(WP2) Presentation of ISAR system methodology / discussion

1. (WP2) Presentation of ISAR system methodology/ discussion PIAP

2. The ISAR Handbook/Methodology represents the full set of guidelines on how to prepare courseware, how to implement/update training courses on eLearning tool and how to organise training including guidelines for training execution - contains material for teachers, lecturers and ISAR system administrators: • Guidelines for generation of the training • Guidelines for organisation of training • Guidelines for execution of training • Description of ISAR Courses, contains list of all lessons • Description of unified qualification assessment approach • Description of ISAR services, contains the ISAR services framework

3. Guidelines for generation of the training-Guidelines for courseware preparation • the key phases to succesfully implement e-learning course

4. Guidelines for generation of the training-Guidelines for courseware preparation Identification of target audience The key target users are: • Managers of industry SMEs’ • Technical staff of industry SMEs’ • Less qualified and unemployed workers • Trainers and Consultants. • Students of technical schools and unemployed highly qualified people (e.g.: engineers) And key target sectors are: • Manufacturing SMEs (users of A&RM systems) • Training /consulting institutions providing courses in A&RM topics • Organizations working on the A&RM advanced solutions

5. Guidelines for generation of the training-Guidelines for courseware preparation Identification of the Key Learning Objectives • The key learning objectives need to be identified when designing and developing a courses. When identifying these objectives the developer must keep in mind the target user and clearly identify from that what the relevance of the course is to them. It is important also to scope clearly the learning objectives for the prospective learners.

6. Guidelines for generation of the training-Guidelines for courseware preparation Designing the courseware – lesson structure • ISAR courses were designed as a blended learning solution – with introductory classroom training for students Each lesson must include: • An explanation of the method - textual/graphical • An example (practical example) • An exercise - practice (set of multiple-choice questions, tasks etc.) All examples and exercises must be related to real industry A&R solutions. In order to help developers to develop the learning material, case study and exercise ensuring an appropriate level of consistency with the existing ISAR approach, a general template has been developed

7. Guidelines for generation of the training-Guidelines for courseware preparation Guidelines for implementation/update training courses on e-Learning tool They summarise the usage of Moodle software package, describing how to make/update web based lessons and courses for training different target groups. Guidelines consist as follows: • How to access to and handle of the eLearning tool, • How to edit content in the eLearning tool, • How to set-up a course structure • What are the steps to update a lesson, • What are a general recommendations for generation of courses (from the technical point of view: putting pictures, video files, tables, styles usage, formulas, etc…)

8. Guidelines for organisation of the training This part of themethodology contains a template and guidelines for the organization of the training course related to the technology for different target audiences. Each type of audience - target groups managers, technical staff, less qualified workers in SMEs and unemployed workers, teachers/trainers and consultants and students of technical schools and unemployed highly qualified people (engineers) could establish the training scenarios based on a harmonized, common guideline. The application of this guideline helps the organization of the trainings in all the countries involved in the ISAR project, and furthermore allows a good feedback mechanism to enhance the trainings based on the experiences gained from each partner.

9. Guidelines for organisation of the training • Objective of the training: the targeted AND the participating audience define the objective of the training • Recruiting of audience • Defining the training sessions/scenarios – type of training, objectives,target audience, number of participants, amount of knowledge, venue, assessment scenarios, etc.. • Selecting the venue, and arranging for the good environment, • Examples, • Examination.

10. Guidelines for execution of the training Guidelines for the execution of the training include: • Material for introductory classroom training – this shall include several sets of viewgraphs for different target groups, and instructions how to carry out introductory training • Guidelines for learners how to use ISAR eLearning training courses • Guidelines for collaborative learning • Guidelines on how to support learners (mentor role)

11. Guidelines for execution of the training - Introductory classroom training • The initial classroom training is needed to introduce the ISAR 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 shall be supported by lecture materials available in paper form or on CDRom and shall 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 shall be conducted as 1 day training to learn the eLearning solution and understand the content of the course. The aim will be to acquaint trainees with A&R solutions and interface of eLearning Software. Also some lessons on A&R solutions can be carried out during those lectures so students will have some practice/training (exercises, examples) before starting of using eLearning Software on their own.

12. Guidelines for execution of the training – 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.There are two methods for collaborative e-learning – synchronous (videoteleconferencing, audio conferencing, computer conferencing,chats) and asynchronous (e-mail, discussion forums, list servers). Most common benefits are: • 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

13. Guidelines for execution of the training - 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. Guideline created in ISAR project covers aspects of mentor role, describes their responsibilities and contributions

14. Description of ISAR Courses - content Full ISAR system (prototype) prepared for testing purposes contained 28 lessons prepared for all target groups. The content description is presented in the other presentation

15. Description of unified qualification assessment approach The proposed UQA model in ISAR system functions as follows: • for each ISAR course the typical learning situation and learning outcomes has been defined according to the needs and characteristics of the relevant target group • based on step 1, each ISAR course has been assigned to the relevant EQF reference level • for each learning situation and outcomes defined in the step 1 the educational objectives have been defined using the appropriate verbs in order to follow KSC (knowledge – skills – competence) model used in EQF

16. Description of unified qualification assessment approach Such an approach uses EQF as a framework for the transfer and recognition of the qualification gained in ISAR courses and supports: • the ISAR course participants • dissemination of ISAR courses • the process unified qualification assessment in EU It was decided that within the ISAR system each course for the different target groups will be assigned the EQF relevant reference levels

17. Description of ISAR services ISAR services framework has been selected based on the following criteria: • Supports evaluation of ISAR system characteristics – The authors have evaluated the most important VLEs that are available either as commercial or open software environments, including WebCT Vista, Blackboard Academic Suite, Granada Learnwise, FirstClass, LAMS, COSE and Moodle. The last one is particularly interesting because it has been used as the basis of the ISAR system. • Enables evaluation of key VLE pedagogical aspects – These include increased programme level support, a greater level of flexibility, support of pedagogical innovation, support of content reusability, conformance to standards, variety of student tools (added collaboration features). • It is based on widely accepted models – As mentioned above, the framework combines the conversational and viable system models while it is based on an earlier version, which has received good reviews. The main parts of the framework include the module, the programme, and the student components.

18. Description of ISAR services – in relation to the functionality

19. Thank you for attention