EWIL: 3L RESEARCH INSTITUTE: Description of the training approach

1. European Women Interactive Learning
23-24.2.2012 | Arles- France
Description of the training approach
Dimitris Raftopoulos
Head of Strategic Leadership Unit

2. Presentation Outline
• Scope of the Presentation
• What is the issue that has to be resolved?
• Parameters taken into consideration for designing the Training Process
o Findings of the EWIL Report/Key competencies
o Findings of the EWIL Report/Adult learners
o Findings of the EWIL Report/Female adult learners
• Target group features analysis
• Learning Objectives
• Models/guidelines of the training approach
• Roles involved in the training process
• Training Activities Analysis

3. Scope of the Presentation
Presentation of the training approach aimed at
European Women Interactive Learning

4. What is the issue that has to be resolved?
• It has been noticed, through researches and surveys that the involvement
of women with Information and Communication Technologies (ICT) as a
percentage is significant lower to that of men
• Often women are excluded from labour market if they stay unemployed
for a long period of time (e.g. due to motherhood)
• The number of women taking part in leading positions in organizations and
corporations is limited
• Women are under-represented at all levels in the ICT sector
Desirable situation
A training approach has been (in terms of knowledge,
developed that aims to skills, attitudes, etc)
a) The acquirement of Basic ICT -What does create that distance?
knowledge and skills and
-How this distance can be
b) The use of those in an interactive and eliminated?
user friendly way.
Current
situation
(in terms of
knowledge, skills,
attitudes, etc)

5. Parameters taken into consideration for designing the
Training Process
This approach is based on the findings of the EWIL report and takes into
account:
• The eight (8) key competencies – knowledge, skills and attitudes- that
are necessary for personal fulfillment, development, social inclusion,
active citizenship and employment
• The way adult learners learn
• The way adult female learners learn

6. Findings of the EWIL Report/Key competencies
Learning to
Learn
Mathematical Key competences are all
competence &
Digital interdependent, and the emphasis in
basic competences
Competence
in science and each case is on:
technology
critical thinking
creativity
initiative
problem solving
Communication Social and
in foreign Key Competences Civic risk assessment
languages Competences
decision taking
 constructive management of feelings.
Sense of
Communication
initiative and
in mother tongue
entrepreneurship
Cultural
awareness and
expression

7. Findings of the EWIL Report/Adult learners
•Prefer to acquire knowledge through experience (Hands-on-
job Training, Learning by doing)
•Prefer to learn with e-tools that offer high level of
interactivity
•Prefer the whole experience should be as user friendly as
possible and additionally to attract them, having in mind the
demanding working schedule

8. Findings of the EWIL Report/Female adult learners
According to latest studies it is indicating that women
omake a more intensive use of Web 2.0
othey have wider cultural interests than male counterparts
oprefer interactive learning
They respond better to the follow forms of learning:
One2One: learner puts together knowledge and skills by connecting with
information and experiences provided by the tutor
Many2Many: a situation in which two or more people learn or attempt to
learn something together

9. Target group features analysis 1/3
Cognitive Features
• They have little to no prior knowledge of computers literacy
• It is not a precondition that the learners will have computer skills
• Their knowledge around sophisticated cultural issues may vary
• The way the prefer to learn is via cultural references
• The learners may have some knowledge of educational and social circumstances of the region
they live in (due to their career choices)
• Prefer to acquire knowledge through experience (Hands-on-job Training, Learning by doing)
• Prefer to learn with e-tools that offer high level of interactivity
• Prefer the whole experience should be as user friendly as possible and additionally to attract
them, having in mind the demanding working schedule
Psychosocial Features Psychosocial features
• The learners are precarious workers/part time workers/unemployed
• They are working in the education sector or working in the social sector
• The cultural background of the trainees varies, since they come from different parts of the
European continent
• Their views about e-learning and technology in general, vary
• They are interested about cultural issues of the country they live in, as long as the cultural
issues and customs of other countries
Demographic Features
• The learners are female
• They are 35 years old or more
• In terms of ethnicity, the learners are located in European region
• Their language background is different, but all of them have good knowledge of the English
language

10. Learning Objectives
By the end of this training process the learners will be able to:
• To perform basic functions and advanced operations in their operating system
environment
• To use internet tools and the discover how they can be used for training purposes
• Describe cultural issues that are related to the training material that will be presented
(like calligraphy, book creation e.t.c.)
• Perform basic computer operations
• Develop a more positive attitude towards ICT
• Be more confident about their ICT skills and knowledge
• Develop cultural awareness & critical thinking
• Work within teams, and exchange opinions with fellow trainees and trainers/mentors;
with conventional ways and with the help of ICT tools
• Share their opinion with others and express themselves

11. Models/guidelines of the training approach
The models used for the development of this training approach are
Mastery in Learning Model
Direct Instruction Model
that both of them suggest:
• Clear learning objectives have to be set for learners to achieve
• Information should be introduced to each learner in a way that
meets the learning objectives set in the previous step
• The learner is responsible for his/her own learning
• After the presentation of information the learners must be
evaluated in order to be estimated whether the learning
objectives, set in the beginning were achieved or not
The training events follow the Gagné's nine events of instruction.
The most important elements of which are:
o presenting the knowledge or demonstrating the skill
o providing practice with feedback
o providing learner guidance

12. Roles involved in the training process
The training approach analyzed involves well defined trainer/trainee
roles.
More specifically the role of the trainer/mentor involves the following
actions:
o To motivate the trainees in order they accomplish the
scheduled activities
o To separate trainees into individual groups
o To monitor their progress and their actions
o To resolve issues that come up
o To guide trainees and answer their questions
o To interact with trainees via internet (web conference,
online chat)
o To evaluate the overall learning approach
More specifically the role of the trainee involves the following actions:
o To participate in e-class activities
o To absorb the training e-material
o To exchange opinions with fellow trainees and
trainers/mentors
o To participate in groups and working teams with other
trainees
o To search information and learn how to use new tools
o To be evaluated about the knowledge they earned
o To evaluate the overall training approach

13. Training Activities Flowchart
1. Attendance in the e-class
1.1 Absorption of the e-material (Trainers watch the flash lessons published on
the platform)
2. Team -building activities
2.1 Shake hands (warm up activity)
2.2 Needs and Expectations (warm up activity)
2.3 Three Objects (warm up activity)after that the trainers are separated into
teams/groups)
3. Trainees Practice
3.1 Developing the presentation (knowledge practice )
3.2 They deliver the Presentation (knowledge practice )
3.3 Web conference (knowledge practice , group activity)
3.4 Collaborative writing (knowledge practice, group activity)
4. Evaluation process (evaluating the results of the process)

14. Training activities/Analysis (1/4)
Attendance of the e-class
Absorption of Developing Delivering
Needs and Three Web Collaborative Evaluation
the e- Shake hands the the
Expectations Objects conference writing process
material presentation Presentation
Absorption of the e –material:
•The trainees access (with an authorized username and password) the e-platform where the e-material is published and
they trained through the e-material
• The e-material is constituted of interactive flash lessons
• Other available resources might be e-books, and videos
1. Starting up 2. The Windows 3. Using the 4. File 5. Creating a 6. Creating a 7. Creating a 8. How to use Go to
Windows 7 7 operating Web Browser Management MS Word MS Power timeline with webinar (trial)
system document Point Dipity
environment presentation

15. Training activities/Analysis (2/4)
Team building activities
Absorption of Developing Delivering
Needs and Three Web Collaborative Evaluation
the e- Shake hands the the
Expectations Objects conference writing process
material presentation Presentation
Shake hands: All the trainees to greet each other through a
shaking hand.
Needs and Expectations: The trainer urges the trainees to
complete the following phrases:
I want to get to know here…
What I want to happen is…
Tomorrow I will end the workshop with…
Three objects:
• All the participants are asked to find three objects that
would characterize them
•After all the participants collect the objects, each one will
share experience related to the object with the other
participants.

16. Training activities/Analysis (3/4)
Trainees practice
Absorption of Developing Delivering
Needs and Three Web Collaborative Evaluation
the e- Shake hands the the
Expectations Objects conference writing process
material presentation Presentation
Developing the presentation:
• Seek information online and e-material (text, videos) that is already published in the e-platform about book
binding
• Create a timeline in Dipity site
• Create a Power Point presentation containing screenshots with the steps they followed along the process
Delivering the Presentation: The trainees will present their findings from the previous activity in front of the rest
of the team members
Web conference (group activity):
• The trainees they will study the e-material about calligraphy that is in the e-platform
• All the participants will participate in web conference using the GoToWebinar tool
• In this web conference they will discuss about the types of calligraphy and exchange pictures they find online
Collaborative writing (group activity):
• In each individual group a person will be chosen (like a team-leader) that will host a webinar in the
equivalent tool
• The other members of the team will participate on the webinar which subject will be “The stages of book
creation”
• All the members will share recourses they found online
• The team-leader will generate a report of the webinar that will submit in the platform

17. Training activities/Analysis (4/4)
Evaluation process
Absorption of Developing Delivering
Needs and Three Web Collaborative Evaluation
the e- Shake hands the the
Expectations Objects conference writing process
material presentation Presentation
Evaluation
Task 1: In this part the participants are asked to answer an
online questionnaire that is located in the e-platform.
Task 2: Discussion topics:
•What you think you earned from this experience?
•Was the learning approach met your expectations?
•If you could change something what would be it?

18. Thank you for your attention