The Guidelines to be developed during the last phase of the project, and compiling the knowledge of all developments in the project, and will include, among others, the following information:
1. How to prepare a pedagogical learning process with Vetiver, including the itineraries info, plus the learning management and portfolio platforms
2. How to use active methodologies and more concrete, Service Based Learning, and how they can improve the learning process for students.
3. How can Open Educational Resources be used, and how to reuse all the OERs developed and compiled in the project, and finally,
4. How to evaluate using ePortfolio? This section is extremely important, as if we change methodology and the way of learning, but evaluate in the same old way, we are almost sure that we will drive students to failure
5. How to use VETIVER in your school
The guidelines will include an annex with the results of the pilots, which will be complementary with section 5. Reports will be available here when ready, in pdf format and flipbook
The guidelines will help any teacher to use the Vetiver project on its own, or integrate the developments done concerning SCORM packages in their own LMS
When partners looked at the Technical Guidelines for the project we took into consideration the following points;
E-learning is not a "one fit all" solution but a "bolt on" to mainstream tuition that blends into a portfolio or progressive pathway where a learner acquires knowledge.
"As Teachers ourselves we prefer to see the "E" removed – as our aim is to teach by whatever means possible for the benefit of our learners and if we learn new skills it makes us better teachers!!"
Firstly, we have to understand what E-Learning is .... well simply expressed it is; "All learning conducted via electronic media..... typically .....on the Internet."
In the early days, e-learning received a bad press, as many people thought bringing computers into the classroom would remove that human element that some learners need, but as time has progressed, technology has developed, and now we embrace smartphones and tablets in the classroom and office, as well as using a wealth of interactive designs that makes e-learning not only engaging for the users, but valuable as a lesson delivery medium.
Perhaps the most important aspect of using computers for training is that, it, with a well implemented Learning Management System (LMS), makes it easy map progress for staff and learners. This can be essential for courses where proof of training is required.
The Vetiver project will utilise a portfolio or learning pathway to form a blended structured course designed by your school/training organisations to map course progression.
Our learners will use an e-portfolio for meeting the needs of establishing the emerging pedagogy and approaches to learning. As reflective learning is a form of mental processing that we use to fulfil a purpose or to achieve some anticipated outcome. It is applied to gain a better understanding of relatively complicated or unstructured ideas.
An e-Portfolio allows the building of reflective activities for learners and staff, through blog functions and the creation of 'Critical incident diaries' in which users reflect on their learning experiences over their period or activity.
For example, this could be reflections on how a student dealt with a problem, or processed some new information on a given topic.
This can become a two-way process with a tutor or peer providing feedback via the same diary.
It works as a user-centred, personalised learning space allowing the user to shape the way they present themselves to the world. Content and layout can be personalised to create multiple views which meet the specific, differing or changing requirements of the user. This ties in with one of the key stances of personalised learning, that students become key partners in the design of learning to suit their needs.
This aspect has been built into the project 4eclass toolkit.
This type of action provides Best Practice Principles of Pedagogy that is
- Engaging students through content,
- Promoting student-teacher and student-student interaction.
Selected Pedagogic Content
Partners had four considerations when considering the style
- very pictorial style of material presentation
- very PowerPoint style material presentation
- more of what was already on the shelf
Or a Fourth option something that would satisfy options A & B but certainly not option C. The project is about innovation and adding value by sharing best practice. Both styles having to suit their own institutions didactics to blended learning or "appropriateness" as the Teachers are the ones who have to delivering the training and reinforcing the mainstream learning content of the core subject matter".
We as partners wanted to open the course to a more "vivid or creative" content consummate to the software capabilities but we must remember that the users and deliverers considerations must be listened too. Therefore, a balanced content between pictorial and text was selected as the didactic style.
The Vetiver Guidelines have been translated in all the partners' languages:
- Vetiver Guidelines FlippingBook (English)
- Vetiver Guidelines FlippingBook (Spanish)
- Vetiver Guidelines FlippingBook (Turkish)
- Vetiver Guidelines FlippingBook (Hungarian)
- Vetiver Guidelines FlippingBook (Greek)
DOCUMENTS OF INTELLECTUAL OUTPUT 6