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LearnIT – Learning tools and routes for Individual Training

HANDBOOK

A testimony on the implementation of an Individual Training Workshop

The “LearnIT” Project was co-funded by Erasmus+ Programme Ref.ª 2014-1-PT01-KA202-001026 (2015 – 2017) The Partnership:

The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

CENFIM - Centro de Formação Profissional da Indústria Metalúrgica e Metalomecânica (Project Coordinator)

IMH - Fundación para la Formación Técnica en Máquina Herramienta

MES - Max-Eyth-Schule Stuttgart

SALPAUS - Salpaus Further Education

A new way of teaching | The easiest way for learning

IND

EX

1. A project for a new Training Paradigm

1.1. The training approach in present days

1.2. The (urgent) need for a change

1.3. Proposal and Strategy for the project

1.4. The key-factors of the project

2. Training Environment (Where it all begins…)

2.1.The training environment as a "powerful" Learning and Communication tool

3. Setting the Specifications

3.1. Methodology followed

3.2. Areas of competences. What should the trainee learn?

3.3. Designing the Learning Outcome model. How to assess the learning

of the trainee?

3.4. The Units of Learning Outcomes

3.5 Worksheets for designing a Learning Unit.

3.6. Tender Specifications. A detailed requirement for the development work.

4. Achievements

4.1. The new training environment

4.1.1. Starting Point (classic layout)

4.1.2. The new approach (layout based on functional areas & interactive

learning spots)

4.2. Learning Platform

4.3. Project based Learning. How should the trainee learn?

4.4. Binder – a guide for the learning activities and assignments

4.4.1. Learning Activity and Assessment Strategy

4.4.2. Learning MAP

4.5. Didactic resources

4.6. IT Tools for planning and tracking the training shop-floor activity

5. The Pilot Course (Experiencing the learning process)

5.1. Assessment and results of the piloting of the new training environment

5.2. Learning styles

5.3. Trainer roles & styles (new approach)

REMARK: The intention of this handbook is to provide a light reading mode and thus easier to highlight the fundamental concepts behind this complex project Throughout the document there are hyperlinks identified by the symbol: where the reader will be able to access all materials, resources and achievments – all the ones that were possible to share.

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1

A project for

a new Training

Paradigm

A project for a new Training Paradigm 1

1.1. The training approach in present days

Despite the continuous investment in new

policies and global models of VET in a national

and European scope, the truth is that within the

classroom, when we are dealing with the

students, the traditional approach is always

present and nothing has changed.

The world has changed a lot in the last century, in fact, the world has become accustomed to living in a change, in a context

of multiplicity, distinguished by an enormous creativity and interconnection…

100 years ago

A car

A phone

100 years ago

A classroom

100 years ago!

Traditional approach

• focused on the trainer and not on the

student/trainee

• guided to retain knowledge, instead of

empowering the creativity, the autonomy

and critical thinking

• organized for a group, ignoring the

characteristics of each person (learning

styles and pace, previous knowledge and

expectations of learning, etc.)

… however, we insist on applying the same formulas and teaching methods since the ancient times.

A project for a new Training Paradigm 1

1.2. The (urgent) need for a change

Looking for individual availability and efectiveness of time management are problably the key sucess factors to match training

responde with the current demand of society. Yes, nowadays it's all about time and customizing!

No time to waste to learn things that I already know

No time for a common class schedule, it does not fit with

my personal availability

No time to wait weeks or months for the beginning of the right training course

When we put all students together in the same room, to learn the same things, even when we know that everyone has different technical and professional previous knowledge, we do not respect their useful time.

When we cancel one, two, three times the beginning of a training course or perhaps delay the start for several months, because we need to collect maybe 20 or 30 students in a classroom, we don’t respect their right time.

When we fix a rigid schedule, so that we can have all of them at the same time inside a classroom, despite of the fact if does or does not match with their time limits. We do not respect their personal availability, and in such cases we can neither take into account the needs of the company.

• They have different initial knowledge and therefore also different learning expectations • The way they learn and the pace of learning is also different • Their availability is not the same as that of another person

And therefore have different needs for learning …

So, all individuals are different

(*) Young people in initial training have greater availability than individuals in working life. On the

other hand, it is in the workers that we find technical skills already acquired and that require a

more individualized response. Then we can conclude that the benefits of this project approach

are fundamentally related to LLA, even though its results can be applied to all modalities of

technical training and also in hybrid training environments.

… only an individualized training approach* can solve this

A project for a new Training Paradigm 1

1.3. Proposal and Strategy for the project

Individual training, understood as the possibility of each learner to study the content that he considers most appropriate, at his own pace

and at the time defined by his availability, may not be anything innovative: E-learning gives one of the possible responses, for example.

However, when we consider technological training environments, very focused on practical knowledge that require a face-to-face training,

then we must manage the usual training (physical and pedagogic) variables. And that is where everything gets more and more complex,

mainly because it is not possible (for economic reasons) to have one teacher to assist each student.

Project Contract

At least 12 trainees simultaneously (economic premise)

At least 2 modules based on ECVET model (concurrency paths premise)

At least 3 trainees will be in different stages of learning (individualization premise)

At least one of these moments is performed on a practical context (technological premise)

To ensure that a project with this complexity “stays on track” , we recommend that any premises related to the usability of the

outcome of the project are defined objectively at the beginning of the project and respected throughout the development work. The

constrains define the pedagogical paradigm that the project pursues and intends to develop and resolve.

The LearnIT project was based on the idea of simultaneousness of different training phases on CNC (Computer Numerical Control)

Programming and Machining training area. We defined the following premises, a “Project Contract”, to be respected during the pilot

training and its assessment:

With only one teacher to act in the versatile training environment, the project strategy can be easily formulated:

To relieve the teacher from an overly centralistic pedagogical intervention in order to be available to attend and help the

multiple learning situations that occur simultaneously in his training workshop.

This formulation seems simple, but its realization is a real challenge for innovation and didactic creativity.

A project for a new Training Paradigm 1

1.4. The key-factors of the project

Rethinking the layout is fundamental: Redesign the training facility, as a space of an "opportunity" and not as a constraint. Not only because the layout has to consist versatile learning spots and support various stages or levels of learning, but also because the space must to induce new learning behaviors. After that be prepared to develop the IT solutions necessary to manage the chaos: to manage a training workshop where students converge with different schedules and different levels of learning is a full-time task. Unless you want to transform the trainer into a doorman, it is crucial to have an IT tool for the training flow management and for monitoring students’ progress.

At the end of the day is not the technology (resources) that makes the difference: it is the trainer who will always be the essential element of successful training. But is he prepared to act in such an environment? Prepare the trainer for new pedagogical attitudes and abilities in complex training environments with different roles to play: trainer, facilitator, tutor, e-trainer, coach, advisor, etc. It is a complex task. Rather than a technical challenge, it is a cultural process: the training based on predestined approaches comes from antiquity, maybe a thousand years ago, with the students around the teacher. Changing that posture and challenging trainers to get outside of their comfort zone is the great challenge and achievement of this kind of innovative projects.

To support a more autonomous learning process, didactic resources and assessment tools are an essential factor in 'freeing up' the trainer and facilitating a more autonomous learning of the students. Reinvesting in didactic materials in a creative way is compulsory in this kind of projects. Use all kind of materials, including digital technologies, but have in mind the importance of hands-on practical training.

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4

Innovative didactic materials and assessment strategies

Rebuilding the layout and tools for its management

Finally, the Trainer!

1 Design the training program focused in the expected skills and learning outcomes instead of rigid learning routes and curricula. Focus on what the students want to and need to achieve rather than predetermine detailed learning paths as a goal in itself. Give students more autonomy and move the Trainer away from the center of the process.

Redesigning the training to be based on Learning outcomes

The new learning paradigm redesigns all the main factors of training in an innovative way:

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The training

environment (where it all begins…)

At Trainee level, to have a learning environment that:

• Respects the trainee’s learning styles

Offering different learning approaches

• Respects the trainee’s learning pace

Offering a flexible timetable with online booking

• Respects the trainees previous knowledge

Offering different levels of contents

• Stimulates and encourages self-learning

Offering a knowledge Database shared by both

trainee & trainer

• Promotes the key competences

Offering learning based on scenario /

case studies and problem solving

At Trainer level, to have a training environment that:

• Releases the trainer from repetitive tasks

Theoretical contents to be learned autonomously by the trainee

• Gives more “freedom” to think about the training process

Developing the training even more based on practical scenarios

and case studies

At the Company level, to have a training environment that:

• Facilitates communication

The training approaches, levels and quality are easy to show and

to understand

• Responds even more objectively to the needs of the enterprises

Integrated or/and focused projects

The training environment (where it all begins…) 2

2.1. The training environment as a "powerful" Learning and Communication tool

Being a very conceptual and creative project and therefore a little bit

complex and demanding in terms of its development, it is

nevertheless based on a simple idea:

The environment / layout changes

behaviors and attitudes.

This idea guided the partnership from the first to the last day of the

project. Rethinking the training environment to take into account the

role and expectations of the three main players: the trainees,

trainers and companies was the master goal of our project.

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3

Setting the

Specifications

Setting the Specifications 3

3.1. Methodology followed

The first phase of the project was crucial for the results to be achieved. It was

time to share, discuss concepts, achieve a joint understanding about the

project, collect data and to set specifications.

As this table shows five different phases were followed.

For each phase worksheets were applied to gather the key data. 1

<finding out similarities>

Comparison of the

Professional

Profiles applied in

each country Common Areas of

Competences

2

<finding out a common understanding>

Learning Outcomes (LO) A standard (Model Template)

based on K-S-A and related

criteria of assessment

3

<testing the applicability>

Selection of the areas of competence

to be applied in the project

Two Units of LO fully developed

4

<targeting the pilot course>

Definition of the Learning Units

Outcomes & Contents

(covering part of the Two Units of LO)

5

<detailing Data>

Tender Specifications for the Development

Writing the Tender

Specifications format of

learning activities,

methodologies, learning

resource, assessment

instruments, etc.

K: Knowledge

S: Skills

A: Attitudes

Setting the Specifications 3

3.2. Areas of competences. What should the trainee learn?

The very early stage of the project was a joint discussion about

the training system and professional profile implemented in

each country. Each partner shared their methodologies and

resources by targeting a CNC-related training benchmarks:

• CNC Machining – SALPAUS

• Programming and Machining Technician - CENFIM

• Cutting Machine Operator – MES

• Higher Technician in Mechanical Production

Scheduling - IMH

Based on the above profiles the partnership easily reached a

common understanding of what CNC technology process is,

through which a list of main activities or the areas of

competences were described (see the picture on the right).

Setting the Specifications 3

3.3. Designing the Learning Outcome model. How to assess the learning of the trainee?

To get a clear view of how to assess the learning success we should look at

the training program from the point of view of the customer. The customer

(trainee or company) wants to know what does the result of the assessment

mean in relation to a real working area, for example in a company. Is the

trainee able to solve problems independently or does he need to follow

someone’s instructions to be able to work with a specific technical issue?

In that approach a project / case study concept becomes the key element on

the level validation.

Following the above thoughts three levels of assessment were defined:

Level 1

Satisfactory (initial)

Level 2

Good (intermediate)

Level 3

Excellent (advanced)

From level 1 to level 3, the depth of knowledge increases

From level 1 to level 3, the number, the complexity and the inter-relations between tasks increases

With supervision With supervision in complex and

unpredictable situations

Autonomy in problem-solving

and in task resolution.

With supervision in

unpredictable situations

The Learning Outcomes (LO) model was based on the area

of competences described on the previous topic. Thus the model included

a list of the main activities that the trainee has to undertake as well as

the knowledge, skills and attitudes needed to be acquired and demonstrated.

All framed on three different criteria of assessment in the table.

Note: All the material developed in this project is related to Level 1.

The development of the Level 2 and 3 is up to each partner and to be decided after the end of the project.

Setting the Specifications 3

3.4. The Units of Learning Outcomes

At this stage it is important to highlight that

the target group of the project were workers.

It means that a level of competence is to be defined

in advance, for instance, through an interview or

through a process of recognition and validation of

competences.

With this approach the trainees can work on learning

units that are specifically fitted for their learning level

and grade of experience. They do not need to work

with contents they already master on or, on the other

hand, they do not have to deal with overstraining

contents.

The partnership decided to develop two units of learning outcomes:

Unit 1: Programming (Milling)

Elaborating a NC programme (logical process plan) by analyzing and applying different methods and

techniques

Unit 2: Setup and Machining (Milling)

Preparing the CNC Milling machine as per the process plan sheet by selecting and applying the correct

techniques and setup procedures

Running and monitoring the machining in order to fulfill the parts specification/requirements

Setting the Specifications 3

Based on both units of Learning Outcomes, a specific worksheet was

develop in order to support the design of each learning unit.

In the worksheet the main learning contents and related topics are listed.

3.5. Worksheets for designing a Learning Unit.

Setting the Specifications 3

3.6. Tender Specifications. A detailed requirement for the development.

Following the previous phases, a tender specification appear as basis for the

development. A good specification gives as much details as necessary and still

has a clear and structured format. It is a guide to develop the didactic and

assessment resources related to specific contents.

The tender specification gathers the defined learning contents, the requested

learning activities for those contents and the resources that must be developed

to make the learning activity possible.

The objective is to have an exact specification

of the resources. It includes:

• Definition of the pedagogical approach which has to be suitable for

each learning phase and take into consideration the multiple learning

situations.

• Definition of the didactic resources to be adapted and developed in the

project, for instance e-learning platform, navigation cards, etc.

• Definition of the new requirements of the trainer and of the training

process to be prepared by the trainer. Also considering the different

roles of the trainer: trainer/teacher, facilitator, tutor, e-trainer, learning

course advisor, etc.

• Definition of a new model of layout of a shop floor

based on the concept of functional areas and learning spots.

Three Tender Specifications were developed:

Tender Specification I

#1 - The fundamentals of a CNC

Machine

#2 - The main machining operations

in milling and it features

#3 - The Process Planning applied

to CNC

Tender Specification II

#1 - The different methods and

techniques to generate a

program

#2 – Preparations for CNC

programming

#3 – Drawing up CNC programs

Tender Specification III

#1 - The fundamentals of cutting technology

#2 - The tooling (work holding devices, clamping systems and accessories)

#3 -The different steps that leads to the setup of the machine

#4 - The procedures and techniques to run and control the machining

process

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4

Achievements

At the beginning of the project the workshop was

organized in a classical way. It was focused on

technology and centered on the trainer, as the figure on

the left illustrates.

This approach, which is common to most training

workshops, affects both trainee and trainer

performance. There are three aspects to be

emphasized:

Achievements 4

4.1. The new training environment

4.1.1. Starting Point (classic layout)

The trainer is too much involved on the trainee’s learning

process.

The trainer has less “freedom” to think about the training,

to develop scenarios,

case studies, etc.

It takes too much time for the trainee to understand the

CNC process.

Somehow the trainee is “forced” to learn at the pace

defined by the trainer. The trainer gives out information

and passes on knowledge, but the trainee can not proceed

and learn at his own pace.

4

4.1. The new training environment

4.1.2. The new approach (layout based on functional areas

& interactive learning spots)

The project introduces a new approach, where the layout of

a shop floor is rethought into a new training environment.

In this case, the new environment takes into consideration and

follows a CNC work process.

To start with, the project created functional areas that enable the

trainee to have a perception of the CNC process all the time.

In such an approach, the trainee, without even realizing it, acquires

most of the knowledge and skills in a very natural way. The trainee

does not need to ask help from the trainer to be able to follow the

learning process.

The new training environment stimulates self-learning and

proactivity.

Secondly, the idea of Interactive Learning Spots was developed. In each of the

functional areas there is one or more than one interactive Learning Spot. The spots

enable an individual approach, self learning and the maximization of learning.

Achievements

4

4.1. The new training environment

4.1.2. The new approach (layout based on functional areas

& interactive learning spots)

The Interactive Learning Spot is actually one of the key

concepts of the project, since it allows the trainee to undertake

the learning activities in a very interactive, dynamic and

practical way.

The concept includes different areas combining different kinds of

resources:

• Kiosk: digital data

• ShowRack: physical or sample models

• Placards: written or graphic information

• Workbench: Hands ON / Have a GO

Following this concept, it becomes crucial to have a network that creates

the connection between each functional area as well as each Interactive

Learning Spot.

Thus, a knowledge DATA BASE supports the entire training environment.

Achievements

4

The knowledge DATA BASE is supported by a Moodle

platform shared by trainees and trainers.

The concept gives a wide range of possibilities. What ever the

platform solution, it is important to highlight that:

• Individual learning paths can be created

• Integrated projects can be developed

• Training related to a specific area can be offered

and thus respond to the company needs

• Trainee knows all the time what to learn, what

activities/tasks to undertake, expected learning outcomes and

achievements, etc.

• Trainer can follow the trainee progress in real time

4.2 Learning Platform - Knowledge DATA BASE (concept)

The LearnITMoodle platform A progress bar inside the LearnIt Moodle platform

Achievements

Achievements 4

4.3. Project based Learning. How should the trainee learn?

As previously mentioned, the learning is based on the implementation of a project.

This means that on the first day of the training, the trainee is presented with a project that has to be

executed. It’s nature and complexity depends on the level of assessment as described in the unit of

learning outcomes (chapter 3).

Following this concept the trainee will have to acquire a set of knowledge, skills and attitudes in

order to able to have success on the project execution. For this purpose, a set of learning

activities are to be undertaken by the trainee:

There is a “standard learning sequence” that the trainee

may follow depending on different factors such as his

previous knowledge, existing skills and competences,

learning pace, etc.

One of the key findings of the project is that the Trainee

should feel that he is the main person and responsible for

his own learning process.

In order to do this, he must feel totally comfortable with the

way of learning and support given by the trainer/facilitator.

For instance, at any time he should feel free to ask for

additional activities even if the results achieved so far are

already good.

Learning Activities were structured and organized in a way

that the trainee can acquire knowledge and skills

progressively accordingly his initial level and learning pace.

A learning activity can be:

• Practical task, understand by doing

• Scenario / case study based learning

• Problem based learning, fault finding

Achievements 4

4.4. Binder – a guide for the learning activities and assignments

4.4.1. Learning Activity and Assessment Strategy

The trainee’s main guide for the learning activities is the “Learning Unit BINDER”.

Through the binder the trainee gets guidance for the assignment and learning activities. It also

includes the workbooks and worksheets related to each learning content. By the end of the training,

the BINDER becomes a technical portfolio for future consultation.

For each learning activity there is a Learning Activity (Framework) that, on the front page, has a

brief description on the activity and its objectives, assessment procedures, documents & resources

available, and on the back page a Learning MAP.

Learning Activity (Framework) highlights the assessment as a key moment to evaluate the trainee

achievements and progress. The target of assessment is described at a macro level, and the aspects

and marks at micro level (marking scheme)

The assessment is primarily done by the trainee (self-assessment) followed by a joint analysis with

the trainer.

<front page>

Achievements 4

4.4. Binder – a guide for the learning activities and assignments

4.4.2. Learning MAP

<back page>

On the back page of the Learning Activity (Framework) there is another

key concept of the project: the Learning MAP.

In the beginning of the training, the map is used by the trainer and trainee

to schedule the training sessions, and during the sessions it is used by the

trainee to proceed autonomously in the workshop.

By using the Learning MAP the trainee knows all the time what to learn,

how and where. The colour of the figure identifies the functional area, and

the shape of the figure identifies the nature of the task, for instance a circle

means a DEMO/Have a GO that is run by the trainer.

Achievements 4

4.5. Didactic resources (typologies)

The development of the didactic resources brought into

consideration the trainees’ learning styles and personal

paces. That is the reason why a huge variety of formats &

typologies are available on the developed workbench areas,

including placards, showRacks and kiosk spots.

It is important to highlight, that more than one typology of

didactic resources was developed for specific learning

contents, in order to meet the learning style of each

trainee.

Didactic resources developed in the project:

• Dynamic Powerpoints

• Practical videos(YouTube channel)

• Metal samples parts

• 3D printed models

• Tutorials

• Hands ON, DEMOS/Have a GO

• Placards

• Quick Cards

• Quizzes

• Practical Kits

• Workbooks

Achievements 4

4.6. IT Tools for planning and tracking the training shop-floor activity

In a open learning environment the trainer has to be able to monitor the ongoing work, since there are multiple learning processes going on

simultaneously at different levels. It is crucial to have mechanisms that help monitoring and tracking the trainee progress.

In practice we are talking about a set of small IT applications running inside and / or outside the learning platform (e.g. Moodle) to support

the activity of both the trainee and the trainer, along the training process, namely:

• Learning Spot monitoring and management system

(ID, maximum capacity, occupancy charge, graphic visualization, etc),. There is a need for an application to register the attendance and occupancy levels of the different training areas. The new training environment is very dynamic, and the trainees are circulating in different areas and stages of training. It is essential to have effective supporting tools that are easy to handle and based in a graphic visualization (synoptic). They are not only to plan and record the attendance, but mainly to support the trainer to manage the training area as a whole, allowing him to anticipate decisions related to the daily management of the different training areas.

• Recording and tracking of the learners’ attendance,

for registering and monitoring their training time and individual progress inside the shop floor. For the trainee, this application assists him in carrying out the activities and achievements (assessment), knowing in real time the activities that are already completed and the ones that are missing. For the trainer, there is also a tool to monitor the activities carried out or performed by the trainee, as well as for managing the learning spaces.

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Pilot Course (Experiencing the learning process)

Pilot Course (Experiencing the learning process) 5

5.1. Assessment and results of the piloting of the new training environment

Within the LearnIT project, we piloted the new training paradigm in

Cenfim, Lisbon, Portugal. We had

• 12 trainees simultaneously, 3 from each partner (economic premise)

• 2 modules based on ECVET model (concurrency paths premise)

• The trainees were in different stages of learning (individualization

premise)

• The modules included practical context (technological premise)

• We also had a trainer representing each partner

Assessment and results of the Pilot Course

1. Individual learning at the same time with different levels is possible and it has

been probed.

2. This experience can be transferred to others technical or no technical fields.

3. The results are applicable to implement this methodology into other trades or

areas which are under a necessity of change.

4. The trainees skills and levels were improved and their feelings about this way

of learning were really positive.

Comments from the pilot testers: ”3 days is a small period of time to experience this new method, but in general, I think that it is better than the traditional one because every student learns things individually and this is good because not everyone needs the same time or the same teacher to learn things. (trainee)

”I like this experience, something new and I like this. Project has many potential.” (trainee)

”…this is a good start for a new way to serve the needs of adult trainees” (trainer)

”I think it was a great experience and a different approach to training that is very needed.” (trainer)

Trainees point of view:

Pilot Course (Experiencing the learning process) 5

5.1. Learning styles

The surveys published in the LearnIT Moodle platform are designed to

help the trainee to gain an understanding of various learning styles.

The surveys help the trainee to identify his own learning style and

incorporate various styles in his daily learning activities.

Filling up the VAK and Kolb´s surveys is compulsory before the

Welcome session. The session must be scheduled in advance.

VAK survey

In this survey the trainers will understand how the trainees learn; is it

seeing-listening or doing. However, the already planned activities could

be designed or redesigned using this info.

Kolb´s survey

Kolb´s survey is a survey in which learning styles are divided in two big

groups; doing-thinking and watching-feeling. It helps the trainer and

trainees to gain some understanding of their preferred learning styles

based on two continuums:

Processing Continuum:

Our approach to a task — learn by doing or watching.

Perception Continuum:

Our emotional response — learn by thinking or feeling.

Key note: Like any survey of this nature, these are not 100 percent accurate,

but they help the trainee to gain some understanding of the learning styles of the group

of learners.

Pilot Course (Experiencing the learning process) 5

5.2. Trainer roles & styles (the new challenges)

Trainer roles and styles

During the pilot week several trainers and trainees worked together in a new training environment.

It became clear that the trainer’s role becomes more essential than ever.

“A list of the qualities of a great Technical and

vocational education and training teacher:

• passionate and dedicated

• a great facilitator

• a leader of learning

• an excellent communicator

• a motivator

• a positive thinker

• a creative problem-solver

• ICT- literate

• respectful of learners, prepared to show care for students’

well-being and able to identify their needs

• a lifelong learner and reflective practitioner

• able to evaluate delivery and impact

• personally well-rounded – fair, empathic, patient, stable,

reliable

• kind

• a listener

• strict and coherent

• pedagogically very competent in a wide range of teaching

and learning methods.” Reference: Vocational pedagogy. What is is, why it matters and how to put it into

practice. Report of the UNESCO-UNEVOC virtual conference. Moderated by Bill

Lucas. Unesco 2014. Page 12.

New approach to training

• focuses on the student / trainee

• empowers creativity, autonomy of the

learner and critical thinking

• takes into account the characteristics of

each person (learning styles and pace,

previous knowledge and expectations of

learning, personal goals, etc.)

• the teacher has different roles to play:

trainer, facilitator, tutor, e-trainer, coach,

advisor, etc.