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Management and Skills Development of Professional Roles Involved in Distance Learning

Management and Skills Development of Professional Roles Involved in Distance Learning. D. Giuli M.C. Pettenati E. Palmisano L. Baldini University of Florence Electronic Engineering Dept. Introduction. Aim of Instructional Technology

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Management and Skills Development of Professional Roles Involved in Distance Learning

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  1. Management and Skills Development ofProfessional Roles Involved in DistanceLearning D. Giuli M.C. Pettenati E. Palmisano L. Baldini University of Florence Electronic Engineering Dept.

  2. Introduction • Aim of Instructional Technology • promote & exploit the use of Information Technologies in education & training • rise teacher’s awareness about IT role in education • Evolution of skills, roles and responsibilities of operators supporting the learning process

  3. Presentation Overview • Outline of the Instructional process • Phases • New professional skills • Responsibilities & Tasks • Implementation of the approach in TRIO-TELEFOR regional project

  4. Use of IST in education & training • Allows a more flexible, accessible and effective training system • Require a rebuilding of the training process • integrating new media and techniques (CBT, WBT, video conferencing, etc.) • acquiring new skills in instructional design • interdisciplinary approach

  5. Networked Learner Support: which staff? • Heterogeneous group of staff • library/information specialists • “converged” roles (IT/info hybrids) • teaching/learning support staff • academic staff • technicians • Collaboration, co-ordination ROLE PERCEPTIONS, CULTURAL CHANGE !

  6. Professional roles involved in the course development • Instructional Designers; skilled in didactic and courseware design • Technicians & Programmers; • System managers • Content Experts; specialists trained in delivering their expertise with IT based material • Teachers; skilled in provision of IT-based courses • Tutors; trained to support students & trainees in • identifying their training needs and designing personalized curricula • passing though all the phases of the learning process

  7. TRIO program • TRIO; Technology, Research, Innovation & Orientation for vocational training • Aim: Innovation of the regional vocational training • Promotion of innovative actions and Tuscany regional cooperation among training agencies, Universities and enterprises • 11 Meuros; regional founds, EU social founds, and private contributions

  8. aims • Quality • Innovation • Diffusion • Interoperability • TELEFORM: implementation of the regional “tele-training” system • In vocational & integrated training • detect, collect and promote the best experiences in the provinces, regions and nations • to involve all the “training system”

  9. TRIO program structure Thematic projects Transversal projects ... TELEFORM subprogram ... TELEFOR

  10. TRIO -TELEFORM approach • Developing infrastructures and skills necessary to design and provide training services through the distributed TRIO “tele-training” system • Based on several centers (poles) properly equipped (10+5)

  11. Technical view & Applications of the Pole • Video-conferencing • Interactive classroom • Digital TV • Synchronous & Asynchronous applications • Live & Virtual applications

  12. TELEFORM poles applications • Access to • products and formative modules • self-training and life long learning • thematic networks • tele-consulting and distant teaching • Creation of • products and formative modules • thematic networks • Management of • products and formative modules • credits transfer

  13. TRIO -TELEFORM outcomes Web sites  Web-cd, cd-rom  Paper guides  Traditional teaching and assistance • Design, development and experimentation of IST based thematic training courses • Products and courses for flexible and multidisciplinary training of operators and trainers

  14. TELEFOR project • Objectives: • Delivery of training modules for operators of IT-based education • Creation of materials and didactic products • Assumption • uses TELEFORM project outcomes • technical platform, basic services

  15. TELEFOR basis • Networked Learner Support (NLS) • which staff? • which skills? • routes to Continuing Professional Development? • the organisation’s task? • TELEFOR aim: develop an integrated view and define related profiles

  16. Networked Learner Support (I) • Networked delivery of • user education, • information skills training, • reference/enquiry assistance • email - Web - text, video, audio conferencing • Support for • technical aspects of information/communication resource use • “information curriculum” in networked learning

  17. Networked learner support II • An educational role for information staff involving: • New partnerships between information, IT & academic staff • Cross-disciplinary skills & hybrid roles • Innovation and management of cultural change

  18. NLS: which skills? (I) • IT/network skills • Information discovery, evaluation, use • Awareness & skills in on-line education • relevant networked technologies • current initiatives & good practice • involvement in professional forums on educational matters

  19. NLS: which skills? (II) • Awareness & skills in on-line education • awareness of local educational “cultures” • how people learn on-line (learning needs, styles, pedagogic approaches) • on-line communication skills (writing/speaking, diverse technologies) • design of on-line learning materials, tutoring • Team-work skills • Promotional & change management skills

  20. Systems management Use of products Specialisation Analysis & Evaluation of existing products TRIO-TELEFOR approach for training of operators and trainers: -Development & Operation knowledge map- TRAINING Design, Evaluation and Improvement of services Media Creation Content Creation DEVELOPMENT Usability Testing Interface Design Technical Analysis Content Experts Teachers& Tutors Instructional Designers Programmers Managers

  21. TRIO-TELEFOR approach:Training Program for operators and trainers Content Experts Teachers& Tutors Instructional Designers Programmers Managers Use of thematic networks for competence sharing TRAINING Practice on-the-field and stages Multidisciplinary realization experiences of products and/or services IST based and traditional courses DEVELOPMENT

  22. TELEFOR modules characteristics • Flexibility • Modularity • Integrable & scalable curricula • Re-use of material and contents • based on Web & Web-CD

  23. Conclusions • Integrate IST in education & training • Define roles and professional skills • program • Implement an instructional process approach in TRIO-TELEFOR project • skills acquisition and training for operators and trainers

  24. Thank you….questions? • Dino.Giuli@diefi.die.unifi.it • Pettenati@achille.unifi.it • Elena@pinet.ing.unifi.it • Baldini@pinet.ing.unifi.it

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