eXe-Learning – a tool developed for learning platforms – will be used in the TIBL Project

The open issues were the translation of the MOOC content as well as the pre-decision for a technical tool to create the content of the MOOC.

The product finally selected was eXe-Learning. eXe-Learning is a free software tool under GPL-2 that can be used to create educational interactive web contents in XHTML or HTML5 format. It allows to create easily navigable web pages including text, images, interactive activities (created for example in H5P), image galleries or multimedia clips. All the educational materials generated with eXe-Learning can be exported in different digital formats, to be used independently or to integrate them into a LMS (Learning Management System) like Moodle.

eXe-Learning will be used to provide the content in each chapter.

The chapter structure is developed using the same pattern with an introduction, the pre-information, the content, and a self-evaluation unit. This pattern follows he TIBL-training concept as developed in the project.

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Technical background

eXe-Learning id developed in Python, a web-based programming language. The development tool runs in any modern web browser and offers a rich toolbox of activities.

Video as media in training

The importance of using media in teaching, training, and learning was made visible at the Media & Learning Meeting 2018 (Leuven, Belgium). The fact that more than half of the European universities use videos in teaching was the reason to assemble educators from universities to discuss the topic and to develop strategies and settings of a most efficient use of media.

Differences in the TIBL-project

Discussion at the teaching event: How to use multimedia in courses? Special guest is Andreia Inamorato dos Santos (from the JRC)

In the TIBL-Project the use of media is a must – the project partners promote multimedia material and interactive training material for the training.
An important issue is to use interactive video: Videos are a kind of ”one-way material” and can give you the knowledge to do something. For example, you use a YouTube video to exchange your broken laptop display. After you have done you have the typical forgetting course and after some hours you have completely forgotten everything.

Therefore, the project group developed the use of interactive videos used in the MOODLE environment of the project. These interactive videos and other interactive multimedia material provide a better training result (and finally make more fun during the training).

Theory behind

Mayer describes the fundamental principle behind multimedia learning as ”People learn
better from words and pictures than from words alone.” This means that using both words and pictures is more effective than
words alone. Mayer also researched that narration and video appear to be more effective than narration, video and text (I would call it ”overloaded multimedia).

Conclusion

Following these ideas, it also would make sense to create multimedia based PowerPoints (with a minimum of text) and add voice. These slides could be used online (for distance learning) as well.

Technical comments

Creating multimedia content must be planned well, is time consuming and needs a high level of competences. Shared material (as Open Educational Resources) are a way to offer not so well-educated people high quality multimedia-based material.

References:
Richard E. Mayer, in: Psychology of Learning and Motivation, Volume 67, Pages 1-318 (2017), Edited by Brian H. Ross
Mayer (2014): The Cambridge Handbook of Multimedia Learning, Second Edition: Cambridge University Press.

Distance Learning is changing due to the various devices which are currently used.

Blended Learning has been widely accepted in the various fields of education. It supports intensive face-to-face contacts in the onsite teaching and training. In the Distance Learning a broad range of various pedagogical practices are possible, like self-regulated, self-paced and heutagogical learning, and flipped training situations as well. Distance Learning has simple preconditions due to the use of the Internet and the existence of affordable learning platforms.

Especial in VET education it is necessary that trainees acquire both competences and capabilities, Competency in this context means knowledge, skills, and attitudes while capability overlaps the attitudes and enhances it by the trainee’s confidence in the competency.

Considering the outlined approach above Blended Learning can be an excellent way in Vocational Education and Training as well as in Continuous VET.

While the pedagogical way to implement Blended Learning courses seems to be clear, a new challenge is showing up – the used technical devices. Currently, there exists a wide body of electronically devices. The Distance Learning in C-VET Education often is done at the workplace, during a break, using the available devices like Tablets, notebooks, or even smartphones. All these different devices must be supplied by the method of delivering the content (from the learning platform) to the trainees. This means the flexibility of the process of displaying something on differently sized displays (web pages here use a flexible or responding design). Using multimedia based content or interactive processes also can lead to problems and conflicts because not all devices support all media types (due to different operating systems or restrictions done by the manufacturer of the device).

All these facts mentioned above make it necessary to investigate the options and new possibilities of the use of multiple devices in Blended C-VET Training as well as to be aware of the obstacles and problems which might arise with these common devices.

The TIBL-Project will analyse the current situation and develop a special set of tools to assist trainers in creating C-VET courses.

Multiple devices are electronical tools to process and display data, information and multimedia content. Currently we can distinguish several types of devices, most of them are portable today.

Multiple devices

Computers or desktop devices

They are the classical root of all mentioned devices. Computers usually accept data (from a network or using an external keyboard), process them using specific programs and produce some results like data, images, texts, multimedia content or similar output. Computers also can be used as an input device for web-based applications. Computers usually are big, heavy, use a big screen and are not mobile.

Laptops and notebooks

Learning with a typical laptop

Laptops and notebooks are similar devices, but the laptop usually emulates the desktop device (bigger, heavier, not so compact, in most cases better equipped). Notebooks were designed as more compact devices and handier. The basic functionality is like laptops, but specific devices (like a DVD drive) are often missing. Currently, notebooks are optimized to connectivity (to the cloud).

Both types of devices use a mechanical keyboard.

Tablets

Learning with a tablet

Tablets are more or less reduced notebooks. A smaller screen, not so powerful processor, minimized operating system, no hard disk and other minimizations characterize a tablet. Most tablets use either the Apple IOS or Google’s Android. From the screen (or display), these tablets offer a typical size a little bit bigger than smartphones but smaller than tiny notebooks – they bridge this typical gap in display size. As a standard, a mechanical keyboard is not available and replaced by a special area at the touch screen. Many tablets currently can be enhanced by some kind of mechanical keyboard. There exist tablets including the feature of a phone (and therefore can be seen as big smartphones).

Smartphones

Smartphones are “all in one” microcomputers which have the ability to be used as a phone. The screen size is limited (due to the fact of transporting them in the pocket of your trouser. As a standard, a mechanical keyboard is not available and replaced by a special area at the touch screen. The enhancement with an external keyboard is not foreseen.

Convertibles

New on the market – convertibles

A convertible is a kind of notebook, where the keyboard can be turned to the rear of the display to enable the device to work like a tablet. It is a kind og hybrid of tablet and notebook and always needs a touchscreen.

Multiple devices in learning

The TIBL Project is going to develop the methodology to use all multiple devises in Blended Learning. This needs an elementary analyses of the potential of all the mentioned devices and to develop a well-fitting concept to deliver the learning content in a suitable way to supply all the used devices.

About the Author

Peter Mazohl is member of the Institute of Analyses and Scientific Computing at the University of Technology in Vienna, Austria. He was involved in the AKMAT project of the institute. This project is one of the biggest Blended Learning projects at universities in Europe.
Peter Mazohl is the head of the ”European Foundation for Qualify in Blended Learning” which is the Austrian Partner of the TIBL Project.

Distance Learning in a Blended Learning course offers self paced learning in a convenious environment (for example at home)

First, there is the teaching organization. They offer a kind of product or service called course or teaching. The quality of this product depends on the teaching organization itself. That means the quality of organization, the planning and executing of the course, the quality of the materials as well as the quality of the teachers.

A second possibility is to focus on the learner, and here on the needs of the learner. Quality describes how the needs of the learner are satisfied, to which level the learner is supported in his/hers learning and also the learning success.

Another position is the aim of learning, for example to get e certain degree or qualification. Here the learner must proof a certain level of quality in learning, in his motivation and in the maturity to manage the course.

All these consideration makes it difficult to simply define quality in teaching or learning. It’s always necessary to explain in which context quality is meant. Well defined quality frameworks in Blended Learning take these different items in account and offer an encompassing system covering all issues mentioned above.

Humans have shorter attention span than goldfish, thanks to smartphones
The telegraph, May 15, 2015¹

The length also is correlated to the attention span of people. This attention span can be estimated with approximately 10 seconds. People who are regularly involved in learning or observation of processes may have a longer attention span.

A study (part of the book ”Technology Enhanced Teaching”, 2016) gives interesting answers to the question mentioned above. Obviously, there is no difference between male and female students.
The preference lies at 5 minutes, 20 % of the students would prefer a length of 2 minutes.

¹ http://www.telegraph.co.uk/science/2016/03/12/humans-have-shorter-attention-span-than-goldfish-thanks-to-smart/

Blended Learning as a teaching method

Blended Learning is a teaching method and no pedagogical or didactical concept. Blended Learning describes the technique used for teaching. The consortium sees this kind of teaching highly connected with the use of ICT. ICTs offer new opportunities but also new challenges for both instructors and students (Redmond 2011).

Teachers and trainers change their working place and reduce the time used in the traditional brick-and-mortar environment. Students get the independency to decide, what, where, when and how they learn during the distance learning.

Pedagogical access to Blended Learning

Teaching needs some pedagogical access. There are several different options for teachers. It makes sense to promote a learner-centered access to Blended Learning because it fosters active learning, student engagement and involves the students more intensively in the learning process. Weimer (2012) mentions in her blog the advantages of learner-centered teaching (engagement of students, explicit skill instructions, reflection of students,  motivation for students for self-control, encouragement for students to collaboration). The consortium recommends a student-centered access to Blended Learning for optimized results in teaching.

Another important issue is the description of the learning outcomes: The learning goals should be defined competence oriented. Therefore, it is possible to split the learning outcomes to the face-to-face teaching and the distance learning. This access is practically realized in the Blended Learning Project “AKMAT” which is currently running at the University of Technology Vienna (Breitenecker, 2014).

Source: Blended Learning Quality – Concepts Optimized for Adult Education (book available from Amazon