European practice in ICT supported teaching and learning European study visit, CNAM Pays de la Loire,

Nantes, Oct 7th 2008

Deborah Arnold, eLearning project manager eLene-TT / eLene-TLC coordinator, Vidéoscop – Université Nancy 2

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Plan

(30’) Part 1: introduction– Brief history of eLene group– Pooling and sharing European resources for ICT-supported teaching

& learning       (60’) Part 2: presentation, demonstration and discussion

– Examples of innovative practice and associated resources from HE and VET

          (30’) Part 3: hands-on

– Practise using the Teaching and Learning Centre  (30’) Part 4: feedback and discussion

– Impressions of TLCentre, own examples of innovative practice, potential for further exploitation

 

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Once upon a time…

2003: ‘Virtual models of European Universities’ European Commission DG Education and Culture

www.elearningeuropa.info/extras/pdf/virtual_models.pdf (EN)

Study in 200 universities

8 case studies :– France : CANEGE (consortium) – Italy : Politecnico di Milano – Germany : Bremen University – The Netherlands : Utrecht University– Finland : Finnish Virtual University– Spain : Open University of Catalonia – Sweden : Umeå University– United Kingdom : UKHEP – + Poland : Polish Virtual University

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The group takes form…

November 2003, Milan

“let’s work together”

February 2004, Bremen

Defining strategic axes

May 2004, Nancy

Developing first project …

Pedagogy

Strategy

Organisation

Technology

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A guiding principle…

True collaboration

Transnational workgroups

Co-design, co-production, co-delivery

EUROPEAN ADDED VALUE!

Credit: Ms Ladyred, www.flickr.com

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2007-2008

Teaching and Learning service Centre[coord: Vidéoscop-UN2, France]

Preparing HE for the net generation students Teachers, teacher trainers, instructional designers, decision makers

Three eLene projects

2005-2006

Teacher training and the innovative use of ICT in Higher Education[coord: Vidéoscop-UN2: France]

Virtual learning resource centre Teacher training actions

2006-2007

Economics of eLearning[coord: Univ. Umeå, Sweden]

Cost-benefit analysis Student performance

Indicators Digital divides

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eLene-TLC - Teaching and Learning Centre

www.tlcentre.net

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(60’) Part 2: presentation, demonstration and discussion

Examples of innovative practice and associated resources from HE and VET

1. European pedagogical ICT competency framework for teachers, trainers, learners and educational technologists

2. collaborative work -> wikis (Sweden, Italy)

3. peer feedback -> annotation tool (the Netherlands)

4. using video to demonstrate complex actions and gestures -> VITRA: Virtual training in Glass Art (EU)

5. Evaluation -> SEVAQ: a self-assessment instrument for evaluating quality in eLearning (EU)

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1) European pedagogical ICT competency framework (1/3)

Methodology

– Desk research: competency frameworks

– Transnational study – focus groups of teachers and teacher trainers

– Validation via Delphi method – 78 experts from 12 countries

– Parallel studies with students and educational technologists

– Confrontation with competency roles and domains from eLene-TT

– Development of an overall framework

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1) European pedagogical ICT competency framework (2/3)

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1) European pedagogical ICT competency framework (3/3)

Applications:– Professional development activities for HE teachers

. Digital assessment / collaboration / …– Learning actions for students

. Digital literacy– Virtual guide for educational technologists / instructional designers

Approach (see also http://www.tlcentre.net/show_id_card.cgi?ID=64– Target group / context– Need– Competencies to be developed– Design action around framework and TLCentre content– Deliver (online, blended, face to face)– Evaluation

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2) Collaborative work using wikis (Sweden, Italy) (1/3)

Collaborative work– Why? – What for?

What’s a wiki?http://www.youtube.com/watch?v=-dnL00TdmLY

Why wikis?

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2) Collaborative work using wikis (Sweden, Italy) (2/3)

Advantages of wikis– Students can work collaboratively, independent of time or place – Don’t require a high degree of technical skills– Teacher can follow individual students and group processes

Possible constraints?– Knowledge of software– Participation

Basic guidelines– Define task clearly– Limit in time– Link participation to assessment (process, not just result)

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2) Collaborative work using wikis (Sweden, Italy) (3/3)

For more information, search the TLCentre:

WIKI http://www.tlcentre.net/show_id_card.cgi?ID=71

Wiki, Blog, Skype, Podcast and the “next things”: which are their interactions with the university world? http://www.tlcentre.net/show_id_card.cgi?ID=111

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3) Peer feedback using an annotation tool (the Netherlands) (1/4)

What is peer feedback?– Feedback from fellow students

. exchanging drafts and comments on each others' drafts

. giving a grade -> peer assessment

Advantages?– peers share same perspectives and problems– learner may feel less threatened by feedback from peers– develops critical thinking

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3) Peer feedback using an annotation tool (the Netherlands) (2/4)

Example: annotation systemwww.annotatiesysteem.nl

See ‘Annotation tool’: http://www.tlcentre.net/show_id_card.cgi?ID=40

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3) Peer feedback using an annotation tool (the Netherlands) (3/4)

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3) Peer feedback using an annotation tool (the Netherlands) (4/4)

a collaborative tool for discussion in context, to give specific feedback and develop more efficient communication.

Effective feedback on texts is:

– on time (with a plan phase and a revision phase)– specific– aimed at content + structure+ style– contains all 4 feedback functions

. Analysis, Evaluation, Explanation, Suggestion– criterion-referenced through headings– constructive

Motivation:– feedback provider (the writer rates the feedback (s)he receives)– all participants: clear rules concerning the expected frequency of

posting and reacting.

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4) Using video to demonstrate complex actions and gestures

VITRA: Virtual training in Glass Art Socrates Leonardo da Vinci project (2005-2007)

– Vidéoscop-Université Nancy 2 & CERFAV (FR)– Abatte Zanetti Glass School, Murano (IT)– Kalmar - Pukeberg Design School (SE)– Glass School Novy Bor (CZ)

Target groups– craftspeople and SME’s in the glass art sector– training centres for glassmaking techniques – artists and designers who design objects in glass

Objectives– improve the competitiveness of the glass industry in Europe by

developing the skills of professionals in the sector– enable a greater number of people to learn the techniques

developed in other countries

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The first European virtual centre for training in glass art and

techniques

12 traditional techniques in 5 languages (FR, EN, SE, IT, CZ)

Distance, blended or autonomous learning

Each didactic video accompanied by pedagogical documents

- A pedagogical guide- Advice and tips synchronised with the video- A list of equipment and tools- A bibliography and list of useful websites- Frequently Asked Questions- Photographs of pieces produced using each technique - A presentation and the history of the know-how in question- A translation tool for technical terms

www.e-vitra.eu/

4) Using video to demonstrate complex actions and gestures

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4) Using video to demonstrate complex actions and gestures

Why video? Gestures and know-how at the heart of glass art

Added value:

- Can learn at own pace - glass masters work fast!

- Concentration - real workshop hot and noisy!

- Emotionally neutral - apprentices often overwhelmed by presence of glass master!

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5) Evaluation: self-assessment instrument for evaluating quality

SEVAQ: a self-assessment instrument for evaluating quality in eLearning

Socrates Leonardo da Vinci project (2005-2007)

www.sevaq.com

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Project Promoter: EFODL

Project partners: NADE (Norway)

BEODL (Belgium) CESI Iberia (Spain)

VMU (Lithuania) Le Préau (France)

Vidéoscop/UN2 (France)

ISQ (Portugal)B-I-L-D (UK)

3 products: Inventory

ToolManual

E-learning course+

effective evaluation =

Better Quality learning

Aims of the project1. Improve the quality of e-learning

experiences2. Development of multi-functional

design tool for self-evaluation3. Provide a guide for improving

quality4. Work with local Target Reference

Groups5. Dissemination at a European level

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First challenge : Scoping the project

Learner

Company Management

Learning Department

Company Department

External Providers

External Facilitators

Third Parties (government agencies etc)

Wider Public

Who are the key stakeholders?

Who will carry out the evaluation? ?

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Second challenge: Using a quality model

© EFQM Excellence Model

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Third challenge: Using an evaluation model

The Kirkpatrick model

Level 1: Reactions – a ‘Smile Sheet’ completed by the learner. 

Level 2: Learning outcomes – attempts to measure what has been learned (skills, knowledge and/or attitudes)

Level 3: Transfer of learning to the everyday environment – changes in behaviour

Level 4: Results for the organisation

such as increased productivity, increased sales, lower costs etc.

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Tool functionalities

The stakehold

ers

The learnersSEVAQ tool

administrator

The entity who designs the

questionnaire to be applied to the

learner The final recipients of the results. The

people for whom the evaluation is really

set-up.

1 – Securing the purpose of the

evaluation

2 – Building the questionnaire framework to be applied

3 – Applying the questionnaires

6 – Building an action plan for

improvement

5 – Analysing

the results

4 – Getting the results

The questionna

ire Designer

Enables the designer with

instalment and setting the tool

Three functions in the tool1 – designing the questionnaire2 – producing 3 – consulting results

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Create a new questionnaire

Step 1

Setup your questionnaire

Step 2

Define the objectives of your questionnaire

- Three steps to create your questionnaire

Step 3

Develop your questionnaire

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Summary:

•Combines EFQM and Kirkpatrick for an innovative framework and approach

•Identifies the various stakeholders with an interest in evaluation

•Provides a tool for the designer prompting coverage of all relevant issues

•Allows flexibility for the designer to add and customise questions to give relevance to all applications.

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EFODL Project manager Helga Van Heysbroeckhvheysbr@vdab.bewww.efodl.net

For France:Anne-Marie Husson,CCIP amhusson@ccip.fr

Edwige Morin, Vidéoscop-UN2 Edwige.Morin@univ-nancy2.fr

For additional questions, a personal test log-in

or further dialogue:

WWW.SEVAQ.COM

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(30’) Part 3: hands-on

Practise searching the TLCentre Register as users to:

– comment on existing resources – rate them– add your own

www.tlcentre.net

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(30’) Part 4: feedback and discussion

  The thing I liked best about the TLCentre

The thing I liked least

The name of a resource I would like to add

My ideas for future use 

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Thank you!

Deborah Arnold

Project manager

Vidéoscop-Université Nancy 2, France

Deborah.Arnold@univ-nancy2.fr

www.univ-nancy2.fr/VIDEOSCOP

www.elene-centre.netAll about eLene…