European practice in ICT supported
teaching and learning
European study visit, CNAM Pays de la Loire,
Nantes, Oct 7th 2008
Deborah Arnold, eLearning project manager
eLene-TT / eLene-TLC coordinator,
Vidéoscop – Université Nancy 2
Plan
 (30’) Part 1: introduction
– Brief history of eLene group
– Pooling and sharing European resources for ICT-supported teaching
& learning
 (60’) Part 2: presentation, demonstration and discussion
– Examples of innovative practice and associated resources from HE
and VET
 (30’) Part 3: hands-on
– Practise using the Teaching and Learning Centre
 (30’) Part 4: feedback and discussion
– Impressions of TLCentre, own examples of innovative practice,
potential for further exploitation
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Once upon a time…
 2003: ‘Virtual models of European Universities’
European Commission DG Education and Culture
www.elearningeuropa.info/extras/pdf/virtual_models.pdf (EN)
 Study in 200 universities
 8 case studies :
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France : CANEGE (consortium)
Italy : Politecnico di Milano
Germany : Bremen University
The Netherlands : Utrecht University
Finland : Finnish Virtual University
Spain : Open University of Catalonia
Sweden : Umeå University
United Kingdom : UKHEP
+ Poland : Polish Virtual University
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The group takes form…
November 2003, Milan
“let’s work together”
Pedagogy
February 2004, Bremen
Defining strategic axes
Strategy
Organisation
Technology
May 2004, Nancy
Developing first
project …
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A guiding principle…
EUROPEAN ADDED VALUE!
 True collaboration
 Transnational workgroups
 Co-design, co-production,
co-delivery
Credit: Ms Ladyred, www.flickr.com
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Three eLene projects
2005-2006
2006-2007
Teacher training and the innovative
use of ICT in Higher Education
Economics of eLearning
[coord: Univ. Umeå, Sweden]
[coord: Vidéoscop-UN2: France]
Virtual learning resource centre
 Teacher training actions
 Cost-benefit analysis
 Student performance
 Indicators
 Digital divides
2007-2008
Teaching and Learning service Centre
[coord: Vidéoscop-UN2, France]
 Preparing HE for the net generation
students
Teachers, teacher trainers, instructional
designers, decision makers
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eLene-TLC - Teaching and Learning Centre
www.tlcentre.net
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(60’) Part 2: presentation, demonstration and discussion

Examples of innovative practice and associated resources from
HE and VET
1. European pedagogical ICT competency framework for teachers,
trainers, learners and educational technologists
2. collaborative work -> wikis (Sweden, Italy)
3. peer feedback -> annotation tool (the Netherlands)
4. using video to demonstrate complex actions and gestures ->
VITRA: Virtual training in Glass Art (EU)
5. Evaluation -> SEVAQ: a self-assessment instrument for evaluating
quality in eLearning (EU)
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1) European pedagogical ICT competency framework (1/3)

Methodology
– Desk research: competency frameworks
– Transnational study – focus groups of teachers and teacher trainers
– Validation via Delphi method – 78 experts from 12 countries
– Parallel studies with students and educational technologists
– Confrontation with competency roles and domains from eLene-TT
– Development of an overall framework
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1) European pedagogical ICT competency framework (2/3)
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1) European pedagogical ICT competency framework (3/3)

Applications:
– Professional development activities for HE teachers
. Digital assessment / collaboration / …
– Learning actions for students
. Digital literacy
– Virtual guide for educational technologists / instructional designers

Approach (see also http://www.tlcentre.net/show_id_card.cgi?ID=64
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Target group / context
Need
Competencies to be developed
Design action around framework and TLCentre content
Deliver (online, blended, face to face)
Evaluation
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2) Collaborative work using wikis (Sweden, Italy) (1/3)
 Collaborative work
– Why?
– What for?
 What’s a wiki?
http://www.youtube.com/watch?v=-dnL00TdmLY
 Why wikis?
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2) Collaborative work using wikis (Sweden, Italy) (2/3)
 Advantages of wikis
– Students can work collaboratively, independent of time or place
– Don’t require a high degree of technical skills
– Teacher can follow individual students and group processes
 Possible constraints?
– Knowledge of software
– Participation
 Basic guidelines
– Define task clearly
– Limit in time
– Link participation to assessment (process, not just result)
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2) Collaborative work using wikis (Sweden, Italy) (3/3)
 For more information, search the TLCentre:
 WIKI http://www.tlcentre.net/show_id_card.cgi?ID=71
 Wiki, Blog, Skype, Podcast and the “next things”: which are their
interactions with the university world?
http://www.tlcentre.net/show_id_card.cgi?ID=111
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3) Peer feedback using an annotation tool (the Netherlands) (1/4)
 What is peer feedback?
– Feedback from fellow students
. exchanging drafts and comments on each others' drafts
. giving a grade -> peer assessment
 Advantages?
– peers share same perspectives and problems
– learner may feel less threatened by feedback from peers
– develops critical thinking
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3) Peer feedback using an annotation tool (the Netherlands) (2/4)
 Example: annotation system
www.annotatiesysteem.nl
 See ‘Annotation tool’:
http://www.tlcentre.net/show_id_card.cgi?ID=40
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3) Peer feedback using an annotation tool (the Netherlands) (3/4)
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3) Peer feedback using an annotation tool (the Netherlands) (4/4)
 a collaborative tool for discussion in context, to give specific
feedback and develop more efficient communication.
 Effective feedback on texts is:
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on time (with a plan phase and a revision phase)
specific
aimed at content + structure+ style
contains all 4 feedback functions
. Analysis, Evaluation, Explanation, Suggestion
– criterion-referenced through headings
– constructive
 Motivation:
– feedback provider (the writer rates the feedback (s)he receives)
– all participants: clear rules concerning the expected frequency of
posting and reacting.
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4) Using video to demonstrate complex actions and gestures
 VITRA: Virtual training in Glass Art
 Socrates Leonardo da Vinci project (2005-2007)
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Vidéoscop-Université Nancy 2 & CERFAV (FR)
Abatte Zanetti Glass School, Murano (IT)
Kalmar - Pukeberg Design School (SE)
Glass School Novy Bor (CZ)
 Target groups
– craftspeople and SME’s in the glass art sector
– training centres for glassmaking techniques
– artists and designers who design objects in glass
 Objectives
– improve the competitiveness of the glass industry in Europe by
developing the skills of professionals in the sector
– enable a greater number of people to learn the techniques
developed in other countries
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4) Using video to demonstrate complex actions and gestures
The first European virtual centre for training in
glass art and
techniques
12 traditional techniques in 5 languages (FR, EN, SE, IT, CZ)
Distance, blended or autonomous learning
Each didactic video accompanied by pedagogical documents
- A pedagogical guide
- Advice and tips synchronised with the video
www.e-vitra.eu/
- A list of equipment and tools
- A bibliography and list of useful websites
- Frequently Asked Questions
- Photographs of pieces produced using each technique
- A presentation and the history of the know-how in question
- A translation tool for technical terms
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4) Using video to demonstrate complex actions and gestures
 Why video?
 Gestures and know-how at the heart of glass art
 Added value:
- Can learn at own pace - glass masters work fast!
- Concentration - real workshop hot and noisy!
- Emotionally neutral - apprentices often overwhelmed by presence of glass
master!
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5) Evaluation: self-assessment instrument for evaluating quality
 SEVAQ: a self-assessment instrument for evaluating quality in
eLearning
 Socrates Leonardo da Vinci project (2005-2007)
www.sevaq.com
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E-learning course
+
effective evaluation
=
Better Quality learning
1.
2.
3.
4.
5.
Aims of the project
Improve the quality of e-learning
experiences
Development of multi-functional design
tool for self-evaluation
Provide a guide for improving quality
Work with local Target Reference Groups
Dissemination at a European level
Project Promoter:
EFODL
Project partners:
NADE (Norway)
BEODL (Belgium)
CESI Iberia (Spain)
VMU (Lithuania)
Le Préau (France)
Vidéoscop/UN2
(France)
ISQ (Portugal)
B-I-L-D (UK)
3 products:
Inventory
Tool
Manual
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First challenge : Scoping the
project
Learner
Company Management
Learning Department
Who are the
key
stakeholders?
Who will carry
out the
evaluation?
Company Department
External Providers
External Facilitators
?
Third Parties (government agencies
etc)
Wider Public
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Second challenge: Using a quality model
© EFQM Excellence Model
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Third challenge: Using an evaluation model
The Kirkpatrick model
Level 1: Reactions – a ‘Smile Sheet’
completed by the learner.
Level 2: Learning outcomes – attempts to
measure what has been learned (skills,
knowledge and/or attitudes)
Level 3: Transfer of learning to the
everyday environment – changes in behaviour
Level 4: Results for the organisation
such as increased productivity, increased sales,
lower costs etc.
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Tool functionalities
The entity who designs
the questionnaire to be
applied to the learner
The
questionnaire
Designer
5 – Analysing
the results
1 – Securing the purpose of
the evaluation
6 – Building an action
plan for improvement
2 – Building the
questionnaire
framework to
be applied
The
stakeholders
The final recipients of
the results. The people
for whom the evaluation
is really set-up.
3 – Applying the questionnaires
SEVAQ tool
administrator
Enables the designer
with instalment and
setting the tool
The
learners
4 – Getting the results
Three functions in the tool
1 – designing the questionnaire
2 – producing
3 – consulting results
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Create a new questionnaire
Step 1
- Three steps to create your
questionnaire
Step 2
Setup your questionnaire
Step 3
Define the objectives of
your questionnaire
Develop your questionnaire
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Summary:
•Combines EFQM and Kirkpatrick for an innovative
framework and approach
•Identifies the various stakeholders with an interest in
evaluation
•Provides a tool for the designer prompting coverage of all
relevant issues
•Allows flexibility for the designer to add and customise
questions to give relevance to all applications.
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For additional questions,
a personal test log-in
or further dialogue:
WWW.SEVAQ.COM
EFODL Project manager
Helga Van Heysbroeck
hvheysbr@vdab.be
www.efodl.net
For France:
Anne-Marie Husson,
CCIP amhusson@ccip.fr
Edwige Morin, Vidéoscop-UN2
Edwige.Morin@univ-nancy2.fr
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(30’) Part 3: hands-on
 Practise searching the TLCentre
 Register as users to:
– comment on existing resources
– rate them
– add your own
www.tlcentre.net
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(30’) Part 4: feedback and discussion
 The thing I liked best about the TLCentre
 The thing I liked least
 The name of a resource I would like to add
 My ideas for future use
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Thank you!
Deborah Arnold
Project manager
Vidéoscop-Université Nancy 2, France
Deborah.Arnold@univ-nancy2.fr
www.univ-nancy2.fr/VIDEOSCOP
All about eLene…
www.elene-centre.net
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