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
10 12 4617 21
14
62
270 12
820
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
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