EWIL: description of the training approach

European Women Interactive Learning

23-24.2.2012 | Arles- France

Description of the training approachDimitris RaftopoulosHead of Strategic Leadership Unit

Presentation Outline

• Scope of the Presentation• What is the issue that has to be resolved?• Parameters taken into consideration for designing the Training Process

o Findings of the EWIL Report/Key competencieso Findings of the EWIL Report/Adult learnerso Findings of the EWIL Report/Female adult learners

• Target group features analysis• Learning Objectives• Models/guidelines of the training approach• Roles involved in the training process• Training Activities Analysis

Scope of the Presentation

Presentation of the training approach aimed at European Women Interactive Learning

What is the issue that has to be resolved?

• It has been noticed, through researches and surveys that the involvement of women with Information and Communication Technologies (ICT) as a percentage is significant lower to that of men

• Often women are excluded from labour market if they stay unemployed for a long period of time (e.g. due to motherhood)

• The number of women taking part in leading positions in organizations and corporations is limited

• Women are under-represented at all levels in the ICT sector

Current situation (in terms of knowledge, skills, attitudes, etc)

-What does create that distance?

-How this distance can be eliminated?

Desirable situation (in terms of knowledge, skills, attitudes, etc)

A training approach has been developed that aims to a) The acquirement of Basic ICT knowledge and skills and b) The use of those in an interactive and user friendly way.

Parameters taken into consideration for designing the Training Process

This approach is based on the findings of the EWIL report and takes into account:

• The eight (8) key competencies – knowledge, skills and attitudes- that are necessary for personal fulfillment, development, social inclusion, active citizenship and employment

• The way adult learners learn• The way adult female learners learn

Findings of the EWIL Report/Key competencies

Key competences are all interdependent, and the emphasis in each case is on: critical thinkingcreativityinitiativeproblem solvingrisk assessmentdecision taking constructive management of feelings.

Key Competences

Learning to Learn

Digital Competence

Social and Civic Competences

Sense of initiative and entrepreneurship

Cultural awareness and expression

Communication in mother tongue

Communication in foreign languages

Mathematical competence & basic competences in science and technology

Findings of the EWIL Report/Adult learners

•Prefer to acquire knowledge through experience (Hands-on-job Training, Learning by doing)•Prefer to learn with e-tools that offer high level of interactivity•Prefer the whole experience should be as user friendly as possible and additionally to attract them, having in mind the demanding working schedule

Findings of the EWIL Report/Female adult learners

According to latest studies it is indicating that womenomake a more intensive use of Web 2.0othey have wider cultural interests than male counterpartsoprefer interactive learning

They respond better to the follow forms of learning:One2One: learner puts together knowledge and skills by connecting with information and experiences provided by the tutorMany2Many: a situation in which two or more people learn or attempt to learn something together

Target group features analysis 1/3 Cognitive Features

• They have little to no prior knowledge of computers literacy• It is not a precondition that the learners will have computer skills• Their knowledge around sophisticated cultural issues may vary• The way the prefer to learn is via cultural references• The learners may have some knowledge of educational and social circumstances of the region they live in

(due to their career choices)• Prefer to acquire knowledge through experience (Hands-on-job Training, Learning by doing)• Prefer to learn with e-tools that offer high level of interactivity• Prefer the whole experience should be as user friendly as possible and additionally to attract them,

having in mind the demanding working schedule

Psychosocial Features Psychosocial features • The learners are precarious workers/part time workers/unemployed• They are working in the education sector or working in the social sector• The cultural background of the trainees varies, since they come from different parts of the European

continent• Their views about e-learning and technology in general, vary• They are interested about cultural issues of the country they live in, as long as the cultural issues and

customs of other countriesDemographic Features

• The learners are female• They are 35 years old or more• In terms of ethnicity, the learners are located in European region• Their language background is different, but all of them have good knowledge of the English language

Learning Objectives

By the end of this training process the learners will be able to:

• To perform basic functions and advanced operations in their operating system environment

• To use internet tools and the discover how they can be used for training purposes• Describe cultural issues that are related to the training material that will be presented

(like calligraphy, book creation e.t.c.) • Perform basic computer operations • Develop a more positive attitude towards ICT • Be more confident about their ICT skills and knowledge• Develop cultural awareness & critical thinking• Work within teams, and exchange opinions with fellow trainees and trainers/mentors;

with conventional ways and with the help of ICT tools• Share their opinion with others and express themselves

Models/guidelines of the training approach

The models used for the development of this training approach are

Mastery in Learning ModelDirect Instruction Model

that both of them suggest:• Clear learning objectives have to be set for learners to achieve• Information should be introduced to each learner in a way

that meets the learning objectives set in the previous step• The learner is responsible for his/her own learning• After the presentation of information the learners must be

evaluated in order to be estimated whether the learning objectives, set in the beginning were achieved or not

The training events follow the Gagné's nine events of instruction. The most important elements of which are: o presenting the knowledge or demonstrating the skillo providing practice with feedbacko providing learner guidance

Roles involved in the training process

The training approach analyzed involves well defined trainer/trainee roles.

More specifically the role of the trainer/mentor involves the following actions: o To motivate the trainees in order they accomplish the scheduled

activitieso To separate trainees into individual groupso To monitor their progress and their actionso To resolve issues that come upo To guide trainees and answer their questionso To interact with trainees via internet (web conference, online

chat)o To evaluate the overall learning approach

More specifically the role of the trainee involves the following actions: o To participate in e-class activitieso To absorb the training e-material o To exchange opinions with fellow trainees and trainers/mentorso To participate in groups and working teams with other traineeso To search information and learn how to use new toolso To be evaluated about the knowledge they earnedo To evaluate the overall training approach

Training Activities Flowchart

4. Evaluation process (evaluating the results of the process)

3. Trainees Practice

3.1 Developing the presentation (knowledge practice )

3.2 They deliver the Presentation (knowledge practice )

3.3 Web conference (knowledge practice , group activity)

3.4 Collaborative writing (knowledge practice, group activity)

2. Team -building activities

2.1 Shake hands (warm up activity)

2.2 Needs and Expectations (warm up activity)

2.3 Three Objects (warm up activity)after that the trainers are separated into teams/groups)

1. Attendance in the e-class

1.1 Absorption of the e-material (Trainers watch the flash lessons published on the platform)

Training activities/Analysis (1/4)

Absorption of the e-material

Shake hands Needs and Expectations

Three Objects

Developing the

presentation

Delivering the

Presentation

Web conference

Collaborative writing

Evaluation process

1. Starting up Windows 7

2. The Windows 7 operating system environment

3. Using the Web Browser

4. File Management

5. Creating a MS Word document

6. Creating a MS Power Point presentation

7. Creating a timeline with Dipity

8. How to use Go to webinar (trial)

Attendance of the e-class

Absorption of the e –material: • The trainees access (with an authorized username and password) the e-platform where the e-material is published and

they trained through the e-material• The e-material is constituted of interactive flash lessons• Other available resources might be e-books, and videos




Three Objects

Developing the

presentation

Delivering the

Presentation

Web conference


Evaluation process

Team building activities

Shake hands: All the trainees to greet each other through a shaking hand.Needs and Expectations: The trainer urges the trainees to complete the following phrases:

I want to get to know here…What I want to happen is…Tomorrow I will end the workshop with…Three objects:• All the participants are asked to find three objects

that would characterize them• After all the participants collect the objects, each

one will share experience related to the object with the other participants.




Three Objects

Developing the

presentation

Delivering the

Presentation

Web conference


Evaluation process

Developing the presentation:• Seek information online and e-material (text, videos) that is already published in the e-platform about book

binding • Create a timeline in Dipity site• Create a Power Point presentation containing screenshots with the steps they followed along the processDelivering the Presentation: The trainees will present their findings from the previous activity in front of the rest

of the team membersWeb conference (group activity):• The trainees they will study the e-material about calligraphy that is in the e-platform• All the participants will participate in web conference using the GoToWebinar tool• In this web conference they will discuss about the types of calligraphy and exchange pictures they find onlineCollaborative writing (group activity):• In each individual group a person will be chosen (like a team-leader) that will host a webinar in the

equivalent tool• The other members of the team will participate on the webinar which subject will be “The stages of book

creation”• All the members will share recourses they found online• The team-leader will generate a report of the webinar that will submit in the platform

Trainees practice




Three Objects

Developing the

presentation

Delivering the

Presentation

Web conference


Evaluation process

Evaluation process

Evaluation

Task 1: In this part the participants are asked to answer an online questionnaire that is located in the e-platform.

Task 2: Discussion topics:• What you think you earned from this experience?• Was the learning approach met your expectations?• If you could change something what would be it?

Thank you for your attention

Education

EWIL: description of the training approach