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Management and Skills Development ofProfessional Roles Involved in DistanceLearningManagement and Skills Development ofProfessional Roles Involved in DistanceLearning
D. GiuliD. Giuli
M.C. PettenatiM.C. Pettenati
E. PalmisanoE. Palmisano
L. BaldiniL. Baldini
University of FlorenceUniversity of Florence
Electronic Engineering Dept.Electronic Engineering Dept.
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IntroductionIntroduction
pAim of Instructional TechnologypAim of Instructional Technology
lpromote & exploit the use of InformationTechnologies in education & traininglpromote & exploit the use of InformationTechnologies in education & training
lrise teacher’s awareness about IT role ineducationlrise teacher’s awareness about IT role ineducation
pEvolution of skills, roles andresponsibilities of operators supportingthe learning processpEvolution of skills, roles andresponsibilities of operators supportingthe learning process
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Presentation OverviewPresentation Overview
pOutline of the Instructional processpOutline of the Instructional process
lPhaseslPhases
lNew professional skillslNew professional skills
lResponsibilities & TaskslResponsibilities & Tasks
pImplementation of the approach inTRIO-TELEFOR regional projectpImplementation of the approach inTRIO-TELEFOR regional project
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Use of IST in education & trainingUse of IST in education & training
pAllows a more flexible, accessible andeffective training systempAllows a more flexible, accessible andeffective training system
pRequire a rebuilding of the trainingprocesspRequire a rebuilding of the trainingprocess
lintegrating new media and techniques(CBT, WBT, video conferencing, etc.)lintegrating new media and techniques(CBT, WBT, video conferencing, etc.)
lacquiring new skills in instructional designlacquiring new skills in instructional design
linterdisciplinary approachlinterdisciplinary approach
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Networked Learner Support:which staff?Networked Learner Support:which staff?
pHeterogeneous group of staffpHeterogeneous group of staff
llibrary/information specialistsllibrary/information specialists
l“converged” roles (IT/info hybrids)l“converged” roles (IT/info hybrids)
lteaching/learning support stafflteaching/learning support staff
lacademic stafflacademic staff
ltechniciansltechnicians
pCollaboration, co-ordinationpCollaboration, co-ordination
ROLE PERCEPTIONS, CULTURAL CHANGE !
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Professional roles involved in thecourse developmentProfessional roles involved in thecourse development
pInstructional Designers; skilled in didactic andcourseware designpInstructional Designers; skilled in didactic andcourseware design
pTechnicians & Programmers;pTechnicians & Programmers;
pSystem managerspSystem managers
pContent Experts; specialists trained in deliveringtheir expertise with IT based materialpContent Experts; specialists trained in deliveringtheir expertise with IT based material
pTeachers; skilled in provision of IT-based coursespTeachers; skilled in provision of IT-based courses
pTutors; trained to support students & trainees inpTutors; trained to support students & trainees in
lidentifying their training needs and designing personalizedcurriculalidentifying their training needs and designing personalizedcurricula
lpassing though all the phases of the learning processlpassing though all the phases of the learning process
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TRIO programTRIO program
pTRIO; Technology, Research, Innovation &Orientation for vocational trainingpTRIO; Technology, Research, Innovation &Orientation for vocational training
pAim: Innovation of the regional vocational trainingpAim: Innovation of the regional vocational training
lPromotion of innovative actions and Tuscany regionalcooperation among training agencies, Universities andenterpriseslPromotion of innovative actions and Tuscany regionalcooperation among training agencies, Universities andenterprises
p11 Meuros; regional founds, EU social founds, andprivate contributionsp11 Meuros; regional founds, EU social founds, andprivate contributions
aims aims
pQualitypQuality
pInnovationpInnovation
pDiffusionpDiffusion
pInteroperabilitypInteroperability
pTELEFORM: implementation of theregional “tele-training” systempTELEFORM: implementation of theregional “tele-training” system
èIn vocational &integrated trainingèIn vocational &integrated training
detect, collect and promote thebest experiences in theprovinces, regions and nations
wto involve all the “training system”
TRIO program structureTRIO program structure
Thematic projectsThematic projects
Transversal projectsTransversal projects
TELEFORTELEFOR
......
......
TELEFORMsubprogram TELEFORMsubprogram
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TRIO -TELEFORM approachTRIO -TELEFORM approach
pDevelopinginfrastructures andskills necessary todesign and providetraining servicesthrough the distributedTRIO “tele-training”systempDevelopinginfrastructures andskills necessary todesign and providetraining servicesthrough the distributedTRIO “tele-training”system
lBased on severalcenters (poles) properlyequipped (10+5)lBased on severalcenters (poles) properlyequipped (10+5)
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Technical view & Applications ofthe PoleTechnical view & Applications ofthe Pole
pVideo-conferencingpVideo-conferencing
pInteractive classroompInteractive classroom
pDigital TVpDigital TV
pSynchronous &AsynchronousapplicationspSynchronous &Asynchronousapplications
pLive & VirtualapplicationspLive & Virtualapplications
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TELEFORM poles applicationsTELEFORM poles applications
lAccess tolAccess to
sproducts and formative modulessproducts and formative modules
–self-training and life long learning–self-training and life long learning
sthematic networkssthematic networks
stele-consulting and distantteachingstele-consulting and distantteaching
lCreation oflCreation of
sproducts and formative modulessproducts and formative modules
sthematic networkssthematic networks
lManagement oflManagement of
sproducts and formative modulessproducts and formative modules
scredits transferscredits transfer
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TRIO -TELEFORM outcomesTRIO -TELEFORM outcomes
Web sites
Web-cd, cd-rom
Paper guides
Traditional teaching and assistance
ppDesign, development and experimentation ofIST based thematic training courses
ppProducts and courses for flexible andmultidisciplinary training of operators andtrainers
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TELEFOR projectTELEFOR project
pObjectives:pObjectives:
lDelivery of training modules for operatorsof IT-based educationlDelivery of training modules for operatorsof IT-based education
lCreation of materials and didactic productslCreation of materials and didactic products
pAssumptionpAssumption
luses TELEFORM project outcomesluses TELEFORM project outcomes
stechnical platform, basic servicesstechnical platform, basic services
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TELEFOR basisTELEFOR basis
pNetworked Learner Support (NLS)pNetworked Learner Support (NLS)
lwhich staff?lwhich staff?
lwhich skills?lwhich skills?
lroutes to Continuing ProfessionalDevelopment?lroutes to Continuing ProfessionalDevelopment?
lthe organisation’s task?lthe organisation’s task?
pTELEFOR aim: develop an integratedview and define related profilespTELEFOR aim: develop an integratedview and define related profiles
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Networked Learner Support (I)Networked Learner Support (I)
rNetworked delivery ofrNetworked delivery of
luser education,luser education,
linformation skills training,linformation skills training,
lreference/enquiry assistancelreference/enquiry assistance
»email - Web - text, video, audio conferencing»email - Web - text, video, audio conferencing
rSupport forrSupport for
ltechnical aspects of information/communicationresource useltechnical aspects of information/communicationresource use
l“information curriculum” in networked learningl“information curriculum” in networked learning
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Networked learner support IINetworked learner support II
rAn educational role for information staffinvolving:rAn educational role for information staffinvolving:
lNew partnerships between information, IT& academic stafflNew partnerships between information, IT& academic staff
lCross-disciplinary skills & hybrid roleslCross-disciplinary skills & hybrid roles
lInnovation and management of culturalchangelInnovation and management of culturalchange
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NLS: which skills? (I)NLS: which skills? (I)
pIT/network skillspIT/network skills
pInformation discovery, evaluation, usepInformation discovery, evaluation, use
pAwareness & skills in on-line educationpAwareness & skills in on-line education
lrelevant networked technologieslrelevant networked technologies
lcurrent initiatives & good practicelcurrent initiatives & good practice
linvolvement in professional forums oneducational matterslinvolvement in professional forums oneducational matters
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pAwareness & skills in on-line educationpAwareness & skills in on-line education
lawareness of local educational “cultures”lawareness of local educational “cultures”
lhow people learn on-line (learning needs, styles,pedagogic approaches)lhow people learn on-line (learning needs, styles,pedagogic approaches)
lon-line communication skills (writing/speaking,diverse technologies)lon-line communication skills (writing/speaking,diverse technologies)
ldesign of on-line learning materials, tutoringldesign of on-line learning materials, tutoring
pTeam-work skillspTeam-work skills
pPromotional & change managementskillspPromotional & change managementskills
NLS: which skills? (II)NLS: which skills? (II)
TRIO-TELEFOR approach for training of operators and trainers:-Development & Operation knowledge map-TRIO-TELEFOR approach for training of operators and trainers:-Development & Operation knowledge map-
Analysis & Evaluation of existing products
Specialisation
Design, Evaluation and Improvement of services
Managers
Programmers
Instructional
Designers
Content
Experts
Teachers&Tutors
Systemsmanagement
Use of products
Technical Analysis
Interface Design
Usability Testing
Media Creation
Content Creation
TRAINING
DEVELOPMENT
TRIO-TELEFOR approach:Training Program for operators and trainersTRIO-TELEFOR approach:Training Program for operators and trainers
TRAINING
DEVELOPMENT
Multidisciplinary realization experiences of products and/or services
Practice on-the-field and stages
Use of thematic networks for competence sharing
Managers
Programmers
Instructional
Designers
Content
Experts
Teachers&Tutors
IST based and traditional courses
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TELEFOR modules characteristicsTELEFOR modules characteristics
pFlexibilitypFlexibility
pModularitypModularity
pIntegrable & scalable curriculapIntegrable & scalable curricula
pRe-use of material and contentspRe-use of material and contents
pbased on Web & Web-CDpbased on Web & Web-CD
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ConclusionsConclusions
pIntegrate IST in education & trainingpIntegrate IST in education & training
pDefine roles and professional skillspDefine roles and professional skills
p programp program
pImplement an instructional processapproach in TRIO-TELEFOR projectpImplement an instructional processapproach in TRIO-TELEFOR project
lskills acquisition and training for operatorsand trainerslskills acquisition and training for operatorsand trainers
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Thank you….questions?Thank you….questions?
pDino.Giuli@diefi.die.unifi.itpDino.Giuli@diefi.die.unifi.it
pPettenati@achille.unifi.itpPettenati@achille.unifi.it
pElena@pinet.ing.unifi.itpElena@pinet.ing.unifi.it
pBaldini@pinet.ing.unifi.itpBaldini@pinet.ing.unifi.it
