OP19: Valorisation Report valorisation events and activities by Buckinghamshire New University (Bucks)

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1 OP19: Valorisation Report valorisation events and activities by Buckinghamshire New University (Bucks) Valorisation event 1 Valorisation activity: Workshop organized in Amersham and Wycombe College Date and place: 10 May 2011 from 14:00-15:30 A thirty minute presentation of COMBAR project was made during a Staff Development session conducted by Mrs Debie Nolan. The COMBAR manual was presented, the main features of COMBAR Teaching Concept were presented alongside with examples from the piloting that took place in Bucks New University. Participants wanted to know how COMBAR could be applied in A&W College; What the benefits of using COMBAR are; How long does it take to learn how to use CTC; What resources are needed in order to implement CTC; What time allocation is necessary for the successful implementation. Participants feedback was mostly positive but some expressed the view that significant resources may be needed if CTC was to be implemented. Feedback also suggested that the managers of the College are the first to want to implement CTC. There were three teachers who manifested interest and wanted to try and pilot CTC in their teaching as pioneers. Further contacts and presentation of the Final Refined product was to be made available. Conclusions and actions: An invitation was made for a presentation of the animation where CTC in September 2011 at the beginning of the academic year as part of the Induction week. -COMBAR manual was presented to participants and 12 copies were distributed 1

2 Valorisation event 2 Valorisation activity: Conference Presentation Date and place: 23 May 2011 from 9:30-10:00 A thirty minute presentation of COMBAR project was made during a Scholarship Results conference organized in Bucks New University. Participants asked a couple of questions: How much of staff time takes to learn how to use CTC? What the benefits of using COMBAR are? What resources are needed in order to implement CTC; What does CTC bring as novelty in e-learning? What were the outcomes of implementing CTC for the Travel and Aviation Department? Feedback included some positive points: -Excellent tool to keep students in education -Could enhance retention if applied properly Negative aspects: -Significant resources may be needed if CTC was to be implemented. - There seem to be a long process to really learn how to use CTC Further contacts and presentation of the Final Refined product was to be made available. Conclusions and actions: An invitation was made for a presentation of the animation where CTC in October 2011 at the beginning of the academic year as part of the Induction week. -A PowerPoint presentation was used 2

3 Valorisation event 3 Valorisation activity: Workshop organized in Berkshire College Date and place: 9 June 2011 from 16:30-18:00 A thirty minute presentation of COMBAR project was made during a Staff Development session conducted by Mrs Michelle Martin. The COMBAR manual was presented, the main features of COMBAR Teaching Concept were presented alongside with examples from the piloting that took place in Bucks New University. Participants asked a couple of questions: Could CTC be applied in other Colleges? How many hours a week you need to implement CTC? What the benefits of using COMBAR are? How long does it take to learn how to use CTC; What resources are needed in order to implement CTC; Will CTC animation be available on the COMBAR web-page and when? Feedback included some positive points: -Excellent tool to keep students in education -Responds to similar problem in BC -Could enhance retention Negative aspects: -Significant resources may be needed if CTC was to be implemented. -Why should staff members work hard to learn how to use CTC? - There seem to be a long process to really learn how to use CTC There were two teachers who manifested interest and wanted to try and pilot CTC in their teaching as pioneers. Further contacts and presentation of the Final Refined product was to be made available. Conclusions and actions: An invitation was made for a presentation of the animation where CTC in October 2011 at the beginning of the academic year as part of the Induction week. -COMBAR manual was presented to participants and 12 copies were distributed 3

4 Valorisation event 4 Valorisation activity: Workshop organized in Aylesbury College Date and place: 8 July 2011 from 10:30-12:00 A thirty minute presentation of COMBAR project was made during a Staff Development session facilitated by Ms. Sarah Thorogood The COMBAR manual was presented, the main features of COMBAR Teaching Concept were presented alongside with examples from the piloting that took place in Bucks New University. Participants asked a couple of questions: How many hours a week you need to implement CTC? How long does it take to learn how to use CTC; What the benefits of using COMBAR are? Will CTC animation be available on the COMBAR web-page and when? What resources are needed in order to implement CTC; Feedback included some positive points: -Excellent tool to keep students in education -Responds to similar problem with drop-out rate in AC -Could enhance retention Negative aspects: -Significant resources may be needed if CTC was to be implemented. -How can you motivate the staff who are already very busy? There were two teachers who manifested interest and wanted to try and pilot CTC in their teaching as pioneers. Further contacts and presentation of the Final Refined product was to be made available. Conclusions and actions: An invitation was made for a presentation of the animation where CTC in October 2011 at the beginning of the academic year. -COMBAR manual was presented to participants and 7 copies were distributed 4

5 Valorisation event 5 Valorisation activity: Conference Presentation Date and place: 13 Sept 2011 from 17:30-20:00 A twenty minute presentation of COMBAR project was made during a conference organized In Bucks New University with guests from the South East of England. Lecturers, company managers and Local authorities representatives. The event was dedicated to the development of the work-force in the actual economic climate. Guest speaker was John Underwood former Labour Party communications director. Participants asked a couple of questions: What does CTC bring as novelty in e-learning? What were the outcomes of implementing CTC for the Travel and Aviation Department? Feedback included some positive points: -Excellent tool to keep students in education -Could enhance retention if applied properly -A PowerPoint presentation was used. Future actions: -COMBAR Teaching Concept will be the foundation for the development of the two programmes that will be delivered within the Travel and Aviation Faculty using Flexible and Distributed Learning. Dorin Festeu will support the team that delivers the modules by designing a VLE framework.. Valorisation event 6 Valorisation activity: International conference Date and place: 12 June 2010 Valencia, Spain A poster presented at the conference and article published in the conference proceedings. The COMBAR manual was presented, the main features of COMBAR Teaching Concept were presented alongside with examples from the piloting that took place in Bucks New University. 5

6 Conclusions and actions: The international audience wanted to know more about COOMBAR and some 45 memory stiks were distributed to them. Media supported learning to overcome communication barriers in vocational education Author 1, Dorin Festeu, Buckinghamshire New University, The United Kingdom, Author 2, Per Thomsen, Greenland Business School, Denmark, Author 3, Lasse Ziska, Oqaatsinik Pikkorissarfik-Sisimiut, Greenland- Denmark. Introduction The aim of this poster is to present within the framework of the European e-learning practice the results of a EU funded project in the area of media supported learning. COMBAR Project was financed by the Leonardo da Vinci Programme of the European Commission and was developed from 2006 to The general aim of the COMBAR project was to develop e-learning pedagogies and tools to assist learners who live in remote areas to overcome communication barriers. Project partners: Greenland Business School-Nuuk-Greenland-Project leader Building School-Sisimiut-Greenland Oqaatsinik Pikkorissarfik-Sisimiut-Greenland Institut for Anvendt og Teoretisk Informatik- Denmark Buckinghamshire New University- The United Kingdom Lahti University of Applied Sciences and Humanities-Finland The identified problem Many European countries face the problem that recruiting into the VET system is unbalanced and not representative to the demographic and cultural composition of the Member States. The accessibility to VET for learners in remote or peripheral regions and from cultural and linguistic minorities is restrained by a number of communicative barriers. Communicative barriers can simply be geographical distance to learning opportunities, but also cultural barriers e.g. in terms of perceptions and understanding of the learning situation. Lifelong learning together with ICT-supported learning or e-learning are both increasingly strong aspects of the political educational rhetoric at a European level as well, of course, at the national level in many countries (Hodgson,2002). The objectives of the COMBAR-project were to develop a modular training course using e-learning methodology and e-based pedagogical tools to overcome the communicative barriers faced by learners in the 6

7 peripheral and remote regions. The methodology was developed in cooperation with experienced European VET institutions and e-learning specialists and was based on the adaptation and transfer of existing innovative solutions to the specific context and the specific challenges of the project. The development of the project had taken into account Conole s (2004) design rules such as understanding effective design principles and promulgating good practice in the design and development of materials, exploration of different models for online courses, cultural differences in the use of online courses, requirements in terms of tutor support needs, time investments, mechanisms for improving the student learning experiences and improving retention rates. Primary target group The project focused on providing a curriculum and a comprehensive teaching plan for the teaching staff of the VET institutions. Furthermore the project implemented an e-learning platform and developed templates for the production of e-learning courses based on the principles developed and experiences gathered in the pilot project. However we were aware of the conclusions based on a large scale survey conducted in Europe. CEDEFOP (2001:8) explains that Indeed, one of the main findings of the European survey shows that many organisations buying in training from outside are also training providers, either supplying training internally within the organisation itself or externally to other organisations. Buyers should always ask themselves to what extent the programme that is offered responds to the real needs of their particular target group and to what extent the proposed methodology is applicable within their own organisation. Outcomes The overall result of the COMBAR project was the implementation of the modular training course in e-learning methodology in the participating VET institutions. Specific results included: The COMBAR Manual (Thomsen and Ziska, 2008). Mapping of practical and communicative barriers of learners in remote and peripheral regions. Mapping and developing support networks that are adapted to the practical and communicative barriers of the learner. Creation of pedagogical models for the development of work situated education and training by e- learning. Development of flexible teaching plans and curriculum for the COMBAR course. Development of training course for key instructors to deliver COMBAR course. Development of templates, toolbox and guidelines for future courses. Main communicative barriers tackled: Geographical barriers Cultural barriers Language barriers Cognitive barriers Geographical barriers To overcome geographical barriers COMBAR created and suggested the use of a Virtual Learning Environment: the COMBAR platform. This is a tool for overcoming geographical barriers that stand in the way of delivering the 7

8 curriculum. The COMBAR Platform was tested at the Greenland Construction School in Sisimiut, Greenland. See Practical Tool 4 for The COMBAR Platform on toolbox. Cultural barriers Identifying and working with cultural barriers is a complex issue and requires competence, time and energy. Therefore, eliminating or reducing them can indeed be viewed as a difficult task. However, there are several different tools which can be applied to limit potential cultural barriers. In limiting potential cultural barriers, COMBAR has developed guidelines and suggested the utilisation of: Cultural translators (individuals who understand both cultures) To overcome cultural barriers COMBAR developed the cultural understanding course. The course is based on outdoor activities and aims to help in identifying barriers and in creating and strengthen strong personal relationship between learners, teachers, counsellors, person/s responsible for training and mentors. Cultural barriers were also tackled by encouraging the use of social meeting places on the net (web-based virtual peer community) where it is possible to meet online with other learners and exchange opinions and ideas. There is a potential here for sharing problems and seeking help to manage learner's activities. See Practical Tool 4 for The COMBAR Platform on toolbox. Language barriers To overcome language barriers COMBAR suggests the utilisation of a web-based interpreter 1 (translator of text e.g., and the Virtual learning Collaborative Environment: the COMBAR platform, a tool for overcoming geographical barriers. See Practical Tool 4 for The COMBAR Platform on toolbox. Joint assignments are also a good tool to combat language barriers. The joint assignment can contain several sub-assignments such as reading assignments and the active use of a log book. See Practical Tool 6 for Joint Assignments on toolbox. Cognitive barriers To overcome cognitive barriers COMBAR suggests the utilisation of a web-based virtual peer community. This is a place where learners can meet and express opinions and ideas safely, where concerns and problems could be shared and assistance sought. Cognitive barriers were also tackled by utilising joint assignments that depend on a combination of theory and practice, so that learners realise the relevance of both. Besides this, the joint assignment can also contain various different cultural sub-assignments. See Practical Tool 6 for Joint Assignments on toolbox. To reduce cognitive barriers a problem learning approach was encouraged whereby the curriculum was presented as a series of solutions to practical problems. Practical tool 7 for Practicum on toolbox 1. The course is described in the COMBAR Manual. 8

9 Pedagogically COMBAR is based on creating a strong bond between teachers and learners and on encouraging the learners to take responsibility of their own learning by involving them in identifying barriers, seeking assistance, making decisions and acting. The bond is being created at the beginning of the VET course¹ by utilising outdoor adventure activities that are underpinned by an experiential learning methodology. A paradigm shift is being encouraged in the learners mind by emphasising that the responsibility for their learning and achievement depends mostly on themselves, the VET organisation is there to support the learning process but ultimately it is their responsibility and it is them who need to take the most important decisions in their life. According to Dondi, (2009:1434) The reality shows that quality is linked to individuals visions, perspectives values, roles, contexts, and that a one size fits all model for quality does not exist. Organisational support is based on the collaboration between: Learners Vocational teachers Counsellors Apprenticeship mentors COMBAR Project produced and made available to the VET community the COMBAR Concept that was piloted in Greenland. COMBAR Concept is accessible at and could offer inspiration to other VET organisations on how to: formulate learning objectives; develop procedures for the teachers to identify barriers; develop procedures for the counsellors to work with learners; develop procedures for the apprenticeship mentors; develop joint (theoretical and practical) assignments; develop collaboration procedures between learners, teachers, counsellors and mentors etc. References: 1.CEDEFOP (2001) E-Learning and training in Europe. Luxembourg: Office for official publications of the European Communities. 2.Conole, C. (2004). E- Learning: The Hype and the Reality Journal of Interactive Media in Education, 2004 (12) 3. Dondi, C.(2009) Innovation and Quality in E-learning: a European Perspective. Journal of Universal Computer Science, vol.15, no.7 (2009) pp Hodgson, V.E. (2002) The European Union and e-learning: an examination of rhetoric, theory and practice. Journal of Computer Assisted Learning (2002) 18, Thomsen, P. and Ziska, L.(2008) COMBAR Manual. Nuuk, Greenland: E-Forum 9