ICL Conference presentation
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ICL Conference presentation
- 1. Promoting Web 2.0 in adult and VET training
- 3. What is SVEA
- 4. Web 2.0
- 9. Promoting collaboration and Web 2.0 skills
- 10. To enable personnel and organizational development
- 11. In VET and adult trainingwww.svea-project.eu
- 14. Co-development of content
- 15. Share content
- 16. Collaboration on the World Wide Webwww.svea-project.eu
- 19. Co-development
- 21. More efficient organizational processeswww.svea-project.eu
- 23. Self paced
- 24. Self explorative learning
- 25. Greater visibility and competitiveness in the education marketwww.svea-project.eu
- 27. Collaborate with regional stakeholders
- 28. Develop training materials according to needs analysiswww.svea-project.eu
- 31. Need of web 2.0 tools
- 33. Facebook, Youtube, Flickr, Linkedin and Twitterwww.svea-project.eu
- 35. Blended Learning
- 36. Use of web 2.0
- 37. Trainer is becoming moderatorwww.svea-project.eu
- 39. Online training application
- 40. Provide central hub for web 2.0 tools
- 41. Reporting and quality controlwww.svea-project.eu
- 60. Promoting Web 2.0 in adult and VET training
Notas do Editor
- Welcome to allToday I will tell you more about the SVEA project
- SVEA aims to developcustom tools to promote web 2.0 in VET and adult training institutions.5 partners are involved
- every partner in the project has his responsibility
- As you can see hereMFG Germany, Fundecytspain, CSP italy, Coleg sir Gar wales and Europacebelgium
- SVEA aims to develop custom tools to help integrate social media into vet and adult training institutions, not only in courses and trainings , but also in the organizational development
- These logos represent several social media tools, some of them very familiar to most of you, others less
- Web 2.0 stands for the use of these web applications on the net whereas the internet used to be a one way street. One could visit a website but not interact. Web 2.0 is not only about social media where the user can create and share content but is gives people the opportunity to collaborate through the www
- The implementation of web 2.0 in organizations will stimulate the overall organizational development. Also the enhanced learning environment will allow for greater competiveness and increased visibility in the education market.
- Personnel and organizational development plays a significant role for the strategic development of every organization. Training institutions in particular, they are dependent on innoveetive personnel and organizational management concepts.Enhancing web 2.0 will empower teachers and trainers to co-develop their organizational processes and at the same time enable them to use these tools for learner centered teaching. The use of web 2.0 social platforms such as wikis and blogs offers new possibilities for networking and project management.
- In vet and adult training these web 2.0 tools can be used to allow more learner centered and self-explorative learning.
- To decide what tools were needed for the vet and adult training institutions, SVEA first had to identify the status quo of ICT and social media usage in the regions. To do so the partners worked closely together with regional stakeholders. We identified relevant regional stakeholdersfrom public as well as from private training institutions .Through a telephone questionnaire we gathered the first information needed. The next step was a roundtable workshop per region where we learned more specifically what trainers were already using regarding web 2.0 tools. According to the needs analysis the partners in the SVEA project are now ready to develop the required training materials.
- All results of the questionnaires and workshops were written down in the regional analysis report. We learned that the use of internet in the five regions varies widely; Internet diffusion in Europe has risen in recent years and has had an increasing effecton the private and professional life of European citizens. Nevertheless there are stilldifferences among the member states. In 20091 90% of households in theNetherlands, 87% in Luxemburg, 86% in Sweden, 83% in Denmark, 79% in Germany,78% in Finland and 77% in United Kingdom had internet access. At the other end ofthe scale, the lowest percentages were registered in Bulgaria (30%), Greece andRomania (38%).Access to broadband connections is also growing in Europe. More than 60% of thepopulation in Germany (65%), Belgium (63%) and United Kingdom (69%) hadbroadband by 2009. In Spain half of the population can surf at high speed (51%),whilst Italy has still a lot of work to do in its infrastructure to allow people to enjoy thebenefit of broadband (39%).A lot of training institutions have been using closed learning platforms for years, however they fail to implement web 2.0 tools.The approach varies widely; from trainers using social media within their institutions and courses to institutions banning the use of social media by both staff and students for control and security reasons. Many of the most popular applications were regularly used; Facebook being the social networking application of choice, YouTube and Flickr for video and photo sharing, Linkedin for professional networking and, increasingly, Twitter for daily networking.
- Training at work is becoming more important. Therefore the concentration on and availability of information is relevant as well as the flexibility to offer tailored courses. This can be offered more easily by using flexible web 2.0 applications.A mixture of face-to-face and online training is becoming important as it offers more flexibility. Face-to-face training will remain an important component in most cases, though fully online delivery will be an option.Virtually all aspects of modern society are being transformed by the Internet and education is no exception. The Internet will become a real asset to the future delivery of training. The use of web 2.0 tools within the preparation and the follow-up phases of training courses will increase.The trainer’s role will change: It will be more and more a moderator offering a framework for learning to the learners, guiding them through the information to gain the relevant knowledge. The learners will generate the learning content on their own by using collaborative online tools.
- Lack of acceptance from trainers and learnersLack of time and resources to understand how web 2.0 tools work and adopt them in the daily routineLack of digital literacy in the management level which limits the adoption of digital tools in their institutions>Sensibilisation through trainings on the topic:Short training modules for trainers (video, slide, podcast) that can why be downloaded for free online and that can be used/seen in spare time outling also the benefits web 2.0 offers and how to easily use web 2.0 tools within training coursesTraining / recommendations for the management level on web 2.0Difficulties in recognizing credits for online training (no scalability)>Suggestions / Best practices on how to measure and evaluate online trainingNo practicable accounting system to pay the trainers>Suggestions / Best practices on how to measure the work of trainers online and pay them for thatFor free mentality>Costs-benefits examples which clarify why it is convenient to adopt online training and web 2.0 for learning purposeImproved technical infrastructure that allows institutions to support staff and students more flexibly and market courses more effectivelyDevelopment of new underpinning knowledge and practical skills integrated with existing professional work-based competencies Managerial control: The use of web 2.0 applications in both training delivery and in institutional management is regarded as a potential risk by institutional management. It is concerned about the control and security of information and the duty of care it has for younger students.Legal responsibility: The recent Digital Economy Act in the UK imposes significant responsibility on institutions for the actions of both staff and students in the use of digital assets on the internet. Institutional management tends to be risk-averse and, when unsure of the consequences, will prevent access to online resources and services;Institutional policy: Several of the institutions had no institutional policy regarding the use of the internet in teaching delivery. As a result of this, there were no policies, procedures or processes available to staff involved in curriculum design and delivery;Technical reliability and support: Teachers were concerned that reliance on technologies that were outside their control could impact on delivery and were a risk. Institutional managers were unclear about the implications for technical support and whether they had the capacity to service the needs of teachers in using web 2.0 applications.