Presentation on theme: "Selection of eContent for the pilot application Pristina, 2-3. October 2010 Moderators: Karolina Horvatinčić and Sonja Prišćan."— Presentation transcript:
Selection of eContent for the pilot application Pristina, 2-3. October 2010 Moderators: Karolina Horvatinčić and Sonja Prišćan
Topics – 1 st day Introduction to the project Introduction to e-learning Presentation of available eContent Learning theories and teaching methods Group work about learning theories Introduction to eContent library Familiarizing with the interface
Objectives for Day 1 Define and describe e-learning Discuss the advantages and weaknesses of e-l. Implement collaborative method in online and classroom environment Browse eContent library
Introduce yourself Institution Occupation Your experiences with e-learning, so far Something personal
INTRODUCTION TO THE PROJECT
Goals and objectives 1/2 The 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.
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 competence among teachers, teacher trainers and in school administration, creation of educational network Goals and objectives 2/2
Beneficiaries of the project: schools, didactic centres, municipalities, University of Prishtina, MEST Stakeholders: beneficiaries, donors & their projects, training centres, public libraries, Ministry of Transport, backbone providers Target groups: Stakeholders, educators, IT technicians, students, trainers, professors, researchers & administrators in education sector Duration: 24 month starting from 1st February 2010, Stakeholders, target group(s), overall duration, funding, staff
Overview of components EU - IT Pilot Project will work with limited number (~25 schools and education institutions) of beneficiaries to be involved in the pilot as a test bed for use of ICT and e-learning in education to assess the level of assessment and commitment of stakeholders The project is linked separate 1 Million Euro Supplies Contract/Tender to equip beneficiaries. The project has 5 main components: eReadiness and Policy of eEducation Identification of Pilot Schools and Equipment required ICT trainings and training institutions Development of eContent for Education Development of EDUNet and community portal
Component 1: Institutional Readiness for use of ICT in learning, teaching and administration in education Analysis 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 legal framework and prepare recommendations)
Component 2: Identification of Pilot Schools and Equipment required Identification of beneficiaries of IT Pilot Project Definition of priorities and transparent criteria for selection of beneficiaries Design a template/questionnaire to assess proposed beneficiaries Collecting and analyzing answers Cross checking (visiting) preselected beneficiaries, final selection Review and Finalize draft Dossier for Supplies Tender/Contract Review, proposal & consultation with stakeholders Finalize draft Tender Dossier
Component 3: Provision of ICT Trainings and capacity building of ICT training institutions Support in establishment of ICT Centre at Prishtina University, MoU Technical assistance support in the establishment of ICT support centers Training of IT technicians to support schools (60 technicians) Training of teachers and education staff in ICT (2000 persons) Training of eContent developers (100 developers)
Component 4: Development and piloting of eContent Material for Education Development 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)
Component 5: Development of EDUNet and community portal Development of central academic network preliminary design (for pilot project but able to scale up to NREN), analysis of existing facilities, list of standards for center and members Training of staff and support personnel (NOC, Helpdesk) Final design, deployment, testing, improvements Development of Web portal for academic community design as CMS and communication platform, inclusion of repository and LMS training of Web Editor, preparing training material for users, initial roll out conducting Pilot system system deployment, monitoring, review of results
INTRODUCTION TO E-LEARNING
Education in 21 century 1/4 Traditional education systems funded by government supplied trained workers structured, standardized suitable for predictable labor market needs, unchanged for decades
Education in 21 century 2/4 What has changed in the post-industrial world? At global level Shift from production to services Globalization (of education) Commercialization of education
Education in 21 century 3/4 What has changed in the postindustrial world? At personal level Change of employers during career Change of career Re-training for new technology Combination of education and work
Education in 21 century 4/4 Governments are tightening education budgets demanding more accountability Education institutions are expected to generate income and provide for themselves be managed as enterprise treat their students as customers Mills, R. & Tate, A
Learning in the 21 century 1/7 Explosion of information – requires prolonged education Life-long learning New competencies needed for knowledge based society
Learning in the 21 century 2/7 Key competences (EU) Communication in mother tongue Communication in foreign languages Mathematical literacy and basics of science Digital competencies Learning to learn Interpersonal competencies Entrepreneurship Cultural expression
Learning 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?
Learning 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 TODAY
Learning 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.au
Learning in the 21 century 6/7 How has technology influenced learning of young people? Preference for simple/visually attractive contents Need for immediate response (information) Serendipitous (by chance) learning, skimming Multi-tasking Knowing together proceedings/posters/75.xml
Learning 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 population Not always, as many use it for entertainment but not for learning Not always, as many use it without sufficient knowledge and awareness Yes many times, and of some older ones
E-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 novelty or…
E-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?
Discussion Is any type of e-learning we mentioned today implemented in your context? Please describe it Where would you place it on e-learning continuum?
Discussion 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?
6 reasons for e-l. Why education institutions implement e- learning ? Provide participants with ICT skills Improve teaching Technological imperative Initiate new collaborations Increase access to higher education Improve cost-effectiveness T. Bates: Managing Technological Change
Advantages and weaknesses of e-l. Advantages Improved visualization of contents Improved communication Improved interactivity Time independent Distance independent Automated testing Easier administration Easier update of materials … Weaknesses Are students ready? Are teachers ready? Is technology available? Is support available? Infrastructure? Costs?
Preliminary 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…
INTERNET IN EDUCATION
The use of Internet world-wide impressive-internet-statistics/ 91 mil Google searches per day 500 mil active Facebook users 2 bill YouTube videos watched every day
The 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 students Better situation at University Level
Popular services Online newspaper Weather forecast Cinema programs
Popular services Hotel reservations Booking and tickets Online shopping
Popular services Services for citizens wikipedia(s), dictionaries Libraries
Education on the Internet Informal online education Language course online.org.uk/begvideocourse/begvideo3.htm Formal online education University courses Master degrees PhD
Repositories of learning materials MIT University of Wisconsin online.com/Objects/ViewObject.aspx?ID=AP11403 BBC Learning zone cuboids-in-the-kitchen/3116.html
LEARNING THEORIES AND TEACHING METHODS
Evaluation of group work Define criteria in advance: Compare results with criteria:
Giving feedback Give feedback with intention to assist learning Emphasize the positive Point out possible improvement Objectivity Tactfulness Comment on results, not the person Emphasize your perspective
Feedback influences Self confidence Motivation Active participation Results
Receiving feedback Accept in good will Write down Ask for clarifications Implement
Learning theories 1/3 Biheviorism learning is a change in behavior it must be evident it can be measured reinforcement/punishment emphasis on facts, testing
Learning theories 2/3 Cognitivism learning is a change in mental processes learning must be meaningful understanding must be achieved emphasis on processes
Learning theories 3/3 Constructivism people construct their knowledge through experience Teachers do not teach, they enable discovery Emphasis on personal interpretations, playing, experimentations
Teaching strategies Lecturing Lectures, presentations Collaborative Group work, distributed work Self directed Independent reading, research Recommended by experts: combination of theories and strategies!
Collaborative learning Advantages Active participation Identification with results Building social skills Difficulties Learning to distribute work Managing a group Issues with evaluation of group/team work
Topics – 2 nd Day Individual or work in pairs Writing reports – presenting results
Objectives for Day 1 To select lessons from different subjects to adapt them for using in pilot schools To present results to group