Transcript Comparative studie

E-Mode: the findings of the project on the attitudes and practises of trainers
concerning the development of their own educational material and modules,
with the use of ICT
http://www.emode-net.eu/dk.html
E-Mode/Lifelong Learning Programme
Inspirationseftermiddag, FOF, 20. januar 2011
By Associate Professor Leif Emil Hansen, PAES/Department of Psychology and
Educational Studies, Roskilde University, Denmark
E-Mode – den danske rapport
• Vi har spurgt et repræsentativt udvalg af
medlemmer af Uddannelsesforbundet
• Hovedparten af respondenterne udvikler,
gennemfører og evaluerer eget
undervisningsmateriale
• De føler sig også kompetente til at gøre det
(fortsat)
• Et mindretal føler behov for yderligere
kompetencer i IT (gruppen er sikkert større i
realiteten)
• Alle ønsker at blive bedre til at bruge IT i deres
job som voksenundervisere
• Der er brug for mere tid, flere ressourcer –
bl.a. sammen med kollegerne for inspiration
og udveksling af erfaringer
(fortsat)
• Andre peger på nødvendigheden af egentlig
efteruddannelse (kurser)
• Der er ikke udstrakt kritik af støtten fra det
institutionelle niveau, men
• Der peges på behovet for mere kontakt til
ledelsen og kollegerne på arbejdspladsen
• Der peges på behovet for mere
forberedelsestid i denne forbindelse (i.e. mere
udstrakt brug af IT i alle faser af
undervisningen)
Methodology and data
• BG: desk survey; 48 questionnaires; focus groups – all among adult
educators and volunteers
• DK: desk survey; questionnaire with 25 respondents among diverse adult
educators; a focus group
• GR: 53 semistructured interviews with educators (diverse age, experience
and gender)
• SE: Policy paper plus reflective summary that refers to the E-Mode project
• TU: 55 questionnaries among vocational adult educators (diverse age,
gender and experience) plus one focus group with 14 participating
educators – in general highly educated
Findings
Nations
Teachers development of teaching materials
BG
The majority (app. 60%) of the Bulgarian educators use ready-made
educational materials. 30-40% of the teachers are partially developing their
own material (10-15% are creating more than 80% of their material
themselves)
DK
In general (app. 75%) the Danish trainers are focused on developing,
implementing and evaluating own educational materials; they especially
emphasize the importance of evaluation
GR
The majority finds it very important to develop material themselves; 47%
actually develop most of the material themselves, while 34% develop it to
some degree
SE
In general they use ready-made materials – and they are not satisfied with the
(pedagocical) adequacy of it
TU
They all agree on the importance of designing, implementing and evaluating
their own educational material (60% ‘strongly agree’, 40% ‘agree’)
Findings
Nation
Motives to elaborate own teaching materials
BG
The institutions are not making the right incentives due to the
competitors on the educational market, who use ready-made
materials with the same (financial) success
DK
No significant findings
GR
There is a low quality of the ready made educational materials;
furthermore, in many cases teachers are not offered any materials at
all. Both elements create motives to develop their own material –
which also enables a student centred approach
SE
A more consistent effort in the educational field for trainers would
motivate the trainers to develop their own educational material
TU
(It is not clear from the national report what the motives are or could
Findings
Nation
ITC competences
BG
40% feel completely OK with their ICT skills; they also have access to
computers (90% in the big cities and over 50% outside)
DK
38% feel very competent , 42% feel competent, while 20% do not feel
competent at all
GR
Most of the respondents feel very competent in integrating ICT in their
teaching – through work practise, not courses. 33% would like to develop
further their ICT skills – especially within design and evaluation
SE
ICT is a great part of the general training in Sweden; that indicates the
trainers’ good and comprehensive ICT competences
TU
In general they are willing and feel competent in developing,
implementing and evaluating their own materials, but they (app. 56%) do
not feel competent enough in relation to the required standards for using
information technologies
Findings
Nation
Support in designing, implementing and evaluating educational material
BG
There is a general (app. 55%) feeling that authorities and institutions do support the trainers.
45% state that the employers support them. 32% get help from their colleagues
DK
48% have not addressed the question. Among the other half there is no consensus: 25% are
satisfied with the support they get; 25% are dissatisfied. The satisfied ones point to colleagues,
employers and institutions for further support (from colleagues they already get some valuable
support)
GR
The majority is dissatisfied with the support they get. 39% of the respondents wish that the
adult education institutions would improve their support, while 25% think it should be the
lifelong learning providers (what is the difference?). 20% point to ‘educational technology
departments’
SE
There are no national programmes or effort to develop the general standard of the trainers’ ICT
competences
TU
60% mention that they get support from the universities or by their colleagues (56%) and via the
trainees (they get valuable feedback). It is uncertain whether the trainers are in general satisfied
with the support they get
Barriers
Nation
BG
App. 50% are not capable of developing their own teaching by the use of ICT. The
government is not supportive enough. Financial incentives, i.e. gratification of the
trainers, could create an extra effort
DK
The trainers need more time, space, and resources to handle the challenges of ICT;
there is a need for courses and ‘sparring time’ with colleagues
GR
There is no political strategy for exclusively adult education initiatives. Some
teachers experience so many restrictions that they are not able to develop their own
education materials. There are also facility problems. 54% feel a lack of competence
and a need for courses etc.
SE
A more consistent effort in the educational field would motivate the trainers to
develop their own educational material. There is a demand of programmes that are
anchored in a European system; also a need for higher mobility between the
countries; the trainers’ skills should be recognized internationally
TU
Challenges in creating a sharing-culture; a need for standardization of the use of
technology in the educational system; there is to some degree a limited
technological competence among the trainers
Conclusions
• In general the trainers are interested in developing their ICT
skills – they want to get updated and to renew their
knowledge, BUT:
• They experience a lack of resources and support, in terms of:
– Time
– Access to relevant technology
– Incentives in terms of agreements on work conditions, salaries and
wages
– LLL specific ICT programmes (i.e. sensitive electronic evaluation
methods and schemes)
• They do not – in their own opinion – have sufficient advanced
ICT skills (for instance, the majority miss competences in the
designing and evaluation part)