SMASH

2010 ◽  
pp. 171-192
Author(s):  
Maria Meletiou-Mavrotheris ◽  
Efstathios Mavrotheris
Keyword(s):  
Parent Education ◽  
Current Knowledge ◽  
Considerable Proportion ◽  
Course Content ◽  
Training Course ◽  
E Learning ◽  
Funded Project ◽  
Role Of Parents ◽  
Essential Knowledge ◽  
Mathematics And Science

At a time when mathematics and science provide essential knowledge tools and the foundations for lifelong learning skills, cross-national studies of student achievement in Europe indicate lack of mathematical and scientific competence for a considerable proportion of the student population. Acknowledging the central role of parents in children’s learning, the EU-funded project SMASH aims to raise the educational standards of European youth in mathematics and science by cultivating underlying home cultures as springboards for learning. The project consortium has developed an innovative intercultural parent-trainer training course and related resources for professionals involved in parent education initiatives. The course, which is delivered through combined use of e-learning and physical meetings, provides these professionals with current knowledge, techniques, and implementation tools for the provision of high-quality, culturally differentiated training in mathematics and science education to parents of elementary and middle school children (ages 6-15) in their communities. Online multilingual resources support and promote the program’s activities and objectives by offering open access to the parent-trainer training course content and tools.

SMASH

2012 ◽  
pp. 73-98
Author(s):  
Maria Meletiou-Mavrotheris ◽  
Efi Paparistodemou
Keyword(s):  
Parent Training ◽  
Parent Education ◽  
Current Knowledge ◽  
Middle School Children ◽  
E Learning ◽  
Funded Project ◽  
Learning At Home ◽  
Role Of Parents ◽  
Mathematics And Science

Acknowledging the central role of parents in children’s learning, the EU-funded project SMASH aims to raise the educational standards of European youth in mathematics and science by cultivating underlying home cultures as springboards for learning. The project consortium has developed, pilot tested, and delivered an innovative intercultural parent-trainer training course and related resources for professionals involved in parent education initiatives. Through the adoption of a blended learning approach that combines e-learning with physical meetings, the course equips these professionals with current knowledge, techniques, and implementation tools for the provision of high-quality, inquiry-based parent training in mathematics and science education. Individuals completing the course are trained to offer programs designed to educate parents of elementary and middle school children (ages 6-15) in how to best support their child’s mathematics and science learning at home using pedagogically sound strategies and technologies. Parents unable to attend parent-training sessions could still study independently using the project information base, which provides open access to the project’s outputs and resources.

Definition and Assessment of Competences in the Context of the European Diploma in Psychology

2005 ◽  
Vol 10 (2) ◽  
pp. 93-102 ◽  
Author(s):  
Dave Bartram ◽  
Robert A. Roe
Keyword(s):  
Professional Competence ◽  
Professional Psychology ◽  
European Standard ◽  
Course Content ◽  
Training Course ◽  
And Training ◽  
Oriented Approach

Abstract. The European Diploma in Psychology defines a common European standard for the competences required to practice as a psychologist. This paper describes how that standard was developed and defined, and why it was considered important to bring together the traditional input-based specification of professional competence, in terms of curriculum and training course content, with a more outcome-oriented approach that focuses on the competences that a professional psychologist needs to demonstrate in practice. The paper addresses three specific questions. What are the competences that a psychologist should possess? Are these competences the same for all areas of practice within professional psychology? How can these competences be assessed?

Hard and light gamification in education: Which one to choose?

2020 ◽  
Vol 1 (1) ◽  
pp. 20-27
Author(s):  
E. V. Karmanova ◽  
V. A. Shelemetyeva
Keyword(s):  
Computer Games ◽  
Educational Process ◽  
Course Development ◽  
Learning Technology ◽  
Training Course ◽  
Resource Requirements ◽  
E Learning ◽  
Characteristic Features ◽  
Game Elements

The article is devoted to the implementation of gamification methods in the educational process. The characteristic features of light and hard gamification are presented. The appropriateness of using gamification when applying e-learning technology is considered. Classification of courses based on hard gamification taking into account the technological features of development is proposed: courses-presentations, courses — computer games, VR/AR courses. The article also illustrates the use of various game elements of easy gamification using the example of the module “Level up! — Gamification” of the Moodle LMS. The capabilities of this module can be used in an electronic course by any teacher who has the skills of working with the Moodle.The authors present the analysis of the development of a training course in sales techniques using hard and light gamification technologies, where the course development was assessed for its complexity, manufacturability, and resource requirements. The results of the analysis showed that the development of courses using hard gamification requires much more financial and time-consuming than the development of courses using light gamification.The article evaluates the results of the educational intensiveness intense “Island 10–22”, held in July 2019 in Skolkovo, in which 100 university teams, teams of research and educational centers, teams of schoolchildren — winners of competitions, olympiads, hackathons (“Young Talents”) participated. The results of the intense confirmed the effectiveness of the use of light gamification methods in adult training. Thus, the conclusions presented in the article reveal a number of advantages that light gamification has in comparison with hard gamification.

A STUDY ON COURSE CONTENT REQUIREMENTS AND DESIGN STRATEGY OF TEA ART E-LEARNING

2019 ◽  
Author(s):  
Biyun Hong ◽  
◽  
Min-Yuan Ma ◽  
Yueshuang Lou ◽  
◽  
...  
Keyword(s):  
Design Strategy ◽  
Course Content ◽  
E Learning

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

scholarly journals EXPERIMENTING PARTICIPATIVE E-LEARNING IN NON-FORMAL ADULT EDUCATION: THE ESCALADE PROJECT

2016 ◽  
Vol 4 ◽  
pp. 144
Author(s):  
Luis Ochoa Siguencia ◽  
Gilberto Marzano ◽  
Renata Ochoa-Daderska
Keyword(s):  
Labor Market ◽  
Adult Education ◽  
Educational Needs ◽  
European Countries ◽  
Research Approach ◽  
Educational Strategies ◽  
Learning Programs ◽  
E Learning ◽  
Funded Project

This paper presents the research approach designed for  EScAlADE, an EU funded project that sees the participation of five European countries and focuses on adult participative e-learning. EScAlADE aims at investigating about the educational needs of adults (range: 50-65 years) involved in e-learning programs. This paper reports on the projects methodology and on the necessity of educational strategies able to provide adult trainees with the skills required by the labor market.

The Cultural Adaptation of E-Learning

2011 ◽  
pp. 308-325 ◽  
Author(s):  
Andrea L. Edmundson
Keyword(s):  
Instructional Design ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Cultural Analysis ◽  
Instructional Designer ◽  
Course Content ◽  
Instructional Methodologies ◽  
Cultural Preferences ◽  
E Learning ◽  
Design Skills

Culturally appropriate instructional design requires the integration of instructional design skills with intercultural knowledge. In e-learning, as in classroom-based courses, courses that accommodate the learning styles and cultural preferences of the targeted learners will offer the best—and fastest—learning outcomes. In this chapter, the author illustrates how to modify an existing e-learning course—or design one ‘from scratch’—that aligns the course content, the instructional methodologies (including activities and assessments) and the technology to the needs and environment of learners in other countries. The ‘smart’ instructional designer conducts a cultural analysis and makes validated changes to e-learning courses, before they are sent for translation, localization, or final production.

A European Evaluation of the Promises of LOs

2011 ◽  
pp. 515-531
Author(s):  
Robert McCormick ◽  
Tomi Jaakkola ◽  
Sami Nurmi
Keyword(s):  
Empirical Studies ◽  
Experimental Studies ◽  
Routine Data ◽  
Learning Objects ◽  
Digital Learning ◽  
Online Surveys ◽  
Semistructured Interviews ◽  
E Learning ◽  
Funded Project ◽  
The Impact

Most studies on reusable digital learning materials, Learning Objects (LOs), relate to their use in universities. Few empirical studies exist to explore the impact of LOs on pedagogy, especially in schools. This chapter provides evidence from an evaluation of the use of LOs in schools. The evidence is from an EU-funded project Context E-Learning with Broadband Technologies, involving 500 schools in six countries across Europe, to examine the impact of LOs on pedagogy. It brought together producers and users to try out technically and pedagogically sound ways of producing, making available through a portal, and using LOs. This chapter reports data from both quantitative and qualitative studies conducted during 2004, including: online surveys (of all the teachers involved), routine data from the portal, semistructured interviews in 40 schools in all six countries, experimental studies in one of these countries, and 13 classroom case studies in four of the countries.

Evaluating an Online Programming Instructional Process Organized Through Elaboration Theory

2018 ◽  
Vol 13 (4) ◽  
pp. 1-16
Author(s):  
Ünal Çakıroğlu ◽  
Mücahit Öztürk
Keyword(s):  
Online Courses ◽  
Evaluation Criteria ◽  
Instructional Technologies ◽  
Web Conferencing ◽  
Elaboration Theory ◽  
Course Content ◽  
Instructional Process ◽  
E Learning ◽  
Delivery Platform ◽  
Quality Learning

This article draws on a semester design study to evaluate the quality of an online from the point of e-learning. Adobe Connect web conferencing system was used as a delivery platform in an Introductory Programming course. The course content was specifically sequenced and elaborated in terms of elaboration theory (ET). Thirty pre-service computer teachers enrolled in instructional technologies department online program were participated to the study. The evaluation criteria included dimensions of e-learning in which both qualitative and quantitative data was used. The results indicated that the online course almost met the seven dimensions of e-learning in order to provide high quality learning outcomes. Elaborating the content provided positive contributions to the dimensions of content, interaction, learning and support. Along with the results, some implications were provided for elaborating and evaluating the content for online courses.

scholarly journals Early Nutrition eAcademy Southeast Asia e-Learning for Enhancing Knowledge on Nutrition during the First 1000 Days of Life

Nutrients ◽  
2020 ◽  
Vol 12 (6) ◽  
pp. 1817
Author(s):  
Brigitte Brands ◽  
Sirinuch Chomtho ◽  
Umaporn Suthutvoravut ◽  
Christopher Chiong Meng Boey ◽  
Swee Tang ◽  
...  
Keyword(s):  
Southeast Asia ◽  
Current Knowledge ◽  
Professional Associations ◽  
Double Burden ◽  
Face To Face ◽  
Early Nutrition ◽  
Learning Platform ◽  
Key Stakeholders ◽  
Positive Assessment ◽  
E Learning

Background: The double burden of both under- and overnutrition during the first 1000 days is highly prevalent in Southeast Asia (SEA), with major implications for lifelong health. Tackling this burden requires healthcare professionals (HCPs) to acquire evidence-based current knowledge and counselling skills. We assessed the needs of HCPs in SEA and developed a continuing medical education/professional development (CME/CPD) program using an e-learning platform to reduce existing gaps. Methods: European, Thai and Malaysian universities collaborated with SEA national nutrition associations in the Early Nutrition eAcademy Southeast Asia (ENeA SEA) project. We assessed HCPs’ needs using questionnaires and mapped CME/CPD programmes and regulations through stakeholder questionnaires. Using a co-creation approach, we established an e-learning platform. Evaluation in users was undertaken using questionnaires. Results: HCPs in SEA reported major training gaps relating to the first 1000 days of nutrition and limited impact of existing face-to-face training. Existing pre/postgraduate, residency and CME/CPD programmes did not adequately address the topic. To address these gaps, we produced a targeted e-learning platform with six modules and CME-tests. National ministries, Thai and Malaysian universities, and professional associations endorsed the training platform. To date, over 2600 HCPs have registered. Evaluation shows high acceptance and a very positive assessment. Conclusions: Dedicated e-learning can reduce major gaps in HCP training in SEA regarding nutrition during the first 1000 days of life at scale and is highly valued by both users and key stakeholders.

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