European Women Interactive LearningEuropean Women Interactive Learning

88--9.3.2011 | B9.3.2011 | Budapestudapest -- HungaryHungary

Motivational ICT learning approachesMotivational ICT learning approachesG St fG St fGeorge StefasGeorge StefasProjectProject ManagerManager

Presentation Outline

• Scopep• Methodology• Resources• Key Factors• Best Practicesest act ces• Proposal

Scope of the Presentation

• Presentation of ICT Tools Best Practices & methodologies, in order to increase women participation in learning and thus stimulate them to acquire new knowledge and skills, factors affecting their employability

Methodology

• Examination of Resourceso Adult Learningo Women and ICT

• Adult Learning AxisAdult Learning Axiso Key Factors

• Women and ICTo Key Factors

• Best Practice Analysiso E‐learningo Digital Educational Gameso Mobile Learningo Social Computingo Social Computing

• SWOT Analysis• Best Practices

Research approach on Women & ICT Tools

Resources examined & evaluated• Elearning Awards 2010• Insight: Observatory for new technologies and education

E S h l• European Schoolnet• CEDEFOP: European centre for the development of Vocational Training• EU2020: EU's growth strategy for the coming decadeEU2020: EU s growth strategy for the coming decade• European e‐Skills Week• Thematic portal: IT Girls• ICT in education ‐ wikibooks• Wikipedia (ICT, education, e‐learning, active participation)

El i E i f Di t f j t• Elearning Europa info: Directory of projects• Gender awards• ICT Women Directory EUICT Women Directory EU• Other websites, books, surveys 

Prerequisites for an effective learning approach

• Adult Learningg• Objective: Maximize the positive and minimize the negative aspects of learning

• Instructional Models & Strategies • Interactive learning:

• learner puts together knowledge and skills by connecting with information and experiences provided by the tutor (One2One)

C ll b ti l i• Collaborative learning:• a situation in which two or more people learn or attempt to learn something together (Many2Many)learn something together (Many2Many)

• Prerequisites: EngagementEngagement Active Participation

Factors affecting active participation

• The personal and social characteristics of the adult learners p(target group)

• Shaping the environment (learning environment)• Interaction with the participants – Role of the tutor 

(interactive character – collaboration)• Contribution of educational methodologies and techniques 

to active participation (incentives for active participation th h diff t l i th d )through different learning methods)

ICT involvement & Gender Gap

• Women reveal lower percentage on knowledge regarding p g g g gICT, mainly because of 2 reasons:o Lack of active role‐models in the ICT fieldo Influence of the family environment towards ICT

• Leading to a Gap between men’s and women’s involvement in the ICT on aspects of:o Education & training regarding ICTo Job perspectives (business sector, new skills for new jobs, turn to services)

Thematic field with increased women participation

• However, women turn to ICT for specific thematic fields, , p ,such as: o Culture (Art)o Education (non ICT)o Health‐related issues 10

203040506070

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Blogs / social Networks / online cultural services (artonline cultural services (art,

etc)

men women women

men

ICT approaches motivating learning

• e‐learning platformsg po Comprises all forms of electronically supported learning and 

teachingTh ICT h h k d ifi dio The ICT, whether networked or not, serve as specific media to implement the learning process

o Includes: Web‐based learning, computer‐based learning, virtual g p gclassroom opportunities and digital collaboration

o Content is delivered via the Internet, intranet/extranet, audio or video tape satellite TV and CD ROMvideo tape, satellite TV, and CD‐ROM

o Form of: text, image, animation, streaming video and audioo Abbreviations like CBT (Computer‐Based Training), IBT (Internet‐p g

Based Training) or WBT (Web‐Based Training) have been used as synonyms to e‐learning, wrongly though!!!

o Examples: moodle org OpenLearn Claroline net MITo Examples: moodle.org, OpenLearn, Claroline.net, MIT OpenCourseWare, videolectures.net

Educational digital games

• Educational digital gamesg go Games that have been specifically designed to teach people about a 

certain subject, expand concepts, reinforce development, understand an historical event or culture or assist them in learning aunderstand an historical event or culture, or assist them in learning a skill as they play

o Have a strong purpose other than pure entertainmento Interesting, highly engaging, increased participation (especially to 

young people & women)o Require an ICT literacy / fluencyo Require an ICT literacy / fluency  o Digital educational games combined with mobility (mobile apps)o Examples: COLLAGE Project (Collaborative Learning Platform Using p j g g

Game‐like Enhancements), Engage, NobelPrize.org games, Kaboose

Mobile Learning

• The exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning

• Mobile technologies include mobile phones, smartphones, PDAs, MP3/ MP4 players (e.g. iPODs), handheld gaming devices (e.g. Sony PSP, Nintendo DS), Ultramobile PCs (UMPCs), mini notebooks or netbooks (e.g. Asus EEE), handheld GPS or voting devices, and specialist portable technologies used in science labs, 

i i k h f i l i l l dengineering workshops or for environmental or agricultural study• Mobile learning involves connectivity for downloading, uploading and/or online 

working via wireless networks, mobile phone networks or both, and linking to institutional systems e.g. virtual learning environments (VLEs) and management information systems (MIS)

• Connected as stated before with educational games• Examples: Bite‐sized Learning Opportunities On Mobiles, Mobile Learning 

Network (MoLeNET), etc.

Learning through Social Computing

• Cooperation for a common cause through the use of ICT and p gsocial computing 

• Increased participation in areas of interest valorizing the use of Social ICT

• Collaborative learning• Sense of belonging to a group increases engagement and 

participation (social factor)• Examples: Bookworm goes online (women workgroup), 

Online Conference on information for rural women (women participation: 80%)participation: 80%)

Niche adaptive, personalisation through ICT

• Use of online tools personalized to different target groupp g g p• Indicative tools according to respective needs & 

preferences: o Wikipedia, Learning widgets, OpenLearn, MIT OpenCourseWareo Podcasts, blogs, online databases, forums, slideshare, instant 

messengers (skype or similar apps)messengers (skype or similar apps)o Online collaboration documents (Google docs, Skydrive, Dropbox), 

social networking sites, Youtube, Vimeo, learning widgets, Zotero, etc.

• Examples: moodle modules, Responsive Open Learning E i t R lEnvironments – Role

Advantages & Disadvantages of ICT approaches

• Video in e‐learning courses (Video lectures)g ( )

(+) (‐)

Interesting Technical issues (different formats, size, etc)

Direct approach Passive interaction 

Engaging  Requires stable internet connectiong g g q

Asynchronous e‐learning

More concentrated knowledge

Requires low familiarity with ICT

Advantages & Disadvantages of ICT approaches

• Audio in learning: Audio Booksg

(+) (‐)

L i P & i i t ti killLess expensive Poor & passive interaction skills

Higher assimilation Lack of self‐assessment of the learning process, with the exception of language learning

Improvement of listening, speaking &  Low collaborationp g, p gcomprehension skillsIncreased interest Requires high degree of discipline 

Mobility

Convenience (easier)

Increased spatial intelligence

Easily accessible

Advantages & Disadvantages of ICT approaches

• Audio in learning: Podcastsg

(+) (‐)

Portability – mobility Passive interaction skills

Convenience No image provision

Asynchronous learning Requires extra time to be properly producedAsynchronous learning Requires extra time to be properly produced

No extensive technical knowledge Low collaboration

Always available

More attractive than reading

Suitable for visually challenged people

Advantages & Disadvantages of ICT approaches

• e‐learning coursesg(+) (‐)

Asynchronous – synchronous learning Self‐discipline

Convenience ICT literacy – adaptability Cost effective Internet access and equipmentIncreased availability of educational opportunities Lack of interaction – no immediate feedbackNo commuting Not suitable for all science subjects 

(e.g. nursing clinical)Self‐paced knowledge Social isolation 

Personalized education material Synchronized and updated information Increased collaboration between instructor and learnersLess intimidating – risk free environment

Learn while workingOngoing access to resources Increased retentionEasily managed

Advantages & Disadvantages of ICT approaches

• mobile learning (m‐learning)g ( g)(+) (‐)

Portable – mobility  Fragmented learning experience – distractionsImmediate application of knowledge  Lack of self‐assessment of the learning process

No commuting  Usability (small screens, access to internet connection)

Convenience Expensive

Support of rich media (when necessary) Protection & security issues

Ease access to expertise (contact) High ICT literacy – adaptability 

Interaction  Increased cost & effort for proper educational t i lmaterial

Synchronized & updated information

Highly engaging 

Quick access to resources

Advantages & Disadvantages of ICT approaches

• Educational Games (+) (‐)

Engaging to all ages Social isolation 

Promote teamwork & cooperative creative endeavor

Can be addictive

Practice problem‐solving skills, creative thinking & cognitive processing

Poor social interaction skillsg p g

Encourage cooperative & competitive behavior Retain knowledge in favor of finishing the game

Increase short & long‐term memory

RelaxingRelaxing

Simulation ‐ Preparation for the real world through situations that are too expensive to reproduce in classroom

Learning widgets

• Learning widgetsg g(+) (‐)

High degree of personalization Low development thus far 

Set and run (set once and then are working without any additional effort)

ICT literacy

Easy collaboration (e.g. Zotero) Most are unfamiliar with the widgets or think it is only for web usage/ viral marketingy g / g

Saves time (always and easily accessible)

Easily shared

C b bil llCan be mobile as well

Engagement 

Target Group referred through EWIL project

EWIL Target Group ParametersEWIL Project 

Target Group Parameters

Women Interactive Learning

Over 35 Promote active participation

Outside formal learning systems

Interested in non‐formal learning

Employed with family

Unemployed with family

Best Practices ICT

e‐learning platforms• Moodle• MIT Open Courseware

O L• OpenLearn• INTEGRATION ‐ INTErcultural dialoGue foR A multIcultural sOciety iN

europep• Women as EntrepreneursVideo• Online Conference: Information Access for Rural Women• Video lectures.netWidgets in learningWidgets in learning• Responsive Open Learning Environments – Role

Best Practices ICT

m‐learning• mGBL – mobile Game‐Based Learning: perspectives and usage in 

learning and career guidance topics• Incorporating mobile learning into mainstream education• Incorporating mobile learning into mainstream education• Acropolis Museum Guide (mobile application)• MORITZ: Mobile round tour in European textile‐centers (culture)p ( )• European e‐Skills Week (video, podcasts, mobile gaming) • Bite‐sized Learning Opportunities On Mobiles• Mobile Learning Network (MoLeNET)• Cutting IT• ESF Mobile Learning Project• ESF Mobile Learning Project• COLLAGE: Collaborative Learning Platform Using Game‐like 

Enhancements 

Best Practices ICT

Educational games • Engage• mGBL – mobile Game‐Based Learning: perspectives and usage in 

learning and career guidance topicslearning and career guidance topics• Gaming and Learning Alliance• MobileActive org (social entrepreneurship)g ( p p)• e‐Craft Idea Tutor ‐ creative learning environment for craft sector (e‐CIT)• E‐games: Empowering youth work• Rescue La Vallete, an adventure in time

Best Practices ICT

Other cases (non specific ICT Tool)• Teaching Science in Art High School of Ampelokipoi (blog with assisting 

details on courses) • Bookwork online• Bookwork online• Videomakers online• Learning resource exchange for schoolsg g• Healthy for Life

Course Design

E‐learning Digital Educational Games

Mobile Learning Social Computing

Components

Video √ X √

Audio √ x/?

Games ‐ √

Podcast √Podcast √

Documents √

Presentations

Learning Widgets √ √

Instant messengerprograms

√

Type of Course

1. Type: Game yp1. Duration: 5’ 

2. Type: Courseyp1. Duration: 30’

3. Type: Social Computing3 ype Soc a Co put g1. xxxxx

• Thank you for your attention