Программа обучения курса

Course Title 

E-learning methodology and instruments for VET-teachers 

University Website 

https://www.tversu.ru/ 

CourseID 

IT01 

Pre-requisites (if any) 

Computer basics 

Course Description 

This course is designed to provide the participants with the necessary knowledge needed to become an effective online teacher. Hence, the course provides an overview of e-learning concepts and processes together with some tools useful for management, organisation and creation of e-Learning content. 

Course Duration 

72 hours 

Learning Outcomes 

Upon completion of this course, you should be able to: 

• demonstrate knowledge of e-learning basic concepts and online learning theories 
• identify situations when using of e-learning is needed and select the most suitable form of it according to the situation 
• apply common criteria of course quality to evaluate courses’ fineness 
• list most popular instructional design models, explain its key features and apply ADDIE model to design a course 
• use technologies of different vendors to create and publish interactive course content: presentations, electronic tables, cloud repositories, forms, virtual classes, video 
• explain main purposes of LMS, demonstrate knowledge of its functions 
• conclude common principles of different LMSs and use any of such a system to provide courses 
• apply knowledge of e-course development and publication processes to create an e-learning course 
• compare elements of traditional and e-courses, define its similarities and differences, transform them one into another 
• create course syllabus 

Employability Skills 

• Technology use 

• basic computer knowledge for making Internet researches 
• communication by e-mails, chats and etc. 
• creating a short course or online course 

• Communication 

• communication with instructor for asking relevant questions and discuss doubts using text and voice messages 
• online communication with other VET-teachers during group works via chat and Skype conferences 

• Time management and organisation 

• graphic organisation to find time for doing classwork and individual tasks 
• self-motivation 

• Critical Thinking and Analysis 

• making reports according to individual research 

• Online teaching  

• developing interactive e-course that motivates and encourages students to participate fully  
• providing online support and constructive feedback 
• establishing and sustaining online presence 

Related Concepts 

Self-Study, Guided E-Learning, Instructor Led E-Learning, Blended E-Learning, E-Tutors Role, Learning Environments, Interaction During E-Learning Process, Adult Learning, Syllabus, Instructional Design, LMS, Interactive Course Content 

Topics 

Instructional materials 

Activities 

Evaluation (online/F2F) 

1. Fundamentals of e-Learning: Basic Concepts 

• Video (or presentation) guide 
• Textual lecture 
• Online Discussion (chat in Teams or Canvas) 

Creating account 

Groupwork: choose the best methodology according to course syllabus 

Individual: evaluate specific online course according to common criteria of course quality 

Discussion: What pros and cons of E-Learning can you name? 

F2F: presentation of individual project 

Evaluation criteria: 

Presenter 

• Delivered the material in a clear and structured manner 
• Used effective speech techniques (pace, clear voice and etc.) 
• Used accurate, clear and appropriate language, applied terms correctly 
• Logically explained and simplified content, made examples 
• Answered questions effectively 
• Made appropriate eye contact throughout presentation 
• Was well organised and prepared 

Presentation 

• Was concise and informative 
• Contained practical examples and useful techniques that applied to current work 
• Include introduction and conclusion 
• Easy-to-read slides (font, colors, alignment and etc. Slides are not overloaded with text, graphics support message. Good quality graphics used) 

Online: groupwork report 

Evaluation criteria: 

Content: 

• Introduction (short essay about key features helping to make correct methodology choice) 
• Several methodologies analysed 
• detailed response, includes arguments and examples 
• Summarisation made 

Visual aids: 

• Easy-to-read text (used font, its size, style and color, text alignment and etc.) 
• Headers (Text is divided on logical parts. Headers are numbered, highlighted) 

Graphics (diagrams, tables and etc. support message and are of a good quality) 

2. Instructional Design

• Textual lecture illustrated with presentations 
• Shared document 
• Skype (Teams) video conference 

Individual: presentation about one of the Instructional Design models 

Groupwork: creating document with common principles of all observed models 

Discussion: What are pros and cons of every presented models? 

• F2F: presentation of individual project 

3. E-course development according to ADDIE model 

• Textual lecture 
• Video lecture 
• Shared document 
• Online Discussion (chat in Teams or Canvas) 

Group Chat: working with case according to ADDIE model 

Individual: creating course plan according to ADDIE Model 

Discussion: What additional steps are needed to improve course development on every step of ADDIE model of other course participants? 

Online: syllabus of individual course, plan of ADIDIE model steps passed during working with individual course 

4. Instruments of creating Interactive content 

• Video guide 
• Textual lecture 
• Online Discussion (chat in Teams or Canvas) 

Individual: Learning Diary 

Discussion: What are common and different aspects of all learned similar technologies (Google vs Office365)? 

Online: creating interactive content using all learned technologies 

5. LMS 

• Presentation 
• Textual lecture 
• Online Discussion (chat in Teams or Canvas) 

Individual: developing Canvas course 

Discussion: What are similar elements of e-course and traditional course? What are differences? 

F2F: presentation of individual course published on Canvas Platform 

Assessment and Evaluation 

20%: Participating discussions, groupworks 

40%: Individual tasks, post-module assignments 

40%: Final Course Presentation 

Tutor Info and Contact 

Will be defined not later than 2 weeks before course beginning 

How to study? 

Participants should read articles and handouts weekly. They should attend discussions on forum and individual/collaborative activities. They should examine other resources. Participants should follow critical dates for assignments and other tasks. 

Learning Resources 

• Canvas Platform https://public-lms.tversu.ru/ 

Other Reading/References 

• Office365 Materials 
• Google Materials 
• Canvas Instructional Guide 
• The Use of e-Learning in Vocational Education and Training (VET): Systematization of Existing Theoretical Approaches - Vera Belaya - Journal of Education and Learning; Vol. 7, No. 5; 2018 ISSN 1927-5250 E-ISSN 1927-5269 
• Vocational Training Vs University Education - William Cowie - Inspire Education Pty (https://www.inspireeducation.net.au/) 
• ELEARNING 101: CONCEPTS, TRENDS, APPLICATIONS - Talent LMS (https://www.talentlms.com/) 
• How to Create eLearning Courses – The Definitive Guide to the Development Process - iSpring Solutions (https://www.ispringsolutions.com/blog/how-to-create-online-course) 
• Learning e-Learning Skills for Vocational Training Using e-Learning: The Experience Pilonting the (e)VET2EDU Project Course - Isabel Gutiérrez, M. Mar Sánchez, Linda Castañeda, and Paz Prendes - International Journal of Information and Education Technology, Vol. 7, No. 4, April 2017 
• Needs Analysis and Course Design - Djoko Srijono - Kajian Linguistik dan Sastra, Vol. 18, No. 34, 2006, pp 47-55 

Teaching Methodology 

Presentation, Direct Instruction, Collaborative Learning, Project-Based Learning, Discussion 

Equipment 

Computer/Laptop + Audio Equipment (speakers or headphones) 

Attendance Policy 

Participating all course discussions and groupworks 

Surveys 

An assessment survey will be provided at the end of each module