionally,Italianteachersthoughtthatotherteacherscouldbebenefitedfromthelearningmaterialsandthecoursedesign(5,0)

Italianteachersshowedahighself-criticism,asthelowestagreementwenttotheteachingperformance(3,9)andthoseteachersespeciallydisagreeingwiththe ideaof“havingenoughtimefordevelopingallthelearningcontentsofthecourse”,withascoreof2,7.

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Table10Teachers’finalquestionnaire(IT)

DuringthePilotobservation,theresearcherhighlightedsomeaspectsregardingtheteachersworkingasateam:

• “Isensedagoodsynergyandcooperativeenvironment”[IT_R_OB]• “(Teachers)arewellawareofoneanotherresponsibilities,difficultiesandeffortstobring

theprojecttosuccess”[IT_R_OB]• “Teachers are well matched. They form a good team thrilled to bring new ideas and

incitementtowhattheyhopewillbecomestandardtraining.Allthatdespiteacertainlackofsupport/interestfromtherestoftheteachingbody”[IT_R_OB]

Finally, teachersagreed intheeffectivenessof thePilot, regardingtheteachingandassessmentof theskillgaps:

• “Thetrainingpilotcoursehasprovedsignificantinfillingsomehomecare-relatedgapsinOSS students’ learning outcomes. Students have developed greater awareness abouthomecarerealitiesandrequirements.”[IT_T_IN]

• “ItcompletedtheknowledgeandskillsofthetraditionalOSScourseandallowedstudentstogettoknowdifferentlocalhomecarerealities”[IT_T_IN]

AnotherinterestingoutcomeinthisregardistheresponseofItalianteacherswhenaskedabouthowthepilotcouldbeimproved:

1. Improving the communication between project coordinator, teachers and students, andprovidingmoreteachers’support:

• “Communicationingeneralmighthavebeenimproved.TheprojectisreallycomplexandtheVEII staff is numerically inadequate tomanageall theactivities and responsibilities.HoweverEuropeanprojectarenotalwayscollectivelysupportedinschoolsandthereforemoreresourcesshouldbeimplemented”[IT_T_IN]

• “Studentsshouldbebetterinformedabouttheprojectwithall itsdetails, inordertobemoreawareofwhattheyaredoing”[IT_T_IN]

2. Improvingtheactivitiestoinvolveteachersandprojectcoordinators:• “Thearrangementofthemeetingsandvariousactivitiesandtheopportunityofbeingin

touchwithe-healthactivities”[IT_T_IN]• “Thepresencemeetingsandtheopportunityofbecomingacquaintedwiththenewhome

carefrontiers”[IT_T_IN]3. Improvingthelearningmaterialsandprovidingmoretimetodeveloptheactivities:

• “Clearer medium and long term objective, more integration between materials anddifferenttiming.”[IT_T_IN]

• “Materialsofthecasestudiesmightbebetterreflectedupon”[IT_T_IN]

Q1. Satisfaction and goalachievement

Q2.Teachingperformance


Q4.Learningimpact

Milestone6.3


3.3.2 Spain

Anespecialeffortwasmadetointegrateallthecloseproject’spartnersandsomeexternalteachersintothe training, from thepointof viewof theSpanish’pilot.Additionally, all the traininghasbeenagreedwithallthelocalCARESSmembersinvolvedintheplanningandmanagementofthepilotcourse.

• “It is worth noting the effort has been well distributed among all CARESS partnersinvolvedintheplanningandmanagementofthepilotcourse.Thus,intermsofoneofthecoordinators“thetraininghasbeen integratedwithamarked interdisciplinarycharacter(sharing the knowledgeof the different professionals, as regulators, socialworkers andnurses).”[SP_R_OB]

Spanish teachers were highlymotivated. Their reasons laidmainly in improving the care of the olderpeople,asacurrentissue,aswellasimprovethenursingprofessionbydevelopingbetterstandards:

• “Mymainmotivation is to collaborate in the training on a priority area of current andfutureactionregardingthecareprojectionofnursingprofessionals.”[SP_T_IN]

• “Transmit to students some important aspects of the care of the elderly, often littlevaluedandsometimeshidden(…),which iswhytheyareoftennottaken intoaccount.”[SP_T_IN]

• “To help students to be able to elaborate individualized care plans and integrate thenursingmethodologyintheirdailywork,inawaythathelpsthemtoreflecttheircare…”[SP_T_IN]

Theirpreviousknowledgewaswideinthecareoftheolderpeopleandallareexperiencedandtrainedinnewlearningmethodologies:

• “(…) I believe I have enough competence and experience to participate in the trainingactivity designed by CARESS, (…) to be useful to facilitate the achievement of theobjectives and the integration of the competences to the students that perform thistrainingcourse.(…)Ihaveparticipatedinaconstantrecyclingandupdating(…),soIthinkIknowthedifferentresourcesandtoolsforacompleteevaluationregardingthelearningoutcomesofthestudents.”[SP_T_IN]

• “Given that I ama Specialist inGeriatrics, I apply the integral geriatric assessment as abasic tool ofmy professional performance (…) It can be said that, in geriatric care, noaspect of the elderly person is alien to our professional interest and our performance,whosebasicobjectiveistoachievethegreatestpossiblewell-beingoftheelderly.(…)Theelaboration of the programs of the subjects in the Spanish Universities are carried outfromthedefinitionofthecompetencesthatshouldbereachedbythestudents”[SP_T_IN]

• “(…) Ihavealsoparticipated inthetrainingofnursingmethodologyboth inthehospitaland in theFacultyand formedpartofworkgroups in thedevelopmentofcareplans. (Iused to) working in team with small groups, in which individualized teaching can bepromotedandhelpstoevaluatelearningoutcomes.(…)worksandtheparticipationofthestudentintheclassroomarealsofundamentaltomeasurethelearningresults.”[SP_T_IN]

Again,thetimingseemedtobeadifficultytobesolved:

• “Littletimetocarryoutallthenecessarypracticalapproach.Smallavailabilityofteacher-studentcontact”[SP_T_IN]

“Thetimethatthestudentmustdevotetodevelopacareplan

• “The time that the studentmustdevote todevelopacareplanuntil the terminology ismastered.”[SP_T_IN]

Milestone6.3


• “Thecourse(takeplace)onweekends,withintensiveschedules.Theywouldprefertodoitaslowpaceandnotinsointensiveperiod.”[SP_T_IN]

Regardingthefinalthoughts,theoverallsatisfaction isthemostagreedbyteacherswithanaverageof4,8,(seetable11)whilethelowestagreementwenttothe learningimpact(4,0),especiallydisagreeingwith the idea of the “contents learning through the coursewould improve their students current orfuturejobopportunities”,withanaverageof2,5.

Table11.Teachers’finalquestionnaire(SP)

DuringthePilotobservation,theresearcherhighlightedsomeaspectsregardingtheteachers’satisfactionwiththelearningmethodologyused:

• “The subject taught, aswell as the timesused, havenot been adjusted to all theworkdeveloped to complete the training units. Until the same day thatwe startedwith thePilotface-to-faceclasses,itwasnotclearhowtheyshouldbefocused”[SP_T_OB]

• “(…)thepositiveengagementofstudents intheface-to-facetraining:“Thestudentsarevery interested in the subject,withmanyquestions,participationand interest” [SP_R_OB]

• “Anotherteacherdeclaredtobe“discretelysatisfied”,asthe“contentshaveagoodleveland inmany cases excellent, but the contents thatwere deleted from the face-to-faceparthasallowedbarelytoenunciatethemostrelevantissues”(Note:thosecontentshaditscontinuationinvirtualsessions)[SP_R_OB]

Theobservers could collect some ideas for improvement, regarding the face-to-face learning sessions,highlightingthecomplexityofchangingattitudes:

• “The improvementofhomecaregoesthroughtheacquisitionofcertainknowledgeandskillsbutthecompetenceinthekeyissuesinrelationtoimprovement,goesthroughtheadjustment/modificationofattitudes(nothingsimpletobeundertaken)”Inthatsense,“itwouldbevery important to implementa face-to-face format thatadequatelyaddressesthisneed.”[SP_R_OB]

Someother improvementpoints, according to thegroupof teacher’s reflections,were those regardingthelanguage,thetimeandtheexcessiveworkloadforstudentswhowerealreadyworking:

• “The language barrier. Overlapping of activities and lack of time. Lack of flexibility indeliveries.”[SP_T_ART]

• Excessive workload for students who have professional’s engagements. Difficulties ofworkingingroup”[SP_T_ART]

Finally, as previously reported, one of the most valued aspects by the students were the ability ofteachers/tutors:

Q1.Satisfaction and goalachievement



Q4.Learningimpact

Milestone6.3


• “IlikedtheteachersparticipatinginthePilot.Theyareallhigh-qualityprofessionals”[SP_S_QUEST]

3.3.3 Finland

Finnish teachers involved in the design and the enactment of CARESS pilots had awide professionalexperienceastrainersinthefieldofsocialandhealth-care,asitisshowninthefollowingexcerpts:

• “Ihavebeenworkinginthisfieldsince1988,soIamveryfamiliar”.[FIN_T_INT]• “Teachershadabout20yearsofteachingexperienceandintervenedinallthreemodules

producedbytheproject.Thethoughtthattheircompetencesallowedthemtoteachtheproposed modules well, especially as technology in care is not a novelty in Finland.TeacherswereveryfamiliarwiththeconceptofteachinginviewoflearningoutcomesasthisisthedominantmodelinFinland.”[FIN_R_OB]

Ontheotherhand,Finish'teachershavealsopreviousexperiencewithactivemethodologiesandactivelearning strategies. Moreover, some of them were familiar with assessing learning outcomes andprofessionalskillsinaworkplaceenvironment:

• “Iunderstandalso theemployerpointof view. Ihave recruited tensofemployees, so Icanassesswhat kindof skills areneeded in this field, especially practical nurses’ skills”[FIN_T_INT].

Teachersalsodetectedsomebarriers,ordifficultiestoraisesomelearningobjectives:

• Teachersfoundthatthemostdifficultpointsweretoteachapositiveattitudetowardstechnologywiththelearners,aswell.[FIN_R_OB]

Asreportedinthefinalquestionnaire,thelearningimpactisthemostagreedbyteacherswithanaverageof4,3(seetable12).Thelowestscorewenttotheoverallsatisfaction(3,2)andespeciallywiththeoverallorganizationoftheCARESSPilot,withascoringaverageof1,7.

Table12Students’finalquestionnaire

When asked about what they like more, teachers were satisfied with the final design andstudents’approachtothepilotcourse:

• "Our Finnish Pilot targeting Practical Nurses was clear and well designed…." [FIN_T_QUEST]

• “National pilot course in Moodle was easily approached by students and learningassignmentsclearlyinstructed”[FIN_T_QUEST]

Q1. Satisfaction and goalachievement



Q4.Learningimpact

Milestone6.3


Also, the learning methodology is well valued, as it encouraged independent study andparticipation:

• "Mystudentsareadults,andtheyareabletostudyalone.E-learningwasverygoodforthem.Theycanalsodiscussit,itwasverygood,"[FIN_T_QUEST]

Teachers believe the pilot helped to fill some need for training in the field of homecareeducation,highlightingtheuseofnewtechnologiesandthemulticulturalinteraction:

• “TheVR-homevisit and theMoodle tasks related to it (helped to fill educationalneeds). (Also)Servicesystem,multiculturalinteraction,ICTaidandelderlyabuseofferedatheoreticalbasefortraining.”[FIN_T_INT]

Toevaluatelearningoutcomesfromtheteacherswassometimesachallenge:

• “Students learning outcomes was evaluated in skills demonstration and I wasn´t theteacher whowas there to evaluate. According tomy face-to-face sessions, I could saystudents gave positive feedback about the case and other discussions, for example, “Ihave never before thought about that”. I could say I thinkmy pilot classes developedstudentsethical-professionalattitudefordifficultsituationsatworkplace.”[FIN_T_INT]

• “There were other teachers outside of the pilot who assessed students’ skillsdemonstration, so pilot teachers cannot be sure about its learning results”, although,“students achieved at least acceptable learning outcomes in classroom learning tasks”.[FIN_T_ART]

Finally,somebarriersanddifficultiesfeltbytheteachersmayservefromastarpointtoimprovethepilot:

• “Instructions and guidancewere delivered too late for us and the differences betweentheoreticalreferenceframeworkswasaweakness.”[FIN_T_INT]

• “Checkingandassessinglearningtaskswaslaborious”[FIN_T_ART]

• “Lackofstudent’sself-managementskillsandlanguageskills”[FIN_T_ART]

• “What are theaims (of thePilot) and timetable (…) I guess it´s also important to knowexpectedoutcomestoo.”[FIN_T_INT]

• “Ineedmore timetoplanand implementmycourse. Idonot like the instructions thatweregiventous, the instructordidnotknowwhat theeducationofpracticalnurses is.Theexpectationsofthiscourseorpilotwereunclear.”[FIN_T_QUEST]

3.4 Topic4:Qualityandusefulnessoftrainingmaterials

3.4.1 Italy,SpainandFinland

Figure6showstheresultsobtained fromtheteachers’questionnaire toevaluate thetrainingmaterialsusedinthepilotcourses.Inthiscase,teachersalsotookintoaccountboththee-learningmaterialsmostlyemployedintheCARESSintegratedplatformandthosematerialsusedintheface-to-faceclassrooms.

Milestone6.3


Figure6.ResultsFinland,SpainandItaly.Teachers’questionnaireevaluatingthelearningmaterials

.

Learningmaterials received remarkable punctuations by all the teachers involved in the CARESS pilotswithincountries(4,7;3,8and3,4asanaveragefromItaly,SpainandFinlandrespectively)

In Finland, teachers highly valued the Technical design (average 4,0.). The lowest scorewent to theinclusion/socialconsiderationsandwork-orienteddesign(average3,0)

• e.g.Learningmaterialsestablisheddifficultygradesaccordingtostudent’sdiversity:2,0

Also,theeducational/multimediaandmanagementaspectsrelatedtoe-learningmaterialswerenotsowellpunctuated,withanaverageof3,0.

• e.g.,Thegraphicsandsoundwerewellused:2,0

TeachersfromSpainhighlyvaluedthe Instructionaldesign:4,1,especiallyhighlightingthatthe learningmaterialsincludedspecificactivitiestofostergroupinteraction(4,5)

The lowest score went to the inclusion/social considerations (3,5) especially when talking about thelearningmaterialstakingintoaccountstudents’previousknowledge(3,0)

Also, the educational/multimedia and management aspects related to e-learning materials had aremarkablepunctuationof3,8.(e.g.,Navigationwasclearandconsistent:3,5)

TeachersfromItalyhighlyvaluedtheTechnicaldesign:4,8.Theyespeciallyhighlightedthatthelearningmaterials were presented in different formats (e.g., videos, documents, web pages, software, openeducationalresources,ICTtools)(5,0)

Thelowestscorewenttothecontentoflearningmaterials(4,6)especiallywhentalkingaboutwhetherthelevelofdifficultywasappropriatefortheintendedaudience(4,3)

Figure7illustratestheresultsobtainedfromthestudents’questionnairetoassessthelearningmaterialsemployed in the face-to-face sessions within the pilots and Figure 8 the results obtained from thestudents’questionnairetoassessthee-learningmaterials.

Milestone6.3


Figure7.ResultsFinland,ItalyandSpainStudents’assessingthelearningmaterialsusedintheface-to-facesessions

Learning materials used in the face-to-face sessions obtained positive punctuations by the studentswithinthethreepilotswithanaverageof3,7;4,0and4,2forFinland,SpainandItalyrespectively[FIN,SP,IT_S_QUEST].

Themostremarkablepunctuationsforthelearningmaterialswenttothefollowingstatements:

• “Learning materials had an accurate content” (3,8; 4,7 and 4,4 for Finland, Spain and Italyrespectively.

• “Learningmaterials included specific activities to foster group interaction” (3,8; 4,2 and4,1 forFinland,SpainandItalyrespectively)

• “Learningmaterialsallowed/encouragedyoutoworkindependently”(3,8;4,7and4,3forFinland,SpainandItalyrespectively.

Amongthelessvalueditemsstudentspointedoutthoseitemsrelatedwith“learningmaterialsprovidedopportunities to develop entrepreneurial mindsets” (3,4; 3,4 and 3,8 for Finland, Spain and Italyrespectively) and “The learningmaterials integrate opportunities of knowing labourmarket needs andskills” (3,4 and 3,2 for Finland and Spain respectively). On the contrary, Italian students’ gave its lowpunctuationtotheitem“InstructionalgoalsandlearnerobjectiveswereclearlystatedthroughLearningmaterials”(3,7).

Ontheotherhand,students’providedfeedbackassessingthee-learningmaterialsusedmostlyinthee-learningsessionscarriedoutintheCARESSintegrateplatform.AswecanseeifwecompareFigure7andFigure 8, punctuations given to e-learning materials were slightly lower in comparison with thoseobtained as an average from the learning materials (3,4; 3,9 and 3,8 from Finland, Italy and Spainrespectively).

Milestone6.3


Figure8ResultsFinland,ItalyandSpain.Students’questionnaireevaluatingthee-learningmaterials

Teachers’fromthethreecountriesgaveremarkablepunctuationstotheitemrelatedtothe“educationaland multimedia aspects of these materials” (e.g., the design was user-friendly, the graphics were notupdated and little helpwas required towork independently) with an average of 3,6; 4,1 and 3,9 fromFinland, Spain and Italy respectively. Teachers from Finland valued very positively that “contentswereconsistently introduced in the e-learning materials” (4,0). Teachers from Spain gave the higherpunctuation to the statement related to “the contents of the e-learning materials were presented indifferent formats (e.g., video, web pages, images, etc.) (4,0). On the other hand, teachers from Italyvaluedpositivelythatthe“e-learningmaterialsallowedstudentstoworkindependently”(4,2).

Table13showstheresultsfromtheteachers’finalquestionnaireregardingthelearningimpactofthelearningmaterialsusedinthepilots.Thepunctuationsgavebytheteachersasanaveragewerehigh(4,0Finland;4,2Spainand4,8Italy).TeachersagreedthatlearningmaterialsdevelopedintheCARESSprojectwouldbeusefulforfuturecourses.Furthermore,teachersfromItalystronglyagreethatthesematerialswillbeusefultoimprovethestudent’scurrentorfutureworkopportunities(5,0).Itisworthnoticing that teachers fromSpaindidnotperceive theusefulnessof thesematerials to improve thecurrent opportunities of the students (2,0) probably due to the years ofworking experience of thetargetengagedintheSpanishpilot.Also,teachersshowedtobesatisfiedwiththetrainingmaterialsandlearningresources(3,0;5,0;4,3fromFinland,SpainandItalyrespectively).

Accordingtothepreviousideas,thetrainingmaterialsusedintheCARESSproject(thenationalonesandthee-learningmaterials)havebeenseenbyteachersasanopportunitytoreflectonthestudents’learning gaps and start designing from the scratch. Furthermore, learning materials bring newopportunities to thosestudents thatcanuse themtostudyon theirown,asshown in the followingexcerpt:

• “(….) The Pilot has required the development, redevelopment and collection of aconsiderablequantityofmaterial.Thegreatestpartof thematerialshasbeencreatedfromthescratch,whichhasprovedquitechallengingandhasinvolvedintenseresearchandteamwork(…)“[IT_ART_T]

• (…)TheCARESSprojecthasenabledtheacquisitionanduseofalearningplatformwithcase studies, critical incidents, and other e-learning materials to be performedasynchronously and collaboratively that have helped students acquire new learningmethods(…)[IT_ART_T]

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• “Therearelotsofusablenewmaterialwedidn´thavebeforetheproject.Italsoopensthe possibility to study faster at your own pace to the students who has learningreadiness’sforthat”[FIN_QUEST_T]

• “NationalmaterialsinMoodleplatformwereapositiveexperienceandtherewasnice”[FIN_QUEST_T]

Table13.Teachers’questionnaire:Satisfactionandimpactofthelearningmaterials.ResultsfromFinland,SpainandItaly

Q1: I will use this teaching material inthefuture

Q2: It will be useful to use thoselearningmaterialforfuturecourses

Q3: The contents learned through thecoursewillimprovemystudent’scurrentorfuturejobopportunities

Q4: If will be good if other colleaguescouldhaveaccesstothiscoursedesign

Q5: I am satisfied with the trainingresourcesandmaterialsused

Nevertheless, teacherspointedout someweaknessaccording to thedifficulty to adapt thee-learning materials to the different targets involved in the CARESS project (e.g., differentbackground,levelofstudies,yearsofworkingexperience,age,etc.):

• “Someoftheconceptswerealsointoohighlevelforourstudents.Gapbetweentheoryandpracticewas toobig in sometransversalmaterials.Ourstudentswouldhaveneededmorematerialthatispractical“[FIN_QUEST_T]

Besides,somee-learningmaterialsshouldberefinedinordertoguaranteetheiraccuracy:

• “(…)Materialsofthecasestudiesmightbebetterreflectedupon”[IT_INT_T]

• “Moreaccuracywouldhavebeenrequiredwithregardtothematerialsuploadedontheplatform”[IT_INT_T]

3.5 T5: Non formal and informal learning through CARESS e-learningplatformandVCP

TheCARESSintegratedplatformhasbeenseenasausefulresourcetopromotetheinformationexchangeand the collaboration between students within the three pilots, as it is illustrated in the followingteachers’reflections:

• “Participation in VCP has allowed the interaction between participants, share ideas,projectsandmeaningfulcontributionsforeachstudent”[SP_ART_T]

• “TheVirtualCommunityofPracticehasprovedtobetherealnewinformallearningtoolexperimentedbypilotstudents,whountilthatverymomenthadusedsocialnetworksforentertainment,neverforprofessionalreasons”[IT_ART_T]

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• “StudentsfindVCPinterestingandtheylikedtostudyontheInternet”[FIN_ART_T]

Students within the three countries were engaged in the discussions about different target issuesselected from transversal modules. Moreover, students contributed with its post to thethematic/transnational groupdiscussions andwrote their reflections about their learning experienceswithintheplatform(seeFigure9).Inordertodothis,theyfilledinthestudents’experiencediary.TheassessmentoftheactivitiescarriedoutbytheteachersisexplainedindepthinD.4.4,4.5and4.6.

Figure9.ScreenshotCARESSintegratedplatform.Thematic/Transnationalgroupdiscussion.Finland,ItalyandSpain

Students and teachers within the three pilots highlighted some of the potential benefits of using theCARESSVCP.Thus,tobeabletoshareknowledgeandtheopportunitytocommunicatewithothershadbeenseeingasthemainstrengthsoftheVCP:

• “The VCP is a suitable means to stimulate students and involve them in discussions withprofessionalsormatesonissuesrelatedtotheirprofession”[IT_INT_T]

• “Icansharemyknowledgeintotheplatform.”[IT_S_QUEST]• “What I like the most was the opportunity of sharing knowledge in the platform with my

classmates”[SP_QUEST_S]• “Iliketheformat:ThePlatform,meetings”[IT_S_QUEST]

Although students within the three countries gave to the CARESS integrated platform remarkablepunctuation (see the results of TAM questionnaire below in this section), they highlighted someaspectsthatcouldbeimproved:

1. LookandfeelandnavigationoftheCARESSVCP:• “Theinternetplatformisdifficultandconfused.”[IT_S_QUEST]• “Sometimesaccesstotheplatformcouldbemoreintuitive.”[SP_S_QUEST]• “Quiteunclearplatform.”[FN_S_QUEST]• “(I did not like) Platform navigation. It could be improved that thingswould be easier to find.

Locationswerebehindmanyclicks.Maketheplatformeasiesttouse.”[FN_S_QUEST]

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2. Investmoreeffortandtraininginlearninghowtousetheplatform:• Although this kind of platforms, according to a teacher reflection “are motivating and

enriching”,alimitingfactormightbe,accordingtothesameteacher,“thetimeneededfortheinitialsupportthatmustbehigh”.[SP_R_OB]

• “(Thebiggestweaknessofthepilotcourseenactment):Thelackoftimedevotedtotheuseoftheplatform.”[IT_T_IN]

• “during the face-to-face classes, there were several difficulties expressed by the students toregisterandmovearoundthee-learningplatform”[Teacher1][SP_OBS]

3. Promote the transnational discussions through the VCP, a fact that many students founddisappointed:• “Ididnotliketheuseoftheplatformbecauseitwasnotveryinformativeandhavefewpeopleto

talk.”[IT_S_QUEST]• “I don’t like that I can’t share my opinion with people of other country in the platform.”

[IT_S_QUEST]• “Idon'tlikethatIcan'tcommunicatewithpeopleofothercountry.”[IT_S_QUEST]• “Itcouldbeimprovedthecommunicationintheplatform.”[IT_S_QUEST]

4. Likewise,oneoftheaspectsthatteacherspointedoutasabarriertopromotethediscussionamong

studentswithincountrieswasthelanguageissues:• “A point that could be improved in the VCP is to design activities that allow students towork

togethercross-borderwithstudentsfromotherprojectcountries.However,teachers’pointedoutthattimewas lackingtodevelopsuchanactivity.TeachersthoughtthattheuseoftheVCPwillprobablybemoredevelopedduringthepracticalphaseoftraining,asitwillprovideasinglepointofcontactbetweenstudentsandteachers.”[FN_R_OB]

• “Additionally,another teacherpointedoneof themain reasons fornotusing theVCPmightbe“thelazinessofthecommonlanguage(English)whichinhis/hercaseislimiting"[SP_R_OB]

• “IhavemylimitationsspeakinginEnglish,butyouhadtoanswerinEnglishbecausethequestionwasinEnglish...ThenIseethat...theonlinepart,donotmeetexpectations..."[SP_R_OB]

• “Todevelop activities that allow learners to exchangewith learners fromotherpilot countries,bearinginmindthedifficultieslinkedtothelanguagebarriers.”[IT_INT_T]

• “Thelanguageisafurtherobstaclesobasicallythereisnoconnectionbetweenthethreepilots.”[IT_R_OB]

5. FosteringthesocialaffordancesoftheVCPtoavoidtheoverlappingwithotherVLEavailablewithinthecountries.• “TheteachersfoundworkingwiththeVirtualCommunityofPracticechallenging–notbecauseof

the platform itself, but because it exists alongside the already existing Virtual LearningEnvironment used by thewhole OMNIA institution. It could be recommended to see how theCARESSVCPcouldbeintegratedintoalreadycommonlyusedVCPs(e.g.Moodle).StudentsdonotearncompetencepointsforusingtheprojectVCP(contrarytoOMNIA’sone),sodespiteaninitialpresentationof theplatformtostudents,use is limited.Somediscussionsdidtakeplaceontheplatform,however.”[FN_R_OB]

• “Better integrate theonline tools (e-learningandVCP) intoexistingonline learning toolsof thepartners.”[FIN_R_OBS

Withthepurposeofgatheringmoredatathatprovideusin-depthinformationabouttheusefulnessandacceptanceoftheCARESSintegratedplatform,wedecidedtouseaquestionnairetoassesstheVCPusers’acceptanceandusage.TechnologyAcceptanceModel(TAM)wasdevelopedinthe1980's(Davis,1989).Holden&Karsh,2010reasoned"thekeyto increasingusewasfirst to increaseacceptanceof IT,whichcould be assessed by individuals about their future intentions to use the IT" (p.160). The TAM was

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developedtopredict,explaininformationtechnologyacceptanceanditsusage.Themaintopicstolookataccording to thismodelaresystemquality, servicequality,perceivedusefulness,perceivedeaseofuseandusersatisfactionwiththesystem.

WehaveelaboratedontheideasproposedbyTAMmodelinordertocreateaquestionnairesuitableforassessingtheCARESSVirtualCommunityofPracticeaccordingtothestudents’perspective.Likewise,wetook into account the feedback provided by the project coordinators to refine and reformulate theproposed questions. 20 out of 75 students (9 students from Finland, 4 from Spain and 7 from Italy)answeredthequestionnairebetweenthe12thandthe19thofFebruary,2018.

Thequestionnairecontains(seeannex3)5levelLikert-itemsdistributedinto12questionsregardingthefollowingtopics.

• Backgrounddata• PreviousexperienceinusingVCP

o Knowledgequalityo Perceivedusefulnesso Perceivedeaseofuseo Satisfactiono Knowledgesharingbehavior

Studentswereaskedtheagreementlevelwitheachstatement,being1=Completelydisagree,2=Partiallydisagree,3=Neitheragreenordisagree,4=Partiallyagreeand5=Completelyagree.

Moreover,thequestionnaireincluded3open-endedquestionswiththeaimofgatheringdataaccordingtothestudents’usageexpectationsofCARESSVCPaswellastoidentifysomeoftheirpotentialstrengthsandweaknesses.

3.5.1 Results:Italy,SpainandFinland

Figure10.Participants’age

Participants’ageLessthan18years 15%

18-25years 60%

25-35years 15%

Morethan35years 10%

Figure11Educationalbackground

Par~cipants'age

Lessthan18years 18-25years 25-35years Morethan35years

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EducationalbackgroundEducationalSecondarySchool 75%

Professionaltraining 5%

BachelorinSciences 0%

Diploma 5%

Bachelor’sdegree 10%

Masterdegree 5%

PhD 0%

Figure12Educationalbackground

PreviousexperienceinusingVCPNeverhad 60%

Oneyearorless 35%

2-4years 5%

Morethan4years 0%

a)KnowledgeQuality1. It wouldn’t have been possible to acquire the knowledge shared by the VCP through lessons or

referencetexts.(Average:3,2)2. Ingeneral,theVirtualCommunityofPracticeprovidesmewithqualityinformation.(Average:3,8)

b)ServiceQuality3. The integrationbetweenthee-learningplatformandtheVirtualCommunityofpractice iseffective.

(Average:3,6)4. Ingeneral,IwouldgiveahighratingtothesystemqualityofVirtualCommunityofPractice.(Average:

4,0)

Educa~onalbackground

Educa~onalSecondarySchool Professionaltraining

BachelorinSciences Diploma

Licenciatura/grado Masterdegree

PhD

PreviousexperienceinusingVCP

Neverhad Oneyearorless 2-4years Morethan4years

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Figure13.Knowledgequality

Figure14ServiceQuality

d)PerceivedUsefulness5. Ingeneral,thisVirtualCommunityofpracticeisusefultoshareknowledge.(Average:4,3)

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Figure15.Perceivedusefulness

e)PerceivedEaseofUse6. InthisVirtualCommunityofPracticeeverythingiseasytofindanditiseasytonavigatein.(Average:

3,3)7. ThestructureandcontentsoftheVirtualCommunityofPracticeareeasytounderstand.(Average:

3,6)

Figure16.Perceivedeaseofuse

f)Satisfaction8. I am satisfied with my interaction with other members in this Virtual Community of Practice.

(Average:3,7)9. The contentof topics and contributions contentof in thisVirtualCommunityofPracticemeetsmy

needs.(Average:3,8)

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Figure17.Satisfaction

Theseresultsarealignedwiththedataobtainedfromthestudents’finalquestionnaireaswecanseeinTable14studentsgaveremarkablepunctuationstothosestatementsrelatedtotheirsatisfactionwiththeVCPandtheiroverallexperiencewithinthisplatform(average:FIN:3,9;SP:3,6andItaly:3,6)

Table14Students’satisfactionandexperienceCARESSintegratedplatform

Q1:Iwasabletosharelearnedknowledge, ideas and learningmaterials through the CARESSVirtualCommunityofPractice

Q2: Iwas able tomakeonlinecontact with other studentsand professionals through theCARESS Virtual Community ofPractice

Q3:IwaspleasedwiththeuseandpossibilitiesoftheCARESSVirtualCommunityofPractice

g)KnowledgeSharingBehaviour10. I participate in information and knowledge sharing activities in the Virtual Community of Practice.

(Average:4,1)11. I use the Virtual Community of Practice to search for knowledge that are related to my learning

objectives/work.(Average:4,0)12. I involve in live chatwith othermembers in the Virtual Community of Practice, by giving answers,

comments,andfeedbackindiscussion.(Average:3,8)

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Figure18.Knowledgeandsharingbehaviour

13. HaveyourobjectivesfortheuseoftheVirtualCommunityofPracticebeenmet?Whatwerethey?

Sharingknowledgeand ideas isoneofthemaincharacteristicsofaVirtualCommunityofpractice. Infact,themajorityofstudentspointedatthischaracteristicasanobjectivemet.

• “Yes,myobjectivewastocompletethelearningtasks”[IT_S_QUEST]• “Shareinformation,discussideasandimprovemyknowledge”[SP_S_QUEST]

Somestudentsreferredtohavegainedskills,knowledgeandcompetencepointsthroughtheVCP

• “Ihavegained5competencepoints”[FIN_S_QUEST]• “Ihavegained3competencepoints”[FIN_S_QUEST]• “Yes,sharingmyknowledge”[IT_S_QUEST]

LearningtousetheVCPwasoneoftheobjectivesmetforsomestudents

• “Yes,IhavelearnttousetheVCP”[FIN_S_QUEST]

Ontheotherhand,somestudentsstatednothavingobjectivesinmindornotbeingsureaboutit:

• “nothavingdefinedanyobjectives”[FN_S_QUEST]• “Ican’tsay”[FN_S_QUEST]

Or directly confirmed that their objectives were not fulfilled [SP_S_QUEST], or just partially[SP_S_QUEST].Astudentexpressedhis/herdisappointmentashe/she“expectedbetterdocumentation”[SP_S_QUEST].

14. WhatdidyoulikeabouttheformatoftheVirtualCommunityofPractice?Nameatleastonething.

Studentshad answeredwith a varietyof aspects to this question, not just about the format (as itwasasked)butalsoabouttheusesoftheVCP.

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Regarding the format, students like the structure [FN_S_QUEST], accessibility [SP_S_QUEST] andsimplicity[SP_S_QUEST].Evenastudentpointedatthe“similaritieswithFacebook”assomethinghe/sheliked[FN_S_QUEST].

Some students found the format “interesting” [FN_S_QUEST], and “quite nice” [FN_S_QUEST] while astudentreferredthat“atfirstitwasdifficulttouse”[FN_S_QUEST].

Fortherestofstudents,thepossibilitiesoftheVCParethemoreremarkablethingtohighlight:

• “Sharemyopinionsandknowledgewithotherusers”[FN_S_QUEST]• “Exchangingopinionswithotheroperators”[IT_S_QUEST]• “(Having)reasonablediscussions”[FN_S_QUEST]• “Interactionwithotherfellows,fromothercountries”[SP_S_QUEST]

Regardingknowledgeacquisition,somestudentsfindtheVCPuseful:

• “(Knowing)rolesandskillsofhomehealthcarepractitioners”[FN_S_QUEST]• “(Possibletofind)lotsofinformation”[FN_S_QUEST]

Finally,otherstudentssimplyreferredto“likegroups”[IT_S_QUEST].

15. Whatdidn'tyoulikeorcouldbeimproved?Nameatleastonething.

SomestudentsagreedontheideatheVCPwasdifficulttouseatthebeginning:

• “Disorganized”[FN_S_QUEST]• “Abitconfusing”[SP_S_QUEST]• “Wasn’tquiteclear”[FN_S_QUEST]• “Wasn´teasytouse”[FN_S_QUEST]• “Difficulttonavigateatfirst”but“intheendeasier”[FN_S_QUEST]

Astudentdidnotlikeorthoughtitcanbeimproved:

• “thediscoveryVCPguidance”[FN_S_QUEST]• “thatIcanchatonlywithmyschoolfriends”[IT_S_QUEST]

Another student stressed negatively the request to use the VCP asmandatory, as if that way, theplatformlossestheirattractivenessforbeingused:

• “The obligation to participate in forums, because it makes many comments lose theirusefulness.”[SP_S_QUEST]

Some studentsdirectlymadepractical suggestions as “more training” [SP_S_QUEST] and tobeable tousetheVCPwith“otherdeviceslikesmartphones”[SP_S_QUEST].

Theaverageinthequestionnaireis3,7over5,whichisremarkable.

Wecanseethelowestpunctuationintwoquestions:• “Itwouldn’thavebeenpossibletoacquiretheknowledgesharedbytheVCPthroughlessonsor

referencetexts”.(3,2)(relatedtoKnowledgeQuality)• “InthisVirtualCommunityofPracticeeverythingiseasytofindanditiseasytonavigatein”.(3,3)

(relatedtoPerceivedEaseofUse)

Whilethehighestpunctuationwentto:• “Ingeneral,thisVirtualCommunityofpracticeisusefultoshareknowledge”.(4,3)(relatedto

PerceivedUsefulness)• “IparticipateininformationandknowledgesharingactivitiesintheVirtualCommunityof

Practice”.(4,1)(relatedtoKnowledgeSharingBehaviour)

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The results of the questionnaire contrasted with the open questions highlighted that there is a lowperceivedeaseofuse, supportedbycomments suchas theVCPwas“disorganized”, “abit confusing”“wasn’tquite clear”or “wasn´teasy touse”butahighperceivedusefulnessby the students, speciallytalking about sharing knowledge, again supported by comments such as “share my opinions andknowledge with other users” “exchanging opinions with other operators” or having “reasonablediscussions”“interactionwithotherfellows”,evenfrom“othercountries”.

Ontheotherhand,althoughthere isa lowknowledgequalitypunctuation, (e.g., referredbyastudentrepliedhe/shesayshe/she“expectedbetterdocumentationthestudentshadahighKnowledgeSharingBehaviourpunctuation,supportedbycommentssuchasthefactthatsharingknowledgeandideaswaspointedoutasanobjectivemetbymanystudents.

3.6 WrappinguptheCARESSpilots’evaluationWorkplace learning home-care is expected to become more complex. Learning how to work in amulticultural context, the lack of time and resources, the collaborative nature of theworkwith othercaregiversandrelatives,aswellasmanagementandorganizationalbarriersaresomeof thechallengesthatHCCPshavetoface.TheworkdoneintheCARESSpilotsisfosteringworkplacelearningbymeansofatechnology enhanced learning approach that provides learning design scaffolds, aswell as support forbothformal,nonformalandinformalcompensativelearningmodules.CARESSpilotshavebeendevelopedtargeting students with different background and professional experiences within European countries.Thisway,promotinglearningexperiencesinprofessionalswithsomanydifferencesofqualificationsandexpectationscanbeseenasahugechallenge.Inspiteofthebarriersandlimitations,theworkdonebypilots’coordinatorshasallowedthedesignofasetof learningstrategiesrelevantforVETinthefieldofhomecareforolderadults.Accordingtothedesignprocessfollowedbyteachers,itisworthnoticingthatthereisatensionbetweenthelearningdesignproceduresthatareformulatedintermsofpatternsthatcanbeusefultounderstandand compare thedesignof others and the flexibility that is demandedby teachers. Coordinating threepilots with the same structure has not been easy. This is because the courses incorporate threedimensions (nonformal, informal and formal learning) as well as because of the cultural gaps and thedifferencesamong theeducationalpoliciesamongcountries.Due to this fact,pilots’ coordinatorshavecarried out their designs according to the initial planning, and they have fulfilled the indicators of thesuccessoftheCARESSproject(i.e.,compliancewithECVET,learningdesignsbasedontheidentificationoflearninggaps,thesupportoftheVCP,etc.).Ontheotherhand,CARESScoordinatorhasinvestedalotofeffort inprovidingpartnerswithusefultoolsto improvetheexchangeof informationwithinpilots(e.g.,students’learningpacttemplate,templatestogeneratetheinstructionaldesigndocuments,etc.)However, the lackof timeandthegreatamountofguidelines that teachershave followedat thesametime,hasprovokedanoverloadtoteachers.Thequalityof teachers’performance, theCARESS integratedplatformand thequalityof thee-learningmaterials created from scratch by teachers have seen as one of the main strengths of the outcomesgeneratedinthepilots.Studentsenjoyedgetting involved in theCARESSVCOP. Teachers thought that thisplatformwasa richlearning experience for the students. However, both teachers' and students have missed moreopportunities to share information and get involved in discussions with professionals from othercountries.Teachershighlightedthatthereisaneedtoinvestmoretimeandeffortinlearninghowtouse

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thisresource.Moreover,thereisaneedtoimprovetheroleofteachersasfacilitatorstoengagestudentsinfruitfuldiscussions.Finally, the learningmaterialsbasedonactivemethodologiesemployed inthepilotshavebeenseenasone of the main strength of getting involved in this project. Teacher’s thought that designing thesematerialswasachancetoreflectontheirteaching.Theyalsoconsideredthatthesematerialswouldbeuseful for their future practice. Themajority of the students, despite their different backgrounds andprofessional’s experiences, agreed that learning materials allowed them to improve their knowledgeabouthomecare.

4 ANNEXES

4.1 Annex1.PILOTDESCRIPTIONTRACKINGTOOLWP4-WP6

FINNISHPILOT STARTINGMONTH

CLOSINGMONTH

REFERENCESTAFFPERSON

NUMBEROFSTUDENTSINVOLVED

ACTUALSTATUS

NOTES

E-LEARNING

PRESENCELEARNING

APPRENTICESHIP/OTHER

VCP

TOTALN.OFSTUDENTS

WHOARETHESTUDENTS

NUMBEROFTEACHERS

WHOARETHETEACHERS

PRESENCE REGISTERSAVAILABLEYES/NOT

EUCOMPLIANTYES/NOT

E-LEARNING ACTIVITIESTRACKING/MONITORING(describe how it will bemanaged)

HOW VCP DIARY / TRACKINGREPORTWILLBEUSED?

FINALEXAM(when?how?)

TYPEOFFINALCERTIFICATE

STATUSOFTHEEVALUATIONTASKSINT.6.3

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4.2 Annex2.STUDENTLEARNINGPACTTEMPLATELEGENDA: red text includes suggestions for drawingdown the student trainingpact for a specific pilot;pleasereplaceitwithpropercontents.

STUDENTTRAININGPACT[INSERTTHELOGOOFYOURINSITUTION]

GENERALINFORMATION

COURSETITLE STARTINGDATE-CLOSINGDATE LEVELOFQUALIFICATION(EQF)

(tobestarted,inprogress,translatingtheresponses,sent)

INITIALEVALUATION

Annex3AInitialteachers’interview

Annex9A:questionnairetoevaluateteachers’

pilotdesign

Annex1:Guidelinesto

performobservations

Annex6:Students’initialquestionnaire

i.e.:Inprogress i.e.:Translatingtheresponses/sent

……..

MIDTERMEVALUATION

Annex1:Guidelinestoperformobservations

FINALEVALUATION

Annex4:Questionnairetoevaluatethetrainingmaterialsbystudents

Annex5:Questionnairetoevaluatethetrainingmaterialsbyteachers

Annex7:Students’

finalquestionnaire

Annex8:Teachers’

finalquestionnaire

Annex10:

Students’reflectivediary

Annex2:Teachers’reflectivediary

SIXMONTHSPOST

TRAINING

Annex 11: Students’ post-trainingquestionnaire

Annex12:Students’post-traininginterview

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RESPONSIBLETEACHERS CONTACTINFORMATION(teacherse-mail) PLACE DEPARTMENT/INSTITUTIONSINVOLVED COURSECONTEXT

[Introduce a general overviewof the pilot course, its aims and briefly explainwhy the coursemight beimportantorinterestingtothetarget]

PRE-REQUISITE

[Explainwho is the targetof this courseand if thereare somepreviousknowledgeorqualification thatstudentsshoulddemonstratebeforetheenrolment]

COMPETENCIES

OBJECTIVES/COURSEGOALS:

[The course goals describewhat each student should know or be able to do by the end of the course.Includingthesegoalsinthesyllabuscanhelpyouarticulatetherationalebehindassignments,exams,andtheorganizationofthecourse.]

COURSESCHEDULE

[Includeonthecourseschedulethedatesthatyouwillbecoveringspecifictopics,theduedatesformajorassignments;andthedateofthefinalexam(iftherewillbeany).Themoredetailedthecourseschedule,themoreusefulitwillbeforthestudents.]

IMPLEMENTATION/DURATION

Pleaseexplicit(ifpossible)howmanyhourswillbe devoted to on-classroom activities and howmany hours will be for non-presence activities(e.g.,students’autonomouswork)

STARTINGDATE/CLOSINGDATE

PRESENCELEARNINGACTIVITIES

LESSONSANDSTUDY

-nºofon-classroomhours(theoretical/practical,groupaltutorials,evaluation,seminars)

nº of hours that students should devote toautonomouswork

Dateofthefirstandthelastlessons

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TRAINEESHIP/WORK-BASEDLEARNING

nº of hours that students should devote totraineeship/work-basedlearningetc.

Timing for traineeship/work-basedlearning

E-LEARNING nºofhoursthatstudentsaresupposedtospendine-learning(individualstudy+activities)

Period of time during which the e-learningmaterialwillbeavailable

Ifslotsareenvisaged(e.g.Module1Nov 2017-march2018) and Module2 and Module 3 (Dec 2017-March2018)pleasemakeitexplicit.

INFORMALLEARNING

(VCP)

Participation in the Virtual Community ofPractice cannot be measured in terms of“time”, but in terms of “meaningfulcontributions”. Students are supposed toprovide meaningful contributions to the VCPthroughoutthedurationoftheactivity

Pilot specific starting date dependson“DiscoveryVCPactivitydate

EndMarch31st2018

TEACHINGMETHODOLOGY

Explain the teachingmethods thataregoing tobeusedduring thecourse (e.g., theoreticalclassrooms,projectbasedlearning,collaborativelearning,autonomousworketc.)

LEARNINGOUTCOMESANDCONTENTS

[Pleaseexplainwhatkindofknowledge,skills,andtransversalcompetenciesstudentsaresupposedtogetthanks to the training; these competences shouldbe the samewhich theassessmentwill focuson; thisshouldbespecifiedforeachpilotcomponent(presence–e-learning-VCP)]

PRESENCELEARNING

MODULENAME/NUMBER TARGETEDCOMPETENCES

E-LEARNINGCARESSTRANSVERSALMODULES

3Moduleshavebeenset-uponCARESSe-learningPlatform.ThesemoduleswillbeatyourdisposaluntilMarch31sttodeepenyourcompetencesabouthomecare.

AllofthemincludeInteractiveLearningMaterialswhichcanbestudiedindividually inanytimeandanyplace, accessing the platform with your own account. Some of them also include specific learningactivitiestobecarriedoutinforumdiscussions.

Check in the assessment section of this agreementwhichUnits andwhich activitieswill be taken intoaccountforfinalassessment.

MODULENAME/NUMBER TARGETEDLEARNINGOUTCOMES

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MODULE 1 - Welfare technologyand ICTs for remote healthmonitoringandrehabilitation

• basicknowledgeaboutWelfareTechnology• basic knowledge about theunderling concepts andethical issues

oftheuseofICTsforhealthmonitoring;• basicknowledgeandskillsaboutthemainICT/mobilesolutionsfor

home-monitoringandprevention;• basic knowledge and skills about the main ICT/mobile solutions

fortreatment,assistanceandrehabilitation

MODULE 2 - Team working,multi-sectoral and multi-professional approach to olderadults’needs

Basicknowledgeandskillsabout:

• thecommunicationwiththepatient;• teamworkingandprofessionalgroupdynamics;• amulti-professionalapproachtoolderadults’needsassessment;• localandterritorialnetworkswhicholderadultscanrelyon;• multiculturalissuesinhomecare.

MODULE 3 - Holistic andrehabilitation approach: frailty,multi-morbidity, multi-professional approach to olderadultsneeds

• specificskillsconcerningtheproactiveapproachtoageing,suchasskillsforfrailtydetectionandtreatment,activeandhealthyageingandfallsprevention;

• skillsforenhancingqualitycare,suchasskillsaboutethicalissuesmanagement and older adults abuse detection (Unit 4) or skillsaboutbasiccounsellingtechniques;

• specific geriatric nursing skills, both at general/theoretic level(chronic diseases epidemiology, multimorbidity, impact oflifestyles, older adults empowerment) and at practical level(pressureulcersmanagement).

OTHERE-LEARNINGMODULES

Fill in this section incaseofadditionale-learningmodules following thesameapproachof theprevioussection

VIRTUALCOMMUNITYOFPRACTICE(VCP)

ParticipationinVCPwillallowforthedevelopmentofspecificskillthroughaninformallearningprocess.

A small set of pre-defined learning outcomes will be targeted and will be evaluated in the finalassessment;theyarelistedinthetablebelow;anyway,manyothersecondaryandunexpectedoutcomescouldbereachedonthebaseofthediscussionandtheactivitiesgeneratedontheplatform.

TOPIC TARGETEDLEARNINGOUTCOMES

Welfare technology and ICTs forremote health monitoring andrehabilitation

TobeawareofthetypesofICTswhichcansupporttheprofessionalindaily practice (tools for sharing documents, electronic clinical record,electronicagenda,monitoringtools,etc.) includingtheirpotentialities,their limits,theirusability,theircost,etc. inordertobeabletoselectandusethemostproperones

Milestone6.3


Teamworking,multi-sectoralandmulti-professional approach toolderadults’needs

To be aware of the importance of the quality of thecommunication/interactionwiththeolderadultandhis/herfamilyandof the main elements which affect this quality, taking intoconsiderationmulticultural issues,ethics, theneedtoeducatehealthybehaviors,etc.

Holistic and rehabilitationapproach:frailty,multi-morbidity,multi-professional approach toolderadultsneeds

Tobeawareofthecrucialroleplayedbyanholisticapproachtoolderadults’needsanalysis.

Tobeabletoconsiderallofthemeaningfuldimensionsofolderadultshealthstatus(biological,social,psychological)inanholisticapproachtopreventionandrehabilitation.

ASSESSMENT–GENERALMaximumfinalgradewillbeXXXXX(eg.100/100)

Theoverallassessmentofthestudentswillbebasedonthefollowingassessmentsteps.

STEP/TOOL GRADING-

Finaloralexam–formallearning xxx/100

Finalwrittenexam–formallearning xxx/100

Final oral exam – informal learning – discussion on VCP diary and studentstracking

xxx/100

Resultsoftraineeship/work-basedlearning xxx/100

Collaborativeactivitiesone-learningplatform xxx/100

TOTALGRADE XXXXX(eg.100/100)

Hereareprovideddetailsaboutthelearningoutcomes/moduleswhicheachassessmentstepwillfocusonandtheassessmentcriteria.

[sectionsdependsonthestepslistedabove;setupasectionforeachofthesteps]

FINALORALEXAM–FORMALLEARNING

Assessmentwillfocuson

PRESENCE/E-LEARNING REFERENCEMODULE/UNIT

PRESENCE ModuleXXX

ModuleXXX

ModuleXXX


Eg.Module1–Unit2

Eg.Module2–Unit2

Eg.Module2–Unit3

Eg.Module2–Unit4

Milestone6.3


Eg.Module3–Unit1

Eg.Module3–Unit2

Eg.Module3–Unit4

Eg.Module3–Unit5

FINALWITTENEXAM–FORMALLEARNING

Assessmentwillfocuson

PRESENCE/E-LEARNING REFERENCEMODULE/UNIT

PRESENCE ModuleXXX

ModuleXXX

ModuleXXX


Eg.Module1–Unit2

Eg.Module2–Unit2

Eg.Module2–Unit3

Eg.Module2–Unit4

Eg.Module3–Unit1

Eg.Module3–Unit2

Eg.Module3–Unit4

Eg.Module3–Unit5

FINALORALEXAM–INFORMALLEARNING–DISCUSSIONONVCPDIARYANDSTUDENTSTRACKING

StudentsparticipationinVCPwillbeassessedthanksto2maintools:

- TrackingReport:itprovidesalistoftheactions/activitiescarriedoutbythestudentintheVCP- ExperienceDiaryReport:itincludesallofthe“entries”publishedbythestudentinthediary.

Studentsaresupposedtoprintoutbothdocumentsandtakethemtothefinaloralexaminordertousethemasabaseforthediscussion.

Studentsareexpectedtofillina“newentry”intheExperienceDiaryatleasteveryweek/15days?onthebaseoftheprovidedtemplate.

In the VCP, the development of the specific transversal competenceswill be targeted,mainly throughgroupsdiscussion.Thesecompetenceswillbethefollowing:

TOPIC TARGETEDLEARNINGOUTCOMES

Welfare technology and ICTs forremote health monitoring andrehabilitation

TobeawareofthetypesofICTswhichcansupporttheprofessionalindaily practice (tools for sharing documents, electronic clinical record,electronicagenda,monitoringtools,etc.) includingtheirpotentialities,their limits,theirusability,theircost,etc. inordertobeabletoselectandusethemostproperones

Milestone6.3


Teamworking,multi-sectoralandmulti-professional approach toolderadults’needs

To be aware of the importance of the quality of thecommunication/interactionwiththeolderadultandhis/herfamilyandof the main elements which affect this quality, taking intoconsiderationmulticultural issues,ethics, theneedtoeducatehealthybehaviors,etc.

Holistic and rehabilitationapproach:frailty,multi-morbidity,multi-professional approach toolderadultsneeds

Tobeawareofthecrucialroleplayedbyanholisticapproachtoolderadults’needsanalysis.

Tobeabletoconsiderallofthemeaningfuldimensionsofolderadultshealthstatus(biological,social,psychological)inanholisticapproachtopreventionandrehabilitation.

ThesecompetenceswillbetargetedthroughNationalDiscussionGroups(specifylanguage)

In addition, specific competenceswill be targeted through Thematic GroupsDiscussions,whichwill becarriedoutinEnglishandwillinvolvestudentsfromdifferentpilots.

CompetencestargetedthroughThematicgroupswillbethefollowing:

• Tobeabletomanagemulticulturalissues,takingintoaccounttheuser’slifehistoryandculture• Tobeabletosetuptheproperlevelofcloseness/intimacywiththeolderadultandhis/herfamily

takingintoaccountbiological,socialandpsychologicalelements.

RESULTSOFTRAINEESHIP/WORK-BASEDLEARNING

Pleasedetailhowstudentswillbeassessed

COLLABORATIVEACTIVITIESONE-LEARNINGPLATFORM

StudentsaresupposedtoengageinthefollowingcollaborativeactivitiesonCARESSe-learningplatform.


UNIT/ACTIVITY

MODULE 2 - Teamworking, multi-sectoraland multi-professionalapproach to older adults’needs

Eg.Unit2-“RolePlay”“WHO'SGOINGTODAREPUTTHEBELLONTHECAT?

MODULE3-Holisticandrehabilitationapproach:frailty,multi-morbidity,multi-professionalapproachtoolderadultsneeds

Eg.Unit4-“Olderadultsabuse-Criticalincidentanalysis“

Eg.Unit5-“Mentalhealthinolderadults–CaseStudy”

Eg.Unit6-“Empowerment-Juan´scase–CaseStudy”

Evaluationcriteriawillbethefollowing

Milestone6.3


CRITERIA %GRADE

Participation in all of the proposed activitiesYES/NO

20%

At least 2 meaningful contributions to activity ofUnit“X”

Dependsonthenumberofactivities

At least 2 meaningful contributions to activity ofUnit“y”


At least 2 meaningful contributions to activity ofUnit“z”


“Meaningfulcontributions”meansposts/contributionstodocuments/contributionstodiscussionswhichprovideanaddedvaluetothediscussion/work/document.Contributionssuchas“Iagree/disagree”withnoexplanations,forinstance,won’tbeconsideredasmeaningful.

STUDENTNAME:__________________________________

SIGNEDFORACKNOWLEDGEMENT:___________________________________________

4.3 Annex3.TAMQUESTIONNAIREVCP

Instructions:Pleasecompletethisevaluationbyrespondingtothetopicsbelow.YourfeedbackwillassistusinevaluatingthequalityoftheCARESSVCP.ThisinformationwillbekeptconfidentialandusedonlyforthepurposeofevaluatingtheCARESSpilotcourse.

Country� Finland� Italy� Spain

Age� Lessthan18years� 18-25years� 25-35years� morethan35years

Educationalbackground� EducationalSecondarySchool� Diploma� Please,usethefullnameorUniversitydegree_________________________________

Milestone6.3


� Masterdegree

ExperienceusingVCPs� Neverhad� Oneyearorless� 2-4years� Morethan4years

a)KnowledgeQuality(KQ)

Q Towhatextentdoyouagreewiththefollowingstatements?Pleaseusethefollowingscale:

1=Completelydisagree2=Partiallydisagree3=Neitheragreenordisagree4=Partiallyagree 5=Completelyagree

1. It wouldn’t have been possible to acquire the knowledgesharedbytheVCPthroughlessonsorreferencetexts.

12345

2. In general, the Virtual Community of Practice providemewithqualityinformation.

12345

b)ServiceQuality(SeQ) Q

Towhatextentdoyouagreewiththefollowingstatements?Pleaseusethefollowingscale:


3. TheVirtualCommunityofPracticeisvisuallyappealing. 12345

14. Tutors/Groupmanagers,insidetheVirtualCommunityofPractice,showasincereinterestinsolvingmemberproblemsbygivingpromptanswers.

12345

c)SystemQuality(SyQ)


Milestone6.3



5. Theintegrationbetweenthee-learningplatformandtheVirtualCommunityofpracticeiseffective.

12345

6. Ingeneral,IwouldgiveahighratingtothesystemqualityofVirtualCommunityofPractice.

12345

d)PerceivedUsefulness(PU) Q



7. Ingeneral,thisVirtualCommunityofpracticeisusefultoshareknowledge.

12345

e)PerceivedEaseofUse(PEU) Q



8. InthisVirtualCommunityofPracticeeverythingiseasytofindanditiseasytonavigatein.

12345

9. Thestructureandcontentsof theVirtualCommunityofPracticeareeasytounderstand.

12345

f)Satisfaction(SAT)


1=Completelydisagree2=Partiallydisagree

Milestone6.3


3=Neitheragreenordisagree4=Partiallyagree 5=Completelyagree

10. IamsatisfiedwithmyinteractionwithothermembersinthisVirtualCommunityofPractice.

12345

11. ThecontentoftopicsandcontributionscontentofinthisVirtualCommunityofPracticemeetsmyneeds.

12345

g)KnowledgeSharingBehaviour(KSB)

QTowhatextentdoyouagreewiththefollowingstatements?Pleaseusethefollowingscale:


12. IparticipateininformationandknowledgesharingactivitiesintheVirtualCommunityofPractice.

12345

13. IusetheVirtualCommunityofPracticetosearchforknowledgethatarerelatedtomylearningobjectives/work.

12345

14. IinvolveinlivechatwithothermembersintheVirtualCommunityofPractice,bygivinganswers,comments,andfeedbackindiscussion

12345

f)Pleasewriteinyourpersonalresponses 15.HaveyourobjectivesfortheuseoftheVirtualCommunityofPracticebeenmet?Whatwerethey?

Milestone6.3


16.WhatdidyoulikeabouttheformatoftheVirtualCommunityofPractice?Nameatleastonething.

17.Whatdidn'tyoulikeorcouldbeimproved?Nameatleastonething.

18.Othercomments.

Thankyouforyourparticipation