R 3 LIST OF QUALIFICATION/TRAINING PROGRAMMES IN VL IDENTIFICATION OF CURRENT TRAINING PROGRAMMES IN VL PROFESSIONS IN THE PARTNER COUNTRIES

Project Title: Project Type: Programme: Agreement No:

e-Virtue Transfer of Innovation - TOI LLP - Leonardo da Vinci 2013-1-PL1-LEO05-37880

Version: Due date: Submission date:

0.1 31/05/2014 31/05/2014

Author: Co-authors:

MPS EMF DEKRA Fastrack

The e-Virtue Transfer of Innovation project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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e-Virtue R3 List of Qualification/Training Programmes in VL, v0.1

Table of contents 1.

Introduction ...................................................................................................................... 1

2.

Research results ................................................................................................................ 1

3.

Evaluation of research results .......................................................................................... 9

4.

Concluding remarks ........................................................................................................ 10

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e-Virtue R3 List of Qualification/Training Programmes in VL, v0.1

1. Introduction The means, methods and approaches to e-Learning are continually evolving and changing. As in related information technology and communication (ITC) fields the demands on persons working in this areas change every bit as rapidly. Training and qualification providers must be ever on the look-out for changes in demand, on the one hand, but must remain dynamic and flexible enough to provide relevant training and qualification programmes to meet these demands from the industry. As part of the e-Virtue review of current virtual learning (VL) professions, an effort was made to identify relevant training and qualification programmes. The purpose of this document is to provide the results of that research. These will be presented in list form in the following section. In addition, a few remarks about the methodology for data collection will also be included. In the section thereafter, these results will be critically reviewed and evaluated. In a final section, some project relevant conclusions will be included.

2. Research results In accordance with the requirements set out in e-Virtue R1 Refined Methodology, v1.1, a separate worksheet was developed to gather relevant data in regard to qualification offerings in the VL sector. The primary data to be collected included the name of the organisation, whether the training was aimed at higher or vocational education, the duration of the training (and credits, if applicable) and the knowledge, skills, and competences (K/S/C) addressed by the qualification or training module. Consequently, three groups of programmes crystalized out of the analysis: those aimed specifically at higher education, those characterized as vocational in nature, and a smaller group covering both. The results will be collected accordingly in the following three tables. As can be seen, there are a total of seven higher-education offerings, six from Germany and one from Greece. Of the 18 vocational-education offerings, seven are from Poland and 11 from the UK. In the combination category, we find five offerings from Poland and one from Greece. All together, 31 qualification/training offerings were identified.

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e-Virtue R3 List of Qualification/Training Programmes in VL, v0.1

No. Organization

Country URL

Qualification title

Duration

K/S/C

Comments

1

Die Brandenburgische Technische Universität Cottbus-Senftenberg

DE

http://www.hslausitz.de/studiu m/elearning/mo odle-hilfen/etutorqualifikation.ht ml

Student E-Learning Advisor

4 face-toface sessions; 3 online phases, approx . 50 hrs.

Become familiar with develop ability to apply medial-didactic basis knowledge and models

Also offered in cooperation in the Europa Universität Viadrina Frankfurt/Oder, the FH Potsdam and the TU Wildau

2

Hellenic Open University

GR

http://www.eap .gr/view_en.php ?artid=2095

Open and Distance Learning (EKP65 –postgraduate module of the program "Master’s in Education, M.A.")

9 months

Clearly explain the open education systems and how they are connected to open and distance education

there are many e-Learning courses in Greece but not subject-related to e-Learning

3

Hochschule Merseburg (University of Applied Science)

DE

http://www.hsmerseburg.de/ik s/studiengaenge /technischeredaktion-unde-learningsystemebeng/uebersicht

Bachelor of Engineering "Technical Compilation and E-Learning 4Systems"

6 semester

Specialist knowledge and skills regarding the linguistic and visualdesign, target audience aligned, preparation and communication of information and knowledge by incorporating modern media

4

Leading Interactive

DE

http://www.lea dinginteractive.de/etrainer/

Online Tutor and e-Learning Advisor

10 weeks

Planning and conceptualization of elearning offerings with focus on pedagogical and economic aspects

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In cooperation with FernUniversität Hagen

2

No. Organization

Country URL

Qualification title

Duration

K/S/C

Comments

5

Pädagogische Hochschule Heidelberg (University of Education)

DE

http://www.phheidelberg.de/el meb21/

Masters Course "E-Learning and Media Education"

4 semester

Production of classical audiovisual educational media

Often referenced offering, in different forums, blogs, articles, websites

6

Technische Universität Ilmenau

DE

http://www.tuilmenau.de/kom wi/e-learning/elearning-in-derlehre/etutorzertifikat/

E-Learning-Tutor

1 semester, part-time

Establishment of a framework for the broad use of online learning units in all subject areas through the qualification of student employees for online teaching

7

University of Hildesheim

DE

https://www.uni hildesheim.de/f b3/studiengaen ge/iimiw/elearning/

Module "E-Learning"

4 semester

Individual learning strategies and methods of personal knowledge management

Can be chosen while studying the Master Course of "International Information Management and Information Science"

Tab. 1: Higher-education-oriented qualification/training programmes

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No. Organization

Country URL

Qualification title

1

4system Polska Spólka z.o.o

PL

http://www.ele arning.4system. com/wstep_do_ technik_elearnin gu.html

Introduction to the techniques of e-Learning

Presentation of the advantages of elearning

2

Akademia HRnews

PL

http://www.aka demiahrnews.pl /szkolenie_elearning.html

Designing and creating scenarios for e-learning

Build an effective scenario of e-learning training

3

Centrum Otwartej i Multimedialnej Edukacji Centre for Open and Multimedia Education

PL

http://portal.uw .edu.pl/web/co mecommunity/stro na-glowna

Didactics of e-learning

2 hours

Specificity of learning via the Internet

4

Centrum Otwartej i Multimedialnej Edukacji Centre for Open and Multimedia Education

PL

http://portal.uw .edu.pl/web/co mecommunity/stro na-glowna

Moodle platform – advanced course

3 hours

Opportunities offered by Moodle in the organization of a course

5

Centrum Otwartej i Multimedialnej Edukacji Centre for Open and Multimedia Education

PL

http://portal.uw .edu.pl/web/co mecommunity/stro na-glowna

Moodle platform – basic course

3 hours

Opportunities offered by Moodle in the organization of a course

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Duration

K/S/C

4

Comments

4

No. Organization

Country URL

Qualification title

Duration

K/S/C

6

UK

http://www.cip d.co.uk/cipdtraining/qualific ations/learningtalent/blendedlearningcertificate

Certificate in Blended Learning

Part-time over 22 weeks

Role of Curriculum Designer (unit 1);

Chartered Institute of Personnel and Development

Role of E-learning Content Developer non-specialist (unit 2); Role of Virtual Classroom Facilitator and of Online Tutor (unit 3); Role of E-learning Architect (unit 4)

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Chartered Institute of Personnel and Development

UK

http://www.cip d.co.uk/

Certificate in Digital Learning Design

Full-time 5 days

Role of E-learning Content Developer – specialist or non-specialist

8

Chartered Institute of Personnel and Development

UK

http://www.cip d.co.uk/cipdtraining/courses qualifications/le arningtalent/trainingdelivery/training -virtualclassroom/

Training in the Virtual Classroom

Part-time over 7 weeks

Role of Virtual Classroom Facilitator

9

E-learning.pl Advisory and training Consortium

PL

http://www.elearning.pl/rozw iazania/warsztat _projektowanie

Designing of e-courses

2 days

How to choose a methodological approach and electronic learning tools

10

Learning and Performance Institute

UK

https://www.lea rningandperfor manceinstitute.c om/cdol.htm

Certificate in Designing Online Learning

Part-time over 3 weeks

Role of Virtual Classroom Facilitator – designing the sessions

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Comments

5

5

No. Organization

Country URL

Qualification title

Duration

K/S/C

11

Learning and Performance Institute

UK

https://www.lea rningandperfor manceinstitute.c om/colf.htm

Certified Online Learning Facilitator

18 hours of live online sessions

Role of Virtual Classroom Facilitator – delivering the sessions

12

ReadyGo

PL

http://www.rea dygo.com/aicc/

An Introduction to AICC, SCORM, and IMS (XML)

13

Training Foundation

UK

http://www.taptraining.com/co urses/blended_l earning.html

Certificate in Blended Learning

Over 2-3 weeks including a 2-day workshop

Role of Curriculum Designer

14

Training Foundation

UK

http://www.taptraining.com/co urses/elearning_authori ng.html

Certificate in e-Learning Authoring

2 day workshop

Either Articulate Storyline or Adobe Captivate

http://www.taptraining.com/co urses/elearning_design. html

Certificate in e-Learning Design

15

Training Foundation

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UK

Comments

This course defines current common eLearning standards, along with outlining the strengths and weaknesses of each standard

Role of E-learning Content Developer – specialist – skills of using e-learning development tools Over 2-3 weeks including a 2-day workshop or wholly online over 5 weeks

Role of E-learning Content Developer – non-specialist

6

6

No. Organization

Country URL

Qualification title

Duration

K/S/C

16

Training Foundation

UK

http://www.taptraining.com/co urses/facilitating _online_learning .html

Certificate in Facilitating Online Learning

Over 2-3 weeks including a 2-day workshop or wholly online over 5 weeks

Role of Virtual Classroom Facilitator

17

Training Foundation

UK

http://www.taptraining.com/co urses/implemen ting_online_lear ning.html

Certificate in Implementing Online Learning

Over 2-3 weeks including a 2-day workshop or wholly online over 5 weeks

Role of E-learning Architect

18

University for Industry Charitable Trust

UK

http://www.ufi. co.uk/

Series of open online modules for teachers in further education colleges (vocational) in the UK

Each parttime one month – starting September 2014

Roles of E-learning Curriculum Designer,

Comments

Virtual Classroom Facilitator, E-learning Content Developer – nonspecialist, Online Tutor

Tab. 2: Vocational-education-oriented qualification/training programmes

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7

No. Organization

Country URL

Qualification title

Duration

K/S/C

Comments

1

National and Kapodistrian University of Athens

GR

http://reviews.i n.gr/greece/elea rning/article/?ai d=1231264638

e-Tourism

3-5 months

There has been no further information about K/S/C

Provided by the VET of this University

2

Warsaw University of Technology, Centre for Distance Education

PL

http://enauczyci el.okno.pw.edu. pl/

Creating of multimedia teaching materials advanced course

40 hours

Build tests on e-learning platform, website and DVD media

3

Warsaw University of Technology, Centre for Distance Education

PL

http://enauczyci el.okno.pw.edu. pl/

Creating of multimedia teaching materials - basic course

40 hours

Create the content of e-learning,

4

Warsaw University of Technology, Centre for Distance Education

PL

http://enauczyci el.okno.pw.edu. pl/

E-Teacher in the Moodle platform. E-learning platform - advanced course

40 hours

Install Moodle

5

Warsaw University of Technology, Centre for Distance Education

PL

http://enauczyci el.okno.pw.edu. pl/

E-Teacher in the Moodle platform. E-learning platform - the basic course

40 hours

Customize template graphics system

6

Warsaw University of Technology, Centre for Distance Education

PL

http://enauczyci el.okno.pw.edu. pl/

Fundamentals of computer graphics and multimedia presentations in teaching

40 hours

Create and edit vector and raster graphics

Together with Mazowieckie Training Center; co-funded by the EU under the ESF

Tab. 3: Combination vocational/higher-education-oriented qualification/training programmes

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e-Virtue R3 List of Qualification/Training Programmes in VL, v0.1

3. Evaluation of research results A number of points can be raised in regard to the programmes and qualifications listed in the tables in the previous section. The first point to be noted is that none of them were publicly presented in terms of K/S/C. One reason for this could be the level at which the qualifications are addressed. Given that most such listings are there to attract potential students, it is reasonable to assume that the presentation would be more marketing than subject-driven. In other words, the descriptions of what one would learn as a result of the course are higherlevel, more general, almost key-word based. Among the higher-education offerings (Table 1), it is worth noting that three of the seven offerings are full-fledged degree programmes. Of these, one is at the bachelor level, the other two at the master level. One additional module, that from the University of Hildesheim, can be chosen as an optional module with an IT degree at master level. The remaining three offerings are all for online tutors or advisors, but the scope of the training varies from approximately 50 hours of work to one full semester part-time. The combination modules (Table 3) deal, with the exception of the Greek offering, with technical issues, offered by Polish providers, for the most part. These short, one-week modules are aimed at developing familiar with the Moodle platform and dealing with graphics in one way or another at a specialized, technical level. The one-week course in creating content is most likely only a kind of general overview to the subject, given the brevity of the course. A similar case obtains with the vocational-education offerings. The seven offerings from Polish providers are geared primarily toward technical issues and the brevity of the offerings (on average two-three hours) indicates that these are more introductory or how-to offerings. On the other hand, the remaining UK offerings are interesting as they deal with longer, often certificated, offerings. For example, Certificates in Blended Learning, e-learning design, and online facilitation are offered by two different providers. As has been the case thus far, the scope and timing of these offerings appear to vary widely (from two to 22 weeks of part-time learning for blended learning and two to seven weeks, part-time, for online learning facilitation). It would be an overstatement to assert that the offerings identified are in some way representative for Europe. Feedback from the partners was unanimous in stating that while there was a wide range of course and qualiifcation offerings over by means of virtual learning, it was much more difficult to identify offerings that dealt with the subject of e-learning or virtual learning itself. Most prevalent, nevertheless, in those offerings dealing with the latter subject, except for the UK offerings, most programmes and training offers dealt with the technical, not the pedagogical or educational aspects of online learning. VL appears to still be a technology-dominated field.

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4. Concluding remarks At grand total of 31 qualification and training offerings were found in a total of five countries. Of these, seven were aimed solely at higher education, 18 were classified as vocational in nature, and six were considered to address both groups. These are not respresentative findings, but they are indicative of the state of qualifications available in this area. Of the offerings identified, the majority were technical in nature or related more specifically to a technical (or engineering) course of study. In other words, the technology still dominates when considering roles in the virual learning sector. While it was not possible to derive a sound, representative sample of knowledge, skills and competences to be mediated in these training offerings, in very general terms, it is possible to associate them (except for the full-degree programmes) with the preliminary VL Role Profiles that were identified in R2 Definition of Virtual Learning: Survey on the Knowledge, Skills and Competences Needed in the Virtual Learning Professions.

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