Guideline
50
Strengthening the Institutional Capacity of the Productivity and Vocational Training Department PVTD within the Vocational Training System in Egypt
description
Presentation and capacity building material for Twinning Mission with PVTD, Egypt for VET teaching staff
Transcript of Guideline
Strengthening the Institutional
Capacity of the Productivity
and Vocational Training
Department PVTD within
the Vocational Training
System in Egypt
This Project is funded by the European Union
Creating Guidelines and
Learning Environment for
eLearning Material and Its Use
Component 3, Activity 3.4
Developing the Technical Capacity
of Authors and Trainers
11th-17th November 2014
Esko Lius
Expert, Digital Learning
CC-BY-NC
Day Program Workshop results
SUN • Discussion on eLearning competencies gained so far• Capacity building: Practical approach on eLearning material
creation and use process• Writing a guideline and process model for creating, sharing and
using eLearning material as activating, participatory learning objects in VET students’ learning process
• Google Drive and Google Documents user skills
• Competencies to collaborate online• Guidebook vor PVTD authors and
teachers for creating, sharing and using eLearning material
MO • Virtual Learning Environment as a learning process base for a VET student. Examples of Omnia Moodle and blogs
• Creating a blog consisting the guideline created on Monday and pages for Showcases
• A blog that authors and teachers can use to build their capacity and that they are expected to use as their joint eLearning material repository
TUE• Capacity building: mobile learning, social media and BYOD (Bring
Your Own Device)• Hand-on: producing mobile videos and how to utilize Youtube for
learning• Preparations for Wednesday seminar
• Process model for creating mobile video and sharing it online
• Skills for making and instructing video creation
WED • Wrap-up of the competencies gained and material created• Preparations for the seminar• Homework and next steps• Seminar
- Disseminating knowledge on guideline, blogs and new competencies
- Roadmap for continuous development of Showcases and eLearning material
Program
Examples of virtual learning environments
and e-Material management
Take into account:
• curriculum• subject core content analysis• student’s learning process• time and context
When creating, sharing and using
eLearning material
• blends online and classroom/situated learning
• includes digital material and/or online activities
Blended Learning
Face to face driver – Teacher drives the instruction and augments with digital tools.
Rotation - Students cycle through a schedule of independent online study and face-to-face classroom time.
Flex - Most of the curriculum is delivered via a digital platform and teachers are available for face-to-face consultation and support.
Labs - All of the curriculum is delivered via a digital platform but in a consistent physical location. Students usually take traditional classes in this model as well.
Self-Blend - Students choose to augment their traditional learning with online course work.
Online Driver - All curriculum and teaching is delivered via a digital platform and face-to-face meetings are scheduled or made available if necessary.
Six models of
Blended Learning
• Issue / problem to be solved
• Orientation and activation of previous knowledge
• New knowledge/skills input
• Active work on creating knowledge/skills
• Systematization and practice
• Applying
• Control/assessment/reflection
Phases of
Learning Process
ADDIE model is one simple way of remembering the basic aspects
of the learning process.
What are we doing?• Learning objects,• Complete online learning courses, or• Self-study material or for specific context
How is this material useful for the learning process?
What is its intended use?
Producing
Learning Material
Photo Credit: Rubik Apps by César Poyatos, 2011 CC NC-SA
Objectives: What is the learner to learn with it? Why should the learner study this LO
Curriculum: How do objectives relate to subject core content?
Phase: What must the student master prior to this LO?
Type/format: What kind of LO supports the objectives best in this context?
Usage: How is the LO to be used? Independent studying online, or teacher showing in classroom? Are there tasks or other material related to this LO?
Assessment and context: Make clear what is to be learnt and how it is assessed
BONUS: Could the students produce learning objects themselves? How can you give room for their activity and creativity?
Designing
Learning Objects
Create a Google Document for collaboration
Write guidelines for
• designing learning material
• sharing it online
• providing metadata
• using online learning material in teaching
Get feedback from a teacher / author
outside this group and revise the guideline
Reviewing and finishing guideline Monday morning
Assignment:
Producing Guideline
for Online Learning Material
1. Planning
1. Learning objectives (how to describe)
2. Curriculum (what is learned)
3. Medium (type, format)
4. How material is to be used
5. Assessment and context/situation
2. Production
1. Resources: what is needed (tools, expertise)
2. Practicals: who does, how to “think small”
3. Technical and pedagogical testing
3. Sharing
1. Where to upload
2. What information (metadata) to provide
3. Testing
4. Getting feedback
5. Spreading knowledge of material
4. Use
1. Pedagogical advice: phases from orientation to feedback (and why these
are needed)
2. What you need to think about when planning to use online materials (how,
what tools, etc.)
3. Communicating the learning process with students
1. Planning
1. Learning objectives (how to describe)
2. Curriculum (what is learned)
3. Medium (type, format)
4. How material is to be used
5. Assessment and context/situation
2. Production
3. Sharing
4. Use
Assignment:
Producing Guideline
for Online Learning Material
1. Planning
2. Production
1. Resources: what is needed (tools, expertise)
2. Practicals: who does, how to “think small”
3. Technical and pedagogical testing
3. Sharing
4. Use
Assignment:
Producing Guideline
for Online Learning Material
1. Planning
2. Production
3. Sharing
1. Where to upload
2. What information (metadata) to provide
3. Testing
4. Getting feedback
5. Spreading knowledge of material
4. Use
Assignment:
Producing Guideline
for Online Learning Material
1. Planning
2. Production
3. Sharing
4. Use
1. Pedagogical advice: phases from orientation to
feedback (and why these are needed)
2. What you need to think about when planning to
use online materials (how, what tools, etc.)
3. Communicating the learning process with
students
Assignment:
Producing Guideline
for Online Learning Material
Jigsaw Puzzle Method - 1
1. Think and outline the whole process in HOME GROUPS
Jigsaw Puzzle Method - 2
1. Think and work on one part in EXPERT GROUPS
Jigsaw Puzzle Method - 3
1. Learn and comment the whole process in HOME GROUPS
Finalize eLearning material guidelines for PVTD
Familiarize yourself with • Blogger, https://support.google.com/blogger/• PVTD Marketing Blog, http://modernpvtd.blogspot.com
Homework
Using
a virtual learning platform as
personal learning environment
(PLE) for the learning process
Examples from Moodle and Blogger
Moodle example
https://omnia.mmg.fi/course/view.php?id=2191
Moodle example
https://omnia.mmg.fi/course/view.php?id=2191
Moodle example
https://omnia.mmg.fi/course/view.php?id=2191
We are more than ready!
Blogspot
Google’s blog publishing service Google’s web hosting service
Names of the joint upper-level blog and 5 Showcase blogs
have to be decided together first
1. Create a blog for your Showcase
2. Invite everyone in your subgroup as authors
3. Write about your Showcase and link online learning
materials that you may already have, according to the
instructions that the trainer will give
Trainer will add your Showcase blog to the upper-level blog
Reviewing and finishing your Showcase on Tuesday morning
Assignment:
Creating a blog for learning material
Design a project based learning task for 2nd year students• create practical, real-life topic/task to solve• define group, tools and outcome • describe how student’s creativity is in the process• make students plan whole process for week instead of
atomistic phases
Familiarize yourself with Youtube and its use in education, https://www.youtube.com/t/education
Homework
Mobile learning, video,
and the use of students’
own smart phones
1. Smart phones & tablets outnumber desktop computers
in many countries already
2. Mobile is soon outnumbering desktops as primary
working equipment
3. Makes sense for educators:
1. Reaching new possibilities in a cost-effective way
2. Learning materials accessible in authentic contexts
3. Students can produce themselves easily
4. Communication and socialization improves
5. Own device is familiar
6. Formal learning is connected to social/informal
BYOD
Bring Your Own Device
Omnia VET student using QR code.
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Mobile Video
iMovie app
1. Choose topic (in your Showcase area)2. Write a script for a 30-60 second video
• Choose the tone/feeling and point of view• Draw three image frames and write a
short story as a text below frames
3. Select the actors and start your iMovie4. Take all three (or so) scenes and edit them5. Save the movie to Pictures
6. Upload the movie to Youtube7. Embed the Youtube movie to your blog
Short learning story
Make your own video
Prepare team presentations:
• PVTD’s eLearning material guideline for teachers(including guide for student blog setup)
• PVTD’s own eLearning blog• Showcase development
Mr. Chairman expects to see even more than last time
This is ‘dress rehearsal’ for a possible VTC eLearning Tour in December!
Homework
Presentations of
PVTD’s eLearning
The Modern PVTD Seminar
Morning:• Video: ”Remembering the future: how PVTD was
modernized”• Finalize blog & guidelines
Homework
Presentations (10 mins each + discussion)• PVTD Modern Learning blog – Mr. Ahmed
• Objectives• Persons in charge: Mr. Ahmed, Ms. Afnan, Ms. Nadia• What content there will be by December
• Learning Material Guideline – Ms. Nadia• Objectives• Four sections
Homework
“Excellent but the available time was not sufficient for such important topic, so we need another workshop for this.”
“Useful, effective and we benefit a lot from Mr. Esko”
Thank you, too! شكرا لك
See you again in December
Esko, [email protected]
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