Research paper in Edulearn 2015, Barcelona, spain.

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ASSESSMENT OF SOCIAL MEDIA
SKILLS AMONG VOCATIONAL
TEACHERS IN FINLAND

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Finland, Pori
6.10.2015 2
Pori
unit
Main
campus

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CONTENTS OF PRESENTATION
• Background
• CASE
– Assessment inquiry (structure and results)
– Used social media tools
– Results and conclusions
• Projects now and future
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“Process map”
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Assessment
Inquiry
Planning of
theory lessons
Planning of
practice
lessons; tools
and tasks
Before training Training
After
training
Feedback of
whole training
program
Feedback
and
experience
of theory
and
practice
lessons
Automotive sector training program
Background
- Networked cars
- Amount of
electricity devices
- Educational
change needs
- Future inquiry
Social
media
Why?

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Background
• Pori unit
– Moved to blended learning at autumn 2013
– A large part of students are studying while working
– Focused on engineers to advance to Master of
Science
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Background
(Huhtala, Automotive sector’ future inquiry)
Education should be developed:
• E-learning into practice by applying
• Networking
• Social media management
• Finding professional strengths
• Personalizing internships
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Background
Cars are changing in many sectors:
• Software (programming)
• Electronic devices (electronics)
• Telematics (telecommunications and ICT)
• Electric motors
• Hybrid cars
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Background
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That why the training
project
• As a result of this background, there needed education
for vocational teachers to develop of the automotive
sector.
• The training project started autumn 2014.
• Target: automotive and transport engineering upper
secondary vocational teacher training course
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Before training, Assessment
inquiry
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Multi choice questions: Open questions:
1) Describe what social
media means for
you?
2) What are the risks
associated with
social media?
3) What social media
services you have
used in your
lessons?
Statistical questions, like age and
gender.

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Assessment questionnaire
• Why the questionnaire
– Clarify their knowledge of social media
– To assess the amount of theory and content
– To assess and plan the use of appropriate tools
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Results of inquiry
Best five:
1. Video sharing
2. Instant messengers
3. Networking services
4. Document services
5. Wiki services
Worst three:
1. Bookmark services
2. Content
management
3. Virtual world services
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16
12
19
5
13
38
28
39
4
31
30
28
1
2
1
6
16
8
3
9
2
22
6
5
4
6
11
4
14
2
4
10
3
2
15
21
10
9
7
1
4
10
8
7
5
6
B LOGS
MI CROBLOGS
W IK I
NE TW ORI NG
DOCUME NTS
CONTE NT CONTROL
CONTE NT CONTROL I N B US I NE S S
B OOK MA RK
I NS TA NT ME S S E NGE R
V I RTUA L W ORLDS
P RE S E NTA TION
P I CTURE
V I DE O -S HA RI NG
I don't know I use I have tried I have abandoned I know - I don't use

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Conclusion of inquiry
• Poor social media skills and knowledge level
• Social media theory lessons must be initiated on the
basis
• Social media exercises should be the basic stuff and
easy
• Negative attitude is challenge
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Training begins…
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Tested social media tools in
practice lessons.
• WordPress
• Wiki in Moodle
• Etherpad
• WhatsApp
• Google apps
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Mindmap
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WordPress
• https://www.wordpress.com/
• Blog- and www -services
• Training task: Do own blog with wordpress.
• Result:
– Not great
– Too little time vs. low skill level
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Etherpad
• Memo and text editor in network
• http://muistio.tieke.fi/
• Training task: In lessons, groups do exercise with
Etherpad.
• Result: Everybody used. Threshold to use was small.
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WhatsApp
• https://www.whatsapp.com/
• Multiplatform instant messaging service: videos, phone
calls, text messages
• Training task: to make WhatsApp group
• Result:
– Not successful.
– Not suitable smart phones
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Wiki in MOODLE (LMS)
• Moodle is learning management system
– http://en.wikipedia.org/wiki/Moodle
• Training task: perform the wiki-task in Moodle.
• Result:
– lack of experience of Moodle
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eBook with Google Docs
• Google Apps; Docs
• Training task: to use Google Docs service and use it to
do ebook
• Result: Exercise managed quite well, but ebook
utilization would require a skilled developer.
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Results and conclusion
• Beforehand assessment inquiry was important role.
– Planning suitable content to the
• theory lessons and
• training tasks (appropriate social media tools)
• The lessons were successful, despite the use social
media tools were not so great.
• The threshold to use social media tools were reduced
during training.
• No negative feedback after training.
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If time…
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KASKU-project
• Project is focused on four work packages
1. MOOCs opportunities in degree education
2. Local area educational networking and video
production
3. Testing new blended learning techniques and
pedagogical ways
4. International exchange co-operation
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KASKU
3. Testing new blended learning techniques and
pedagogical ways.
Examples developing areas this moment:
• ECHO 360, classroom/personal recording system
• Wirecast, live editing streaming software
• Electronic exam room (24/7)
• Camtasia, personal recording software (activity
tasks)
• Flipped classroom method
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Future: development project
for automotive sector
• Project application is under developing. Topics are for
example:
– Virtual selling
– Programming skills
– Telematics
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Open compliments!
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