1. European Women Interactive Learning
8-9.3.2011 | Budapest - Hungary
Budapest
Motivational ICT learning approaches
George Stefas
G St f
Project Manager

2. Presentation Outline
• Scope
p
• Methodology
• Resources
• Key Factors
• Best Practices
est act ces
• Proposal

3. Scope of the Presentation
• Presentation of ICT Tools Best Practices & methodologies, in
order to increase women participation in learning and thus
stimulate them to acquire new knowledge and skills, factors
affecting their employability

4. Methodology
• Examination of Resources
o Adult Learning
o Women and ICT
• Adult Learning Axis
Adult Learning Axis
o Key Factors
• Women and ICT
o Key Factors
• Best Practice Analysis
o E‐learning
o Digital Educational Games
o Mobile Learning
o Social Computing
Social Computing
• SWOT Analysis
• Best Practices

5. Research approach on Women & ICT Tools
Resources examined & evaluated
• Elearning Awards 2010
• Insight: Observatory for new technologies and education
• EEuropean Schoolnet
S h l
• CEDEFOP: European centre for the development of Vocational Training
• EU2020: EU's growth strategy for the coming decade
EU2020: EU s growth strategy for the coming decade
• European e‐Skills Week
• Thematic portal: IT Girls
• ICT in education ‐ wikibooks
• Wikipedia (ICT, education, e‐learning, active participation)
• El
Elearning E
i Europa i f Di t
info: Directory of projects
f j t
• Gender awards
• ICT Women Directory EU
ICT Women Directory EU
• Other websites, books, surveys

6. Prerequisites for an effective learning approach
• Adult Learningg
• Objective: Maximize the positive and minimize the
negative aspects of learning
• Instructional Models & Strategies
• Interactive learning:
• learner puts together knowledge and skills by connecting with
information and experiences provided by the tutor (One2One)
• C ll b ti l
Collaborative learning:
i
• a situation in which two or more people learn or attempt to
learn something together (Many2Many)
learn something together (Many2Many)
• Prerequisites:
Engagement
Engagement
Active Participation

7. Factors affecting active participation
• The personal and social characteristics of the adult learners
p
(target group)
• Shaping the environment (learning environment)
• Interaction with the participants – Role of the tutor
(interactive character – collaboration)
• Contribution of educational methodologies and techniques
to active participation (incentives for active participation
through different learning methods)
th h diff tl i th d )

8. ICT involvement & Gender Gap
• Women reveal lower percentage on knowledge regarding
p g g g g
ICT, mainly because of 2 reasons:
o Lack of active role‐models in the ICT field
o Influence of the family environment towards ICT
• Leading to a Gap between men’s and women’s involvement
in the ICT on aspects of:
o Education & training regarding ICT
o Job perspectives (business sector, new skills for new jobs,
turn to services)

9. Thematic field with increased women participation
• However, women turn to ICT for specific thematic fields,
, p ,
such as:
o Culture (Art)
70
o Education (non ICT) 60
50
40
30 62
17
o Health‐related issues 20
10 10
12
21
14 46 27
0 8
20
Blogs / social Networks /
online cultural services (art,
(art
etc)
women
men women
men

10. ICT approaches motivating learning
• e‐learning platforms
gp
o Comprises all forms of electronically supported learning and
teaching
o Th ICT h h
The ICT, whether networked or not, serve as specific media to
k d ifi di
implement the learning process
o Includes: Web‐based learning, computer‐based learning, virtual
g p g
classroom opportunities and digital collaboration
o Content is delivered via the Internet, intranet/extranet, audio or
video tape, satellite TV, and CD‐ROM
video tape satellite TV and CD ROM
o Form of: text, image, animation, streaming video and audio
o Abbreviations like CBT (Computer‐Based Training), IBT (Internet‐
p g
Based Training) or WBT (Web‐Based Training) have been used as
synonyms to e‐learning, wrongly though!!!
o Examples: moodle org OpenLearn Claroline net MIT
Examples: moodle.org, OpenLearn, Claroline.net, MIT
OpenCourseWare, videolectures.net

11. Educational digital games
• Educational digital games
g g
o Games that have been specifically designed to teach people about a
certain subject, expand concepts, reinforce development,
understand an historical event or culture, or assist them in learning a
understand an historical event or culture or assist them in learning a
skill as they play
o Have a strong purpose other than pure entertainment
o Interesting, highly engaging, increased participation (especially to
young people & women)
o Require an ICT literacy / fluency
Require an ICT literacy / fluency
o Digital educational games combined with mobility (mobile apps)
o Examples: COLLAGE Project (Collaborative Learning Platform Using
p j g g
Game‐like Enhancements), Engage, NobelPrize.org games, Kaboose

12. Mobile Learning
• The exploitation of ubiquitous handheld technologies, together with wireless
and mobile phone networks, to facilitate, support, enhance and extend the
reach of teaching and learning
• Mobile technologies include mobile phones, smartphones, PDAs, MP3/ MP4
players (e.g. iPODs), handheld gaming devices (e.g. Sony PSP, Nintendo DS),
Ultramobile PCs (UMPCs), mini notebooks or netbooks (e.g. Asus EEE), handheld
GPS or voting devices, and specialist portable technologies used in science labs,
engineering workshops or for environmental or agricultural study
i i kh f i l i l l d
• Mobile learning involves connectivity for downloading, uploading and/or online
working via wireless networks, mobile phone networks or both, and linking to
institutional systems e.g. virtual learning environments (VLEs) and management
information systems (MIS)
• Connected as stated before with educational games
• Examples: Bite‐sized Learning Opportunities On Mobiles, Mobile Learning
Network (MoLeNET), etc.

13. Learning through Social Computing
• Cooperation for a common cause through the use of ICT and
p g
social computing
• Increased participation in areas of interest valorizing the use
of Social ICT
• Collaborative learning
• Sense of belonging to a group increases engagement and
participation (social factor)
• Examples: Bookworm goes online (women workgroup),
Online Conference on information for rural women (women
participation: 80%)
participation: 80%)

14. Niche adaptive, personalisation through ICT
• Use of online tools personalized to different target group
p g g p
• Indicative tools according to respective needs &
preferences:
o Wikipedia, Learning widgets, OpenLearn, MIT OpenCourseWare
o Podcasts, blogs, online databases, forums, slideshare, instant
messengers (skype or similar apps)
messengers (skype or similar apps)
o Online collaboration documents (Google docs, Skydrive, Dropbox),
social networking sites, Youtube, Vimeo, learning widgets, Zotero,
etc.
• Examples: moodle modules, Responsive Open Learning
Environments – R l
E i t Role

15. Advantages & Disadvantages of ICT approaches
• Video in e‐learning courses (Video lectures)
g ( )
(+) (‐)
Interesting Technical issues (different formats, size, etc)
Direct approach Passive interaction
Engaging
g g g Requires stable internet connection
q
Asynchronous e‐learning
More concentrated knowledge
Requires low familiarity with ICT

16. Advantages & Disadvantages of ICT approaches
• Audio in learning: Audio Books
g
(+) (‐)
Less expensive
L i Poor & passive interaction skills
P & i i t ti kill
Higher assimilation Lack of self‐assessment of the learning process,
with the exception of language learning
Improvement of listening, speaking &
p g, p g Low collaboration
comprehension skills
Increased interest Requires high degree of discipline
Mobility
Convenience (easier)
Increased spatial intelligence
Easily accessible

17. Advantages & Disadvantages of ICT approaches
• Audio in learning: Podcasts
g
(+) (‐)
Portability – mobility Passive interaction skills
Convenience No image provision
Asynchronous learning
Asynchronous learning Requires extra time to be properly produced
Requires extra time to be properly produced
No extensive technical knowledge Low collaboration
Always available
More attractive than reading
Suitable for visually challenged people

18. Advantages & Disadvantages of ICT approaches
• e‐learning courses
g
(+) (‐)
Asynchronous – synchronous learning Self‐discipline
Convenience ICT literacy – adaptability
Cost effective Internet access and equipment
Increased availability of educational opportunities Lack of interaction – no immediate feedback
No commuting Not suitable for all science subjects
(e.g. nursing clinical)
Self‐paced knowledge Social isolation
Personalized education material
Synchronized and updated information
Increased collaboration between instructor and
learners
Less intimidating – risk free environment
Learn while working
Ongoing access to resources
Increased retention
Easily managed

19. Advantages & Disadvantages of ICT approaches
• mobile learning (m‐learning)
g( g)
(+) (‐)
Portable – mobility Fragmented learning experience – distractions
Immediate application of knowledge Lack of self‐assessment of the learning process
No commuting Usability (small screens, access to internet
connection)
Convenience Expensive
Support of rich media (when necessary) Protection & security issues
Ease access to expertise (contact) High ICT literacy – adaptability
Interaction Increased cost & effort for proper educational
material
t i l
Synchronized & updated information
Highly engaging
Quick access to resources

20. Advantages & Disadvantages of ICT approaches
• Educational Games
(+) (‐)
Engaging to all ages Social isolation
Promote teamwork & cooperative creative Can be addictive
endeavor
Practice problem‐solving skills, creative thinking & Poor social interaction skills
g p g
cognitive processing
Encourage cooperative & competitive behavior Retain knowledge in favor of finishing the game
Increase short & long‐term memory
Relaxing
Simulation ‐ Preparation for the real world through
situations that are too expensive to reproduce in
classroom

21. Learning widgets
• Learning widgets
g g
(+) (‐)
High degree of personalization Low development thus far
Set and run (set once and then are working ICT literacy
without any additional effort)
Easy collaboration (e.g. Zotero) Most are unfamiliar with the widgets or think it is
y g / g
only for web usage/ viral marketing
Saves time (always and easily accessible)
Easily shared
Can be
C b mobile as well
bil ll
Engagement

22. Target Group referred through EWIL project
EWIL
EWIL Target Group Parameters
Project
Women Interactive Learning
Over 35 Promote active participation
Outside formal learning systems
Interested in non‐formal learning
Employed with family
Unemployed with family

23. Best Practices ICT
e‐learning platforms
• Moodle
• MIT Open Courseware
• O OpenLearn
L
• INTEGRATION ‐ INTErcultural dialoGue foR A multIcultural sOciety iN
europe
p
• Women as Entrepreneurs
Video
• Online Conference: Information Access for Rural Women
• Video lectures.net
Widgets in learning
Widgets in learning
• Responsive Open Learning Environments – Role

24. Best Practices ICT
m‐learning
• mGBL – mobile Game‐Based Learning: perspectives and usage in
learning and career guidance topics
• Incorporating mobile learning into mainstream education
Incorporating mobile learning into mainstream education
• Acropolis Museum Guide (mobile application)
• MORITZ: Mobile round tour in European textile‐centers (culture)
p ( )
• European e‐Skills Week (video, podcasts, mobile gaming)
• Bite‐sized Learning Opportunities On Mobiles
• Mobile Learning Network (MoLeNET)
• Cutting IT
• ESF Mobile Learning Project
ESF Mobile Learning Project
• COLLAGE: Collaborative Learning Platform Using Game‐like
Enhancements

25. Best Practices ICT
Educational games
• Engage
• mGBL – mobile Game‐Based Learning: perspectives and usage in
learning and career guidance topics
learning and career guidance topics
• Gaming and Learning Alliance
• MobileActive org (social entrepreneurship)
g( p p)
• e‐Craft Idea Tutor ‐ creative learning environment for craft sector (e‐CIT)
• E‐games: Empowering youth work
• Rescue La Vallete, an adventure in time

26. Best Practices ICT
Other cases (non specific ICT Tool)
• Teaching Science in Art High School of Ampelokipoi (blog with assisting
details on courses)
• Bookwork online
Bookwork online
• Videomakers online
• Learning resource exchange for schools
g g
• Healthy for Life

27. Course Design
E‐learning Digital Educational Mobile Learning Social Computing
Games
Components
Video √ X √
Audio √ x/?
Games ‐ √
Podcast √
Documents √
Presentations
Learning Widgets √ √
Instant messenger √
programs

28. Type of Course
1. Type: Game
yp
1. Duration: 5’
yp
2. Type: Course
1. Duration: 30’
3 ype Soc a Co put g
3. Type: Social Computing
1. xxxxx

29. • Thank you for your attention