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
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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
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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
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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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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
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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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