E-lives Good Practies Summary
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This document discusses e-engineering, which involves applying e-learning strategies to engineering education. It provides an overview of key topics to consider for developing e-engineering programs, including educational platforms, remote laboratories, organizing e-learning trainings, handling legal aspects between different countries, and assessing quality. The document emphasizes the importance of instructional design, providing support for students and faculty, and using evaluation tools to measure the effectiveness of e-learning engineering programs.
E-lives Good Practies Summary
- 1. e-Learning Innovative Engineering Solutions e-LIVES National Dissemination Workshop e‐Engineering Good Practice Guide
- 2. e-LIVES National Dissemination Workshop e-Engineering Promoting the development of e-engineering training practices By “e-engineering” it is meant “e-learning training in the field of hard sciences” e-Engineering is a concept that results from the concatenation of two ideas: • E-learning. Concepts such as learning strategies, learning platforms and scenarios, organization, legal aspect and quality assessments are key factors to be considered in the design of e- courses • Remote laboratory. A set of hardware instrumentation and software solutions that allows students to carry out online experiments through Internet
- 3. e-LIVES National Dissemination Workshop e-Engineering
- 4. e-LIVES National Dissemination Workshop e-Engineering Good Practice Guide • E-learning strategy applied to e-Engineering • Legal aspects • Financial model • Organization of an e-learning training • Designing practical laboratory classes • Training of personnel • Quality assessment of an e-learning training • E-learning platforms • Handling different aspects related to Remote Laboratories to be used in e-Engineering • Remote laboratory development from a technical perspective
- 5. e-LIVES National Dissemination Workshop Educational Platforms Educational platforms receive several names. These names are all used to talk about teaching-learning online systems: • Virtual Learning Environment (VLE) • Learning Management System (LMS) • Managed Learning Environment (MLE) • Integrated Learning System (ILS) • Learning Support System (LSS) • Virtual/Distance Training Platforms • Virtual Campus An educational platform aspires to create and handle teaching and learning online sites, where teachers and students may interact during the learning process
- 6. e-LIVES National Dissemination Workshop The basic properties educational platforms include are: • Flexibility • Interactivity • Standardization • Scalability • Functionality • Usability • Ubiquity • Integration Educational Platforms: Properties
- 7. e-LIVES National Dissemination Workshop Remote laboratories? Salmerón-Manzano, E., & Manzano-Agugliaro, F. (2018). The higher education sustainability through virtual laboratories: The Spanish University as case of study. Sustainability, 10(11), 4040.
- 8. e-LIVES National Dissemination Workshop Three key aspects of a remote laboratory: Pedagogical content, software, hardware Multidisciplinar teams required Remote laboratories: Key elements
- 9. e-LIVES National Dissemination Workshop Components of a web- based Remote laboratory
- 10. e-LIVES National Dissemination Workshop Remote laboratories design Before the development stage, some best practices would be: • Know and define who is the intended audience of the laboratory • Know and define what concepts should teach and include • Know and define how users will interact with the laboratory • Know and define what actions they will be able to conduct Aspects related to remote labs that should be considered: • Issues related to human activities • Aspects related to Technology • Pedagogical and Educational support • Lifecycle and obsolescence of lab equipment • Learning platforms and federation
- 11. e-LIVES National Dissemination Workshop Remote laboratories design: good practices • Use an architecture which minimizes the hardware/software coupling • System reliable • System easily maintained • Remote administration capabilities • Auto-diagnostic hardware • Avoid over-engineering • Keep costs down unless there are good reasons not to • Plan for replication
- 12. e-LIVES National Dissemination Workshop LifeCycle and obsolescency of Remote laboratories A remote lab is firstly based in the pedagogical needs what influences in its design and the first step to take is analysing didactic requirements Once the lab is demonstrated to be a good resource, the maintenance and mostly, the upgrading of the equipment to updated technologies as time passes by, have to be seen as a good practice A good practice could be the establishment of a remote lab review scheduling
- 13. e-LIVES National Dissemination Workshop e-Learning training: Organization • Course structure: Course structure clearly reflects the quality of the course. Course structure should contain the detailed information about the various modules involved in that course • Student support: Student support is one of the primary areas of e-learning that is completely different from the traditional classroom teaching method. In e-learning, students learn as an interaction with programmed instructional systems • Faculty support: Promotion is the only way to get the e-learning out of your university to the student’s workspace. In that sense, it is important for faculty to provide enough support • Evaluation & assessment: Evaluation and assessment is the essential part of learning and teaching. Assessment is furtherly divided into two categories, namely, the summative and the formative assessment
- 14. e-LIVES National Dissemination Workshop e-Learning training: follow-up e-Learning has emerged as one of the popular tools for the current education system. This tool has been integrated into numerous educational programs in different universities throughout the world Pedagogical support for students refers to the procedures and approaches followed by the university to address pedagogical issues and achieve a high level of pedagogical quality for e-learning courses. In essence, along with the teaching responsibilities, teachers need to consider and focus on numerous aspects to provide a good and satisfying support to students • Self-efficacy beliefs and skills of teachers • Ease of use of training infrastructure • Quality of course and supporting material • Learning objectives • Student’s homework follow-up and feedback • Technical support
- 15. e-LIVES National Dissemination Workshop e-learning, e-Engineering strategies and practical work Depending on the institution different learning practices can be implemented Just-in-Time Teaching (JiTT) Lecturing Virtual and Remote Labs Lecturing
- 16. e-LIVES National Dissemination Workshop Practical laboratory classes: Design The design of a practical work session cannot be dissociated from the design of an entire course. Traditionally, the practical work session is the third link in the chain: Courses – Tutorials – Practical work. However, this three-phase organization is not necessarily the most effective: • The role of the laboratory experiment is limited to the practical verification of the validity of a theory • The results of the experiment are often known and theoretically predicted • The discovery aspect, formulation of hypotheses to explain the observation is often missed • The student is not trained to think like a scientist
- 17. e-LIVES National Dissemination Workshop Practical laboratory classes: Instructional design There are several frameworks for the design of a course Dick and Carey model:
- 18. e-LIVES National Dissemination Workshop Practical laboratory classes: Instructional strategy Inquiry learning as an alternative strategy “Learning is a process whereby knowledge is created through the transformation of experience” (Kolb, 2014)
- 19. e-LIVES National Dissemination Workshop Legal aspects The geographic diversity of the countries covered inside the partnership under study, from Europe, North Africa, and the Middle East (EMEA) and their diverse legislation and how they may influence the development of e- Engineering courses makes this a challenging topic
- 20. e-LIVES National Dissemination Workshop European countries The creation of the European Higher Education Area (EHEA) began with the Bologna process, launched with the Bologna Declaration (1999), aims to introduce a more comparable, compatible and consistent system for European higher education, through: • Introduction of the Three-Cycle System (degree, master and doctorate) • Strengthening quality assurance • To facilitate the recognition of qualifications and study periods In addition to European laws, each European country also has its own legal framework
- 21. e-LIVES National Dissemination Workshop Middle East and African countries Unlike European countries, the Middle East and African countries are governed by other own laws. But both have several common main goals, such as: • Integration of ICT in education systems and initial and continuing training of teachers and trainers • Support the development of high-quality digital teaching material that ensures the quality of online offers • Obtaining national accreditation of education programs (Strengthening quality assurance)
- 22. e-LIVES National Dissemination Workshop Financial model Whatever the country, a higher education professor has generally an, generally quantified in number of hours to spend with students In e-learning contexts, annual workload of teaching to do is complex to handle. In higher education systems there is an absence of a clear legal framework Compensation models: • No compensation arrangement for teachers • The ECTS-based model • A priori and a posteriori estimation of teacher workload model • The online meeting hours model An intermediate model which presents the best guarantee for the different stakeholders and also considering the number N of active students during the assessment
- 23. e-LIVES National Dissemination Workshop Training personnel: Train the Trainers The IFeL Competency Framework responds to the need of training for university teachers to integrate ICT into their teaching and research activities It can be used either to develop training modules that will be put online or to design appropriate training content It is based on the areas related to the integration of ICT with university teaching and specifically on the pedagogical core of the DigCompEdu reference framework. These areas are: • Documentation • Production • Communication • Evaluation
- 24. e-LIVES National Dissemination Workshop DigCompEdu framework
- 25. e-LIVES National Dissemination Workshop IFeL competences
- 26. e-LIVES National Dissemination Workshop Quality, Assessment & Evaluation Another way to assess the quality of an e-learning training is to obtain data about the quality • who or what can provide data? • how should it be collected? ¿Questionnaires ---- Peer review ---- Big Data? e-Learning assessment methods: • Quantitative assessments provide concrete numbers • Qualitative assessments are best for specific skills and tasks
- 27. E-LIVES National Dissemination Workshop Student learning results One way to measure the quality of an e-learning training is by assessing the goal audience of the e-learning program themselves The aim of a training is to increase the students’ knowledge Different assessment techniques can be used at different moments: • during the training (formative) • after the training (summative) Not all traditional assessment methods can be used
- 28. e-LIVES National Dissemination Workshop Tools used to evaluate quality Questionnaires and feedback are the most common ways to evaluate quality in e-learning environments. Tools available to achieve such a goal are divided into two categories 1.- LMS plugins. The information gathered is used to create reports: • Report module: basic reporting tool • Dashboard: charts and tables • Custom SQL queries report 2.- Independent Survey tools. Most reporting software are paid ones, some free software tools are: • The BIRT-Business Intelligence and Reporting Tool • Google forms • Jaspersoft
- 29. e-LIVES National Dissemination Workshop The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. e-LIVES e-Learning InnoVative Engineering Solutions e‐Engineering Good Practice Guide
Editor's Notes
- #11: Figure 11.7 summarizes some of the key aspects and processes in a remote laboratory development project. Conceptually this could be seen as a set of processes that take place in order from left to right, though in practice this tends to be more complex. “Pedagogical design” involves the first steps before starting the creation of a lab: choosing what the laboratory will be for, and what kind of interaction will users require. The “HW design and development” tasks and the “software design and development” tasks are self-explanatory. The “testing & deployment” tasks involve ensuring that the remote laboratory meets the requirements, including the pedagogical ones; and deploying it appropriately. The last two aspects, “Sustainability” and “Maintenance”, are critical for any production-level remote laboratory and they are probably the most often neglected ones. “Maintenance” involves those tasks intended to keep the laboratory in working order, which will include, among other tasks, hardware repairs and software updates. Proper maintenance requires the availability of certain resources, including financial ones and work hours. “Sustainability” refers mostly to the plan and scheme through which these resources are meant to be obtained reliably in the future.
- #12: Figure 11.7 summarizes some of the key aspects and processes in a remote laboratory development project. Conceptually this could be seen as a set of processes that take place in order from left to right, though in practice this tends to be more complex. “Pedagogical design” involves the first steps before starting the creation of a lab: choosing what the laboratory will be for, and what kind of interaction will users require. The “HW design and development” tasks and the “software design and development” tasks are self-explanatory. The “testing & deployment” tasks involve ensuring that the remote laboratory meets the requirements, including the pedagogical ones; and deploying it appropriately. The last two aspects, “Sustainability” and “Maintenance”, are critical for any production-level remote laboratory and they are probably the most often neglected ones. “Maintenance” involves those tasks intended to keep the laboratory in working order, which will include, among other tasks, hardware repairs and software updates. Proper maintenance requires the availability of certain resources, including financial ones and work hours. “Sustainability” refers mostly to the plan and scheme through which these resources are meant to be obtained reliably in the future.
- #25: As the teaching profession faces rapidly changing demands, educators need an increasingly wide range of skills. In particular, the omnipresence of digital devices and the need to help students acquire digital competence compel teachers to develop their own digital skills. In order to develop this program, we have adopted and contextualized the DigCompEdu framework, (Figure 7.1), which aims to define these specific digital skills for educators. This framework is aimed at educators at all levels of education, specifically higher education, including general and vocational education, special education and non-formal learning contexts. It intends to provide a general reference framework for digital competence model developers, namely governments, national and regional agencies, educational organizations themselves and public or private vocational training providers.