Miscellaneous

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What does ACAT mean?

PeterMaz Miscellaneous, Project
What does ACAT mean?

This is the acronym for the “Analogous Comparison and Transfer” Method. This pedagogical approach to teaching STEM subjects was developed by Peter Mazohl (EBI/EIE Austria) and published at the ICERI 2017 (International Conference for Education, Research, and Innovation in Seville).

An example for the ACAD transfer in Quantum Physics (What are quantum objects?)

This method means a new pedagogical approach to strengthen female learners in STEM subjects. The method was developed in School Education and focuses on the age of 16 to 18 years old students. The method uses analogous comparisons by taking examples or situations from everyday life and in consequence the logical or analogous transfer to the scientific problem. The method uses the development of imaginations or “pictures in the head” to develop a view of the analogy; this picture is transferred as a problem-solving idea to the concrete scientific problem. Multimedia material like animations are used to provide a higher level of imagination and to develop the understanding for the discussed problem. The method was developed in the disciplines physics, mathematics and computer science and was tested in physics at high school level.

It turned out that male learners also benefit from this approach and get a deeper understanding in the fields of science.

To proof the ACAT method and to test the usability and get some reference to the published study an ERASMUS+ KA2 School Project was started (with December 2018). The project’s outcomes will be several examples of the implementation of the ACAT method, tested and evaluated in a Spanish, an Irish, and finally in a Swedish school.

Kathi – our new head of the training department

Europaeische Bildungsinitiative Miscellaneous, news
Kathi – our new head of the training department

Kathrin Zehrfuchs

Kathi Zehrfuch, the new head of the training department

Kathrin just finished her Master study (business) with focus on business administration and controlling at the University of Applied Studies. During her studies, she has been working for the EBI assisting in courses and in the planning, implementation and performing of the “Blended Learning Conference” in Wiener Neustadt in 2014.

In the last three years, she was also working in application writing and she coordinated the scientific publications done by the EBI.

 

 

Stefanie – our new head of the technical department

Europaeische Bildungsinitiative Miscellaneous, news, Project
Stefanie – our new head of the technical department

Stefanie Mayrwöger

We proudly present our new head of the technical department!

Stefanie just finished her Bachelor studies (BSc) in Media Technology with focus on Interactive Media at the St. Pölten University of Applied Sciences. During her studies, she lived in The Hague, The Netherlands for one semester where she studied Photography and Internet Marketing.

In the last two years, she participated in the LeaD in Practice blended-learning project for which she also traveled to Athens, Greece and took part in the STEPS Education Practitioners Seminar in Potsdam, Germany.

Stefanie started her Master studies in Digital Design & Graphic Design in September and will attend the 3rd ASEF Young Leaders Summit on Ethical Leadership in October in Belgium, Brussels.

Stefanie will be responsible for technical production of intellectual outputs and the technical background for the learning platform. She also is engaged in interface development in the frame of EBI’s project involvement.

SemiFit – EBI/EIE is partner!

Europaeische Bildungsinitiative Miscellaneous, news, Project
SemiFit – EBI/EIE is partner!

The EBI is partner in the Youth Project Seminar for intercultural trainers in HRE.  The EBI/EIE is mainly focusing on the 50+ generation in Adult Education. Participating in this project we have the chance to educate our younger trainers to work with international youth groups and younger adults. Two of our trainers, Stefanie Mayrwöger and Kathrin Zehrfuchs, will be in charche to cover this target group.

SemiFit in HRE is an example of Peer and Lifelong Learning where educational practitioners have the chance to share their competencies and experiences and learn new concepts from peers. In SemiFit, every participant is actively involved in the preparation and design of the learning space: content and flow. The project is linked to key European youth policy developments where non-formal educational youth work needs to be better connect.
Additional the project also brings in its expertise: upcoming European Youth convention III in 2020, COE rec on Youth work, European Training Strategy for YW, the development of a European Charta on Youth work, the further development of the European Youth Strategy, but also reference cooperations such as “becoming a part of Europe”, “Youth for Human Rights” all indicate youth issues become more political. Such there is a need to foster strategically the processes of capacity development of EDC/HRE work in the field of youth, as in the recent years barriers in a lot of European countries have become higher.

Stefanie Mayrwöger from the EBI/EIE will participate at the training event organized in Almuñécar, Spain (Málaga area) from 1 to 6 December 2018.

Do we need books in technology enhanced learning (TEL)?

Europaeische Bildungsinitiative Miscellaneous, Technology Enhanced Teaching
Do we need books in technology enhanced learning (TEL)?

In the last three years I met many people mentioning that they use eLearning in their teaching and books are outdated. But – is this true?

Technology in learning

First of all, it would be necessary to clear the term “eLearning”. This term says nothing and expresses everything – from an objective point of view it is more or less meaningless.

The Cambridge Dictionary defines e-Learning[1]

learning done by studying at home using computers and courses provided on the internet

This definition is highly influenced form Marc J Rosenberg[2] who mentions three columns for eLearning:

  1. E-learning is networked making it capable of updating, storage and retrieval, distribution and sharing of instruction or information.
  2. It is delivered to the end-user via a computer using standard internet technology.
  3. eLearning is more than eTraining.

A modern description is done by the North Carolina Education Cabinet (as one example taken from the USA) and defines “eLearning is learning utilizing electronic technologies to access educational curriculum outside of a traditional classroom”.

Rosenberg’s descriptions are approx. 20 years old. The modern version also does not match with the reality. The term eLearning must be replaced by the new expression technology enhanced learning (TEL).

Technology enhanced learning is used to refer to technology enhanced classrooms and learning with technology (and not through technology), which means a learner centered approach using the technology for the learning.

Where is the place for “traditional” books?

Books are still available – Amazon started the business success by selling books (and still sells them), libraries are still used intensively by people borrowing books there. Masses of books – in small quantities – are published and printed as “book on demand”.

Books are transferred to the digital age as eBooks. The reader used an eBook reader (like Kindle, Kobo, or Tolino) or read the book by a viewer on their digital device (laptop, tablet).

Printed books provide all the advantages of technology enhanced learning: you can read them at any time, everywhere, and in your own pace. An advantage is the use of books without energy (you must not recharge your book).

Another big advantage is that you can share the book easily (this is more or less impossible with eBook readers) and that books have page numbers. Did you ever try to cite a text correctly from a eBook without any page information (pure PDF documents often have page numbers but do not supply the advantages of eBook readers like enlarging the fonts).

 

[1] https://dictionary.cambridge.org/dictionary/english/e-learning

[2] Rosenberg, Marc Jeffrey (2001): E-learning. Strategies for delivering knowledge in the digital age. New York, NY: McGraw-Hill.

Image source: © Peter Mazohl

 

eLearning Quality Fields

PeterMaz Miscellaneous, Quality, Technology Enhanced Teaching
eLearning Quality Fields

The use of eLearning and Distance Learning is increasing and plays a more and more important role in the teaching environment. Here are some quality characteristics of eLearning (focusing on the learner):

Sorting some images instead of contribution to the learning.

  • Learning goal: What does the learner want to learn?
  • Learning motivation: Why does the learner want to learn?
  • Learning setting: Activities surrounding the learning object
  • Time: How much time does the learner have to learn?
  • Culture and language: Learners are in a multi-cultural context as well in a multilingual environment (especial in Europe)
  • Educational level: Age and learning background of the learners
  • Accessibility: Access for all (also disabled of handicapped people; in Germany called barrier-free access).

The images show a teaching situation where the motivation of the students is not-existing and the eLearning (in a face to face environment) fails …

No motivation: facebook is more interesting!

 

 

 

 

 

 

eLearning and Blended Learning Materials

PeterMaz Blended Learning, Miscellaneous, Technology Enhanced Teaching
eLearning and Blended Learning Materials

Books were a source for learning hundreds of years. Today, they still play a role – but often in an electronical version (ebook)

To plan and develop an eLearning course covers many aspects. To ensure the necessary quality you have to consider the institutional mission, the organizational structure and the available resources. Furthermore, you have to care for a well-fitting curriculum and design, the support from faculty (or similar internal structure) as well as the students’ support and to define the competence oriented learning outcomes.

Create the content

For the content of such a well-designed course, you have to develop the best-fitting material. Content in eLearning should cover different activities and learning content in a well-defined mixture (that depends in most cases from the taught subject). The following issues must be included:

  • Content to gain knowledge
  • Activities to interact with other learners. To promote group work and to develop the skills defined in the competence oriented learning outcomes
  • Content to develop the learners’ attitudes (as defined in the learning outcomes)
  • Assessments and test environment to check the learning progress

Reuse the content

The created content should be reusable – that means, that – as a start developed – content can be used easily also in other courses. The costs of content development for one single course ar too high to create high quality eLearning courses economically.

Where to take content?

There are different types of content based on the used media. Specialists in the subject can do writing a text easily. To provide the necessary graphics or high-quality multimedia material is more difficult and in the most cases cost extensive: You have to buy the material from companies specialized in that field of multimedia or expansive internal or external specialist create it.

Images and graphics

In spite of paying a lot of money for external specialists or image agencies, you may use content from sources under the Creative Commons (or similar environments).

This chapter of the webpage will supply you with information about “open resources”.

Animations

The same situation as mentioned above is in the field animations. There are many applications available either to create animations or ready-to-use animations that can be used without copyright violation.

You will also find here some information about free material and the legal conditions for their use.

Advantages of eLearning

PeterMaz Miscellaneous, Technology Enhanced Teaching
Advantages of eLearning

Technology is a fact in learning. Multiple devices varying in size, power, and functionality can be found frequently used by learners.

Here is an overview about eLearning advantages (we always compare eLearning with pure face-to-face classroom teaching). The list is split into three parts respecting the different target groups involved in eLearning. The summary is based on modern eLearning courses using an optimized platform (that does not really exist) and well done courses using a lot or multimedia elements and interactivity.

Advantages of eLearning (learner’s view)

  • Learner actively involved in his/her e-learning
  • Interactivity and attractiveness of eLearning content
  • Flexibility and adaptability according to availability (time, location)
  • Training at own pace, independently of other learners
  • Self-assessment during and at end of course
  • Personal progress monitoring during eLearning course and appraisal of results obtained thanks to tracking
  • Tutorial support on demand (if necessary)
  • Contact to other learners (if planned and necessary)
  • No travel costs

Advantages of eLearning (company’s view)

  • “Mass” training (big number of learners)
  • Savings relative to classroom-based training indirect costs (travel, accommodation, etc.)
  • Flexibility and adaptability according to learner availability (time, location)
  • Customization and adjustment of training courses to predefined skills and teaching goals
  • Low logistical constraints (no room booking, employee travel, accommodation, etc.)
  • Precise course reporting and automated results analysis thanks to tracking (based on the eLearning platform)
  • Durable and updatable teaching materials (often reuseable)

Advantages of eLearning (trainer’s view)

  • Prerequisites for assessing learner levels
  • Training performed on interactive and attractive tools for both trainer and learners
  • Flexibility and adaptability according to availability (time, location) especial for the tutorial support
  • Learner monitoring from the platform (tracking)