PBCP s test results on the BTB CHAPTER 7 and MOODLE

Transcription

1 LEONARDO DA VINCI PROJECT Number: TR/06/B/F/PP/ WASTE-TRAIN VOCATIONAL TRAINING, EDUCATION, CONVEYING INFORMATION ON UP-TO-DATE WASTE MANAGEMENT PRACTICES TO DECISION MAKERS/STAFF INVOLVED IN WASTE MANAGEMENT Organization Name Date Polish British Construction Partnership, Sp. z o.o. Paul Nowak 29 th APRIL PBCP s test results on the BTB CHAPTER 7 and MOODLE Test at Tuesday, 29 th APRIL 2008

2 Testers: Paul Nowak and Olga Janocińska of PBCP, presentation to the group of 12 participants of test course. Group consist of students of Civil Engineering Faculty of Warsaw University of Technology, academic teachers from this Faculty, IT specialist, civil engineers. Test Equipment: Computer Laboratory, room 618, at Civil Engineering Faculty at Warsaw University of Technology. Program presented with 12 computers: Hardware: Processor Intel Pentium II, 2048 MB RAM, 300 GB HDD, 100 MBit LAN. Software: Operation System: Windows XP, MS Internet Explorer browser, Ms PowerPoint, Java applet, Adobe Acrobat Reader TEST was prepared as off-line as introduction and on-line with full direct access to Internet for MOODLE presentation. Test schedule according to the methodology created by PSCHERER (as shown in Annex 5), with some minor adjustments: - General presentation of the Waste-train project, PPT file. - Presentation of the BTB the whole book in Polish, with some information about other languages and DVD, which will be attached to each book, PPT file. - Presentation of the website, starting to login of participants. - Presentation of the blended learning system of education, including Bloom s taxonomy. - Presentation of the MOODLE system and chapter 7 intro, PDF files. - Presentation of: exercise examples, multimedia use, chat, practical use of the website by participants, trying to answer questions, send files, chat with tutor, etc. - General discussion, Q/A session. - Circulation of the questionnaire Nr 1 (prepared by PSCHERER, translated into Polsih language, 10 responds received, results attached in Annex 1). - Circulation of the questionnaire Nr 2 (taken from the first test course for Chapter 6, translated into Polish language, 10 responds received, results attached in Annex 2). - Circulation of the participation certificates (example shown in Annex 3) Opinions about the test course from participants: - No problems with software and Internet were noticed, although large files are downloading slowly, when few participants try simultaneously to download the same file, - Participants never heard about MOODLE and never use of Distance Learning method before (with one exception) but they think it is interesting method, easy in use, - There is a need for Polish version of the MOODLE tutorial how to use MOODLE without the tutor - During uploading the file with answers some kind of problem appears as shown in Annex 4 Some minor remarks: - Teacher can not upload the file with the answer (i.e. to show students proper answers when exercises finished). - Is module 7 = should be in Polish moduł 7. - Quiz 7, for question 5 and question 6 there is no upload button so sending the answers is not possible.

3 Some photos from the test:

4 Annex 1: Questionnaire No 1 results. LEONARDO DA VINCI PROJECT Number: TR/06/B/F/PP/ WASTE-TRAIN VOCATIONAL TRAINING, EDUCATION, CONVEYING INFORMATION ON UP-TO-DATE WASTE MANAGEMENT PRACTICES TO DECISION MAKERS/STAFF INVOLVED IN WASTE MANAGEMENT Please fill this questionnaire for the real evaluation of the testrun. Please, mark the appropriate answer with General information Datum: You have tested chapter: 7 Name*: * optional statement Course: Waste Train PL Gender: 2 female 8 male Age: 1 below 25 years years Target group unemployment waste consultants hospital nurses 2 any students 2 executive staff/ super visor/ manager municipal engineers 6 other Your business operation area/ interest area is: Science, didactics, construction, IT / Warsaw You used the offer of e-learning mainly: 8 never 1 at home 1 at school/ at the job (place of employment) at educational institutions (in addition to the Job (employment)) by friends / acquaintances

5 Dynamics and Access once per once per once per 2-3 times daily term month week a week What is the optimal frequency of access necessary for success in the course? Assessment little almost more most of it all of it half of it than half of it How much of the assessment is done online? mint well satis- deficient sufficient How do you estimate the available possibilities of the factory assessment as a support for your learning process? Communication little almost more most of it all of it half of it than half of it How much of the communication happens online? How much did lead the possibilities of the communication to the desired aim? Content Low High How much of the course content is available online? Each for book course information, 6 4 course administration, lecture notes, study objectives yes no yes, with to accommodate for limitations notes The course met my needs / expectations of 8 2 (continuous) training The content of the courses is easy to understand 9 1 and useful Did you get the (curricular) support that you needed? 7 2 1

6 Richness How many enriching components does the online part Low High of the course have? a computer algebra system, graphics, java applets slide presentations video clips, sound clips in effect, more than text communication, Independence How independent is success in the course from face-to-face contact? Fully Contact Contact Limited sporadic no face-to face Lectured and lectures but regular contact contact Tutorial driven, web based contact Website an add-on tutorials on assessment Handling/ Layout Strongly Agree Neutral Disagree Strongly agree disagree Adequacy Layout total 9 1 Clearness of navigation 9 1 Visualization (application and quality) All the information on the courses 7 3 is sufficient, relevant and useful. Sources and materials are clearly identified Course facilitators provided enough 4 6 support and feedback The quizzes and assessments were relevant to the objectives of the courses. Overall Evaluation mint well satis- deficient sufficient factory How do you appraise your success of learning by the of e-training How do you appraise the relation of spending time 7 2 and achieving of learning results? (efficiency of learning) Strongly Agree Neutral Disagree Strongly agree disagree I am willing to join such kind of blended 4 5 learning courses in the future

7 Annex 2: Questionnaire No 2 results. Projekt / project LDV WASTE - TRAIN Ewaluator / tester: Paweł Nowak, PBCP Produkt / Product Rozdział / Chapter 7 WMB i/and MOODLE kryteria / criteria odpowiedź / answer (number of responds in red) system nauki / learning system conditions Czy kurs umożliwia przerwanie nauki w dowolnej chwili i powrót do niej po czasie? / is the mode of the leaning programme plausible? Czy sposób nauki jest klarowny? / Are the specifications towards the student studying by himself (age, pre-knowledge) presented clearly? Dla jakiej grupy jest twoim zdaniem skierowany rozdział 6? / What is the target group for the programme / module? - uczniowie szkół podstawowych / school students [ 0] uczniowie gimnazjum / apprentice [ 0] studenci / university students [ 9] nauczyciele / teacher / trainer [ 10] pracownicy / employees [ 8] podejmujący decyzje / decision maker [ 9 wszyscy zainteresowani / generally interested people [ 10] Czy użytkowałes kiedyś MOODLE / Did you use MOODLE before? 9 1 Czy znasz nauczanie metodą blended learning? / Do you know blended learning method? 0 10 data / date: 29 kwiecień 2008 / 29th April 2008 komentarz / comments

8 Czy jasna jest struktura szkolenia? / Is the content of the programme / module clearly structured? Czy informacje techniczne są wystarczające? / Is the content technical correct? Czy informacje rozdziału 7 były dla ciebie znane? / Did you know the information given in chapter 7 before? zawartość / struktura content / structure Content too complicated for regular reader cele nauczania / What are the aims of the programme? Czy cel szkolenia jest jasno przedstawiony? / Are the goals of the Target group for the whole group is not clear or too wide modules named? 9 1 Czy dodałbyś jakis temat do rozdziału? / What kind of fields would you like to add? jaki? Which one? zawartość podręcznika / layout Czy zawartość podręcznika jest odpowiednia? Is the content of the whole manual sufficient? 5 1 No Need to know whole book to answer dodatkowe uwagi / additional comments / deficiencies Course could contain important issue in more detailed way treatment of asbestos waste

9 Annex 3: Course Certificate example.

10 Annex 4: Potential problem to be adjusted (when files with answers uploaded screen is filled with http information, continue button at the very bottom of the page)

11 Annex 5: DRAFT PROPOSAL of the TEST COURSE methodology The test courses are foreseen are a method to evaluate the products of the Leonardo da Vinci Waste Train project and to see how these can be further applied and adjusted. A part of the testing will be the implementation of a new training methodology, blended learning, where face-to face and e-learning are combined to meet the participants need of professional and didactical material. The participants will evaluate the above through the questionnaire below See Annex 1. Test Schedule / Lessons Schedule 1. Course opening and general information about the WASTE- Train - Project Introduction to the course The aim of the project Supported by the EC Partners in the project Products of the project General information about the project Applied methods of knowledge transfer RECOMMENDED time: 20 minutes, PPT presentation 2. Presentation of the BOOK of RUBBISH, and RELEVANT CHAPTER in details, PPT presentation Example of Learning objectives for respective chapter ( p. example in Moodle) RECOMMENDED time: 15 minutes, PPT presentation 3. Definition of Module based needs of target group Individual Specific Tools of the Tutor to find the level of knowledge and competences. o Pre-Test (uniform with all) o Discussion (individually or in the group) o or other suitable methods Recommended time: minutes(pre-test) mind. 30 minutes (discussion) 4. Definition of the Requirements/ tool selection / Lesson Preparation and planning (Content, methodology and material), presentation of the MOODLE PLATFORM and the activities available and to be carried out. The schedule of the training course should be illustrated.. RECOMMENDED time: 10 minutes, PPT presentation and Moodle system

12 5. Testrun on MOODLE real time use of platform with login of participants to allow them to get acquainted with the system RECOMMENDED time: objective ca. 1-2 units a 45 minutes Each participant should have a PC connected to the internet. 6. Discussion open questions in the group, in the forum and in chat (date previously established or communicated on forum or by ) for questions and on-line discussion RECOMMENDED time: minutes 7. Post-test (Assessment in Moodle) Individual Specific Tools to find the new level of knowledge and competences. o Quiz in Moodle (favour, uniform with all) o Post-Test (uniform with all) o Discussion (individually or in the group) o or other suitable methods RECOMMENDED time: minutes(pre-test/ Moodle) mind. 30 minutes (discussion) 8. Knowledge and skills consolidation/ summary of content Individual Specific Tools of the Tutor plus sum up the Moodle chapters RECOMMENDED time: objective ca. 20 minutes 9. Discussion and responses on evaluation (plus questionnaire to evaluate the testrun), promotion of benefits, Information about other options of construction courses RECOMMENDED time: minutes 10. conclusion on the course/ valediction RECOMMENDED time: individual (objective ca minutes)