2. 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

3. 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.

4. 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

5. 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?

6. 5 Overview of process TCsNLsTCsNLsTCs Case Study templates & tools Select case studies Data Integrate Report

7. 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

8. 7 Diverse learning strategies

9. 8 Impact on practice T SSS SSS T S S S S S S Didactic Facilitative

10. 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

11. 10 Diversity of scale

12. 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

13. 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

14. 13 Issues & challenges Pedagogicmodels Projectmanagement eTutoring Costs Developmenttime Transferability Culturalchange

15. 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

16. 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

17. 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

18. 17 Discussion