1 TTNet eLearning Project Training of Teachers & Trainers: Innovative Practices, Skills and Competencies in the field of eLearning Dr David Gray, Malcolm Ryan, Arnaud Coulon
2 What is innovative practice? Initiatives, projects and activities that have a tangible impact on improving trainers and/or teachers’ skills, professionalisation and working environment; and proven to be sustainable in their social, pedagogical and organisational components and/or through lasting changes in policy and decision-making.
3 Project objectives Identify examples of innovative practice for the training of trainers/teachers with specific reference to eLearning Identify and describe the activities, competencies and roles involved in innovative practices
4 The evolution of e-learning 1970s 1980s E-learning Transmitted knowledge Discussion Negotiated knowledge 1990s Now Harvested knowledge Pages Sites Archives Portals Databases Next?
5 Overview of process TCsNLsTCsNLsTCs Case Study templates & tools Select case studies Data Integrate Report
6 Overview of achievements Set of data gathering/analysis tools Variety of cases that illustrate diverse approaches to use of eLearning in the training of trainers Transnational perspectives on above Identified a range of issues related to using eLearning Identified examples of innovative practice in the training of trainers Piloted a new way of working within TTNet
7 Diverse learning strategies
8 Impact on practice T SSS SSS T S S S S S S Didactic Facilitative
9 Diverse approaches From didactic delivery to.. KM system of products & practice Video simulations Asynchronous discussions End-users designing web sites Virtual community of practice
10 Diversity of scale
11 Competencies & project teams Project manager System Instructional designer Product Instructional designer Learning Administrator Tutors Writers Assembly Line LARGE Integrated Project team Integrated Project Team SMALL Design team
12 Competencies & development Teachers Professional designers External designers System engineers Multi- disciplinary Classroom Paper-based Computer (HCI) Evaluation Traditional teaching skills eTutoring skills Learner administration TNA Instructional Design Development Delivery Evaluation Traditional TNA E-learning
13 Issues & challenges Pedagogicmodels Projectmanagement eTutoring Costs Developmenttime Transferability Culturalchange
14 Recommendations: Practitioners Determine own eLearning strategy Have a clear rationale for employing eLearning Adopt a participative approach Make platforms ‘human friendly’ Determine performance indicators
15 Recommendations: National Policy makers Identify clear add-on value of eLearning, if any Encourage use of learner-centred learning models Develop policies/strategies for improving ICT skills of end-users
16 Recommendations: EU policy makers Establish and promote coherent set of European e-tutoring competency standards/qualifications Encourage diversity in projects Continue to promote sharing of best practice Require a clear business case from all potential eLearning project developers
17 Discussion