ALCVET
Advanced eLearning Content for VET in Recycling
Industry SME
Leonardo da Vinci Programme
PL/07/LLP-LdV/TOI/140008
Deliverable D4
Methodology Handbook (R1)
WP4
Project Co-ordinator:
PIAP
Consortium Partners:
TVEC
ATB
KREDIT
Document Ref.:
ALCVET D4 Methodology Handbook 07.doc
Report Version:
0.7
Date:
31.12.2009
Distribution:
ALCVET Consortium partners
Project co-funded by the European Community under the
Lifelong Learning Programme - Leonardo da Vinci
D4 Methodology Handbook
Change log
Version Date
Change
0.1
29.05.2009
Document created
0.2
16.06.2009
Document updated
0.3
18.06.2009
Document updated
0.4
02.11.2009
Document updated
0.5
07.11.2009
Document updated
0.6
12.12.2009
Document updated
0.7
31.12.2009
Document updated
This document is the property of the ALCVET Consortium. This document may not be copied, reproduced, or modified in the whole or in the part for any purpose without written permission from the
ALCVET Consortium.
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Contents
1
INTRODUCTION ....................................................................................................................................... 5
2
ALCVET METHODOLOGY .................................................................................................................... 6
2.1
2.2
2.3
2.4
2.5
2.5.1
2.5.2
2.5.3
2.5.4
2.6
2.6.1
2.6.2
2.6.3
2.6.4
2.6.5
2.6.6
2.6.7
2.7
2.8
2.9
3
INTRODUCTION ..................................................................................................................................... 6
PEDAGOGIC APPROACH – PRINCIPLES FOR TARGET GROUPS .................................................................. 7
GUIDELINES FOR EXECUTION OF THE TRAINING .................................................................................... 9
MATERIAL FOR INTRODUCTORY CLASSROOM TRAINING ..................................................................... 11
GUIDELINES FOR APPLYING ALCVET ELEARNING TRAINING COURSES IN THE ROLE OF TEACHER ..... 13
STARTING ALCVET COURSE AS A TEACHER ..................................................................................... 14
EDITING LESSON ................................................................................................................................. 15
ANSWER LEARNERS QUESTION .......................................................................................................... 18
MONITORING LEARNERS’ ACTIVITIES AND SUCCESS.......................................................................... 18
GUIDELINES FOR USING ALCVET ELEARNING TRAINING COURSES IN THE ROLE OF LEARNER ........... 20
STARTING ALCVET COURSE AS A LEARNER ..................................................................................... 20
GETTING AWARE ABOUT THE ALCVET COURSE CONTENT ................................................................ 21
SELECTING A LESSON AND NAVIGATING TROUGH THE LESSON ........................................................... 22
ANSWERING TEST QUESTIONS ............................................................................................................. 23
GETTING SUPPORT .............................................................................................................................. 24
LEARNING COLLABORATIVELY ........................................................................................................... 24
CONTROLLING SUCCESS LEVEL ........................................................................................................... 24
GUIDELINES FOR COLLABORATIVE LEARNING .................................................................................... 25
GUIDELINES ON HOW TO SUPPORT LEARNERS (MENTOR ROLE) ........................................................... 27
METHODOLOGY FOR TRANSFER – COURSE ADAPTATION..................................................................... 28
ALCVET SYSTEM STRUCTURE.......................................................................................................... 30
3.1
INTRODUCTION ................................................................................................................................... 30
3.2
CONTENT DEVELOPMENT/DESIGN TOOLS .......................................................................................... 30
3.3
LEARNING OBJECTS AND LEARNING MODULES - LESSONS ................................................................. 31
3.4
LEARNING CONTENT MANAGEMENT (FUNCTIONALITY) SYSTEM AND LEARNING MANAGEMENT
(FUNCTIONALITY) SYSTEM ............................................................................................................................... 31
4
ALCVET SERVICES ............................................................................................................................... 33
4.1
OVERVIEW .......................................................................................................................................... 33
5
ALCVET SYSTEM SECURITY & USER ROLES ............................................................................... 35
6
ALCVET ONTOLOGY ............................................................................................................................ 36
ANNEX 1 ............................................................................................................................................................. 37
ANNEX 2 ............................................................................................................................................................. 50
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Abbreviations
EC
European Commission
EU
European Union
HW
Hardware
ICT
Information and Communication Technology
IPR
Intellectual Property Rights
IST
Information Society Technology
IT
Information Technology
KoM
Kick-Off Meeting
KM
Knowledge Management
LCMS
Learning Content Management System
LdV
Leonardo da Vinci (Programme)
LMS
Learning Management System
NA
National Agency
PI
Process Improvement
PB
Project Board
QMP
Quality Management Plan
PVP
Project Valorization Plan
QM
Quality Management
RTD
Research and Technology Development
SME
Small and Medium Enterprise
SQP
Software Quality Plan
SRS
Software Requirements Specification
SW
Software
TCC
Technical Co-ordination Committee
TRS
Transfer Requirements Specification
VET
Vocational Education and Training
VC
Valorisation Committee
WP
Work Package
WP
Work Plan
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1 Introduction
This document is the deliverable D4 Methodology Handbook, of the project ALCVET – ”Advanced
eLearning Content for VET in Recycling Industry SME”. The ALCVET project aims to adapt and reimplement proved solutions for innovative vocational training aiming at increase of SMEs competitiveness and improvement of their market position.
The project intends to provide a cost-effective, comprehensive training system for SMEs in recycling
domain covering 3 topics:

general recycling technologies,

PI and supporting ICT systems, and

new business forms based on SME networking.
This document consists of:
Chapter 1 Introduction, which describes the purposes of this document, the position of this document
with respect to the whole project, and provides a brief overview of the contents of the document.
Chapter 2 ALCVET methodology.
Chapter 3 ALCVET system.
Chapter 4 ALCVET services.
Chapter 5 ALCVET system security & user roles.
Chapter 6 ALCVET ontology.
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2 ALCVET Methodology
2.1 Introduction
The objective of the ALCVET Training Methodology is to provide guidelines on:
–
development of the training courses for different target groups and users by using generic
eLearning tools, i.e. on how to make web-based lessons and courses for training on the job,
–
application of courses in SMEs,
–
integration of the training with daily business in SMEs,
–
selection and application of different pedagogic principles appropriate for the target groups
–
organisation of ALCVET services
The ALCVET Methodology Concept is primarily intended to explain how to apply ALCVET system.
The ALCVET training methodology intends to provide possibility to easily generate lessons/training
courses adapted to needs of SMEs as well as to the needs of training and educational organisations
(trainers and consultants) and students.
Training Approach: Through the new training system the trainees from recycling area SMEs, with
different awareness on state-of-the-art ICT solutions will be given the chance to significantly advance
their knowledge, skills and ability to improve the business practice in and competitiveness of their
companies, by applying the ICT solutions. ALCVET will offer to, usually very busy, management
staff the opportunity to learn in a highly efficient and time-saving way the approach for process improvement (PI), to be continuously applied in their companies.
In order to meet these needs, the training methodology is based on a blended learning approach. It
includes:
–
Introductory Classroom Training
–
eLearning based lessons
The initial classical classroom training is needed to introduce the ALCVET approach and training
system (eLearning) to target users, often not familiar with the topic and modern teaching means, while
eLearning is an optimal cost effective solution for continuous support of management and technical
staff in daily work on PIs. The classical classroom teaching (e.g. 1 day training to learn the eLearning
solution and understand the basic content of the course) is supported by lecture materials available in
paper form or on CD Rom and will be supplemented by practical demonstrations and trials to be conducted in recycling industry to enable the trainees to follow the subject.
The eLearning tools provide a means to efficiently generate different internet based courses which can
be easily used by the SMEs staff during their every day work.
The ALCVET methodology creation specifically takes care about
–
Pedagogical Aspects (Self-directed learning, Interactive participation, Problem solving)
–
Collaborative Learning and Experience Exchange: among trainees, i.e. among SME's staff
members internally, as well as among different SMEs taking into account that one of the key
issues to be trained are advanced approaches to organise networking and collaboration among
SMEs in recycling domain.
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The complete methodology is presented here as the ALCVET Methodology Handbook, compriseing:
–
Methodology as the key contents of the ALCVET courses
–
Guidelines for generation of the training and for application of SW tools – a guidelines how to
generate a specific training course for different (specific) target users
–
Guidelines for organisation of the training
–
Guidelines for execution of the training:
–
o
Material for introductory classroom training (viewgraphs, instructions)
o
Guidelines for using ALCVET eLearning training courses in the role of teacher
o
Guidelines on how to support learners (mentor role)
o
Guidelines for using ALCVET eLearning training courses in the role of learner
o
Guidelines for collaborative learning
Common ontology
In the text to follow the basic concepts of these guidelines are explained.
2.2 Pedagogic approach – principles for target groups
ALCVET project's e-courses are targeted for the following groups:

less qualified workers,

management of recycling SMEs

technical staff of SMEs

trainers and consultants
Learning has always been individual and unique process. In ideal situation each student can learn by
using appropriate learning methods. Unfortunately in most cases there is not enough time and material
resources to do so. Although the trainer should run a background search based on employee's needs
and qualifications, before starting e-course.
For better understanding the individuality of students, it is desirable in the beginning of course to give
a homework: a writing of short self introduction (or description of situation in current environment,
thoughts and expectations related to current course) and post this into e-course's forum.
Although there are enough exceptions, one should presume, that less qualified workers are less educated and have lower social status than rest of the target group. Consequently they may be less motivated to learn. Lower social status recreates need for more intensive contact with teacher and teacher
needs to pay more attention to students learning activities and self-esteem,
During background research it is necessary to determine the technical skills and possibilities (access to
computers, internet availability, necessary technical equipment). Depending on current situation, the
trainer may need to organize access to technical equipment either in the employer's or training rooms.
Based on student's previous experience (or absence of experience) at the beginning of a course training provider have to teach learners how to use e-learning environments and to develop their learning
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skills. Individuals may not immediately know how to use self-study and resource based learning
methods .
ALCVET e-course content is well understandable and is given in an appropriate volume. Basic
knowledge and skills will be organized to systematic knowledge, throughout logical structure and
chapters sequence. There are interactive tasks and e-courses will be updated both in terms of subject
matter and pedagogical methods as well.
Although the courses are build up on ALCVET'i e-learning content and tasks have large proportion of
learning process which is based on self- learning process. It is good for educators to find themselves a
suitable solution on e-learning methods .
E-learning effectiveness depends on the learning material, which is made available to students, as well
as during the course of activities conducted by a Course tutors. Variety of learning process is used to
achieve a diverse range of pedagogical approaches.
Depending on the target groups and specific course, trainer may use and vary different learning methods:

problem based learning

collaborative learning

community-based learning
Questions for less qualified workers are simple and exercises can be solved using e-course materials.
Immediate feedback will be offered.
Highly skilled people are often prone to self-learning. For them, introductive contact lesson is sufficient. For management of recycling SMEs and technical staff of SMEs the emphasis will be on problematic tasks, which are related to their own workplace situations.
in general, the numerical scores in adult education do not impose, but is nevertheless desirable to assess the acquisition of knowledge and feedback is important. On the web-based learning following
options are in use: (Thorpe, 1987; Paulsen, 2003):
1. self-assessment
2. automated assessment
3. tutor assessment
4. peer assessment
The aforementioned assessment types may be used for all target groups but due to the different target
groups less qualified workers a automatic (computer assessment) remains basic in addition to teacher's
assessment. In case of certain tasks the self-evaluation and tutor assessment will be preferable.
For other three ALCVEt's e-course target groups the most important is community-based learning,
followed by co-student assessments.
It is also important to choose a trainer accordance with target groups selection. If possible for less
qualified workers choose a teacher with certain personality who is prone to communicate highly motivate and patient, explains things without overwhelming academical approach.
Management of recycling SMEs, SMEs and technical staff of trainers and consultants trainer in particular should be well educated and professionals in one's area. Trainer's emotional skills and communication skills may make certain concessions.
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2.3 Guidelines for execution of the training
Project ALCVET is focused on 4 different target groups. These groups are different in their main
characteristics such as: will to study, ability, possibility and will to use ICT as a support for their study
(e-learning), and levels of learning skills. All of these have to be taken into account before the
ALCVET course is executed. Moreover, the special cultural differences have to be considered. In order to achieve the course education goals we recommend following these guidelines for the single
target groups:
However, the delivery of the ALCVET training will have the same blocks for each target group. These
are:
–
–
Face to face (FTF) sessions
o
Introductory FTF session
o
Intermediate FTF session
o
Closing FTF session
Independent study on line with or without the tutor support
The single parts can be described as follows:
–
–
Introductory FTF session: The first 4 hour FTF introductory session should be focused on the
following topics:
o
ALCVET project overview in order to spread the information about the course origin
o
Course aims – short explanation of the course educational aims in order to explain
what they will gain by the course studying in both professional and study skills fields.
The short Power point presentation about the course aims can be prepared and later
placed in the Moodle.
o
Course structure – this should be explained to prospective participants in details. The
division of the course into modules and chapters should be introduced by the tutor or
teacher. Tutor also should explain how chapters are divided into parts and how to use
the glossary as a support tool during the study. The tests and tasks of the course
should also be demonstrated,
o
Study support – during this session we should inform course participants what kind of
support we provide for them. Usually we should give them the contacts to their tutors
and mentors (if there are mentor in the course). We also should explain that beside the
human support there are support tools built in the Moodle.
o
Moodle – this LMS should be introduced as the support tool suitable for the on line
course delivery. At the first session each participants should be given his/her login and
password. The tutor should go through complete process of logging in, studying on
line, using the glossary, working with tests as well as the navigation and use of communication tolls provided by ALCVET Moodle should be demonstrated and explain.
o
ALCVET study guide – in order to give participants a support for the independent
study the printed study guide is useful. Everything which explained during the introductory FTF session should be recorded and printed in this guide. The example of
such a guide developed by the Slovak partner of the ALCVET project is annexed to
this material.
Intermediate session: this should be at least four our session focused on the discussion with
participants and sharing the experience with study in the course. The main emphasis should be
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put by the tutor on encouraging and supporting of the course participants. In the course we
recommend to have at least one intermediate session for those groups which are not used to
independent study and might be discouraged by the lack of personal contact with tutors or student fellows. Such session should be organized shortly after the first third of the course is finished (according to the research done this the time when the majority of e-learning students
give up the study). If you plan to have two or more intermediate sessions then plan them evenly during the course timetable in order to give the regular FTF support to the e-learning course
participants. However, we do not recommend more than one FTF session monthly.
–
Closing session: 4 hour closing session is focused on the short time evaluation of the course.
The short time evaluation should be carried out at least by the two means: ALCVET feedback
questionnaires and brainstorming or facilitated discussion which should be recorded in written. The closing session is place and time for participants to express their impressions and experience with the e-learning course.
–
Independent on line study: this a time when students use the main advantages of the e-learning
course but at the same time all risks connected with this kind of course delivery usually occur.
During this phase the tutors and mentors (if there are any, because we can deliver the course
also without any human support) play the main role. The tutors should send their responses in
time and also should encourage the course participants by any available means. The study materials can be delivered to students in the various modes/forms or their combination according
to the participants’ requirements: on line, on CD ROM, and/or printed.
For the single target groups of the ALCVET project we recommend the following types of the
ALCVET course delivery:
- Managers of recycling SMEs On line course with 2 face to face (FTF) sessions is the most suitable choice for this advanced target group which usually is too busy and according to our findings
prefers flexibility in study place and time. The course delivery is divided into 3 main parts:
o 4 hour introductory FTF session,
o independent on line study with the tutor support, and
o 4 hour closing FTF session
o Study materials are delivered on line and on CD ROM
o Study guide is delivered in printed form during the introductory session and on line
placed in the Moodle. The login and passwords are given to participants during the introductory session.
- Technical staff of recycling SMEs: Blended on line course with 3 FTF sessions:
o 4 hour FTF introductory session
o 2 hour FTF session after the first three lessons, which will be focused on the discussion with tutors and fellow students on problems and experience
o 4 hour FTF closing session
o Study materials are delivered on line and on CD ROM
o Study guide is delivered in printed form during the introductory session and on line
placed in the Moodle. The login and passwords are given to participants during the introductory session.
- Consultants & Trainers: Fully on line course with 1 FTF session - 4 hour closing session. Study
materials are delivered only on line. The study guide is delivered also on line placed in the Moodle. The login and passwords are delivered by e-mail.
- Less qualified people: Blended course with at least 3 FTF sessions
o 4 hour FTF introductory session
o 2 hour FTF session after the first three lessons, which will be focused on the discussion with tutors and fellow students on problems and experience
o 4 hour FTF closing session
o Study materials are delivered on line, on CD ROM or printed
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o
Study guide is delivered in printed form during the introductory session and on line
placed in the Moodle. The login and passwords are given to participants during the introductory session.
2.4 Material for introductory classroom training
The aim of the lectures
The initial classroom training is needed to introduce the ALCVET approach and training system
(eLearning) to target users (trainees) who are from SMEs, often not familiar with the topic and modern
teaching means.
The classical classroom teaching is supported by lecture materials available in paper form or on CD
Rom and will be supplemented by practical demonstrations and trials to be conducted in SME’s to
enable the trainees to follow the subject.
The classical classroom teaching will be conducted as 1 day training to learn the eLearning solution
and understand the content of the course. The aim of this introductory part will be to acquaint trainees
with interface of eLearning Software. Also some introductory lessons on will be carried out during
those lectures so students will have some practice/training (exercises, examples) before starting of
using eLearning Software on their own.
Lecture concerning eLearning
Definition of eLearning
E-Learning (or sometimes electronic learning or eLearning) is a term which may be used to encompass all forms of technology-enhanced learning (TEL), or in some cases very specific types of
TEL such as online or Web-based learning. E-learning allows students to learn anywhere and usually
at any time, as long as they have a properly configured computer. Cell phones allow you to communicate any time and usually anywhere, as long as you have a properly configured phone.
E-learning can be CD-ROM-based, Network-based, Intranet-based or Internet-based. It can include
text, video, audio, animation and virtual environments. It can be a very rich learning experience that
can even surpass the level of training you might experience in a crowded classroom. It is self-paced,
hands-on learning.
The quality of the electronic-based training, as in every form of training, is in its content and its delivery. E-learning can suffer from many of the same pitfalls as classroom training, such as boring slides,
monotonous speech, and little opportunity for interaction.
Levels of e-learning
E-learning falls into following four categories, from the very basic to the very advanced:
 Knowledge databases -- While not necessarily seen as actual training, these databases are the most
basic form of e-learning. You've probably seen knowledge databases on software sites offering indexed explanations and guidance for software questions, along with step-by-step instructions for
performing specific tasks. These are usually moderately interactive, meaning that you can either
type in a key word or phrase to search the database, or make a selection from an alphabetical list.
 Online support - Online support is also a form of e-learning and functions in a similar manner to
knowledge databases. Online support comes in the form of forums, chat rooms, online bulletin
boards, e-mail, or live instant-messaging support. Slightly more interactive than knowledge databases, online support offers the opportunity for more specific questions and answers, as well as
more immediate answers.
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 Asynchronous training - This is e-learning in the more traditional sense of the word. It involves
self-paced learning, either CD-ROM-based, Network-based, Intranet-based or Internet-based. It
may include access to instructors through online bulletin boards, online discussion groups and email. Or, it may be totally self-contained with links to reference materials in place of a live instructor.
 Synchronous training - Synchronous training is done in real-time with a live instructor facilitating
the training. Everyone logs in at a set time and can communicate directly with the instructor and
with each other. You can raise your cyber hand and even view the cyber whiteboard. It lasts for a
set amount of time - from a single session to several weeks, months or even years. This type of
training usually takes place via Internet Web sites, audio- or video-conferencing, Internet telephony, or even two-way live broadcasts to students in a classroom.
Benefits of eLearning
E-learning has definite benefits over traditional classroom training. While the most obvious are the
flexibility and the cost savings from not having to travel or spend excess time away from work, there
are also others that might not be so obvious. For example:
 It's less expensive to produce - Using dedicated software to produce your own asynchronous training programs; e-training is virtually free once you reach the break-even point. Synchronous programs will have continued costs associated with the instructor managing the class, but will still be
lower than traditional courses.
 It's self-paced - Most e-learning programs can be taken when needed. The "books" that you set up
using Trainersoft create a module-based design allowing the learner to go through smaller chunks
of training that can be used and absorbed for a while before moving on.
 It moves faster - e-learning courses progress faster than traditional courses. This is partly because
the individualized approach allows learners to skip material they already know and understand and
move onto the issues they need training on.
 It provides a consistent message - E-learning eliminates the problems associated with different
instructors teaching slightly different material on the same subject. For company-based training,
this is often critical.
 It can work from any location and any time - E-learners can go through training sessions from anywhere, usually at anytime. This Just-In-Time (JIT) benefit can make learning possible for people
who never would have been able to work it into their schedules prior to the development of elearning. (If you manage a corporate learning program, however, be careful about requesting that
workers learn on their own time from home.)
 It can be updated easily and quickly - Online e-learning sessions are especially easy to keep up-todate because the updated materials are simply uploaded to a server. CD-ROM-based programs may
be slightly more expensive to update and distribute, but still come out cheaper than reprinting manuals and retraining instructors.
 It can lead to increased retention and a stronger grasp on the subject - This is because of the many
elements that are combined in e-learning to reinforce the message, such as video, audio, quizzes,
interaction, etc. There is also the ability to revisit or replay sections of the training that might not
have been clear the first time around. Try that in a crowded auditorium!
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 It can be easily managed for large groups of students - it allows corporate training directors, HR
managers and others to keep track of the course offerings schedule or assign training for employees
and track their progress and results. Managers can review a student's scores and identify any areas
that need additional training.
There are many advantages to e-learning, and even the potential disadvantages can be alleviated with a
properly designed course.
Training concerning interface and using of the eLearning Software
During this part of classroom training students will learn how to use eLearning software.
During the first part all system aspects (needed to know by the student) will be presented to them, to
make them familiar with a computer and eLearning system. Following the introductory part there will
be a set of practical examples/exercises supervised by a teacher.
This part of the classroom training will be conducted in the purpose of preparing trainees (from the
SMEs) which can be very often insufficiently familiar with computers and the subject to be trained.
2.5 Guidelines for applying ALCVET eLearning training courses in the role of
teacher
The topics related to the teachers’ point of view in using ALCVET eLearning training courses are
mainly described in the paragraph . Here are provided shortly summarised basic facts related to the
mentor/teacher role.
The mentor/teacher roles which can be distinguished in the eLearning context are:
1. The Tele-Mentor who is coaching learners online applying different tools such as Forums, Virtual Classrooms or Chat.
2. The Online-Teacher, who is conceptually composing specific online learning courses
3. Learning-Manager who is responsible for introduction and implementation of the eLearning
programmes.
The first two roles defined above are in the ALCVET also divided to the “Teacher” and “Non-editing
Teacher”, and in the text to follow the terms “Teacher” and “Mentor” are used and understood identically.
From the point of view of the so defined role of tele-mentor/teacher the usage of the ALCVET system
can be observed through the following tasks:

Supporting of the self-learning processes, by e.g. learning pace (schedule) creation

Supporting Virtual Communication processes by defining communication rules, triggers, time
for synchronous communications, etc.

Supporting group activities, like common tasks elaboration by synchronously working on a
common document, whereby the mentor can assist in conflict resolution etc.

Learning content related support, by providing expertise in specific questions in problem solutions.

ICT System usage related assistance, either by problem solving or providing corresponding
expert connection.
The usage of the ALCVÈT training system fort he above identified tasks is described in the text to
follow.
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2.5.1
Starting ALCVET Course as a Teacher
Starting the course should be done by typing into the browser the Internet address of ALCVET, available for each national version. The starting GUI is presented in the figure below.
Figure 1: Course Log-in GUI
The user is requested to log-in, whereby under each password is hidden just one role. In the case the
password is allocated to a teacher role the GUI appears as one presented in Figure 2, where all Corse
categories can be seen and all lessons recalled1.
Figure 2: Teachers view GUI
1
The screen shots presented here are the ALCVET prototype screens, made for the sake of easy comparability,
in all ALCVET project languages together. In the normal exploitation after the end of the project the courses
will be divided into the national versions.
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If the teacher intends to edit an existing lesson he/she has to start that functionality as described in the
next paragraph.
2.5.2
Editing Lesson
STEP 1 – Turn Editing On
Editing a lesson in Moodle is quite simple. For being entitle for editing, as described above, one will
need an account as teacher. For obvious reasons the editing function is not available for students. Once
logged in with the appropriate account, the editing function must be activated. This is accomplished by
clicking “Turn editing on”.
Figure 3: After clicking „Turn editing on“ the new set of symbols indicates, that editing was
successfully activated.
STEP 2 – Choose Content to be Edited
To edit the contents of a lesson, one has to choose
the desired topic from the table of contents. This
is reached by clicking the desired Course Category and choosing the desired lesson from the
table of contents – see Figure 4.
Figure 4 Selection of a specific topic
STEP 3 – Edit the Lesson’s Properties & Contents
After choosing the desired lesson a new screen shows up. In the page centre a row of tabs will show
up. They are labelled “Preview”, “Edit”, “Reports”, and “Grade Essays”. The “Edit” Tab allows for
editing the lesson’s properties. Here the user may add a new page, exercise etc. as presented in Figure
5
Figure 5 Selecting appropriate Tab for editing Properties & Content
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On the top right of the window there’s another button labelled “Edit Page Contents”. Here the user
may edit the content of the chosen lesson
directly.
STEP 4 – Basic and Advanced Editing
The basic editing window allows to enter the
page title and of course the page contents. The
style options like font, color etc. are as know
from many look-alike text editors and hence are
mostly self explanatory.
To have a bigger editing window, one may enlarge the editing window to near full screen size –
see Figure 6.
Note that with an enlarged editing window one
may not use the smaller one as this might cause
erratic behaviour while typing (vanishing text
etc.).
Aside from simply entering the text into the provided editor, one may also key in text and styles
via HTML-Code. To do that, the “<>” icon must
be clicked. By clicking this icon the
WYSISWYG mode is changed to mere text
mode, enabling the user to enter all content by
html – see Figure 7.
Figure 6 Adjusting window size
Another helpful tool is the “clean
word html”-tool (WORD-Icon – see
left). By means of this the user is enabled to copy & paste text from a word
document into the editor. By clicking
this icon after having pasted the word
text, the text will be reformatted to the
editor’s standard style. This allows for
the fast and easy implementation of
word text.
The import function for word and ppt
to import whole files is quite useful as
well. There are, however, possible adjustments to be made before the import.
Figure 7 Style selection
The next step in editing is actually final editing step i.e. it defines the action to be performed after
coming to the end of the currently displayed lesson. The text of buttons to be displayed at the end of
the lesson is to be defined/inserted here, as shown in the screen shots in Figure 8.
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Figure 8 Definition of the action at the end of lesson
STEP 5 – Saving
After all desired changes are implemented there’s
but one thing left to be done, before the task is accomplished: saving the lesson.
To save the changes, just scroll to the end of the
lesson and find the buttons “Redisplay Page”, “Save
Page” and “Cancel”. By clicking the “Save Page” button the changes are made permanent.
HINTS
1.
Make a backup of the lesson prior to editing its contents
2.
Try to pre-write the text in an external editor and use copy & paste
3.
Remember that editing in the embedded editor is not possible while the enlarged editor window is opened.
4.
The import of PPT and DOC (PowerPoint and Word) is not that easy performed. You may
need to adjust the content to the parameters defined by Moodle.
5.
Use pictures and even flash movies to perk up the quality of a lesson
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2.5.3
Answer Learners Question
Depending on the communication mode – synchronous or asynchronous - the learners’ questions can
be answered by mentor applying corresponding software tools. Detailed elaboration of this activity is
presented in 2.8.
For the asynchronous e-learning mode the email communication is the most often used one.
In the synchronous e-learning mode, which is the preferable one nowadays in the form of virtual classroom, mainly used are tools which enable learners and teachers to communicate online. The add-on
used in ALCVET is Covcell virtual classroom where Audio/Visual chat and whiteboard are activated
as presented in Figure 9.
Figure 9. Virtual classroom in the Teachers view with whiteboard and chat box
The teacher should select moderated audio/video chat in order to keep the moderator role in the case
of several participants present but also for one-to-one communications with individual learners. This
way specific topics can be discussed and questions answered, supported by the whiteboard and video/audio chat.
2.5.4
Monitoring Learners’ Activities and Success
To get the information on learners’ activities in a specific course a teacher should enter that course and
select the option “Reports” in the lower left corner – see magnified part in Figure 10 below. After defining criteria for planed monitoring, simply selecting the options in pop-up menus, comprising confirmation of the course, student name, date and activities the teacher can select among the possibilities
to download the file or to see it in the screen. Offered formats are .txt, MS .xls and Open Office .ods.
Selecting “Display on page” option the teacher will get presentation as presented in Figure 11.
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Figure 10 Course page for selecting presentation of reports on learner’s activity and grades
Figure 11 Record of student’s activities in a course at specific day
By selecting the option “Grades” in the lower left corner (magnified part in Figure 10), the teacher will
open the screen presented in Figure 12.
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Figure 12 Grades for all students enrolled for a course
In the recent versions of Moodle teachers could view students' grades in all courses, including courses
for which they do not have teacher rights, in the overview report
2.6 Guidelines for using ALCVET eLearning training courses in the role of
learner
As already stated previously, the ALCVET training system will enable the trainees from recycling
area SMEs, with different awareness on state-of-the-art ICT solutions, to significantly advance their
knowledge, skills and ability to improve the business practice in their companies and at the same time
to increase the competitiveness of these companies.
Therefore the importance of appropriate instructions on ALCVET training system application/usage is
very high. The steps to follow in order to optimally use the course are described in the text to follow.
2.6.1
Starting ALCVET Course as a Learner
Starting the course should be done following the instructions provided during the introductory lessons
and available written information – manuals, and here shortly summarised.
By typing into the browser the Internet address of ALCVET, available for each enrolled learner, the
user will get the starting Graphical User Interface (GUI) presented in Figure 13.
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Figure 13: Starting GUI of the ALCVET course
The starting GUI shows content of all available courses and allows for

Language selection (upper right side)

Login (middle right)

Corse search (middle bottom)
Opening of specific lessons is possible only after login using data provided by enrolment.
2.6.2
Getting aware about the ALCVET Course content
After opening a course from the list above, the user gets e.g. the GUI presented in Figure 14.
Figure 14: Starting GUI of the ALCVET course SMEs Networking
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For each of the courses for which the user is enrolled the list of available lessons appears on the
screen, providing an overview of the topics elaborated.
2.6.3
Selecting a lesson and navigating trough the lesson
Usual approach in course usage would b to start from the first lesson and then continue by learning
further lessons. However, for the purpose of subsequent revisiting of an already completed lesson,
opening of any lesson is possible by clicking to the lesson title. In such a case, by selecting e.g. lesson
2 from the previously shown screen the following GUI appears:
Figure 15 Specific lesson – Part 1: Explanation
After completing the explanation of elaborated topics, which comprises also hyper links to the Glossary of the important terms and definition of such terms, user comes to the point where possibilities are
offered to go again to the explanation beginning, to an example or to the questions (marked). The Figure 16 shows the end of lesson and one of the terms explained.
Figure 16: The decision point on how to proceed, with a window presenting one of the terms
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After selecting the Example option, the user enters the GUI shown below, where the hyper link to the
ppt presentation illustrating SME Network Tool was followed.
Figure 17: GUI reached after Example option selected and the link to ppt presentation followed
After going through the whole example the option Questions should be selected.
2.6.4
Answering test questions
The option question enables the user to check the level of the knowledge acquired by answering several multiple choice questions. The GUIs with Question area and a correct answer, informing the user
about the success rate are shown in the following two figures.
Figure 18: GUI of the Question area
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Figure 19: After providing correct answer the user gets corresponding information
2.6.5
Getting support
As explained above in 2.5.3, the communication mode can be synchronous or asynchronous, and correspondingly support through getting an answer to a learners’ question can be received applying corresponding Moodle functionality, from the point of view of learners.
For the asynchronous e-learning mode the email communication is the most often used one.
In the synchronous e-learning mode, which is the preferable one nowadays in the form of virtual classroom, mainly used are tools which enable learners and teachers to communicate online. The learner
can open, as presented above in Figure 9, virtual classroom where Audio/Visual chat and whiteboard
are activated and start discussion with a mentor.
2.6.6
Learning collaboratively
Collaborative leaning can be started from the GUIs belonging to the Virtual Classroom as described
above in 2.5.3.
Details about collaborative learning are elaborated in the text to follow in 2.7.
2.6.7
Controlling success level
Students are enabled to control own success levels for all courses for which they are enrolled, using
Moodle functionality marked as “Grades” in the GUI with selected course, as presented in Figure 20.
The GUI for selecting view with grades is different for students (magnified part in Figure 20) and
teachers (Figure 10) in terms of accessible functionalities.
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Figure 20 Entering the success control GUI
After clicking the button Grades, the student gets the presentation of the results for each completed
lesson.
Figure 21: Grades control GUI
2.7 Guidelines for collaborative learning
Collaborative e-learning means mutual engagement of two or more learners in a coordinated effort to
construct knowledge negotiate meanings and/or solve problems using Internet and electronic communications.
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There are two methods for collaborative e-learning – synchronous and asynchronous.
Synchronous collaborative e-learning occurs when we have real-time e-learning at scheduled time
with learners and teachers participants present, much like a real classroom, but using modern technology for remote access. Common forms of synchronous learning include:
 video teleconferencing
 audio conferencing
 computer conferencing
 chats
Asynchronous collaborative e-learning occurs when the learner is engaged at a time other than concurrent with the faculty or other learners – collaboration does not occur in the real time. This can include
the use of:
 e-mail
 Discussion forums
 List servers
Collaborative learning uses two categories of tools, both involving internet technologies:
 the first category consists of collaborative tools for delivering just-in-time performance assistance
or training to a small group
 the second is a class of instructional tools that emulate the more formal training classroom or auditorium through the Web browser as an interface.
Some of the most common benefits associated with collaboration tools are as follows:
 typically 2 to 10 people can interact
 while one person can act as a moderator, all participants typically have equal access
 there are real-time chat functions
 small-group interaction is possible
 possibility to use whiteboards
 possibility of file transfer, application and document sharing
Collaboration provides a way for experienced individuals to learn and share their knowledge. Some
tools as discussion boards can capture knowledge and also function as document repositories for storing files and searching for information and files.
An asynchronous course could have a link to a discussion board that forms a sort of “living document”
for tracking responses to questions and examples from worth of individuals who go through the
course. In addition to answering questions and keeping the content fresh, this builds a significant
knowledge repository and generates an integrated community even if students are separate by time and
space. So it is important to have a system that allows a whole team to post and contribute knowledge,
documents and chat-style collaboration.
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2.8 Guidelines on how to support learners (mentor role)
Mentor role is very important in eLearning. The roles of mentors are teaching assistants, social connectedness initiators, and technical supporters that emulate the roles of faculty within eLearning environments. As teaching assistants mentors provide students with an extra help toward clarifying and
comprehending course contents. As social connectedness initiators, mentors help students develop an
eLearning connectedness. As technical supporters, mentors help students solve technological problems.
To fulfil the roles of mentor following guideline is proposed. It outlines major responsibilities of mentor roles and their contributions toward removing eLearning barriers, meeting student needs and enhancing teaching and learning effectiveness. It may be adopted by mentors as a fundamental job-aid in
eLearning environment, so that they would have a clearer idea about how to do and how to do in practicing mentoring. Guideline covers three aspects of mentor role, describes their responsibilities and
contributions:
1. Assisting instruction
a. Responsibilities
i. Respond to students questions concerning curse contents
ii. Monitor discussions
iii. Provide students information for better learning effectiveness
iv. Clarify grading criteria
v. Keep tracks of students attendance
vi. Post routine class announcements
b. Contributions
i. Provide quick responses
ii. Improve the quality of instructions
2. Initiating social connectedness
a. Responsibilities
i. Provide students needed information
ii. Guide students to their learning goals
iii. Provide extra help
iv. Respond to students concerns
b. Contributions
i. Increase students support structure
ii. Increase students’ level of comfort
iii. Increase of quality of instruction and learning
3. Providing technical support
a. Responsibilities
i. Coach students on fundamental online skills
ii. Facilitate students in solving online access problems
iii. Provide necessary information concerning course website navigation
iv. Help students in locating specific resources within eLearning environment
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v. Upload or download course materials
vi. Post messages onto discussion boards
vii. Refer students to other resources when technological problems are not able to
be solved by the faculty and mentors
b. Contributions
i. Reduce technical difficulty concerns
ii. Increase students support structure
iii. Increase students level of comfort
iv. Increase eLearning effectiveness and efficiency
2.9 Methodology for transfer – course adaptation
The objective of the Methodology for transfer (adaptation) is to facilitate the adaptation of the existing
learning objects (LOs) and courses to:
–
different countries (different linguistic and cultural context)/localisation and
–
different recycling areas (and other industrial sectors2)
–
different audience
Therefore, the methodology has to support adaptation of LOs/courses in these two possible ‘directions’ (which may also include simultaneous adaptations in both directions). The long-term objective
is to support further adaptation/customisation of the ALCVET courses to other countries and/or sectors, out of those planned to be performed in the scope of the project. Therefore, the methodology will
be focused on ALCVET LOs/courses, but its principles could be applicable for other LOs/courses.
One of the main problems in transferring the lessons/LOs in one (or both) of the above mentioned
directions, is to efficiently and accurately identify what has to be changed in the LOs/courses. Obviously, the first and main issue when adapting the courses to another country is translation to local language. However, this is not sufficient. The adaptation also involves adjustment to specific cultural,
legislative and other issues. Similarly, the adaptation to other recycling areas or other industrial sectors
(assuming that, as indicated above, this has a sense) involves adaptation of examples related to a specific sector. However, the aspects relevant for a specific sector can appear at many different levels
within an LO. The identification of ‘issues’ which have to be adapted in LOs/courses can be very time
consuming, leading to many potential errors in the adapted courses (e.g. wrong terminology, examples
or references irrelevant for the target user in other countries etc. ).
The approach proposed is to use ontologies, inherent for the LOs/courses as a means to facilitate their
adaptation. The rationale for such ‘Ontology approach’ to support adaptation of the LOs/courses, is to
clearly indicate recycling area specific terminology, as well as cultural specific issues and legislative
aspects in the original lessons which have to be adapted for a specific recycling area and/or cultural/social regional context.
Therefore, this methodology is based on ontology covering addressed topics:
2
–
Recycling technology,
–
ICT applications and
–
Networking of SMEs.
For those courses and LOs for which such transfer to other sectors may have sense, e.g. for courses on application of BEP methodology, networking of SMEs.
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(as these topics are relevant for the ALCVET LOs/courses). In addition, ‘ontology’ relevant for cultural aspects, legal constraints, and national practices has to be applied.
This means that in all ALCVET LOs/courses will be annotated all issues relevant for
–
Recycling sectors
–
cultural aspects, legal constraints, national practices.
As each lesson includes general text, practical examples and set of problem-solving exercises, based
on the proposed ‘ontology approach’, in each part of lesson recycling area specific and cultural/social
specific aspects will be indicated. The system may support user to search for such terms/issues, which
then have to be replaced with the terminology/issues for other sector and/or culture/country.
Therefore, the proposed procedure will be as follows:
Preparation of the existing LOs/courses:
–
define ontologies for recycling sector, ICT and networking
–
define ‘ontology’ for specific cultural and legislative aspects
–
in all LOs used annotate all recycling, ICT and networking, as well as cultural/legislative issues (terminology).
Adaptation to another sector:
–
define ontologies relevant for the target sector and correlate with the ontologies already applied in LOs/courses
–
search for all issues in the courses/LO annotated with the specified ontologies relevant for the
sector(s) for which the existing LOs are prepared (as indicated above, the system can support
user in searching for all terminologies/issues annotated in the LOs/courses)
–
specifically analyse examples and exercises in the lessons since they are mostly sectorial specific
–
‘replace’ the issue/terminology with the issue/terminology for the target sector - this is obviously a creative work where the user has to define what and how to replace.
Adaptation to another country/culture:
–
translate all ontologies to the target language
–
translate the LOs/courses to the target language following the translated ontologies
–
search for issues in the LOs/courses annotated as cultural/legacy specific (as indicated above,
the system can support user in searching for all terminologies/issues annotated in the
LOs/courses)
–
‘replace’ the issue/terminology with the issue/terminology for the target sector (this is obviously a creative work where the user has to define what and how to replace).
In this way, the methodology may provide a support in identifying of issues relevant for the desired
adaptation. It has to be stressed out that this approach is not intended (and cannot) replace creative
work which has to be performed by the user (course/LOs creator or, person in duty to adapt the
course), but it may help her/him in his work. The issues to be adapted (in both above mention directions) can be hidden at different (contextual) levels and the above mentioned approach may help on
the lowest level (terminology and eventually syntax level, assuming that the ontologies are appropriately built to address a syntax level), but cannot support identification of more sophisticated issues
specific for a culture and/or a sector.
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3 ALCVET system structure
3.1 Introduction
Keeping in mind the basic technical objective of the ALCVET project - to transfer the existing and
proven eLearning solutions to the new thematic and geographic areas, the ICT system concept is based
on the concept already applied in the previous LdV project eBEP. The eBEP solution was based on the
well known and worldwide spread system Moodle, and the same LMS was used for realisation of the
ALCVET system.
The necessary adaptations identified from the user requirements are realised applying eLearning tools
upgrades (See specific part on the Moodle upgrades in the paragraph 4 of this document.
The ICT part of the system comprises, similarly to the eBEP system, the functionalities as presented
below:
–
Generic Content Development/Design Tools and/or Solution (Moodle) Specific Content Development/Design Tools, in which Learning objects (lessons or parts of lessons) are created
–
Learning Content Management System which enables the Lesson/Course author to create
eLearning Modules - Lessons/Courses
–
Learning Management System, which allows for course organisation, execution and administration, comprising the functionalities to enable interaction of all eLearning process participants
The ALCVET system is composed according to Figure 1 as elaborated in the eBEP project, described
in the text to follow.
Instructor
(on-line
mentoring)
Author
Content
Development
(eLearning Objects)
LCMS
eLearning
modules
LMS
Learner
Administrator
Figure 22 System Concept
3.2 Content Development/Design Tools
The selected SW tool Moodle allows for application of a number of generic content development/design tools for authoring learning content - creation of Learning Objects, which can be exported
to several standard formats (SCORM 1.2, IMS or core HTML). Following the experiences from eBEP
the initial adaptations were done using the doc or rtf text files.
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3.3 Learning Objects and Learning Modules - Lessons
The learning objects and learning bundles are the base of the ALCVET system aiming to support collaborative learning and knowledge sharing among SME employees and SMEs according to their
needs. Learning Objects are defined as units of instructionally sound content centred on a learning
objective or outcome intended to teach a focused concept.
The sets of Learning objects - collected about a common theme are Learning Modules - Lessons, and
again the approach from the eBEP project was followed. The ALCVET Lessons are structured in three
groups dealing with General Recycling topics, to be transferred from TRAMCAR Project, ICT supported process improvement, based on eBEP lessons, and New business forms centred on SME networking, to reuse the material developed within the E-Mult project.
The above mentioned three thematic groups are further structured in four lesson sets each, adapted to
different target groups’ requirements and application conditions, and organised in courses.
According to the ALCVET solution concept, not all lessons are intended for all students/users i.e. the
lessons are specifically adapted to the target groups identified in the project (e.g. workers should not
go into all details necessary for the group “Trainers and consultants” etc.). In addition to the lesson
content adaptation, also different examples and exercises for different target user groups are provided.
The target users as defined in the ALCVET project are: Less qualified people, Management of recycling SMEs, Technical staff of recycling SMEs, Consultants & Trainers.
The ALCVET Lessons are structured in a way that each lesson includes:
–
explanation of the specific thematic part - textual/graphical/multimodal
–
example (practical example)
–
exercises - practice - test (set of multiple-choice questions, tasks etc.)
It is estimated that for each lesson an 'average student' should spend between 40-60 minutes, to study
explanation and example, and to do the exercises. The total number of lessons is between 10 and 20,
depending on elaborated topics. This means that an 'average student' would need for the whole course
maximum 20 hours + time for training in the classroom (about 6-8 hours - to be defined). Assuming
that a student will spend 2-3 hours per day, he/she may need about 10 ± 1 working day.
3.4 Learning Content Management (Functionality) System and Learning
Management (Functionality) System
The functionality of the Learning Content Management System - LCMS enables composition of learning objects into the eLearning modules, as "a multi-user environment where learning developers may
create, store, reuse, manage, and deliver digital learning content from a central object repository". This
functionality and the functionality of a Learning Management System - LMS, as "a platform to manage and administer learner training, personalized content delivery, learner collaboration, learner tracking and assessment, web-based training administration, database administration, and monitoring of
individual and group performance, skills and achievement", are in the ALCVET system fully based
on the built-in functionalities of the selected Moodle platform.
As mentioned above, the content creation is currently done in several ways, allowing collaborative
work on it. Also the level of granularity of the learning content to be reused (between the smallest LOs
and complete lessons) is selectable according to the application conditions.
Shortly overviewed the following major functions of a Learning Management Systems are provided in
the ALCVET system:
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–
Learner profile manager
–
Learning offering catalogue manager
–
Learning planner
–
Connection to delivery environment for delivery of learning offerings
–
Delivery with participation tracking
–
Assessment and testing tracking
–
Collaborating functions to support the learning process within a virtual classroom synchronously (video and audio chat) and upon request asynchronously (whiteboard, e-mail, messages, forum, chat)
–
Multilanguage support
–
Providing user statistics for tutors and training administrators
–
Right and role management
In essence, they are intended to manage the learning environment, providing a place where content can
be organized and presented to learners, learning plans can be managed, and where learning activities
and results are tracked. A number of the external Moodle plug-inns (See Appendix 1) enrich the basic
functionalities and all of them will be studied by the final ALCVET functionalities definition.
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4 ALCVET services
4.1 Overview
The ALCVET solution comprises the Internet based services for different target groups offering support in training establishment, organisation and execution, and continuous update of the training
courses. All these services are based on the approach applied already in the eBEP project, and upgraded by the latest developments in the Moodle eLearning system. Short overview of the services is provided below, with specific upgrades emphasized.
1. Support to ALCVET system users to create the content, to organise and execute the training
courses is based on the functionalities of the eLearning system Moodle as described in the paragraphs
Error! Reference source not found. - 2.3 of this document. The support approach is developed according to the experiences of the two professional training providers in the consortium (TVEC and
KREDIT), and the scope is adapted to the users needs. It is also expected to have the support to the
end-users for a number of applications, by the training organisers and consultancy organisations.
2. Continuous Update of Training Courses will be carried out, according to the topics targeted in the
ALCVET solution (general recycling technologies, process improvement & supporting ICT systems,
and new business forms & SME networking), upon a twofold approach: either upon an end-user request, or launched by the ALCVET solution providers, in a case that innovations in the specific thematic area appear. It is also expected that the target group "trainers and consultants" and the partners
from the planned European network, through their training providing organisations, will be able to
provide content update, according to the specific contract conditions. Depending on the scope and size
of updates this service will be offered as web based update of the content parts, or update from CDs or
other media.
3. Online Mentoring is realised through the application of the latest Moodle version, whereby the
functionalities belonging to the Virtual Classroom, grouped under Synchronous Communication Tools
(Audio-conferencing, Videoconferencing, Real-time Chat), Synchronous Collaboration Tools (Whiteboard, Application Sharing), and Synchronous Media Presentation Tools were specifically observed.
The online mentoring service is realised applying the frunctionalities of the Covcell software, described below. The benefit of the Moodle solution wide spreading is that a large number of plug-inns
exist, which allows creation of a number of the required functionalities, and the approach of the solution openness will be kept all along the system exploitation, meaning that the possible more suitable
new-appeared tools will be implemented.
4. Covcell software (http://covcell.org) is a result of the Socrates Minerva Action project of the European Union, delivered as an open source software, and addresses the need for a virtual environment in
which learners can meet and interact in the process of study within a 'virtual campus'. This virtual
campus is achieved by developing software plug-inns for the Open Source LMS Moodle. The pluginns/modules and blocks were focused originally on supporting the teaching of languages, but are offering functionalities that may be applicable to a broader group of users, beyond the language teaching
community, and some of them are applied, as mentioned above, in the ALCVET course.
Audio/Video chat Tool and Covcell Whiteboard, applicable for Moodle version 1.6 and later, to which
they integrate directly, are applied for realisation of the online mentoring and collaborative learning, as
described in the paragraph 2.5 of this document.
Specific aspects to be addressed in the support of users in course creation, structuring and execution
are provision of intelligent tutoring and/or personalisation of the pedagogical approach based on learning consumption tracking and tracing. From the information collected by the a.m. tracking and tracing
the current version of the ALCVET system allows to create e.g.:
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–
Specific sets of lessons, and lessons restructuring
–
Proposal for Additional readings (for the topics which learner indicates as "special interest")
–
Enrichment of the presentation forms (videos, drawings, audio warning - effects etc).
This support component might go through the "Teacher only" forum, for previous analysis of the collected information and refinement of the conclusions for appropriate reaction/proposal. The specific
services can be, to a great extent, supported by different recent Moodle developments as well as by
e.g. Personal Profile Block of the Covcell software.
Usage of the ALCVET services is described in the above mentioned paragraphs of this document.
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5 ALCVET System Security & User Roles
ALCVET system provides four distinct user roles: Super Administrator, Administrator, Instructor, and
Learner, but this structure will be revisited during the specification phase, since the Moodle version
planned to be used for ALCVET (Version 1.8), offers significantly enlarged opportunities in terms of
roles definition, compared to the version used in eBEP (Version 1.5.3).
Each user is authenticated at login and assigned the role associated with his/her username. Based on
that role, a user has access privileges to certain screens, functions, and information.
Super Administrator
Super Administrators create, maintain, and delete information about multiple organisations. The Super
Administrator has screens to:
–
Create and maintain multiple organizations and all system users
–
Assign the content groups and content styles available to each organization
Administrator
Administrators create, maintain, and delete information about individual organisations, its courses and
classes, and its instructors and learners. The Administrator can:
–
Maintain information about a single organization and its instructors and learners
–
Create, maintain, and delete courses and sections
–
Batch upload learners for account creation and class assignments
Instructor
Instructors can maintain their own personal information and maintain information about the classes to
which they are assigned. The Instructor has screens to:
–
Maintain personal password and information
–
Add or remove learners from classes
–
Activate exams and create class assignments
–
View the grade book for their class
Learner
Learners can maintain their own personal information. The Learner can:
–
Maintain personal password and information
–
Access course content and take exams
–
View their grade book and personal file storage
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6 ALCVET ontology
The ontologies used in the ALCVET project are partly those which were developed in the other projects or available on Internet and were either slightly adapted or directly overtaken. Keeping in mind
the domains addressed in the project the following ontologies were used:







Part 1: Vehicle Components and Dismantling Processes
Part 2: ERP Systems
Part 3: BEP Methodology
Part 4: Recycling Technology and Processes: Plastics Recycling
Part 5: Recycling Technology and Processes - Electronic Waste Recycling
Part 6: SME Networking
Part 7: Socio-cultural aspects
The text in Annex 2 presents the basic topics of domains structured in different forms, according to the
sources from which they were collected.
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ANNEX 1
ALCVET
Advanced eLearning Content for VET in Recycling Industry
SME
Leonardo da Vinci Programme
PL/07/LLP-LdV/TOI/140008
Študijná príručka
ku pilotnému kurzu projektu ALCVET
Košice September 2009
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Project funded by the European Community under the
Lifelong Learning Programme - Leonardo da Vinci
OBSAH
Úvod .................................................................................................................................. 39
1.
Projekt ALCVET....................................................................................................... 39
2.
Prečo a ako študovať v e-learningovom kurze? ........................................................ 41
3.
e-learningový kurz ALCVET .................................................................................... 42
4.
Ako študovať v kurze ALCVET ............................................................................... 44
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Úvod
Vážení účastníci pilotného kurzu ALCVET!
Sme naozaj veľmi radi, že ste sa rozhodli absolvovať pilotný e-learningový kurz, ktorý vznikol v
rámci projektu ALCVET, ktorý je spolufinancovaný programom Leonardo da Vinci. Po ukončení
štúdia kurzu prosím vyplňte hodnotiaci dotazník kurzu, ktorý vám zašleme elektronickou poštou.
Ďakujeme za spoluprácu
V prípade potreby môžete kontaktovať nasledujúcich členov realizačného tímu ALCVET:
-
PhDr. Eva Lešková, eva.leskova@kreditke.sk
-
PaedDr. Pavel Leško, pavel.lesko@kreditke.sk
-
Ing. Samer Khouri, PhD., samer.khouri@tuke.sk
Členovia realizačného tímu kurzu ALCVET
1 Projekt ALCVET
1.1
Program Leonardo da Vinci
Program Leonardo da Vinci sa zameriava na potreby výučby a školení tých, ktorí sú zapojení do
odborného vzdelávania a tréningov. Jeho cieľom je vytvoriť a posilniť konkurencieschopnosť
európskeho pracovného trhu tým, že pomáha európskym občanom získavať nové zručnosti, vedomosti
a kvalifikáciu a uznávať tieto medzi jednotlivými štátmi. Podporuje inovácie a zlepšenia v oblasti
systémov a praxe odborného vzdelávania a školení. Jedným z hlavných cieľov je zlepšovať kvalitu
a príťažlivosť odborného vzdelávania v Európe.
Leonardo da Vinci je otvorený pre celé spektrum rôznych predmetov, ktoré sú súčasťou odborného
vzdelávania. Podporuje prenos poznatkov, inovácie a odborných kvalifikácií medzi všetkými
kľúčovými aktérmi v tejto oblasti.
Leonardo da Vinci financuje širokú škálu činností, predovšetkým medzinárodnú resp. medzištátnu
mobilitu účastníkov projektov, európske projekty zamerané na rozvoj alebo prenos inovácií a sietí.
Oslovuje účastníkov kurzov a školení v počiatočnom odbornom vzdelávaní, ľudí, ktorí sú k dispozícii
na pracovnom trhu a odborníkov v oblasti odborného vzdelávania a školení, ako aj akékoľvek iné
organizácie činné v tejto oblasti.
1.2
ALCVET – Projekt Leonardo da Vinci
Hlavným cieľom projektu ALCVET (Advanced eLearning Content for VET in Recycling Industry
SME) v odvetví recyklácie v malých a stredných podnikoch je úprava resp. prispôsobenie
inovatívneho obsahu vzdelávania, ktorým sú výsledky predchádzajúcich LdV a IKT projektov, do
systémov odborného vzdelávania a tréningov a spoločností v krajinách EÚ.
Vychádzajúc z vyššie definovaných potrieb, projekt má za cieľ poskytnúť cenovo-efektívny
a všeobecný tréningový systém pre malé a stredné podniky (MSP) v oblasti recyklácie, ktorý pokrýva
tieto témy:
-
všeobecné recyklačné technológie,
-
zlepšovanie procesov (ZP) a podporné systémy informačno-komunikačných technológií (IKT),
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nové formy podnikania a tvorba sietí (networking) malých a stredných podnikov.
Cieľom je poskytnúť jednotný tréningový obsah v e-learningovej podobe s využitím systému Moodle
aplikovateľný v rôznych krajinách a regiónoch EÚ a v rôznych sférach recyklácie (t.j. pre celý
recyklačný sektor) pre určené cieľové skupiny.
Projekt ALCVET je v súlade s cieľmi programu Leonardo da Vinci, ktorého zámerom je zlepšovať
kvalitu a prístup k celoživotnému odbornému vzdelávaniu a získavaniu zručností a kompetencií
s ohľadom na zlepšovanie a rozvíjanie adaptability, najmä na konsolidáciu technických
a organizačných zmien;
1.3
Partneri projektu ALCVET
- PIAP Varšava, Poľsko - Priemyselný výskumný ústav pre automatizáciu a merania je štátnou
výskumnou inštitúciou s bohatými skúsenosťami v medzinárodnej spolupráci, zodpovednou za
koordináciu projektu ALCVET. Je tiež zodpovedný za zhromaždenie požiadaviek a overenie systému
v Poľsku, ako aj úpravu obsahu na všeobecné témy recyklácie.
- TVEC Tartu, Estónsko - Centrum pre odborné vzdelávanie je najväčším centrom pre odborné
a ďalšie vzdelávanie v Estónsku, ktoré pôsobí v nasledujúcich oblastiach: vzdelávanie dospelých,
odborný úvodný tréning, psychologické poradenstvo, poradenstvo v oblasti voľby povolania, ponuka
rôznych služieb, ako sú výroba v rámci školských dielní a pod. TVEC má na starosti zhromaždenie
špecifikácie požiadaviek, lokalizáciu systému a jeho odskúšanie v Estónsku, ako aj úpravu systému
z hľadiska použitých pedagogických metód.
- ATB Inštitút pre technológiu aplikovaných systémov, s.r.o.(GmbH) v Brémach, Nemecko bol
založený v roku 1991 ako nezisková organizácia s hlavnými strategickými sférami podnikania
v analýze a návrhu systémov, technológii softvérových systémov a v znalostnom manažmente, vrátane
e-learningu. ATB zodpovedá za vývoj a realizáciu služieb v rámci projektu ALCVET a za
zhromaždenie požiadaviek v Nemecku.
- KREDIT s.r.o., Košice, Slovensko je spoločnosť pre vzdelávanie dospelých včítane tréningových
a poradenských služieb a odborného poradenstva v súvislosti s rozvojom ľudských zdrojov, realizuje
flexibilné odborné vzdelávacie školenia a primerane reaguje na meniace sa požiadavky klientov. Má
svoje vlastné know-how pre tréningové činnosti, ktoré pozostáva z dištančných štúdií, priameho
vzdelávania a učenia sa na základe skúseností. KREDIT zodpovedá za zhromaždenie požiadaviek,
lokalizáciu systému a jeho overenie na území Slovenska, ako aj za úpravu použitých pedagogických
metód a špecifických hľadísk pre manažérov.
1.4
Cieľové skupiny projektu
- Menej kvalifikovaní pracovníci, ktorí potrebujú tak prvotné, ako aj ďalšie vzdelávanie v oblasti
všeobecnej recyklácie, a tiež v oblasti špecifických tém závisiacich od odvetvia recyklácie.
- Riadiaci pracovníci potrebujú vysoko účinný celoživotný tréning, aby boli schopní rýchlo
reagovať na zmenu trhových podmienok, nové organizačné formy a nové príležitosti v podnikaní.
- Technickí zamestnanci malých a stredných podnikov sa musia nepretržite vzdelávať v oblasti
najnovšieho technologického vývoja.
- Tréneri a konzultanti patriaci do rôznych druhov organizácií poskytujúcich vzdelávanie a tréningy,
ktorí vzdelávajú zamestnancov malých a stredných podnikov v oblasti podnikania, potrebujú vysoko
účinné školenia s aktuálnym obsahom.
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2 Prečo a ako študovať v e-learningovom kurze?
2.1
Čo je e-learning?
eLearning môže byť pre mnohých z nás mätúcim pojmom. Je to čiastočne preto, že sa tu stretávame
s množstvom skratiek, rôznymi populárnymi často aj nesprávne požívanými slovami, ale hlavne kvôli
množstvu vzájomne sa prekrývajúcich definícií a rôznorodosti spôsobov dodávky. Okrem toho sa
v eLearningu stretávajú dva naoko antagonistické elementy: výučba (resp. pedagogika a andragogika)
a informačné a komunikačné technológie. V skutočnosti, jednoducho povedané, eLearning je
poskytovanie výučby a všetkých podporných služieb s ňou súvisiacich (konzultácie, komunikácia,
administratíva, poplatky) prostredníctvom informačných a komunikačných technológií. Nie je to teda
iba jednoduchá dodávka výučby v elektronickej forme; eLearning pokrýva aj oblasti hodnotenia,
tútorovania, monitorovania, plánovania, zdieľania vedomostí a skúseností, finančný manažment a
ďalšie administratívne funkcie.
Definícií e-learningu je veľa a ani jedna z nich nie je úplne výstižná a presná jednoducho preto, že elearning sa rozvíja tak rýchlo, že pravdepodobne nikto nie je v súčasnosti schopný ponúknuť konečnú
definíciu.
- E-Learning je aplikácia informačných technológií pri vývoji, distribúcii a riadení vzdelávania. (Jan
Pejša)
- E-learning zahŕňa také výučbové procesy ako: web vzdelávanie, počítačom podporované
vzdelávanie, virtuálne triedy a spoluprácu s využitím digitálnych informačných a komunikačných
technológií (IKT).Výučba zvyčajne prebieha pomocou Internetu, intranetu/extranetu (LAN, WAN),
audio alebo video pások, audio alebo video konferencií, satelitného vysielania alebo CD ROM.
(Learning Circuits –glossary)
- E-learning je výučba alebo vzdelávanie poskytované s využitím elektronických prostriedkov.
Základom pre rozvoj e-learningu je dištančné vzdelávanie. (Derek Stockley)
- Využitie IKT na tvorbu, podporu a poskytovanie vzdelávacích programov a kurzov bez ohľadu na
čas a miesto. (LineZine)
- Sila, ktorá ponúka jednotlivcom a organizáciám konkurenčnú výhodu v neustále sa meniacej a
vyvíjajúcej sa spoločnosti. On-line zabezpečenie / distribúcia informácií, komunikácie, vzdelávania.
(Cisco)
E-learning nie je nič iné, ako kanál, spôsob, cesta, ktorou sa dokážeme spojiť so študentmi a
poskytnúť im možnosť učiť sa. Náš úspech pritom silne závisí na schopnosti využívať a kombinovať
v e-learningu najvhodnejšie a najľahšie dostupné metódy a prístupy tak, aby sme oslovili čo najširšiu
skupinu študentov a pritom nestrácali zo zreteľa ich schopnosti, možnosti a požiadavky.
Samozrejme, že okrem pojmu e-learning sa v tejto oblasti stretneme ešte s veľkým počtom definícií
a pojmov, ktoré sa v mnohom prekrývajú, ale aj vzájomne dopĺňajú. Okrem toho, k vysvetleniu
a chápaniu každého z nich existuje niekoľko prístupov. Pre potreby tejto publikácie a kurzu, do
ktorého je zaradená sa budeme ďalej riadiť nasledujúcimi definíciami.
- On-line learning: výučba zabezpečovaná Webovými alebo Internetovými technológiami a
poskytovaná v komplexnejšom virtuálnom prostredí, ktoré študentom,
učiteľom, tútorom,
manažérom a administrátorom ponúka nasledujúce možnosti:
o
Štúdium cez interaktívne študijné materiály,
o
Komunikácie so spolužiakmi, učiteľmi a tútormi,
o
Hodnotenia študentov
o
Monitorovania práce študentov
o
Manažment a administráciu výučby
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- CBT – počítačom podporované vzdelávanie (computer-based training): súhrnný pojem pre
výučbu, kde sa využívajú počítače na vlastnú výučbu, napr. kurzy na CD ROM a nevyžaduje si
pripojenie na Internet.
- WBT - Web vzdelávanie (Web-based training): výučba založená na dodávke cez Web browser
pomocou Internetu, Intranetu alebo extranetu s linkami na ďalšie zdroje, diskusné skupiny,
bibliografické odkazy a pod. WBT môže zahŕňať aj podporu poskytovanú facilitátorom alebo tútorom,
napr. konzultácie, riadenie diskusných klubov a pod.
- IBT – Internetové vzdelávanie (Internet-based training): výučba hlavne pomocou TCP/IP
sieťových technológií ako je email, news groups, atď. Aj keď sa často pokladá za synonymum Webbased training, Internet-based training nemusí nevyhnutne využívať World Wide Web, a HTTP a
HTML technológie, ktoré sú využívane vo webovom vzdelávaní.
- mVzdelávanie - M-learning (mobile learning): Vzdelávanie pomocou bezdrôtových zariadení, ako
sú mobilné telefóny, laptopy a pod.
V krátkosti by sme mohli povedať, že e-learning je množinou, ktorá zahŕňa nasledujúce podmnožiny:
počítačom podporované vzdelávanie, web vzdelávanie, internetové vzdelávanie a všetky formy
vzdelávania, ktoré akokoľvek využívajú
informačné a komunikačné technológie na dodávku
študijných materiálov, podporu štúdia, komunikáciu, manažment alebo administráciu.
2.2
Čím sa líši e-learning od klasického prezenčného vzdelávania?
E-learning v sebe spojil prednosti dištančného vzdelávania a výhody nových informačných
a komunikačných technológií. Vďaka tomu so sebou priniesol niektoré charakteristiky, ktoré u iných
typov vzdelávania nenájdeme. Medzi hlavné odlišnosti e-learning v porovnaní s klasickou výučbou
patria nasledujúce prvky:
-
úspešný e-learning si vyžaduje spoluprácu a zdieľanie informácií medzi účastníkmi
-
študent je zodpovedný za svoj pokrok v štúdiu
-
e-learning viac umožňuje vyhovieť rôznorodým potrebám, záujmom a schopnostiam študentov
- prístup k študijným materiálom je „takmer neobmedzený“ miestom a časom (tzv. 24/7 prístup =
24 hodín, 7 dní v týždni)
-
v prípade ak je kurz tútorovaný, tútori môžu poskytovať študentom podporu flexibilnejšie
-
tútor a študenti si vytvárajú pravidlá interakcie
3 E-learningový kurz ALCVET
3.1
Čo je Moodle
Pre potreby pilotného kurzu ALCVET sme použili virtuálne výučbové prostredie Moodle, ktoré sme
upravili podľa požiadaviek účastníkov v jednotlivých krajinách. Požiadavky potenciálnych účastníkov
z jednotlivých partnerských krajín sa líšili.
Moodle je softvérový balíček pre vytváranie kurzov založených na Internete a web stránkach. Je to
projekt, ktorý neustále napreduje určený pre podporu sociálneho konštruktivistického rámca
vyučovania.
Moodle je poskytovaný bezplatne ako Open Source softvér (pod GNU Public License). V podstate to
znamená, že Moodle je chránený autorským právom, ale napriek tomu máte určitú slobodu. Napríklad,
máte povolenie kopírovať, používať a modifikovať Moodle pod podmienkou, že súhlasíte s tým, že
budete poskytovať kód ostatným; nebudete modifikovať alebo odstraňovať pôvodnú licenciu a
autorské práva, a použijete tú istú licenciu pri akejkoľvek odvodenej práci.
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Moodle pôjde na akomkoľvek počítači, na ktorom je nainštalované PHP a podporuje viacero typov
databáz (predovšetkým MySQL).
Slovo Moodle bolo pôvodne akronymom pre Modular Object‐ Oriented Dynamic Learning
Environment (modulárne objektovo orientované dynamické výukové prostredie);. Možno ho tiež
považovať za sloveso, ktoré popisuje proces voľného presunu pri získavaní informácií, robenia vecí
podľa seba, hravosť, ktorá často vedie k pochopeniu problému a podporuje tvorivosť. V tomto zmysle
sa vzťahuje na zrod Moodla, ale aj na prístup študenta či učiteľa k výučbe v on-line kurzoch.
Ktokoľvek, kto používa Moodle je tzv. Moodler (nadšenec Moodle).
3.2
Popis kurzu ALCVET
Kurz ALCVET vznikol s cieľom zlepšiť podmienky pre ďalšie vzdelávanie dištančnou formou
prostredníctvom nových, predovšetkým internetových technológií, teda prostredníctvom e-learningu.
Základné atribúty tohto kurzu sú:
-
flexibilnosť
-
otvorenosť
-
modulárnosť
-
on-line technológia
-
dištančná forma
Program je tvorený jednotlivými modulmi, ktoré sú rozdelené na základné organizačné jednotky
štúdia - kapitoly. Každý modul je ukončený testom.
Kurz ALCVET je rozdelený do 4 modulov s nasledujúcimi kapitolami:
- Modul 1: Metodika BEP a ICT riešenia: Modul má 8 kapitol a je zameraný na oboznámenie sa so
všeobecnými princípmi metodiky BEP, s jej fázami, dokumentačnou schémou a súbormi princípov a
mechanizmov. Riešenie jednotlivých častí metodiky si vyžaduje ICT podporu. Vhodne zvolený typ
ICT podpory umožní dôkladnú analýzu trhu a identifikáciu potenciálnych dodávateľov. Pri
špecifikácii procesu realizácie sa uplatňujú diagramy toku a vývojové diagramy.
o
Všeobecný popis metodiky BEP
o
Všeobecný spôsob implementácie ICT riešenia
o
Monitorovanie zlepšenia výkonu a overenie obchodných prínosov
o
Analýza trhu, identifikácia potencionálnych dodávateľov a vyjednávanie o spolupráci
o
Špecifikácia procesu realizácie a ICT podpora - príprava diagramov toku dát a
vývojového diagramu
o
Hrubý odhad nákladov a výnosov
o
Príklady na hrubý odhad nákladov a výnosov
o
Problémy pri výbere a zavádzaní ICT v SME
- Modul 2: Počítačové technológie a softvérové moduly
je zameraný na popis vhodných
počítačových technológií a softvérových modulov. Medzi najdôležitejšie požiadavky kladené na
konkrétne navrhované riešenia patria hardvérové a výkonové požiadavky, požiadavky na prepojenie,
užívateľské rozhrania a na kvalitu. Dôležitým krokom pri výbere adekvátneho softvéru je jeho
testovanie v rámci vyšpecifikovaných simulačných scenárov.
o
Testovanie softvéru, akceptačný test a spracovanie softvérových verzií – manažment
konfigurácií
o
Príprava dokumentu ICT požiadaviek
o
Hrubá definícia požiadaviek na softvér a hardvér
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o
Smernice pre testovanie a trénovanie
o
Príklady
o
Základné počítačové technológie a softvérové moduly pre ELV
o
Test z modulu 2
- Modul 3: Tvorba sietí pre malé a stredné podniky modul je zameraný na problematiku
špecifických podmienok v recyklačnej oblasti pre malé a stredné podniky (SME). Medzi ich potreby
SME v súčasnosti patrí veľmi dynamická spolupráca sietí, potrebná na preklenutie častých trhových
zmien, na uspokojenie legislatívnych a environmentálnych požiadaviek a na podporu zavedenia
pokrokových technologických riešení. Metódy pre prevádzkovanie sietí podporovaných ICT
riešeniami sú založené na elektronických softvérových nástrojoch. Boli zavedené virtuálne obchodné
siete (Business Virtual Networks), ktoré umožňujú získať výkonnú podporu v prevádzke, t.j. v
každodennej podnikateľskej činnosti.
o
Požiadavky pre ICT pri recyklácii v malých a stredných podnikoch
o
Typy sietí a zavádzanie sietí pre SME
o
Tvorba sietí pre malé a stredné podniky (SME) – dôvody a podpory
o
Metódy pre prevádzkovanie sietí podporovaných ICT riešeniami, založenými na
elektronických softvérových nástrojoch
o
Test z modulu 3
- MODUL 4: Stratégie demontážnych procesov – modul podáva prehľad o možných stratégiách
procesu demontáže v demontážnych staniciach automobilov po ukončení ich životnosti. Osobitné
miesto patrí virtuálnym obchodným miestam, ktoré sú súčasťou globálnej stratégie a umožňujú
zdieľanie zdrojov a distribučných aktivít v rámci siete. Významnú úlohu v procese demontáže zohráva
plánovanie tzv. demontážneho plánu, ktorý je generovaný informačným systémom . Súčasťou modulu
sú aj príklady konkrétnych technických a organizačných riešení pre demontážne stanice automobilov
po ukončení ich životnosti a taktiež technické vybavenie.
o
Stratégia demontáže – ekonomická kalkulácia, rozdelenie ELV a demontážny plán
o
Globálna demontážna stratégia – virtuálne obchodné miesta, zdieľanie zdrojov a
distribučných aktivít v rámci siete
o
Nástroj pre meranie a sledovanie pridanej hodnoty
o
Kvalitatívne hľadiská pri náhradných dieloch a materiáloch
o
Technické a organizačné riešenia pre demontážne stanice automobilov po ukončení
ich životnosti
o
Technické vybavenie pre demontážnu stanicu ELV
o
Test z modulu 4
V tomto kurze je k dispozícii glosár kľúčových pojmov a skratiek, v ktorom nájdete výklad
základných používaných pojmov a skratiek.
4 Ako študovať v kurze ALCVET
-
Čo potrebujeme mať k štúdiu
o
Počítač s operačným systémom Windows
o
Nainštalovaný kancelársky balík MS Office
o
Prehliadač WWW stránok
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Kurz ALCVET je určený pre samoštúdium a preto je poskytovaný bez podpory tútora. Na štúdium
budete mať vymedzený časový interval, ale časový rozvrh štúdia jednotlivých modulov si môžete
rozvrhnúť sami tak, aby vám to vyhovovalo. Svoje podnety na zlepšenie modulov a kurzu môžete v
každom module vyjadriť v položke Komentáre a poznámky k modulu.
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Kurz ALCVET nájdete na adrese: http://moodle.kreditke.sk/. Po zadaní adresy sa objaví
Kliknite na ALCVET- pilot a na obrazovke sa objaví úvodná stránka kurzu:
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Zadajte svoje používateľské meno a heslo a prihláste sa do kurzu.
Orientácia v kurze je jednoduchá a intuitívna: klikaním na názvy kapitol sa dostanete do každej
kapitoly a môžete študovať. Napríklad po kliknutí na prvú kapitolu prvého modulu sa objaví
nasledujúca obrazovka:
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Po každom module sa môžete otestovať. Po kliknutí napr. na test z modulu 1 sa objaví táto obrazovka:
Kliknite na tlačidlo Náhľad testu teraz. Objaví sa test, v ktorom môžete zistiť čo ste sa naučili.
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Odpovedzte na všetky zobrazené otázky a potom v dolnej časti kliknite na tlačidlo Odoslať a všetko
ukončiť. Systém vám oznámi, že sa chystáte ukončiť pokus o úspešné absolvovanie kurzu; kliknite na
OK a pokračujte.
Po ukončení testu sa vám zobrazia vaše odpovede a ich hodnotenie. U otázok, kde ste neodpovedali
správne budete mať označenú správnu odpoveď. Test môžete opakovať bez obmedzenia.
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ANNEX 2
Part 1: Vehicle Components and Dismantling Processes

Vehicle Components
o Additional Accessories
o

Airbag

Alarm lamp

Alarm system

Antenna

Central lock

Gear box blockade

Horn

Hub cover

Net


Petroleum gas installation
Radio

Reader

Sill pad


Speed blocking system
Stop light

Tachometer

Telephone


Top luggage rack
Trailer towing hook

Wheel disc - alum.
Car Body

Air inlet

Battery mount

Beam

Bumper beam

Front beam

Rear beam

Blower stator


Bracket
Bracket of front grid

Door

Side door

Door handle

Fender

Front fender

Rear fender
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
Fender brackets


Front belt
Front camouflage grate

Front grid

Front reinforcement


Fuel intake cork
Fuel tank filler cap

Hinge

Lock bolt


Mirror


Door lock bolt
Rear view mirror outside
Moulding

Under head lamp moulding

Upper fender moulding

Mudguard

Mudguard flap


Plastic shield
Rear belt

Relings

Sealing

o

Rubber window sealing
Side member

Silencer mat


Spoiler
Tailage

Top

Top hatch


Towing hook
Wheel housing

Window

Chassis window


Door window
Frontwindow

Rearwindow
Driving Systems


Axle shaft left
Axle shaft right

Differential

Drive shaft

Gear box

Gear box housing
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o

Gear wheel


Live axle rear
Speedometer drive mechanism

Spindle

Universal joint
Engine and Accessories
 Air filter cover

Alternator

Barrel


Bendix joint
Block

Butterfly valve

Camshaft

Carburetter

Catalyst bracket

Catalyst probe

Clutch



Clutch cover
Clutch lever

Clutch plate

Clutch pressure device

Control device
Cooling fan

Cooling fluid filler port


Crankshaft
Cylinder

Distributor

Dynamo


Engine
Engine arm

Engine block

Engine cushion


Engine head
Engine oil sump

Engine shield

Exhaust pipe


Exhaust turbocharger
Fan casing

Filter base

Flowmeter

Fly wheel

Gear box arm
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
Gear box cushion


Hall sensor
Ignition coil

Ignition distributor

Ignition module


Injector
Inlet pipe

Oil measuring pin

Piston


Pneumatic governor
Pulley

Pump

o
Fuel pump

Injection pump

Oil pump

Servo steering pump

Water pump

Pusher
Radiator grill

Release thrust bearing

Rubber tube


Shield
Starter

Terminal strip


Thermostat
Timing gear

Valve cap

Valve drive


Valve gear cap
Valve lever

Voltage governor
Fixings


o

Bolt
Nut
Interior Accessories

Air nozzle grates


Antidazzle screen
Armrest

Ash tray

Camouflage grate

Centre console

Clock
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o

Combi meter


Glove compartment
Handle

Hanger

Head lining


Head-rest
Inside door handle

Interior mirror

Interior moulding


Milleage indicator
Parking brake lever

Pedals

Plastic screen

Rack

Rear seat

Rear seat pocket

Roller shade


Safety belt
Seat

Side sill moulding

Suction switch


Trim panel
Trunk mat

Upholstery
Lighting
 Clearance light

Controlling mechanism

Decorative window


Direction indicator lamp
Fog lights

Halogen lamp

Head lamp


Head lamp glass
Lamp

Reversing light

Sides direction indicator lamps

o
Tail lamp
Suspension

Bearings

Brake drum

Brake plate

Cushion
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o

Engine longitudinal frame


Guide lever bracket
Hub pin

Lateral control rod

McPherson


Plate spring
Rear longitudal frame

Shock absorber

Spring


Steering side rod
Stub axle

Traverse

Upper radius arm

Wheel

Wheel hub

Wheel suspension lever
Systems


ABS pump
Activated carbon container

Air Blower

Air intake


Air storage tank
Band brake servo

Brake cylinder


Brake servo
Brake shoes

Breaking force corrector

Cable


Catalyst
Clutch pump

Clutch release cable

Compressor


Conductor
Contact breaker

Container

Controller


Cylinder disc brake caliper
Digital engine controller

Electrical wiring

Evaporator

Fuel heater

Fuel inlet
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o

Fuel tank


Fuse box
Heater

Heating tube

Hydraulic slave cylinder


Hydraulic system
Ignition block

Ignition starter switch

Master cylinder


Measuring system
Parking brake cable

Pump of assisted brake system

Receiver drier

Relay

Rubber hose

Sensor

Silencer


Silencer cap
Speed change lever

Steering column

Steering gear


Steering wheel
Stepping motor

Switch


Switches
Telescopic damper

Tube

Valve


Window winder
Windscreen washer

Windscreen wiper mechanism

Wiper arm

Wiper motor
Wastes

Batteries

Brake fluids


Brake linings
Catalysts

Cooling fluids

Fuels

Glass

Nonferrous metals
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

Oil filters


Oils
Plastics (waste)

Tires
Dismantling Processes
o
o
Additional Accessories
Removing
o
Dismantling
o
Drying
o
o
Milling
Separation
o
Drilling
o
Punching
o
Crushing
o
Breaking
o
Inner transportation
o
Sale
o
o
Sale transportation
Packing
o
Storing
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Part 2: ERP Systems

ERP Systems
o
Client System

o
o
o
Graphical User Interface

Interface Development Tools

User Interface Management Systems
General IT Selection Criteria

Interoperability

Maintainability

Maturity

Scalability

Usability
Legacy Software
Network

Bandwidth



ADSL
ISDN

Modem

T1 LAN
Connection Type
 Direct Communication Line

Internet

Intranet Network



o
No Connection Available
Protocol

CORBA

DCOM / COM+


File based (SAP)
TCP / IP

Web Service
Security
Operating System
 Apple

OS 10

Linux

MS Windows
 MS Windows 2000

MS Windows 98

MS Windows NT 4.0

MS Windows XP
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
Unix

o

AT&T System V
BSD

HP-UX

IBM AIX

Sun Solaris
Server System

Application Server

.NET Server

EJB Server
Oracle Application Server


Database Server

Informix

MySQL

Oracle

RDBMS2

MS SQL Server



Message Server


SAP DB
SAP DB
MS Exchange Server
Presentation Server
 HTTP Server

Apache HTTP Server

MS Internet Information Server
Netscape Server

o
System Architecture

Distributed/collaborative enterprise architecture

Multi-Tiered System

Four Tiered System (User Interface/Presentation/Business Logic/Data
Base)


Four+ Tiered System
Three Tiered System (User Interface/Business Logic/Data Base)

Two Tiered System (Client/Server)

Stand-alone System
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Part 3: BEP Methodology

Best Enterprise Practice Methodology
o
The Analysis & Conception Phase


Definition: The Analysis & Conception Phase
is intended to the identification of the company
strategic business objectives and the identification of the critical weak points, within the actual processes execution, hindering the achievement of business objectives. The output of this
phase is the first process improvement solution
concept, comprising the required organisational
measures and ICT support. In addition the
planning of the implementation and rough
cost/benefit estimation are carried out in this
phase.
Determination of the Company Objectives


Definition: The action of identification of the
company specific strategic objectives whose
output will be used for the definition of the process improvement measures.
Profit Optimisation


Company Focus

Company Autonomy

Partnership Strategy
Market Analysis


Market Focus
Market Share




Definition: Measure for the relative size of a
firm in an industry or market, in terms of the
proportion of total output, sales or capacity it
accounts for. In addition to profits, one of the
frequently cited business objectives of firms
is to increase market share. The market share
level relative to competitors should also be
observed, not only the absolute market share.
QCS

Quality Increase

Costs Decrease

Schedule Optimisation
Others
Identification of Weak Points

60
Definition: The procedure, applying a holistic approach of taking into account kernel
processes and technology aspects, as well as
organisational, management and the companies’ cultural aspects for identification of
critical weak points in the processes execu-
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tion, which represent an obstacle to the
achievement of the identified co-operation
objectives.

Prioritisation of the Improvement Areas


Conception of the Future Process Execution and ICT Support



Definition: Methodology step of the rough
estimation of the business (financial and nonfinancial) benefits, based on the initial process indicators definition.
Estimation of SW and HW Requirements

Definition: The action of the estimation of
the necessary ICT-support (HW & SW) to
the organisational entities of the company,
according to the concept of the ICT-support,
to be used as a reference for the first estimation of the investments needed.

Definition: The workstep of the definition of
the rough work plan and time-schedule with
milestones, for the solution specification, selection and implementation, as well as for the
required efforts calculation. This planning
will allow to calculate the labour costs.
Implementation Planning

Elaboration of the work plan


Definition: Procedure of the (re)design of the
future process execution and of an optimal
ICT support to eliminate the weak points of
the actual execution. The output of this
methodology phase is the rough specification
of the overall, ICT and organisational, solution concept.
Estimation of Business Benefits from the Improvement Measures


Definition: The procedure of the identification of the areas whose improvements will
result in the fastest and the most efficient
process improvement. The output of this step
will be the list of the improvement actions to
be realised with a highest priority.
Definition: Creation of a workpackage structure of the tasks to be executed including a
task description for each workpackage,
adapted to the complexity of the solution
concept and the individual constraints of the
company.

Elaboration of the schedule

Definition of the milestones

Estimation of required labour efforts
Rough Cost / Benefit Estimation
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o

Definition: The estimation of the expected
implementation cost versus the identified financial benefits for the calculation of the
Pay-Back-Period

Definition: The Specification & Selection
Phase is intended to the detailed “redesign”
of the actual process execution and the specification of the ICT-support for each of the
critical activities in order to eliminate weak
points. The final outcome of this phase is the
solution selected and the detailed work plan
and schedule.
The Specification & Selection Phase

Detailed specification of the process execution and ICT support


Specification of the interaction of activities (Data Flow Diagram)

Creation of the flowchart of the tasks execution

Description of the task execution (Procedure Description)

Specification of the Information and Access Rights
Specification of the ICT-Support
Determination of the Monitoring Concept



Definition: Data flow diagram (DFD) presents the information flow between the activities. The information flow is the precondition for and result of the interaction between
the activity to be optimised and other activities. DFD can capture the data interaction
with external entities as well as with databases or systems.



Definition: The workstep of a detailed specification of the future process execution (Procedure Descriptions) and the ICT support,
elaborated within the Analysis & Conception
Phase.
Definition: The workstep of the creation of a
monitoring concept for the specified process
execution, to guarantee that the defined procedures are carried out optimally and according to the a.m. process execution.
Detailed Specification of the Process Indicators – Verification of the Business
Benefit

Definition: The detailed specification of the
process indicators for the verification of the
business benefits, based on the procedure descriptions.

Process Indicators are characteristic parameters of the processes which are to be improved, which facilitate the control of the
improvements results.
Preparation of the ICT Requirements Document
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

General conditions for the implementation

Functional requirements

Non functional requirements


Hardware requirements

Performance Requirements

Interface requirements

User Interface requirements

Quality requirements:

Implementation of the Selection Process
Selection of ICT solution class


o
Definition: The workstep to prepare the ICT
requirements document, presenting or referencing all requirements w.r.t. the envisaged
ICT system, to be used for the call for tender.
It should include the three main parts: General conditions for the implementation, Functional requirements and Non functional requirements/system requirements.
Definition: The workstep of the selection of
the optimal solution class among the five
provided by the BEP Methodology: 1. Development of a new SW system, 2. Further
development of an existing SW system, 3.
Migration – combination of new ICT with an
existing system, 4. Modification/Adaptation
of a standard system, 5. Usage of a commercial system.

Market analysis and identification of potential suppliers

Solicitation and evaluation of quotations and selection of the best
supplier
Contract Negotiation

Definition: The workstep to ensure that all
critical aspects, important for an efficient development and implementation of the ICT
solution, between the company and a supplier
are taken into account, agreed and stated in
the contractual agreement.

Definition: The final BEP Methodology
phase driven by the software vendor, providing methods and procedures for the company
to ensure the cost and time effective implementation of The process improvements actions, primarily addressing the implementation of the specified ICT solution by the supplier.
The Implementation Phase

Realisation of the ICT solution
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

Introduction of Process Operations


Definition: The action intended to realise a
cost and time efficient implementation of the
ICT solution by a supplier and to enable an
appropriate control and influence of the user
(through his intensive involvement) on the
SW development process.
Definition: The workstep of the detailed
specification/modification of procedure description from the Specification Phase, to be
used as procedure instructions for the employees following the functionality of the
implemented ICT support.
Verification of Business Benefits


Definition: The workstep intended to realise
the measurement of the defined process indicators, in daily operation. The measurement
results are to be used for verification of business benefits and pay-back period.
Measurement of process indicators
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Part 4: Recycling Technology and Processes - Plastics Recycling
Plastics Recycling processes:
Hindrances in Plastic Recycling
The chemical composition of plastic, makes it one of the difficult items to be recycled. Plastics
have low entropy, because of which it is arduous to mix with the other polymers and/or chemicals.
The vast use of dyes and other additives in the plastics makes them very hard to reprocess. The
process of removing additives from plastic is very costly and it has the risk of destroying the plastic
completely.
Types of Plastic Recycling:
Process Scrap Plastic Recycling - This method of plastic recycling is applied to the left over products from the plastic manufacturing process. These left over products or polymers are comparatively unpolluted and the process of recycling them is simple and cost-effective as well.
Post-use Plastic Recycling - Processing household plastic waste is one of the biggest challenge.
Plastic products that have been used and thrown away, are recycled by the post-use plastic recycling process.
Mechanical Plastic Recycling - This method of plastic recycling includes various processes like
shredding, melting etc., of the plastic waste. First the plastics are classified according to their polymer type. Afterwards the plastic should have to melted or made into a new shape. Apart from this,
the plastic waste is first shredded, then melted and then processed into granules.
Feedstock or Chemical Plastic Recycling :- This method of plastic recycling, involves the breaking
down of polymers, which can then be used in various industries. The feedstock plastic recycling
process is flexible and more forbearing to the plastic additives, as compared to the mechanical plastic recycling. This is the most costly method of plastic recycling.
Plastics Recycling Equipment Categories:



shredder
granulator
extruder
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Plastic Identification Code:
Plastic Identification Code
Type of plastic
polymer
Properties
Common Packaging Applications
Polyethylene Ter- Clarity, strength, toughSoft drink, water and salad dressing
ephthalate (PET, ness, barrier to gas and
bottles; peanut butter and jam jars
PETE)
moisture.
Stiffness, strength, toughHigh Density PolMilk, juice and water bottles; trash and
ness, resistance to moisyethylene (HDPE)
retail bags.
ture, permeability to gas.
Versatility, clarity, ease of
Polyvinyl Chloride
blending, strength, tough- Juice bottles; cling films; PVC piping
(PVC)
ness.
Ease
of
processing,
Frozen food bags; squeezable bottles,
Low Density Pol- strength, toughness, flexie.g. honey, mustard; cling films; flexiyethylene (LDPE) bility, ease of sealing,
ble container lids.
barrier to moisture.
Polypropylene
(PP)
Reusable microwaveable ware; kitchStrength, toughness, reenware; yogurt containers; margarine
sistance to heat, chemitubs; microwaveable disposable takecals, grease and oil, versaaway containers; disposable cups and
tile, barrier to moisture.
plates.
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Polystyrene (PS)
Egg cartons; packing peanuts; disposVersatility, clarity, easily
able cups, plates, trays and cutlery;
formed
disposable take-away containers;
Dependent on polymers
Other (often polyBeverage bottles; baby milk bottles;
or combination or polycarbonate or ABS)
electronic casing.
mers
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Part 5: Recycling Technology and Processes - Electronic Waste
Recycling
Electronic Waste Recycling processes:

Bioremediation

Phytoremediation

Waste-to-energy conversion

Mechanical Biological Treatment (MBT)

Molten Closed-Loop Gasification

Technology Recycling
List of electronic products:
1. Large household appliances
Large cooling appliances
Refrigerators
Freezers
Other large appliances used for refrigeration, conservation and storage of food
Washing machines
Clothes dryers
Dish washing machines
Cooking
Electric stoves
Electric hot plates
Microwaves
Other large appliances used for cooking and other processing of food
Electric heating appliances
Electric radiators
Other large appliances for heating rooms, beds, seating furniture
Electric fans
Air conditioner appliances
Other fanning, exhaust ventilation and conditioning equipment
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2. Small household appliances
Vacuum cleaners
Carpet sweepers
Other appliances for cleaning
Appliances used for sewing, knitting, weaving and other processing for textiles
Irons and other appliances for ironing, mangling and other care of clothing
Toasters
Fryers
Grinders, coffee machines and equipment for opening or sealing containers or packages
Electric knives
Appliances for hair-cutting, hair drying, tooth brushing, shaving, massage and other body care appliances
Clocks, watches and equipment for the purpose of measuring, indicating or registering time
Scales
3. IT and telecommunications equipment
Centralised data processing:
Mainframes
Minicomputers
Printer units
Personal computing:
Personal computers (CPU, mouse, screen and keyboard included)
Laptop computers (CPU, mouse, screen and keyboard included)
Notebook computers
Notepad computers
Printers
Copying equipment
Electrical and electronic typewriters
Pocket and desk calculators
and other products and equipment for the collection, storage, processing, presentation or communication of information by electronic means
User terminals and systems
Facsimile
Telex
Telephones
Pay telephones
Cordless telephones
Cellular telephones
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Answering systems
and other products or equipment of transmitting sound, images or other information by telecommunications
4. Consumer equipment
Radio sets
Television sets
Videocameras
Video recorders
Hi-fi recorders
Audio amplifiers
Musical instruments
And other products or equipment for the purpose of recording or reproducing sound or images, including signals
or other technologies for the distribution of sound and image than by telecommunications
5. Lighting equipment
Luminaires for fluorescent lamps with the exception of luminaires in households
Straight fluorescent lamps
Compact fluorescent lamps
High intensity discharge lamps, including pressure sodium lamps and metal halide lamps
Low pressure sodium lamps
Other lighting or equipment for the purpose of spreading or controlling light with the exception of
filament bulbs
6. Electrical and electronic tools (with the exception of large-scale stationary industrial tools)
Drills
Saws
Sewing machines
Equipment for turning, milling, sanding, grinding, sawing, cutting, shearing, drilling, making holes,
punching, folding, bending or similar processing of wood, metal and other materials
Tools for riveting, nailing or screwing or removing rivets, nails, screws or similar uses
Tools for welding, soldering or similar use
Equipment for spraying, spreading, dispersing or other treatment of liquid or gaseous substances by
other means
Tools for mowing or other gardening activities
7. Toys, leisure and sports equipment
Electric trains or car racing sets
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Hand-held video game consoles
Video games
Computers for biking, diving, running, rowing, etc.
Sports equipment with electric or electronic components
Coin slot machines
8. Medical devices (with the exception of all implanted and infected products)
Radiotherapy equipment
Cardiology
Dialysis
Pulmonary ventilators
Nuclear medicine
Laboratory equipment for in-vitro diagnosis
Analysers
Freezers
Fertilization tests
Other appliances for detecting, preventing, monitoring, treating, alleviating illness, injury or disability
9. Monitoring and control instruments
Smoke detector
Heating regulators
Thermostats
Measuring, weighing or adjusting appliances for household or as laboratory equipment
Other monitoring and control instruments used in industrial installations (e.g. in control panels)
10. Automatic dispensers
Automatic dispensers for hot drinks
Automatic dispensers for hot or cold bottles or cans
Automatic dispensers for solid products
Automatic dispensers for money
All appliances which deliver automatically all kind of products
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Part 6: SME Networking
Community Portal
The Community Portal is the part of an ICT system where SMEs can meet other partners - SMEs, ICT
providers and RTDs - to exchange information, experiences, knowledge and ideas, within a kind of
business and knowledge community.
The Community Portal is based on a market available free-software Content Management System
(CMS), and allows for an intuitive, user friendly navigation through the infrastructure, adapted to the
recycling community needs and requirements.
SME Network
A network is a structure made of nodes (which are generally individuals or organizations) that are tied
by one or more specific types of interdependency, such as financial exchange, values, visions, ideas,
friendship, or trade. SME network is a business oriented structure made of SMEs having common
interests.
Networking
Process of creating networks.
Network Types
Types of Networks: Different network types are described in the literature. Shortly summarised these
VCBN can be classified into the following three groups according to the network topology:
Network Types
a) The supply chain network topology is characterized by a configuration of the partners along the
value chain of the industry. Supply chain networks are designed to deal with rapid changes of logistics
quantities which stem e.g. from large order quantities from the final customer. Regardless of the industry in which they are established, supply chain networks provide inter-organizational management
structures mainly to increase the efficiency of the chain. The architecture of the supply chain network
and the configuration of its partners are mostly stable, including e.g. a number of pre-defined alternative routings.
b) One central partner that focally defines the business strategy of the entire network manages a
strategic network. Because all other partners are directly related to the central partner it is referred to
as star topology or hub-and-spoke network topology. Consortia build stable project teams for the duration of one project and concentrate the management function within the lead contractor.
c) A peer-to-peer (p2p) network topology entails mutual relationships between all (or most) partners
from the network without a prominent strategic centre (polycentric structure). Instead, initiatives can
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be launched from each network node. As there is no central partner, management competencies for
change are distributed within the network partners.
Establishment of SME Network
The objective of deployment of the procedure and tool for establishment of recycling SME networks is
to be able to select an optimal group of partners according to the criteria dictated by a specific business
opportunity. The procedure follows a structured assessment steps resulting in a list of community
partners, optimally suiting the requirements.
The procedure for establishment of recycling SME networks is realised by the Network Set-up tool,
consisting of two sub-modules
 Sub-module for pre-selecting the VCBN members out of the VO members
 Sub-module for VCBN financial viability test
and enables the decision making about "going" or "not going" into the network.
The set-up procedure will be started by a temporary SME-broker which wants to react on new business opportunity and goes through the following steps in the sub-module 1:
5. Enter the Community Portal (CP) classified repository / catalogues of information regarding
the profile, competencies, resources, products, services, etc. about the organizations which
participate in the CP
6. Define a set of criteria used to perform a rough filtering of the existing companies (suggested
criteria are e.g. the company type, the specialization and the distance to the local site)
7. Search for companies fulfilling those criteria
8. Manually pre-select desired candidates
Further procedure will go using the sub-module 2:
9. Make the financial viability testing, applying the Added Value checking tool in simulation
mode (Lesson 6) for the VCBN made of the partners pre-selected in a step 4 above, using the
available data.
10. Analyse the costs and benefits of the proposed network in order to evaluate suitability of the
network model, business efficiency and partners' suitability
11. Select the companies which will be part of the new network from those which fit the
preliminary search criteria.
12. Restart the steps 2 - 6 if the results are not promising
The procedure described above comprises the so-called quantitative/numerical assessment of the network set-up adequacy. The step 9, not comprised above is left to the set-up procedure initiator-broker
as a non-numerical assessment such as working conditions and cultures, possible legislation differences (different countries), business perspective, commitment levels etc. which are to be considered.
All these aspects will significantly influence the final decision.
Virtual Organisation
A virtual organization or company is one whose members are geographically apart, usually working
via networked computer applications while appearing to others to be a single, unified organization
with a real physical location.
"an organization distributed geographically and whose work is coordinated through electronic communications."
Virtual Collaborative Business Network
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Group of companies coming together to co-operate, to achieve some shared business goal by forming
networks enabled by various forms of internet-based technology.
Virtual Market Place
Internet based space where the network partners publicise own products to be offered to the other virtual network partners.
Virtual Resources Space
Internet based space where the network partners publicise own free resources, including products and
production resources, to be offered to the other virtual network partners.
Virtual Interest Space
Internet based space where the network partners publicise own interest for the resources, including
products and production resources, offered on the other virtual market place.
Part 7: Socio-Cultural Ontology
As explained in Section ontology (ies) relevant for cultural aspects, legal constraints, and national
practices has to be applied.
Therefore, three groups of ontologies has to be covered.
 Cultural Ontology
 Legal ontology
 National practices
In this version of the Methodology we shall focus on the cultural ontology and partly upon national
practices, while in the final version we shall address legal issues.
Cultural ontology and National Practices
According to [1] there are just a few ontologies related to the domain of culture and national practices.
Most of them concentrate on the domain of cultural heritage, which is not of particular interest for the
ALCVET methodology since the methodology focuses on LOs in technical and economical domains.
An example of such ontology is CIDOC Conceptual Reference Model [2].
The ontology which could be of particular importance for ALCVET is the one conceptualized by
Abou-Zaeid in [3]. His ontology formally describes different cultural values within the context of international business enterprises. Drawing upon the assumption that today there are many international
enterprises that work collaboratively over the borders, the purpose of this ontology is to build a shared
vocabulary that explicitly specifies the similarities and differences between their value systems. Since
many ALCVET LOs directly address such issues (e.g. international business networking of SMEs in
recycling domain), such ontology well fits to the ALCVET methodology
Abou Zaeid’s ontology is intended to facilitate the inter -cultural communication with regard to business enterprises. This cultural ontology defines two concepts that are;
 Organizational-specific values and
 relevant national-specific values.
National-specific value is defined as “a common value shared by people within a given country and
can be used to distinguish one country’s culture from another” [´3].
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On the other hand, in [1] ontology of socio-cultural time expressions is defined which also may be
important for the ALCVET methodology.
As the ALCVET methodology is not intended to provide new ontologies neither to elaborate in detail
relations among different concepts within ontologies relevant for cultural-social aspects (similarly as
for the other ontontologies presented in previous Parts 1-5) the methodology will be limited to set of
terms relevant for cultural-social issues.
Therefore, in this first draft version of the socio-cultural ontology we shall focus on three main groups
of terms:
a) Organizational-specific values
b) relevant national-specific values
c) socio-cultural time expressions
Some of the concepts relevant for a) and b) are listed in the following table [3]. This is initial evrsions
which will be further elaborated in the scope of the project.
Name of the Concept
Description
National-specific Value
A common value shared by peo- Social hierarchy,
ple within a given country and can
uncertainty avoidance
be used to distinguish
individualism
one country’s culture from anoth…
er
Organizational-specific
An enduring belief that a specific Productivity
mode of conduct or end-state of
Life long employment
existence is personally or socially
preferable to an opposite or converse mode of conduct or endstate of existence
Value
Terminal Value
Examples
A desired goal that an organiza- excellence,
tion seeks to achieve
stability,
profitability,
quality
…
Instrumental Value
A desired mode of behaviour that hard working,
an organization wants its memconservative,
bers to observe
honest
…
Knowledge (k) -oriented Terminal
Value
K-oriented Instrumental
Value
A desired k-oriented goal that an Knowledge accessibility.
organization seeks to achieve
Knowledge generation
A desired mode of behaviour that trust,
an organization wants its memcollaboration
bers to observe
willingness to learn.
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Business-Thing
Any thing toward which thought business outcome (products
or action is directed or is commu- or services),
nicated by the members of the
business process,
firm,
business rule,
consumers,
suppliers,
competitors,
partners.
…
Regarding c) socio-cultural time expressions, the list of terms relevant are listed in the following table
[1] The categories are grouped according to the approach explained in [1]. Here are selected categories
which can be relevant for the ALCVET methodology.
Category Name
Category Description
Time Periods
Concept of all possible time
periods that can be explicitly
anchored on the time line
Calendar Date Periods
Socio-Cultural Time Periods
Instances –examples





February
8.00 a.m
January_12_2004
March_30
2005


Weekend
Vacation



Day
Holiday
Concept of time periods related
to a specific religion, a nation or
to a social group such as business people or people in higher
or secondary education
Socio-Cultural Time Periods
Related to Religions
Socio-Cultural Time Periods
Related to Nations
Concept of time periods related
to a specific nation
Socio-Cultural Time Periods
Related to Business Life &
Education
Concept of time periods related
to a specific social groups of
business people and education
Socio-Cultural Time Periods
with Duration of Longer than
Concept of socio-cultural time
periods having a
One Day
duration that is longer than one
day, e.g. 2 days,
one month, 3 weeks or half a
year etc.
Socio-Cultural
Time Periods with
Concept of socio-cultural time
periods that have
a duration of one day
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Duration of
One Day
Socio-Cultural Time Periods
with Duration of Shorter than
One Day
Concept of socio-cultural time
periods that have a duration of
one shorter than one day e.g.

hours, half a day etc.
Socio-Cultural
Time Periods Related to
Business Life with
Duration of Shorter than
Concept of socio-cultural time
periods that are only related to
business life and that have a
duration, which is shorter than
one day




Rush Hour
Happy Hour
Night Shift
Concept of socio-cultural time
periods that are only related to
secondary education and that
have a duration, which is longer
than one day


Half Term
School Term


School Year
Concept of socio-cultural time
periods that are only related to
German nation and that have a
duration, which is longer than
one day



German Weekend
Octoberfest
Concept of socio-cultural time
periods that are only related to
German nation and that have a
duration, which is one day











Day of Unity
(Tag der Einheit)
Reformation Day
May Day
Sylvester













Advent Sunday
All Saints’ Day
Ascension
Ash
Wednesday
Christmas Day
Easter Monday
Epiphany
Good Friday
Palm Sunday
St. Patrick’s Day
St. Stephens Day
St.Valentine’sDay
One Day
Socio-Cultural Time
Periods Related to
Secondary Education with
Duration of Longer than
One Day
German Time Periods with
Duration of Longer than
One Day
German Time Periods with
Duration of One Day
Christian Time Periods with
Duration of Longer than One
Day
Concept of socio-cultural time
periods that are only related to
Christian religion and that have
a duration, which is longer than
one day
Christian Time Periods
Concept of socio-cultural time
periods that are only related to
Christian religion and that have
a duration, which is one day
with Duration of One Day
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Christmas
Easter
Holy Week
Lent
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

Whitmonday
Pentecost
*
?
D
[1] Pinar Özden: An Ontology of Socio-Cultural Time Expressions, Master Degree, Centrum für Information und Sprache, München 2004.
[2] M. Doerr, M. Stif, N. Crofts, I. Dionissiadou. Definition of the CIDOC ObjectOriented Conceptual Reference Model. tech. report, ICOM/CIDOC Documentation
Standards, September 1999.
[3] E. Abou-Zeid. Towards a Cultural Ontology for Inter-organisational Knowledge
Processes. In Proc. of 36th Hawaii International Conference on System Sciences
HICSS-36, January 6-9 Big Island HI, IEEE Computer Society, pp. 4--9.
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