Selection of eContent for the pilot application

Pristina, 2-3. October 2010

Moderators: Karolina Horvatinčić and Sonja Prišćan

Topics – 1st day

Introduction to the projectIntroduction to e-learningPresentation 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-learningDiscuss the advantages and weaknesses of e-l.Implement collaborative method in online and classroom environmentBrowse eContent library

Introduce yourself

InstitutionOccupationYour experiences with e-learning, so farSomething 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, trainingcentres, 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 ofbeneficiaries

• 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 governmentsupplied trained workersstructured, standardizedsuitable for predictable labor market needs, unchanged for decades

Education in 21 century 2/4

What has changed in the post-industrial world?

At global levelShift from production to servicesGlobalization (of education)Commercialization of education

Education in 21 century 3/4

What has changed in the postindustrial world?

At personal levelChange of employers during careerChange of careerRe-training for new technologyCombination of education and work

Education in 21 century 4/4

Governments aretightening education budgetsdemanding more accountability

Education institutions are expected to generate income and provide for themselvesbe managed as enterprisetreat their students as customers

Mills, R. & Tate, A. 1996.

Learning in the 21 century 1/7

Explosion of information – requires prolonged educationLife-long learningNew competencies needed for knowledge based society

Learning in the 21 century 2/7Key competences (EU)

Communication in mother tongueCommunication in foreign languagesMathematical literacy and basics of scienceDigital competenciesLearning to learnInterpersonal competenciesEntrepreneurship Cultural expression

http://ec.europa.eu/education/policies/2010/doc/basicframe.pdf

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

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 6/7How has technology influenced learning of young people?

Preference for simple/visually attractive contentsNeed for immediate response (information) Serendipitous (by chance) learning, skimmingMulti-taskingKnowing together

http://www.asis.org/Conferences/AM09/open-proceedings/posters/75.xml

Learning in the 21 century 7/7Can 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 awareness Yes many times, and of some older ones

http://web.ffos.hr/lida/datoteke/lida_2010_proceedings.pdf

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 noveltyor…

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?

Examples

Better visualizationhttp://faraday.physics.utoronto.ca/PVB/Harrison/Flash/ClassMechanics/FoucaultSimple/FoucaultSimple.html

Improved interactivityhttp://www.funderstanding.com/coaster

Distance audiencehttp://www.academicearth.org/courses/linear-algebra

E-learning is…

…implementation of IT in education.

Modes of delivery 1/4

E-learning continuum

In the classroom Hybrid Fully online

http://telr.osu.edu/teachonline/continuum.htm

E-learning continuum

In the classroom Hybrid Fully online

http://telr.osu.edu/teachonline/continuum.htm

Modes of delivery 2/4

E-learning continuum =In the classroom, enhanced with technologyHybrid, blended, mixed modeFully online

Modes of delivery 3/4

Synchronous

In the classroomVideo conferencingChat

Asynchronous

Online forumsLMS

Modes of delivery 4/4

Mentored

Cohort participation

…

Self paced

Individual participation

…

Discussion

Is any type of e-learning we mentioned today implemented in your context?Please describe itWhere 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 contentsImproved communicationImproved interactivityTime independentDistance independentAutomated testingEasier administrationEasier 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

http://www.socialtimes.com/2010/02/20-impressive-internet-statistics/ 91 mil Google searches per day500 mil active Facebook users2 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 studentsBetter situation at University Level

Popular servicesOnline newspaper www.rtklive.com www.telegrafi.comwww.koha.net http://zeri.info

Weather forecasthttp://www.bbc.co.uk/albanian/institutional/weather.shtml,http://www.timeanddate.com/weather/kosovo/pristina

Cinema programshttp://www.kinoabc.info/oraret.html

Popular services

Hotel reservations http://www.hotelskosova.com/ http://www.kosovoguide.com/?cid=2,196Booking and ticketswww.flyksa.com http://www.airportpristina.com/

Online shoppingwww.maxiks.com

Popular servicesServices for citizens www.rks-gov.netwww.atk-ks.org

wikipedia(s), dictionaries http://sq.wikipedia.orghttp://argjiro.net/fjalorhttp://fjalorshqip.comhttp://sq.wikibooks.org

Libraries www.biblioteka-ks.org

Education on the Internet

Informal online educationLanguage course

http://www.english-online.org.uk/begvideocourse/begvideo3.htm

Formal online educationUniversity courses

http://onlinecourses.conted.ox.ac.uk/Master degrees

http://www.worldcampus.psu.edu/MasterinGIS.shtmlPhD

http://cde.athabascau.ca/programs/doctoral/index.php

Repositories of learning materials

MIThttp://ocw.mit.edu/index.htmhttp://blossoms.mit.edu/library.html

University of Wisconsinhttp://www.wisc-online.com/Objects/ViewObject.aspx?ID=AP11403

BBC Learning zonehttp://www.bbc.co.uk/learningzone/clips/cubes-cuboids-in-the-kitchen/3116.html

LEARNING THEORIES AND TEACHING METHODS

Evaluation of group work

Define criteria in advance:

Compare results with criteria:

Giving feedbackGive feedback with intention to assist learningEmphasize the positivePoint out possible improvementObjectivityTactfulness Comment on results, not the personEmphasize your perspective

Feedback influences

Self confidenceMotivationActive participationResults

Receiving feedback

Accept in good willWrite downAsk for clarifications Implement

Learning theories 1/3

Biheviorism “learning is a change in behavior”it must be evidentit can be measuredreinforcement/punishmentemphasis on facts, testing

Learning theories 2/3

Cognitivism“learning is a change in mental processes”learning must be meaningfulunderstanding must be achievedemphasis on processes

Learning theories 3/3

Constructivism“people construct their knowledge through experience”Teachers do not teach, they enable discoveryEmphasis on personal interpretations, playing, experimentations

Teaching strategies

Lecturing Lectures, presentations

CollaborativeGroup work, distributed work

Self directedIndependent reading, research

Recommended by experts: combination of theories and strategies!

Teacher centered vs. Student centered

Ongoing debate

O’Neill & McMahon (2005)

Collaborative learning

Advantages

Active participationIdentification with resultsBuilding social skills

Difficulties

Learning to distribute workManaging a groupIssues with evaluation of group/team work

Topics – 2nd 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 schoolsTo present results to group