Presentation on theme: "Selection of eContent for the pilot application"— Presentation transcript:
1Selection of eContent for the pilot application Pristina, October 2010Moderators: Karolina Horvatinčić and Sonja Prišćan
2Topics – 1st day Introduction to the project Introduction to e-learningPresentation of available eContentLearning theories and teaching methodsGroup work about learning theoriesIntroduction to eContent libraryFamiliarizing with the interface
3Objectives for Day 1 Define and describe e-learning Discuss the advantages and weaknesses of e-l.Implement collaborative method in online and classroom environmentBrowse eContent library
4Introduce yourself Institution Occupation Your experiences with e-learning, so farSomething personal
6Goals and objectives 1/2The objective of this project is to support the Kosovo Government in improving the quality and efficiency of education and training services. This is to be done through support in introducing ICT technology in teaching and learning process.
7Goals and objectives 2/2 To support Kosovo Government to improve education system through support in ;ICT, e-education and e-learning awareness, training and practice,development of eContent and its delivery,improving e-learning competenceamong teachers, teacher trainers and in school administration,creation of educational network
8Stakeholders, target group(s), overall duration, funding, staff Beneficiaries of the project: schools, didactic centres, municipalities, University of Prishtina, MESTStakeholders: beneficiaries, donors & their projects, training centres, public libraries, Ministry of Transport, backbone providersTarget groups: Stakeholders, educators,IT technicians, students, trainers, professors,researchers & administrators in education sectorDuration: 24 month starting from 1st February 2010,
9Overview of components EU - IT Pilot Project will work with limited number (~25 schools and education institutions) of beneficiaries to be involved in the pilotas a test bed for use of ICT and e-learning in educationto assess the level of assessment and commitment of stakeholdersThe project is linked separate 1 Million Euro Supplies Contract/Tender to equip beneficiaries.The project has 5 main components:eReadiness and Policy of eEducationIdentification of Pilot Schools and Equipment requiredICT trainings and training institutionsDevelopment of eContent for EducationDevelopment of EDUNet and community portal
10Component 1: Institutional Readiness for use of ICT in learning, teaching and administration in educationAnalysis of eReadiness of the Education System in Kosovo(use questionnaires, focus group, available data and side visits)Development of an eEducation Strategy and Action Plan on use of ICT in Education in Kosovo(based on results of the analysis and in the framework of group decision making methodology)Recommendation for the legal framework(to examine, through consultations and legislative review,the need and requirements for developing a legalframework and prepare recommendations)
11Component 2: Identification of Pilot Schools and Equipment required Identification of beneficiaries of IT Pilot ProjectDefinition of priorities and transparent criteria for selection of beneficiariesDesign a template/questionnaire to assess proposed beneficiariesCollecting and analyzing answersCross checking (visiting) preselected beneficiaries, final selectionReview and Finalize draft Dossier for Supplies Tender/ContractReview, proposal & consultation with stakeholdersFinalize draft Tender Dossier
12Component 3: Provision of ICT Trainings and capacity building of ICT training institutions Support in establishment of ICT Centre at Prishtina University, MoUTechnical assistance support in the establishment of ICT support centersTraining of IT technicians to support schools (60 technicians)Training of teachers and education staff in ICT (2000 persons)Training of eContent developers (100 developers)
13Provide Repository for efficient eContent Management Component 4: Development and piloting of eContent Material for EducationDevelopment of eContent Material for selected number of courses for pilot testing(eContent should be piloted in chosen schools to provide MEST with guidelines and recommendations)Provide Repository for efficient eContent Management (to share and reuse the developed content)
14Component 5: Development of EDUNet and community portal Development of central academic networkpreliminary design (for pilot project but able to scale up to NREN) ,analysis of existing facilities, list of standards for center and membersTraining of staff and support personnel (NOC, Helpdesk)Final design, deployment, testing, improvementsDevelopment of Web portal for academic communitydesign as CMS and communication platform, inclusion of repository and LMStraining of Web Editor, preparing training material for users, initial roll outconducting Pilot system system deployment, monitoring, review of results
16Education in 21 century 1/4 Traditional education systems funded by governmentsupplied trained workersstructured, standardizedsuitable for predictable labor market needs, unchanged for decadesMass education systems as we have known them for years have been established in the time of industrialization (in the West), and it suited the need of that kind of society. Those education systems were well organized, but they became too big and could not respond to the needs of the changing labor market.
17Education in 21 century 2/4What has changed in the post-industrial world?At global levelShift from production to servicesGlobalization (of education)Commercialization of educationIt could be said that shift from production to services mostly happened in the West, in the developed countries, as many shipyards, mines and big factories closed down and this kind of production is now provided by China, Korea etc. This is not completely accurate, as for example India is doing very well on the market for new, Internet based services.Globalization is taking places in all spheres of the life: world is connected better by all means of transportation and traffic, people are travelling more, tv, internet, same products are available everywhere (McDonald’s). Similar is happening with education.
18Education in 21 century 3/4What has changed in the postindustrial world?At personal levelChange of employers during careerChange of careerRe-training for new technologyCombination of education and workPeople are much more mobile not only in physical sense, but also changing employers or entire career several times in life has become normal. For this, people need to be trained for new technologies and new jobs.Short discussion: ask participants if they have noticed these changes in their environment. Have their parents worked in big factories, devoted to the company from the first working day to retirement? Are they prepared to do the same, would they have a chance to do it?
19Education in 21 century 4/4 Governments are tightening education budgetsdemanding more accountabilityEducation institutions are expected togenerate income and provide for themselvesbe managed as enterprisetreat their students as customersMills, R. & Tate, AThis is from a book edited by Mills and Tate, many articles in which these changes are described. In UK they started to notice and analyze these changes since 1970-s, where is in this part of the world we are just becoming aware of it.
20Learning in the 21 century 1/7 Explosion of information – requires prolonged educationLife-long learningNew competencies needed for knowledge based societyExponential growth of information has caused that we must stay in school longer. But even that is not enough so eventually we start working and then we go back for more education.Trends are “just in time training” “up to date training” informal, non-formal… All is included under the expression “life long learning” (one of the aspects if it is also learning for 3rd generation, as life expectancy is now much longer, older people also want to learn new things, be active mentally)
21Learning in the 21 century 2/7 Key competences (EU)Communication in mother tongueCommunication in foreign languagesMathematical literacy and basics of scienceDigital competenciesLearning to learnInterpersonal competenciesEntrepreneurshipCultural expressionThis framework of key competencies for knowledge based society was set in 2004 as EU objective to be achieved in education by Is it achieved? How can we work on it? How important it is for young people who are much more mobile today – they travel for fun and sometimes live and work in other countries.
22Learning in the 21 century 3/7 How do young people learn?In school, from books?From elders?From TV, Internet?From friends?From friends they have never met?Show bullets one by one. Discussion – ask the participants if they noticed young people around them learning more from media, friends and networks then in traditional ways. This may be slightly different in Kosovo, but it seems to be a global trend.
23Learning in the 21 century 4/7 Who are digital natives, y generation, millenials, Net generation…?“We're very independent and tech savvy."“…been brought up in the most child-centered generation ever.”"They've grown up questioning their parents, and now they're questioning their employers.”Stephanie Armour, USA TODAYSome of the things listed here are culturally dependent. What is listed on the slide is from American context. Ask the participants if, however, they have noticed something similar with young people in their environment.Also notice that even though we are here speaking of education, some of the characteristics of new generations are of a wider meaning, it is their psychological profile which will influence their behavior at school (such as independence, questioning authority ) and there are other characteristics that are of even wider meaning (they are tolerant, socially aware, …) – probably irrelevant here.This presentation should only acknowledge the difference in behavior between younger and older generation – no intention to criticize anybody, there may be presenters or participants from both generations in the classroom!
24Learning in the 21 century 5/7 “They are the most technology-fluent, multi-tasking, adaptable and team-oriented group in history.”“…are not shy about flaunting personal details about their lives on YouTube and MySpace.”Bryan Patterson, Heraldsun.com.auAfter presenting what is on the slide, ask the participants if they noticed some common points. If not, point out that on previous and this slide an orientation towards collaboration, team work and multitasking as well as familiarity with technology should be noticed.What was listed in this and previous slide is not a result of scientific research, however, the fact that online media gives it attention, means it matters. In contrast to this, next slide presents some concrete research results.
25Learning in the 21 century 6/7 How has technology influenced learning of young people?Preference for simple/visually attractive contentsNeed for immediate response (information)Serendipitous (by chance) learning, skimmingMulti-taskingKnowing togetherUnlike previous slides, here we speak about the results of a research of the ways young people behave when they are using Internet for learning.Eliza Dresange regularly presents the results of her research but all materials are protected by copyright, so there is only a link to one of the conference materials were she presented a poster. One of her main points is that student-computer interaction should not be seen as socially isolating, that students are now also very well connected with other students/learners and that this component may be stronger than it was before.
26Learning in the 21 century 7/7 Can we assume that young people can and will use information technology for learning?Not always, as there are big differences within young populationNot always, as many use it for entertainment but not for learningNot always, as many use it without sufficient knowledge and awarenessYes many times, and of some older onesHuman computer interaction is studied and discussed world wide. Some results show that technology has similar effect on users of all ages, not just young ones. We must be careful and not easily accept generalizations about young people. Many of them need help when using technology: if they are from the environments in which they were not exposed to technology, if they have not used it for learning before, and because young people accept too easy whatever they find on the Internet (they are not aware that Internet is not organized and not controlled)
27E-learning as technological imperative? Should technology be adopted in education for new learners:to suit the needs and habits of new learners?to retain their motivation?because it is a noveltyor…
28E-learning as technological imperative? What weaknesses of the traditional education can be overcome with technology?Improved communication?Better visualization of the contents?Interactivity with content?Interactivity among participants?Provision of education for distanced participants?Depending on time and atmosphere, either make comments on all bullets from the slide, or show examples from next slide for each.
30E-learning is… …implementation of IT in education. Can we agree on this definition – it is vey simple, but very wide. Let us see many possible interpretations
31Modes of delivery 1/4 E-learning continuum In the classroom Hybrid Fully onlineAfter the examples, we move to interpretations of e-learning. First one is called e-learning continuum. It is best to look at it on the Ohio University web site, drawing is on the slide in case Internet doesn’t work.
32Modes of delivery 2/4 E-learning continuum = In the classroom, enhanced with technologyHybrid, blended, mixed modeFully onlineExplain the interpretation of e-learning by which, depending on how much technology is being implemented, e-learning can take place in the classroom or in combination of classroom and online or fully online.
33Modes of delivery 3/4 Synchronous Asynchronous In the classroom Video conferencingChatOnline forumsLMS
35DiscussionIs any type of e-learning we mentioned today implemented in your context?Please describe itWhere would you place it on e-learning continuum?Small group discussion. Discuss among group members and then present to the whole audience.
36Discussion Who initiated implementation of e-learning in your context? When?Why?What did you think of these reasons?Do you now see some other reasons for e-l?
376 reasons for e-l. Why education institutions implement e-learning? Provide participants with ICT skillsImprove teachingTechnological imperativeInitiate new collaborationsIncrease access to higher educationImprove cost-effectivenessT. Bates: Managing Technological ChangeElaborate a little on each reason. Emphasize how important it is to equip students with skills and knowledge needed for living and working in 21st ct. Remind participants on what was said in the morning about the improved quality of teaching with e-l.This is based on the research done in many American and Canadian higher education institutions. When asked why they started implemented e-l. most of their reasons could be put in these 6.Some of these are only applicable in higher education context (increased access). However, encourage thinking of some other groups of people who cannot be physically present in the classroom and how some forms of e-learning could enable them to participate (people with disability, school children engaged in sport acitivities, ….)Also, encourage thinking of some other reasons that have not been listed here. For example in Croatia some universities have a problem with insufficient number of classrooms. They see a possibility of organizing some classes online to overcome this problem.Cost effectiveness can be discussed more. If online materials are developed once and reused many times the university management see this as cost effective. Also, the institutions (particularly the new ones, smaller, privately owned) see e-learning as their opportunity for profit, as with e-l. they can reach much wider audience.
38Advantages and weaknesses of e-l. Improved visualization of contentsImproved communicationImproved interactivityTime independentDistance independentAutomated testingEasier administrationEasier update of materials…Are students ready?Are teachers ready?Is technology available?Is support available?Infrastructure?Costs?+ weakness: cost
39Preliminary conclusion When proposing e-learning consider:What are the objectives of participants’ learning?Can these objectives be achieved through e-learning and how?Who are the participants?Where are they?What technology is available…
42The use of Internet world-wide 91 mil Google searches per day500 mil active Facebook users2 bill YouTube videos watched every dayIf it is not possible to watch this video, then extract some statisticsHow many computers connectedHow many users everydayHow many sites registered with Googles a day…
43The use of Internet in Kosovo ~ 50% Internet penetration (recent info)20.9% penetration - 377,000 Internet users (December 2008)Schools with computers: 10%1 computer/270 studentsBetter situation at University LevelShkumbin to add dataAsk a volunteer to come to the presenter’s computer and show the links
44Popular services Online newspaper Weather forecast Cinema programs Weather forecastCinema programsAsk if there is a volunteer in the room who is familiar with reading newspaper online and using other resources to come to the presenter’s computer and show the links– public broadcasting website news – information in Albanian, Serbian, English and other languages– Online only popular news website,zeri.info – both online portals of daily newspapers Koha Ditore and Zeri.Weather for Kosovo. Also news portals ofers information about weather– Main Cinama in Prishtina – the timetable of movies
45Popular servicesHotel reservationsBooking and ticketsOnline shopping- Hotel information and rezervation portaloffera a comprehensive information on hopefully everything one can do in Kosovo.– online reservation of airline tickets- because of too many examples, this link moved to notes– online shoping in Prishtina. The orders are delivered and paid on door.Allow time for participants to look at these examples on their pcs?
46Popular services Services for citizens wikipedia(s), dictionaries wikipedia(s), dictionariesLibraries- Kosovo’s Government Official Portal with mainly information for citizens and businesses. It offers some online services as well. Is available in Albanian, English and Serbian.– Kosovo Tax Administration web site. Offers information and service of downloading tax declarations. Alb/Eng/Srb.– Online dictionairies english-albanian.– National–University Librarary of Kosovo. Offers online catalog of books.
47Education on the Internet Informal online educationLanguage courseFormal online educationUniversity coursesMaster degreesPhDHere we don’t mean only that information about education is available on the Internet, which is also true, but we mean delivering and participating in education over Internet.–video lekcije za učenje engleskog- several online courses on offer at Oxford University UK autumn 2010– Penn State University (USA) master degree in GIS– Doctor of Education at Athabasca University, CanadaWith mentioning online degrees we enter the problem of credibility which will be discussed later. And we enter into the question of how Internet works.
48Repositories of learning materials MITUniversity of WisconsinBBC Learning zoneCheck for more or better examplesOnline Albanian books for download : – copyright unknown
50Evaluation of group work Define criteria in advance:Compare results with criteria:For the evaluation of group work, we must start the next topic.Evaluation (assessment) of students learning is an important part of education. It could be done in many different ways: for example with grades or without, for individual work or group work, by testing…For evaluation of group in this exercise we will agree on the criteria, write them on the slide and put the slide up when neededAgree on what will be criteria, for example:The quality of content 1-4 pointsThe look and feel of the slides 1-3 pointsPresentation skills 1-3 pointsAgree on how will the results be compared:Will all groups evaluate others? Will teachers grade be more important then other participants?
51Giving feedback Give feedback with intention to assist learning Emphasize the positivePoint out possible improvementObjectivityTactfulnessComment on results, not the personEmphasize your perspective- For your perspective: Say something like “I believe…” or “My impression is…”
52Feedback influences Self confidence Motivation Active participation Results
53Receiving feedback Accept in good will Write down Ask for clarificationsImplement
54Learning theories 1/3 Biheviorism “learning is a change in behavior” it must be evidentit can be measuredreinforcement/punishmentemphasis on facts, testing
55Learning theories 2/3 Cognitivism “learning is a change in mental processes”learning must be meaningfulunderstanding must be achievedemphasis on processes
56Learning theories 3/3 Constructivism “people construct their knowledge through experience”Teachers do not teach, they enable discoveryEmphasis on personal interpretations, playing, experimentations
57Teaching strategies Lecturing Collaborative Self directed Lectures, presentationsCollaborativeGroup work, distributed workSelf directedIndependent reading, researchRecommended by experts: combination of theories and strategies!Only explain each strategy in one sentence. Loosely match lecturing with behaviorism and cognitivism, self directed with cognitivism and constructivism, collaborative learning with constructivism.
58Teacher centered vs. Student centered Ongoing debateO’Neill & McMahon (2005)Explain the two approaches to education. Untill recently most education institutions encouraged teacher-centered as it was an imperative to follow the program which is not always easy to achieve if students are in control. However, if results of such approach are poor, then the more modern approach should be taken.
59Collaborative learning AdvantagesDifficultiesActive participationIdentification with resultsBuilding social skillsLearning to distribute workManaging a groupIssues with evaluation of group/team workIf possible discuss with participants their experience from these two days of work. Have they experienced some of the advantages and difficulties?
60Topics – 2nd Day Individual or work in pairs Writing reports – presenting results
61Objectives for Day 1To select lessons from different subjects to adapt them for using in pilot schoolsTo present results to group