E-training of e-designers and e-tutors

14 May 2004 INET'04, Barcelona, Spain

E-training of e-designers and e-tutors

@duline101102-CP-1-2002-1-FI-GRUNDTVIG-G1

Dr. Jacek GajewskiDr. Deborah Simonton, M.Sc. Sylwia Rudnik

CEENet, University of Aberdeen, ISOC-PL

14 May 2004 INET'04, Barcelona, Spain

ADULT EDUCATION

• European perspective :- Through lifelong learning to knowledge based

society- Provide flexible and active learning environment,

learning by doing- Make the study process an interaction between the

educator and the learner=> Web-based on-line learning (mixed with f2f

hands-on exercises)

14 May 2004 INET'04, Barcelona, Spain

@DULINE Aims and Objectives

• Promoting lifelong learning and developing the use of online learning amongst adult educators.

• Assist e-designers and e-tutors to master their skills and familiarity with the methods and best practice in flexible Web-based on-line learning.

14 May 2004 INET'04, Barcelona, Spain

• Many tutors come to online learning with relatively little experience of flexible teaching methodologies.

• The courses have been created to provide good examples of best practice while helping adult educators from all aspects of teaching and learning.

• The courses have produced specific tools for using these elements many times in teaching.

Project Aim and Objectives

14 May 2004 INET'04, Barcelona, Spain

Partners:•Turku: University Centre for Extension Studies•CEENet Central and Eastern European Networking Association•Lithuania Kaunas Regional Distance Education Study Centre•Denmark Copenhagen Course- and Evening school•Sweden Mälardalen University•Estonia University of Tartu, Distance Education Centre•Scotland University of Aberdeen•Portugal University of Aberta

Partnership

14 May 2004 INET'04, Barcelona, Spain

FI, SE, DK, UK, LT, EE,CEENet, PT

14 May 2004 INET'04, Barcelona, Spain

Project Results

Two e-courses for educators, fully tested and evaluated:• Course Design Course (for e-designers)• Online Tutoring Course (for e-tutors)Web-based course material has been produced by experts from 8 countries and translated into 7 languages (English, Portuguese, Danish, Swedish, Finnish, Estonian and Lithuanian).

14 May 2004 INET'04, Barcelona, Spain

• teaching and tutoring staff (ca. 150 persons from 19 countries) from formal and non-formal sectors of adult education• students (ca. 50 persons) unable to study in the stationary mode as full-time students

Target Group

14 May 2004 INET'04, Barcelona, Spain

Pattern 1: International (same culture) groups of learners and tutors (Finland, Sweden, Estonia)Pattern 2: National groups with international peer review

(Lithuania, Portugal)Pattern 3: National groups (Scotland, Denmark)

Pattern 4: Fully mixed international groups (15 nations, 5 time zones, 5 religions) across an existing distance learning network (CEENet)

Evaluated models

14 May 2004 INET'04, Barcelona, Spain

Course Design Course (3 ECTS)

During 10 weeks a learner learns to:- Design a learner’s guide- Design a web-course material, that will motivate and engage the learner- Suggest methods, tools, layouts to those willing to convert their (traditional) ‘content’ into e-course - Identify the main e-learning approaches in their own organisation

14 May 2004 INET'04, Barcelona, Spain

Online Course Design

14 May 2004 INET'04, Barcelona, Spain

14 May 2004 INET'04, Barcelona, Spain

Online Tutoring course (3 ECTS)

In 10 weeks the learner learns to:- Identify the differences between online tutoring,

mixed-mode learning and traditional face-to-face teaching - Apply various activating methods- Maintain relations between e-student and e-tutor,

including various e-learning modes and patterns- Understand the roles and responsibilities of e-students

and e-tutors- Use of e-learning technology, as applies to online tutoring

14 May 2004 INET'04, Barcelona, Spain

14 May 2004 INET'04, Barcelona, Spain

14 May 2004 INET'04, Barcelona, Spain

Observations

- No significant differences between the 4 patterns (except drop-off rate)

- Satisfaction of students, direct applicability in their work

- High drop-off rate (~40%), mainly within first two weeks

- Reasons for drop-off: - lack of self-motivation (no charge) - Lack of time (additional workload) - technical or language problems (fSU)

14 May 2004 INET'04, Barcelona, Spain

THANK YOU

More information:www.tkk.utu.fi/aduline

Jacek Gajewski (CEENet Secretary General)Gajewski (at) CEENet (dot) org

Satu Nurmela (@DULINE Project Coordinator)Satu.Nurmela (at) utu (dot) fi