Definitions and key concepts
|
Developed VOOCsTable: 1 Overview and description of the developed VOOC’s:
title, audience, aims, medium and design.
|
Partner
|
Title VOOC
|
Audience
|
Aims VOOC
|
|
P5
|
Best practices of work-based Learning in EU countries
|
HE/VET teachers and trainers dealing with the management of work-based learning environment, training at workplaces, and assessment of learning outcomes as well
|
The course is designed to provide the participants with the knowledge and skills needed to understand, analyze and apply the chosen European policy and practices of work-based learning (WBL) in VET and define its opportunities for Russian practice of VET
|
|
P6
|
Developing skills for tutoring in the e-learning context
|
VET teachers who want to develop their e-learning tutoring skills; advance their analytical, problem solving and organizational skills; improve their ability to effectively communicate with their students and peers in the e-learning (online) environment
|
Learners' acquisition and mastery of pedagogical, psychological and communicative skills in tutoring, sufficient for effective and independent work with students in the e-learning (online) environment.
|
|
P7
|
Basics of project activity in education.
|
VET and HEIs teachers
|
Understand the peculiarities of the project activity.
|
|
P8
|
|
|
|
|
P9
|
Effective team working for VET teachers in accordance with EU practice
|
Teachers and administrative staff from VET and HEI VET schools
|
Acquisition and development of skills and competencies of teachers in team working.
|
|
P10
|
Interactive teaching strategies in vocational education
|
Vocational Education Teachers
|
To understand and use different interactive strategies in teaching and learning processes. To use interactive strategies according to learning outcomes, content, group and individual characteristics of students.
|
|
P11
|
Effective team working for VET teachers in accordance with EU practice
|
Teachers and administrative staff from VET and HEI VET schools
|
Acquisition and development of skills and competencies of teachers in teamwork, necessary for the implementation of teaching and extracurricular activities in everyday practice.
|
|
P12
|
Online Course Design and Tutoring
|
VET teachers - secondary schools and vocational studies
|
Training VET teachers to become an effective online course designer and tutor, using LMS Moodle platform and online teaching tools.
|
|
Partner
|
Platform VOOC
|
Design
|
|
P5
|
Moodle
|
The following five goals framed our thinking on specific pedagogic and structural components of the VOOC:
Meaningful – To enable meaningful learning, we will provide content that stimulates understanding of core concepts and their relationship to the world.
Engaging – We will keep the course engaging to limit attrition by providing feedback for completion and/or inactivity, communities of interest, and public recognition for accomplishments.
Measurable – Both students and instructors will have access to measurable progress on usage of learning objects and technology, as well as success in understanding course concepts.
Accessible – The content and structure of the course is designed to be accessible to matriculated students, other participants and individuals interested in applying of WBL.
Scalable – To achieve massive scale, the course is designed for thousands of students using automated systems. Instructors will have three points of contact throughout the course – 1) creating content, 2) managing operations, and 3) assessing the results. None of these three hinder scalabilities.
|
|
P6
|
Moodle
|
This included:
- Development of content from the point of view of pedagogical, psychological and communicative goals of the course and on the basis of the modular construction of the course;
- Creation of relevant learning activities (interactive tests and quizzes with the Hot Potatoes authoring tool; personalized writing, case-study and discussion tasks and assignments; gamification via the H5P app, forums and chats that allow networking and crowdsourcing, etc.)
- Determination of a valid assessment system, taking into account the learning outcomes and results of student’s participation, as well as the mass character and the openness of the course.
|
|
P7
|
Moodle
|
Lectures and presentations of relevant theoretical contents, especially on the project proposal structure, group and individual learning, tasks for self-study. The study program consists of 3 modules.
|
|
P8
|
|
|
|
P9
|
Moodle
|
The course is designed for teachers who want to develop their skills and competencies in teamwork. It offers theoretical and practical knowledge about teams and raises awareness of the importance of teamwork for 21st century teachers. The first part of the course includes introducing students to the benefits of teamwork, the differences between teams and groups, the basic elements of the team, the stages of team development, roles and responsibilities in the team. The second part of the course will emphasize the importance and role of communication in the decision-making process and resolving conflict situations in teamwork. The course will also analyze the various decision-making pitfalls that teams may fall into and how to develop better decision-making practices. The third part will be dedicated to the introduction of modern digital technologies that will improve the teamwork skills of teachers and improve their performance.
|
|
P10
|
Moodle
|
The course is designed to provide the participants with the necessary knowledge needed to develop or upgrade some pedagogical and didactical competences. Hence, the course provides an overview of some pedagogical concepts and processes, contemporary didactic approaches to planning, realization and evaluation processes of teaching and learning (for example, outcome-oriented teaching and learning, self-regulated learning, etc.; problem-based teaching, project based teaching, flipped classroom, etc.; learning-oriented assessment, self-assessment, etc.).
|
|
P11
|
Moodle
|
The course is designed for VET teachers who want to develop their team working skills and competencies. It offers both theoretical and practical knowledge about teams and raises awareness of the importance of team working for the teacher of the 21st century. The first part will introduce the benefits of team working, differences between teams and groups, fundamental team elements, phases in team development, roles, and responsibilities in the team. The second part will emphasize the importance and role of communication in the process of decision making and solving conflict situations. The course will also analyze the various decision-making traps that groups can fall into and how to develop better decision-making practices. The third part will be dedicated to the introduction of modern digital technologies that will enhance VET teachers' teamwork skills and improve their performances.
|
|
P12
|
Moodle
|
* Learning materials, preparation and distribution:
- Basic course information and initial questionnaire (training overview and training calendar)
- Interactive LMS Moodle Lectures for six topics.
- Video and .pdf tutorials for recommended online teaching tools (LMS Moodle, Google, Screencast, video conferencing tools)
*Learning activities preparation and implementation:
- Individual activities (discussions via LMS Moodle forums and work on Learning Diary using multimedia tools)
- Team work (creating teams for practical work, creating scenario, materials and evaluation for team online courses)
- Participants should read lectures and guidelines weekly. They should attend discussions in forums and individual/collaborative activities. They should also examine other resources.
- Participants should follow critical dates for assignments and other tasks.
* Evaluation
- Online self-evaluation Quizzes
- Online Discussions
- Teaching materials on one of the course topics
- Learning Diary
* Teaching Methodology
- Tutor led learning,
- Self-directed learning,
- Learning by doing,
- Collaborative learning,
- Discussions
|
|
