INNODOCT/18. INTERNATIONAL CONFERENCE ON ......uth Zárate R hair of the ernando J. G ecretary of ofía Estellés arta Gregorio got, Carlos z, María Jos e sessions arrigós Sim Miguel

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EditorsFernando Garrigós Simón Sofía Estellés Miguel Ismael Lengua Lengua José Onofre Montesa Carlos M. Dema Pérez Juan Vicente Oltra Gutiérrez Yeamduan Narangajavana María José Verdecho Sáez

INTERNATIONAL CONFERENCE ON INNOVATION, DOCUMENTATION AND EDUCATION

Editores: Fernando J. Garrigós Simón

Sofía Estellés Miguel Ismael Lengua Lengua José Onofre Montesa Carlos M. Dema Pérez

Juan Vicente Oltra Gutiérrez Yeamduan Narangajavana María José Verdecho Sáez

INNODOCT/18

“INTERNATIONAL CONFERENCE ON INNOVATION, DOCUMENTATION AND

EDUCATION”

Congresos UPV INNODOCT/18 INTERNATIONAL CONFERENCE ON INNOVATION, DOCUMENTATION AND EDUCATION Valencia 14-16 de noviembre de 2018

Los contenidos de esta publicación han sido evaluados por el Comité Científico que en ella se relaciona y según el procedimiento que se recoge en http://ocs.editorial.upv.es/index.php/INNODOCT/INN2018/about/editorialPolicies

© Editores científicos

Fernando Garrigós Simón Sofía Estellés Miguel Ismael Lengua Lengua José Onofre Montesa Carlos M. Dema Pérez Juan Vicente Oltra Gutiérrez Yeamduan Narangajavana María José Verdecho Sáez

Diseño portada: Ismael Lengua Lengua

© de los textos: los autores

© 2018, de la presente edición: Editorial Universitat Politècnica de València.

www.lalibreria.upv.es Ref.: 6470_01_01_01

ISBN: 978-84-9048-711-2

DOI: http://dx.doi.org/10.4995/INN2018.2018.9639

INNODOCT/18. International Conference on Innovation, Documentation and Education Se distribuye bajo licencia de Creative Commons 4.0 Internacional Basada en una obra en http://ocs.editorial.upv.es/index.php/ INNODOCT/INN2018

http://ocs.editorial.upv.es/index.php/INNODOCT/INN2018/about/editorialPolicies

www.lalibreria.upv.es

http://dx.doi.org/10.4995/INN2018.2018.9639

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https://creativecommons.org/licenses/by-nc-nd/4.0/

In memory of Isabel Estellés Miguel

INDEX

EDITORS

CHAIRS O

CHAIRS O

PROGRA

CHAIRS O

CHAIR O

SECRETA

SCIENTIF

PROLOG

INDEX PA

ENGL

CASTE

PORT

ININ

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OF THE CO

OF PROGR

M COMMI

OF THE SE

F THE SCI

ARY OF TH

FIC COMM

UE

APERS

LISH

TELLANO

TUGUÊS

NTERNATINOVATION

ONGRESS

RAM COMM

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ESSIONS

ENTIFIC C

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MITTEE

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MITTEE

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II

II

III

III

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IV

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INTERNATIONAL CONFERENCE ON

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INNODOCT/18

PRÓLOGO

Hace unos días cayó en mis manos una reproducción de una lámina titulada “at school” (Jean-Marc Côte, 1899). Pertenece a una colección llamada “Memorias del futuro” que se encargó dibujar a finales del siglo XIX, a los visionarios de la época en distintas disciplinas, con la idea de que quedase plasmado cómo se pensaba en aquel entonces que sería el mundo en el año 2000. La lámina muestra un aula con seis alumnos que tienen una especie de cascos en la cabeza. De cada casco, salen unos cables hacia el techo que acaban co-nectados en una máquina. Un profesor introduce afanosamente libros por la parte superior de la máquina y un alumno, posiblemente aventajado, o puede que todo lo contrario, ac-ciona costosamente una manivela.

La imagen de una máquina que envía el contenido de los libros, mediante unos cables, directamente al cerebro de los alumnos tuvo que parecer, en aquel momento, algo verda-deramente asombroso, de pura ciencia ficción. La realidad de nuestros días, no parece haber resuelto (por ahora) la entrada de conocimientos directamente a nuestro cerebro, aunque yo diría que las avanzadas tecnologías puestas al servicio de la docencia nos han llevado muy cerca. De hecho, supongo que los autores de esta colección se quedarían ató-nitos si viesen a nuestros alumnos de hoy en día, por ejemplo, con sus gafas virtuales; ac-cediendo a los contenidos que necesitan en cada momento, experimentando los problemas reales a los que se enfrentarán como profesionales, identificando posibles decisiones y an-ticipando las consecuencias, interactuando con otros elementos y agentes en tiempo real, adquiriendo conocimientos con la máxima rapidez, eficiencia y calidad, ¡y sin cables!

Los profesionales de la docencia vivimos un momento agitado, complejo y apasionante, como así lo demuestra la gran variedad de temas tratados en esta nueva edición de INNO-DOCT: e-University, fabricación digital, metodologías activas, co-invención, MOOCs, ges-tión de la innovación, interacción humano-computadora, TIC’s, flip teaching, realidad aumentada, E-learning, gamificación, tutoriales interactivos, … Nuestro reto es obtener el máximo partido de estos modelos docentes, enfoques, métodos y tecnologías, para que el conocimiento se pueda generar, transferir y utilizar por y para todos de la manera más eficiente.

Pero no sólo eso, como ya se hizo en el siglo XIX, también debemos dibujar la lámina de nuestro futuro, para seguir avanzando en el camino que nos marca la imaginación. Aunque imaginar nos pueda producir cierto vértigo: quizás en un futuro tendremos asis-tentes personales robotizados que nos proporcionarán aprendizaje a la carta desde nues-tro nacimiento, en función de nuestras capacidades, necesidades y objetivos individuales. Quizás, en un futuro próximo, el acceso a la información sea tan rápido como un pensa-miento y más preciso que un recuerdo, incluso puede que el conocimiento se inserte en nosotros fácilmente, gracias a una alianza de la medicina, informática, química y nanoro-bótica. Sin duda, el rol del docente tendrá que ser completamente reinventado.

En el congreso INNODOCT se sigue haciendo un esfuerzo, no solo por explorar y sinteti-zar el presente de la docencia, sino también por dibujar esa lámina del futuro, creando un necesario espacio de debate y reflexión que mantiene a sus organizadores y participantes, y al Departamento de Organización de Empresas, a la vanguardia de la innovación docente un año más. Espero que los contenidos de este libro le permitan aprender y disfrutar, pero sobre todo imaginar.

Faustino Alarcón Valero Director del Departamento de Organización de Empresas Universitat Politècnica de València

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PAPERS

ENGLISH

INNODOCT 2018

Valencia, 14th-16th November 2018

DOI: http://dx.doi.org/10.4995/INN2018.2018.8775

Editorial Universitat Politècnica de València

The proximity of distance education

Giovanni Paolo Caruso, Lucia Ferlino

Institute for Educational Technologies (ITD), National Research Council (CNR), Genoa, Italy,

[email protected], [email protected]

Abstract

The Institute for Educational Technologies (ITD) in Genoa, part of Italy’s

National Research Council (CNR) has long held high-quality on-site training

and refresher courses for teachers that are recognized by Italy’s Ministry of

Education and Research (MIUR). In addition to participating in face-to-face

initiatives, Italy’s teachers are increasingly exploiting opportunities to

participate in certified online training initiatives. These are especially

popular as they permit teachers a high degree of autonomy and flexibility in

managing their learning. Since September 2014, ITD-CNR has been testing

and implementing innovative training methods (mostly on behalf of a large

Italian public research organization). These include webinars, which make it

possible to reach large numbers of participants. ITD-CNR has also designed

and made available a series of open courses designed to help teachers

develop the skills needed to enhance classroom integration of students with

disabilities, specific learning disabilities, and other special educational

needs. These courses also address the use of technologies and strategies for

more effective school inclusion. To ensure these training proposals remain

usable over time and continue to provide relevant content, in 2016 ITD-CNR

created an online platform called Essediquadro Training

(https://sd2.itd.cnr.it/corsiformazione). This aggregates and makes available

five open courses that are free of charge, totalling 130 hours of high-quality,

certified training.In the past two years, the platform has attracted over 9000

registered users (pre- and in-service teachers), and has become a focal point

for similar training initiatives launched by schools and universities, who are

integrating their own training courses with those on offer from Essediquadro

Training. In this contribution, we illustrate the characteristics and contents

of the Essediquadro Training platform, examine the use of webinars for

teacher training, and offer some considerations based on results of

satisfaction questionnaires compiled by platform users.

Keywords: Distance education, Open education, E-learning & experiences

45

http://dx.doi.org/10.4995/INN2018.2018.8775

http://creativecommons.org/licenses/by-nc-nd/4.0/

mailto:[email protected]

mailto:[email protected]

https://sd2.itd.cnr.it/corsiformazione



1. Introduction

The Institute for Educational Technologies (ITD) in Genoa, part of Italy’s National

Research Council (CNR), has long held high-quality on-site training and refresher courses

for teachers. ITD is a public research organization and its courses are recognized by Italy’s

Ministry of Education and Research (MIUR). In addition to participating in face-to-face

initiatives, Italy’s teachers are increasingly exploiting opportunities to participate in

certified online training initiatives. These are especially popular as they permit teachers a

high degree of autonomy and flexibility in managing their learning [Borg, 2015;

Fitzpatrick, 2012; Johnson & Aragon, 2003; McCombs, 2015; Miyazoe & Anderson, 2015;

Zoumenou et al., 2015]. Since September 2014, ITD-CNR has been testing the use of

webinars as an innovative training tool capable of reaching large numbers of participants.

For several years now interest has been growing in the adoption of this social and

interactive mode of communication within a wide range of educational contexts, including

teacher training [Borg, 2015; Fitzpatrick, 2012; Johnson & Aragon, 2003; McCombs, 2015;

Miyazoe & Anderson, 2015; Zoumenou et al., 2015]. Universities, publishing houses,

research organizations, and recently even schools have begun to offer webinars addressing

various topics. These may be one-off events or part of structured training paths, and may or

may not involve payment of a registration fee. In some cases participants need to register or

lodge a membership application in order to obtain a certificate of attendance.

The design of that initiative calls for inclusion of a test to validate participant learning.

Evaluation of the webinar’s efficacy can be achieved by submitting a questionnaire to

participants and analysing their feedback [Gharis et al., 2014; Zoumenou et al., 2015].

To ensure these training proposals remain usable over time and continue to provide relevant

content, in 2016 ITD-CNR, the webinar recordings and support materials have been made

available on Essediquadro Training (https://sd2.itd.cnr.it/corsiformazione), an online

platform, in the form of structured courses that teachers can follow in self-guided mode as a

supplement to the regular training they receive from their school.

This paper presents an analysis and a comparison of questionnaire data collected from

participants attending teacher training webinars and the courses in Essediquadro Training

platform.

2. Teacher training webinars

Back in 2014, the authors faced the challenge of designing and deploying an innovative

training initiative centred on adoption of what then (in Italy at least) a largely unknown

tool, the webinar. The initiative sought to address the real training needs of teachers

46


https://sd2.itd.cnr.it/corsiformazione



regarding: digital technologies (of the low cost and open variety) and inclusion. These

needs emerged from meetings with teachers in schools and from online forums. Meeting

such training needs through face to face interventions often proves difficult for

organisational and logistical reasons, placing severe limits on potential coverage. The

steady increase in teachers’ use of online resources and services like email, whether on

computer or via mobile devices, is opening up new training scenarios that leverage the

added value of e-learning.

Hence the primary aim was to reach out and engage potential users in sessions that, for

most of them, represented a new and innovative way of participating in professional

training. The secondary aim was to propose content presented by experts who combine

solid know-how and expertise with communicative capacity and a passion for their work.

The first cycle of 25 webinars (50 hours, from September 2014 to March 2015) was entitled

“Technologies and Inclusion”. This constituted a substantial set of training opportunities on

a variety of topics such as inclusion, special educational needs (SEN) and specific learning

disabilities. These were well received in terms of coverage and quality (presenter expertise)

but also in terms of access, given that geographical, temporal, economic and organisational

constraints often prevent people from participating in professional training initiatives. Users

expressed their appreciation of these online training experiences even before completing the

questionnaire. This immediate positive response encouraged the launch other training

initiatives organised in collaboration with ITD. Subsequently, four further webinar cycles

were held from February 2015 to December 2017 on the following topics: (a) “If I do

something, I understand, but if I understand, I can do even better” (16 hours); (b)

“Formally, training the mind freely” (30 hours); (c) “Specific Learning Disabilities: you

never stop learning” (14 hours); (d) “Inclusion: the value of difference” (20 hours).

These courses were designed to develop teacher competencies in supporting classroom

integration of learners with disabilities and other SEN, in using digital technologies to

optimize integration. For each webinar cycle, participant feedback was collected via an

evaluation questionnaire.

3. Evaluation of teacher training webinars

As mentioned above an anonymous evaluation questionnaire was submitted to participants

(3903 registered users; 938 users that completed the surveys) in an effort to gain insights

into the potential and limitations of webinars as a training tool (for details, see Table 1).

More specifically, the questionnaire was designed to (a) survey approval levels and critical

aspects of the proposals, and (b) collect suggestions for optimizing the training experience.

47


https://drive.google.com/file/d/1MI6hqm_Hj7FVWQGcwWmXJIg93HTXvge8/view?usp=sharing



3.1 Tool and procedure

The questionnaire was created with Surveygizmo (https://app.surveygizmo.com/), a tool

that had already been used by ITD and which was chosen for its accessibility

characteristics. The questionnaire comprised 33 questions: some of these were included to

gather socio-demographic data (gender, age range, geographical location, teacher category),

while others were designed to obtain quantitative and qualitative evaluation data on the

webinars themselves; others still had the purpose of collecting participants’ opinions

regarding the perceived quality of the webinars as a training tool.

Questions devoted to qualitative evaluation of the webinars posed a set of descriptors (e.g.,

understandable, easy to follow, stimulating, practical, theoretical, simple, applicable, useful,

up-to-date contents) graded according to a four-point Likert scale (from “not at all” 1 point

to “very much” 4 points). The questions formulated to collect opinions about the perceived

quality of the deployed webinars focused on aspects like the communicative effectiveness

and competence of the speaker and the quality of the support materials. Once again these

were graded on a four-point Likert scale from “poor” (1 point) to “excellent” (4 points).

3.2 Analysis of results

Data analysis is reported in the following sub-sections: (a) socio-demographic data for

participant profiling; (b) some data about the webinars followed by teachers; (c) qualitative

evaluationof the webinars; (d) opinions about the webinar as a training tool.

3.2.1 Socio-demographic information

The first section of the questionnaire was devoted to socio-demographic information.

Samples of the five cycles of webinar participant populations reveal a majority of women

attending (from 81.9% to 93.7%). This finding is in line with general profile of the Italy’s

teacher population (84.8%) figured by OECD [OECD, 2017]. The prevalent age range was

between 50-59 years old, with a percentage ranging from 38% to 50%. OECD figures for

Italy’s teacher population aged 50+ are 57% for primary school, 73% for upper secondary

school, and 51% for tertiary education). These are the highest percentages among OECD

countries [OECD, 2017]. Regarding geographic location, a majority of participants reside

in the north of the country, with percentages ranging from 56.6% to 86.4%. Data on

education role covered reveal that, in the samples, mainstream teachers were in the majority

(from 46.7% to 67.1%). This result is reassuring because the topics dealt with in the courses

are often considered important only to special education teachers (for details, see Table 2).

48





3.2.2 Data on webinar participation

Questions in the second section of the survey were devoted to investigating why and how

participants followed the webinars, as well as the efficacy of the tools used (complete data

are reported in Table 3). Training/professional development was the chief reason given for

all five samples (from 76.6% to 86.1%). Participants indicated that they found the slide

presentation and the voice of the speaker to be the most effective tools.

3.2.3 Qualitative evaluation of the webinars

The questions in the third section were designed to obtain information for qualitative

evaluation of the webinars.

Overall, results indicate that the webinars were evaluated positively: they were considered

understandable (highly or fairly), while the vast majority found them easy to follow, with

up-to-date contents, useful and simple (complete data are reported in Table 4) The majority

of users found the webinars met or exceeded their general expectations (adequate

expectations: from 63% to 71.9%; higher expectations: from 22.2% to 31.9%; for details,

see Table 5). Users also evaluated the effectiveness of training. Knowledge/competence

increased “fairly” for many, from 68.1% to 75%, and “highly” for others from 23.6% to

26% (for details, see Table 6). Other aspects of the webinars that were investigated include

the communicative effectiveness of the speaker, competence regarding content area, and the

quality of the materials offered (slides, videos, etc.). Participants rated all three aspects as

“excellent” or “good”, with speaker competence receiving particularly high scores.

The questionnaire also provided the opportunity to provide personal comments. The most

frequently mentioned positive aspects were the clarity and competence of the speakers,

their practical suggestions, the wide range of topics covered, the novel mode of interaction,

being able to follow from home or wherever.

3.2.4 Webinar as training tool

The questions in the fourth section had the aim to collect opinions about the webinar as

training tool, in particular evaluating its being effective, fun, engaging, flexible with a scale

from “not at all” to “a lot”. More relevant data referred to the efficacy (a lot and enough)

and to the flexibility (a lot and enough), characteristics highlighted by over 95%.

4. From webinars to the platform

Since 2016, the webinar recordings and support materials have been made available on

ITD’s Essediquadro Training Moodle platform in the form of structured courses that

teachers can follow in self-guided mode as a supplement to the regular training they receive

from their school. The platform was created to provide an ongoing stream of training

49








initiatives, to gather related learning contents, and to track user activity. The webinar-based

courses the site offers meet a variety of training needs, including those of teachers

following training courses organized by their own schools or pursuing further studies on a

personal basis.

4.1 The Essediquadro training platform

The online learning space is simple and essential in structure. A menu provides access to

the range of courses on offer, which are available either on an open access basis or reserved

to registered users.

4.1.1 The courses

As mentioned above, Essediquadro’s courses bring together the contents of the webinar

cycles run wholly or jointly by ITD. The webinar recordings and related learning materials

were subsequently repurposed into online courses that could be accessed in always-on

mode, thus providing training opportunities for a much broader cohort of teachers.

All the courses have the same structure. Each comprises a course presentation and a certain

number of learning modules. The modules each contain: (a) a recorded webinar; (b) the

slides and/or other materials distributed during the webinar; (c) a set of multiple choice

comprehension quizzes based on the webinar contents. Trainees who successfully complete

all of the module quizzes can download a course certificate specifying the number of

training hours completed.

In addition to the courses developed by ITD, the platform also features a number of other

ministry-approved courses run by individual schools under ITD supervision.

4.1.2 Supplementary spaces

The platform also has (a) a space for users to share views and information about the online

training courses, congresses and seminars they’ve attended, and other events of interest, and

(b) a FAQ section providing guidance on a number of course-related issues, such as how

the content is delivered, how to follow the courses, and their validity status.

4.2 Platform use: some data

Since the platform was launched in January 2016, over 9300 users have registered (May

2018). Initially, knowledge about the Essediquadro Training courses spread largely through

word of mouth. However, as of September 2017, they have been listed in Sofia, the

Ministry of Education’s online catalogue of officially accredited training initiatives run by

schools and training providers. This has considerably amplified access to the courses, with

50




numbers tripling in just a few months. There is a general tendency for users to enrol in

more than one course, with 2634 users enrolled in 2 courses, 738 in 3 courses, 793 in 4

courses, etc.

4.3 Evaluation of the training courses

Evaluation has been carried out to gain insight into the nature of the trainee population that

uses the platform, the degree of user satisfaction, and perceived strengths and weaknesses.

To this purpose, an anonymous evaluation survey has been proposed for each courses (for

details, see Table 7).

4.3.1 Tool and procedure

The means chosen for conducting the evaluation was Moodle’s native questionnaire tool.

The questionnaire itself comprises 23 questions, some for gathering socio-demographic

data (gender, age range, geographical location, teacher category) and others for obtaining

quantitative and qualitative evaluation data specifically about the webinars.

Questions devoted to qualitative evaluation of the webinars posed a set of descriptors (e.g.,

understandable, easy to follow, stimulating, practical, theoretical, simple, applicable, useful,

up-to-date contents) graded according to a five-point Likert scale (from “very little” 1 point

to “very much” 5 points).

4.3.2 Analysis of results

Data analysis is reported in the following sub-sections: (a) socio-demographic data for

participant profiling; (b) some data about the Essediquadro courses teachers followed; (c)

qualitative evaluation of the Essediquadro courses.

4.3.2.1 Socio-demographic data

The first section of the questionnaire was devoted to socio-demographic information,

namely gender, age, geographical location, role covered in school (for details, see Table 8).

Samples of the five cycles of webinar participant populations reveal a majority of women

attending (from 83% to 87%). This finding is in line with the general profile of Italy’s

teacher population (84.8%) as measured by the OECD [OECD, 2017]. The prevalent age

range was between 50-59 years old, with a percentage ranging from 36% to 42%. This

finding is also in line with OECD figures for Italy’s teacher population [OECD, 2017]

whereby teachers aged 50+ comprise 57% of the teaching workforce at primary school,

73% at upper secondary school, and 51% in tertiary education. These are the highest

percentages for the 50+ age bracket among OECD countries [OECD, 2017]. Regarding

geographic location, a majority of participants reside in the south of the country, with

51






percentages ranging from 50% to 65%. Data on teacher category reveal that, in the samples,

mainstream curriculum teachers were in the majority.

4.3.2.2 Some data on the courses

A specific section of the survey was devoted to investigating the mode of participation,

with questions designed to gauge where participants followed the courses and what devices

they used to do so. Participants mainly followed the courses from home from 93% to 96%,

using fixed devices from 70% to 72% (complete data are reported in Table 9).

4.3.2.3 Qualitative evaluation of the courses

Another set of questions was devoted to collecting information for qualitative evaluation of

the courses. Results indicate that the courses are evaluated positively: asked whether the

courses were understandable, easy to follow, with up-to-date contents, useful and simple,

the majority of users (from 96% to 98%) rated them “fairly” to “highly” (for details, see

Table 10) Evaluation of the course speakers/experts was also positive: participants rated

their competence as high from 73% to 79% and acceptable from 21% to 27%, their

communication as effective from 72% to 75% and involving from 24% to 27% (for details,

see Table 11). For the majority of the participants: (a) the courses responded to their overall

expectations (from 86% to 90%); (b) the established goals were achieved (from 84% to

88%); (c) the course will impact on their teaching practice (from 68% to 74%); (d) the

courses can be recommended to colleagues, especially in the case of mainstream curriculum

teachers (for details, see Table 12) Another section of the questionnaire investigated

teachers’ motives for following the courses. The collected data indicate that for the majority

of participants the courses on offer: (a) dealt with topics not covered in their school’s three-

year training plan (from 66% to 71%); (b) are in line with the priorities established in their

school’s official policy and planning documents (from 51% to 53%); (c) were freely chosen

(from 81% to 84%); (d) formed part of their additional training quote above the

commitments envisaged by the school’s Development Plan (from 74% to 77%); (e) became

known through word of mouth (from 40% to 49%) (for details, see Table 13). In addition,

participants were also asked to rate the usability of the platform. The majority (from 94% to

95%) considered it easy to use (for details, see Table 14).

The questionnaire also gave participants the opportunity to make personal comments and

suggestions. As well as expressing their appreciation of the professionalism of the speakers,

the quality of the contents, and the method of course delivery, the participants also stressed

the perceived usefulness and applicability of what they had learned to the daily teaching

practice.

52










5. Comparing data

Comparing the survey findings regarding the teacher training offered via webinar with that

on the online platform, a number of general observations can be made.

In both cases, the predominate participant profile is that of a female mainstream curriculum

teacher aged between 40 and 60 years old who followed the training from home. The online

courses available in always-on mode were easy to access, making them particularly popular

among female teachers, as they made it possible to reconcile family and work

commitments. This was highlighted in the open comment made by a number of respondents

(“I don’t have to move from home”, “Saving time and money”, “I can't attend conferences

and courses with the family”, “I can also follow them while doing other things”).

Motivation to engage in training seems to be greater in teachers who already have some

experience. This may derive from the increasing variety and number of learner disorders,

difficulties and disabilities in schools in recent years. In addition, teachers may recognize

the need for professional growth by broadening and updating the (often scant) initial

training they received long ago, especially in areas in which their knowledge and know-

how is relatively weak.

While the two types of training proposal featured essentially the same contents (live and

recorded webinars), they addressed two different cohorts of users. In both cases, a positive

user evaluation emerged. The webinars were considered understandable, easy to follow and

useful; the contents were held to be up to date, and the webinar speakers effective and

competent. The courses met expectations, helping participants to reach the set goals;

registered users tended to follow more than one course. The participants stated that the

training would impact on their teaching practice and that they would advise colleagues to

take part.

6. Conclusion and future prospects

This paper has reported the evaluation of an online teacher training programme proposed by

CNR-ITD centred on webinars. The initiative was launched in 2014 when webinars were

relatively uncommon in teacher training in Italy, and therefore represented an innovative

approach for the majority of participants. It immediately became clear that they were a big

success.

The participants expressed enthusiasm for the way that this readily accessible training mode

allowed them to follow quality training from home, if need be via the always-on webinar

recordings. These also represented valuable resources for use in school-based training

activities involving colleagues. The innovative nature of this training initiative meant that it

was somewhat risky proposition. Participant acceptance was by no means guaranteed but

53




the initial positive results are highly encouraging and bolster determination to continue the

challenge. The analysis of the data confirms that teacher training can be performed in an

innovative fashion through employment of effective and flexible digital tools. An added

value of this initiative was that the materials produced during the training webinars

(webinar recordings, slides, quizzes and certificates) could be repurposed into actual

courses (described in the second part of the contribution). These were made available on the

Essediquadro Training platform, thus enriching the range of CNR-ITD’s teacher training

proposals. The steady increase in the number of registered users and guests on the platform

is testament to the quality of these open courses and to the credibility of CNR-ITD as a

provider of training programmes that teachers can follow in their own time, with the

possibility of obtaining officially recognized certification. Essediquadro Training has

become a reference point for schools and universities, who have adopted the courses as part

of the quota of online teacher training they offer. A decisive factor in promoting the growth

of the service, beyond word of mouth, was the inclusion of the courses in Sofia, the

Ministry of Education’s online catalogue of officially recognised training initiatives.

Finally, the platform’s considerable ease of use (confirmed by almost all its registered

users) is another element contributing to its success. It requires no specific technical skills

and so can be used by a large number of users.

In the past two years, the platform has attracted over 9000 registered users (pre- and in-

service teachers), and has become a focal point for similar training initiatives launched by

schools and universities, who are integrating their own training courses with those on offer

from Essediquadro Training.

So how can the service be improved going forward?

The webinars could be enhanced by introducing greater interactivity: the speakers

sometimes complained about not being able to see their audience and some participants

wished to have more time to ask questions. As to the Essediquadro Training platform in

general, in addition to providing new courses, we would like to implement functions for

creating personalized training paths capable of meeting the training needs of individual

teachers and lending distance training a stronger sense of proximity.

Summing up, the road taken appear to be the right one and, with the necessary adjustments,

is worth following in the future.

7. Acknowledgements

A special thanks to Sabrina Panesi and Jeffrey Earp for linguistic revision.

54




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55




Table 1. Attendance of live and recorded webinars

#

Registered participants

Average

live attendance

# YouTube

channel

followers

#

YouTube channel views

# attendance

certificates issued

Technologies and

inclusion

508 78 463

(09/14-05/18)

55814

(09/14-05/18)

2318

(09/14-01/16)

If I do something, I understand …

580 185

654

(02/15-05/18)

71366

(02/15-05/18)

2379

(02/15-01/16) Formally, training the

mind freely

676 175

Inclusion: the value of

the difference

865 261 N/A

Specific Learning Disabilities: you never

stop learning

1174 368 442 (10/15-05/18)

41134 (10/15-05/18)

N/A

Table 2. Number of registered users and of returned and completed questionnaires

# registered users # returned quest. # completed quest.

Technologies and inclusion 508 199 138

If I do, I understand … 580 239 184

Formally, training the mind freely 676 193 158

Specific Learning Disabilities 1174 306 262

Inclusion: the value of difference 865 224 196

56




Table 3. Socio-demographic variables

Technologies and

inclusion

If I do, I understand,

but if I understand

[…]

Formally, training

the mind freely

Specific Learning

Disabilities: you

never stop learning

Inclusion: the value

of the difference

# % # % # % # % # %

Gender

Male 25 18.1 19 10.3 10 6.3 25 9.5 26 13.3

Female 113 81.9 165 89.7 148 93.7 237 90.5 170 86.7

Age

20-29 2 1.4 7 3.8 3 1.9 4 1.5 4 2

30-39 10 7.2 23 12.5 14 8.9 31 11.8 16 8.2

40-49 50 36.2 75 40.8 57 36.1 98 37.4 61 31.1

50-59 69 50 70 38 69 43.7 121 46.2 97 49.5

+ 60 7 5.1 9 4.9 15 9.5 8 3.1 18 9.2

Geographic

area

North 90 65.2 159 86.4 119 75.3 186 71.0 111 56.6

Centre 26 18.8 11 6.0 23 14.6 54 20.6 22 11.2

South 22 15.9 14 7.6 16 10.1 22 8.4 63 32.1

Role

Subject

matter

teacher

66 47.8 86 46.7 106 67.1 155 59.2 101 51.5

Special

educatio

n teacher

51 37 79 42.9 43 27.2 66 25.2 85 43.4

Other 21 15.2 19 10.3 9 5.7 41 15.7 10 5.1

CTS

operator

YES 30 21.7 10 5.4 13 8.2 12 4.6 13 6.6

NO 108 78.3 174 94.6 145 91.8 250 95.4 183 93.4

57




Table 4. Data on webinar participation

Technologies

and inclusion

If I do, I

understand, but

if I understand

[…]

Formally,

training the mind

freely

Specific

Learning

Disabilities: you

never stop

learning


of the difference

# % # % # # # % # %

Reasons for

participation

Personal

deepening 27 19.6 43 23.4 22 13.9 57 21.8 34 17.3

Training/

professional

development 111 80.4 141 76.6 136 86.1 205 78.2 160 81.6

Usable

Live 54 39.1 112 60.9 75 47.5 183 71.2 103 52.6

Deferred 39 28.8 33 17.9 39 24.7 26 10.1 26 13.3

Live and

deferred 45 32.6 39 21.2 44 27.9 48 18.7 67 34.2

Effectiveness

tools

Slide

presentation 115 83.3 150 81.5 124 78.5 203 77.5 157 80.1

Chat 34 24.6 45 24.5 25 15.8 47 17.9 32 16.3

Speaker voice 91 65.9 124 67.4 83 52.5 141 53.8 96 49

Speaker video 51 37.0 33 17.9 44 27.9 75 28.6 59 30.1

Connected

video 65 47.1 72 39.1 86 54.4 126 48.1 94 48

58




Table 5 Evaluation of the webinars (H = highly, F = fairly, L = little, N = Not at all)

Technologies and inclusion

If I do, I understand, but

if I understand […]

Formally, training the

mind freely

Specific Learning

Disabilities: you never

stop learning

Inclusion: the value of the

difference

H F L N H F L N H F L N H F L N H F L N

Understandable

# 97 41 0 0 133 51 0 0 101 57 0 0 204 58 0 0 151 45 0 0

% 70.3 29.7 0.0 0.0 72.3 27.7 0.0 0.0 63.9 36.1 0.0 0.0 77.9 22.1 0.0 0.0 77.0 23.0 0.0 0.0

Easy to follow

# 89 49 0 0 116 67 1 0 83 74 1 0 170 91 1 0 138 57 1 0

% 64.5 35.5 0.0 0.0 63.0 36.4 0.5 0.0 52.5 46.8 0.6 0.0 64.9 34.7 0.4 0.0 70.4 29.1 0.5 0.0

Simple

# 42 90 6 0 66 114 3 1 43 106 9 0 99 149 12 2 81 112 3 0

% 30.4 65.2 4.3 0.0 35.9 62.0 1.6 0.5 27.2 67.1 5.7 0.0 37.8 56.9 4.6 0.8 41.3 57.1 1.5 0.0

Useful

# 94 44 0 0 110 72 2 0 103 53 2 0 186 73 3 0 137 57 0 0

% 68.1 31.9 0.0 0.0 59.8 39.1 1.1 0.0 65.2 33.5 1.3 0.0 71.0 27.9 1.1 0.0 70.6 29.4 0.0 0.0

Updated

contents

# 99 37 2 0 123 57 4 0 101 56 1 0 189 69 4 0 140 55 0 0

% 71.7 26.8 1.4 0.0 66.8 31.0 2.2 0.0 63.9 35.4 0.6 0.0 72.1 26.3 1.5 0.0 71.8 28.2 0.0 0.0

Table 6 Expectations of webinars

Technologies and

inclusion




mind freely

Specific Learning


stop learning


difference

# % # % # % # % # %

Very lower 1 0.7 2 1.1 0 0 0 0 0 0

Lower 0 0 7 3.8 4 2.5 3 1.2 0 0

Adequate 87 63 128 69.6 111 70.3 167 63.7 141 71.9

Higher 44 31.9 41 22.3 35 22.2 80 30.5 49 25

Much higher 6 4.4 6 3.3 8 5.1 12 4.6 6 3.1

59




Table 7 Knowledge/competence increase (H =highly, F = fairly, L = Little, N = Not at all)

Technologies

and inclusion


but if I understand […]


mind freely

Specific Learning

Disabilities: you

never stop learning


the difference

H F L N H F L N H F L N H F L N

# Question

not

expected

43 124 15 0 40 112 6 0 68 179 15 0 48 147 1 0

% 23.6 68.1 8.2 0 25.3 70.9 3.8 0 26 68.3 5.7 0 24.5 75 0.5 0

Table 8 Users’ number

# Registered users

Technologies and inclusion 3401

If I do, I understand … 2820

Formally, training the mind freely 2289

Specific Learning Disabilities 2868

Inclusion: the value of difference 2960

Table 9. Number of registered users, number of questionnaires

# Registered

users

# Questionnaires

Technologies and inclusion 3401 666

If I do, I understand … 2820 572

Formally, training the mind freely 2289 530

Specific Learning Disabilities 2868 566

Inclusion: the value of difference 2960 747

60




Table 10. Socio-demographic variables

Technologies and

inclusion

If I do, I

understand, but if

I understand […]

Formally, training

the mind freely

Specific Learning

Disabilities: you

never stop

learning

Inclusion: the

value of the

difference

% # % # % # % # % #

Gender

Male 17 110 13 74 15 79 14 79 14 104

Female 83 554 87 496 85 449 86 484 85 638

rather not

answer 0 2 0 2 0 2 1 3 1 5

Age

20-29 2 11 4 22 2 8 5 29 3 20

30-39 15 102 15 86 14 73 18 101 17 125

40-49 35 232 32 182 33 174 32 182 34 257

50-59 39 261 39 223 42 225 36 201 38 287

+ 60 9 60 10 59 9 50 9 53 8 58

Geographic

area

North 21 139 34 194 20 105 35 197 37 277

Centre 14 94 15 84 16 85 14 79 13 100

South 65 436 51 294 64 340 51 290 50 370

Role

Subject

matter

teacher

66 442 68 388 71 376 67 382 60 446

Special

education

teacher

31 208 28 159 27 141 28 158 36 269

Other 3 16 4 25 2 13 5 26 4 32

61




Table 11. Some data about mode of participation in the courses.

Technologies and

inclusion


but if I understand

[…]

Formally, training

the mind freely

Specific Learning

Disabilities: you

never stop learning


of the difference

% # % # % # % # % #

from home 94 626 95 545 94 497 93 528 96 717

from school 4 25 3 15 4 23 4 25 2 16

public place-

indoors 0 3 1 4 0 1 1 3 1 5

public place -

outdoors 0 0 0 0 0 2 0 0 0 0

while travelling 0 2 0 2 0 2 1 3 0 2

Other 2 13 1 6 1 5 1 7 1 7

On a fixed device

(computer) 70 465 70 400 69 365 72 406 72 536

On a mobile device

(smartphone,

tablet) 17 116 19 111 19 103 17 94 19 141

on fixed and mobile

devices 13 88 11 61 12 62 12 66 9 70

62




Table 12 - Evaluation of the courses (VM = very much; M = much; F = fairly; L = little;VL =

very little)

Technologies and

inclusion

If I do, I understand, but if I

understand […]

Formally, training the mind

freely

Specific Learning Disabilities:

you never stop learning


difference

V

L L F M

V

M

V

L L F M

V

M

V

L L F M

V

M

V

L L F M

V

M

V

L L F M

V

M

Understandab

le # 13 12 47 165 432 6 6 50 121 389 4 4 35 137 350 7 10 33 128 388 5 7 34 162 539

% 2 2 7 25 65 1 1 9 21 68 1 1 7 26 66 1 2 6 23 69 1 1 5 22 72

Easy to follow # 13 9 40 162 445 7 7 49 126 383 4 5 34 135 352 6 7 40 130 383 6 8 41 149 543

% 2 1 6 24 67 1 1 9 22 67 1 1 6 25 66 1 1 7 23 68 1 1 5 20 73

Exciting # 13 12 74 194 376 7 5 63 154 343 6 5 49 153 317 5 9 53 169 330 9 8 61 206 463

% 2 2 11 29 56 1 1 11 27 60 1 1 9 29 60 1 2 9 30 58 1 1 8 28 62

Practical # 11 25 93 203 337 6 16 84 172 294 6 13 56 185 270 8 19 70 174 295 10 16 103 213 405

% 2 4 14 30 50 1 3 15 30 51 1 2 11 35 51 1 3 12 31 52 1 2 14 29 54

Theorical # 9 44 126 211 279 9 23 113 180 247 11 19 96 186 218 12 23 107 178 246 12 28 163 229 315

% 1 7 19 32 42 2 4 20 31 43 2 4 18 35 41 2 4 19 31 43 2 4 22 31 42

Simple # 8 16 80 196 369 7 10 61 143 351 5 11 46 174 294 4 16 63 151 332 6 14 74 214 439

% 1 2 12 29 55 1 2 11 25 61 1 2 9 33 55 1 3 11 27 59 1 2 10 29 59

Applicable # 10 20 83 200 356 6 9 74 167 316 3 8 74 171 274 5 8 62 176 315 5 13 92 232 405

% 1 3 12 30 53 1 2 13 29 55 1 2 14 32 52 1 1 11 31 56 1 2 12 31 54

Useful # 13 9 59 163 425 6 3 44 139 380 2 6 33 154 335 7 4 43 134 378 7 6 44 165 525

% 2 1 9 24 64 1 2 8 24 66 0 1 6 29 63 1 1 8 24 67 1 1 6 22 70

With updated

contents # 14 14 46 167 428 5 7 43 149 368 3 3 28 157 339 6 5 43 147 365 6 7 40 172 522

% 2 2 7 25 64 1 2 8 26 64 1 1 5 30 64 1 1 8 26 64 1 1 5 23 70

63




Technologies

and inclusion




mind freely

Specific Learning


stop learning


the difference

% # % # % # % # % #

Competence High quality 73 490 76 435 74 390 77 433 79 589

acceptable 27 178 24 135 26 138 23 130 21 158

Not adequate 0 1 0 2 0 2 1 3 0 0

Communicatio

n skills

Effective 72 485 75 430 74 390 72 408 72 540

Involving 27 178 24 136 26 136 27 150 27 202

Little effective 1 6 1 6 1 4 1 8 1 5

Table 13 - Evaluation of the speakers/experts

64




Table 14. Expectations, achievement of the prefixed purposes, consequences in the teaching

practice, advisable of courses

Technologies and

inclusion


but if I understand […]


mind freely

Specific Learning


stop learning


the difference

Responded to the

expectations

% # % # % # % # % #

Yes 86 576 90 512 88 469 89 502 88 658

No 0 0 0 1 0 2 0 1 0 0

partially 14 93 10 59 11 59 11 63 12 89

Achievement of

the prefixed

purposes

Yes 85 571 87 500 84 445 88 497 87 651

No 0 2 0 2 0 1 0 2 0 1

partially 14 96 12 70 16 84 12 67 13 95

Consequences in

the teaching

practice

Yes 68 453 74 426 70 369 73 415 71 529

No 2 11 3 16 1 5 3 17 1 10

partially 31 205 23 130 29 156 24 134 28 208

Advisable

Subject matter

colleagues 32 586 31 473 33 465 32 498 30 643

Special

education

colleagues 25 447 25 378 23 331 24 376 25 529

New hire

colleagues 15 272 15 229 17 240 16 251 15 320

Not-specialized

on special

education

colleagues 11 201 13 197 11 155 12 186 13 281

Specialized on

special

education

colleagues 11 201 11 162 10 135 9 144 11 238

School

coordinators 6 116 5 8 6 92 6 88 6 137

65




Table 15. Teachers’ motives for following the courses

Technologies and

inclusion


but if I understand

[…]


mind freely

Specific Learning


stop learning


of the difference

Inclusion in the

three-year training

plan of the school

institution

% # % # % # % # % #

Yes 34 229 29

165 30 159 32 183 29 219

No 66 440 71 407 70 371 68 383 71 528

Coherence with the

prioriy identified in

PTOF/RAV/PDM

Yes 53 354 51 290 52 277 51 287 51 383

No 17 116 19 106 19 101 18 103 19 139

partially 30 199 31 176 29 152 31 176 30 225

Choice of the topic

and discussion

during the meeting

with the school

leader

yes,during faculty

committee with

teachers 11 71 12 71 13 67 11 61 9 70

Yes, with school

leader and training

coordinator 6 37 5 30 6 32 7 37 7 54

no, I choose the

course independently 84 561 82 471 81 431 83 468 83 623

Choice with free

training and

additional to the

commitments set

forth in the

Institution Plan

Yes, I choose the

course independently

but it is inserted in the

Institutional Plan 22 147 20 116 20 106 20 112 19 142

Yes, I choose the

course independently 74 494 74 421 75 395 77 433 75 558

No, I am oriented by

school leader and

training coordinator 4 28 6 35 5 29 4 21 6 47

Knowledge mode

My colleagues told

me about the course 49 359 43 274 48 284 40 248 43 368

has been approved in

the faculty committee 1 9 2 15 1 8 3 19 2 19

I found it in SOFIA 20 150 21 135 21 125 18 109 14 118

I knew the

Essediquadro platform 20 146 21 132 21 124 23 144 25 209

I followed webinars

linked to the course 3 22 4 28 3 17 6 35 7 55

Other 7 50 9 55 7 39 11 66 9 77

66




Table 16 Easy use of the platform

Technologies and

inclusion

If I do, I understand, but if

I understand […]

Formally, training the mind

freely

Specific Learning

Disabilities: you never stop

learning


difference

% # % # % # % # % #

Yes 94 628 94 536 95 502 94 534 95 713

No 0 3 0 2 1 4 0 2 0 3

partially 6 38 6 34 5 24 5 30 4 31

67


Documents

INNODOCT/18. INTERNATIONAL CONFERENCE ON ......uth Zárate R hair of the ernando J. G ecretary of ofía Estellés arta Gregorio got, Carlos z, María Jos e sessions arrigós Sim Miguel