Page 1


Information Technolgy Applied to Adult Training Good Practice Guide

ITAAT GRUNDTVIG PARTNERSHIP Centro del Profesorado de Ronda (Spain) ITAAT project coordinator Fundatia Professional (Romania) Centro de Formaçao de Associaçao de Escolas dos Concelhos de Albufeira (Portugal) DHE Solutions Ltd. (United Kingdom) UAB "Globalios idėjos" ( Lithuania) Mazowieckie Samorządowe Centrum Doskonalenia Nauczycieli Wydział w Siedlcach (Poland) Integrated Services Engineering & Research (Italy) Directorate of National Education Chairman of Primary School Inspectors (Turkey)

ITAAT project website http://www.itaat.eu ISBN 978-609-95422-0-1


Information Technolgy Applied to Adult Training Good Practice Guide

Foreword This document is the Good Practice Guide, produced by the ITAAT (Information Technology Applied to Adult Training) Grundtvig partnership. It consists of several articles prepared independently by the members of the ITAAT project. The aim of the guide is to introduce a series of Information Technology based learning interventions which have been of help in adult learning for the partners involved in the project. The topics covered are presented in a way as to help the reader to understand and try out the intervention in a straightforward and un-technical way. Many of the interventions are using one or more pieces of internet based software, for example ‘Glogster’ or ‘Survey Monkey’. While this software is demonstrated in order to achieve the desired results, we emphasise that we are not endorsing the particular software, and point out that there are many other similar pieces of software available which may be able to perform the same function. The guide is a simple instruction manual explaining how to use each tool, but also why we have chosen these particular tools, and how we have used and benefitted from them. We hope that you will use the ITAAT good practice guide to help you to introduce some new ICT based interventions into your adult teaching and learning, and while the focus of the ITAAT partnership was ICT applied to adult training, many of the tools within this guide could equally well apply to younger learners.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 4

Table of contents

Facebook Opportunities for Adult Education Providers ........... ............................................... 5 Glogs ....................................................................................................................................... 18 Words in a Cloud .................................................................................................................... 27 Moodle Lesson........................................................................................................................ 39 Creating Quizzes for Assessment, Evaluation and Feedback with Moodle ........................... 45 Animation Software ................................................................................................................ 53 Online Surveys ........................................................................................................................ 58 Survey with Google Docs ....................................................................................................... 64 Using Google Docs in the Training Centre of Albufeira, Lagoa, Silves ................................ 73 E-School ................................................................................................................................. 84


Information Technolgy Applied to Adult Training Good Practice Guide

Page 5

Loreta Golubevaite Dina Janovskaja UAB “Globalios idėjos”

FACEBOOK OPPORTUNITIES FOR ADULT EDUCATION PROVIDERS Facebook, one of the most popular websites, came from traditional web pages and managed to integrate social life attributes, such as hobbies and interests with news and media tools. It led to an effective platform where people can exchange their ideas and other information. The key feature of Facebook is its collaborative aspect – social utility allows connecting with people as well as companies and various organizations. The article describes the main features of using Facebook in Enterprises and focuses on its benefits for educational institutions, especially for adult education providers. The main tools of Facebook used by education providers are Pages and Groups, which will be described in more detailed later in the article. A Facebook Page is a public profile specifically created for businesses and other organizations, brands, celebrities, etc. Unlike personal profiles, pages do not gain "friends," but "fans" - which are people who choose to "like" a page. Pages can gain an unlimited number of fans, in contrast to personal profiles, where the limit of 5,000 friends is set. There are several pre-defined types of Facebook Page: Local business or Place; Company, Organization or Institution; Brand or Product; Artist, Brand or Public Figure; Entertainment and Cause or Community. Nowadays Facebook Pages have become increasingly popular among educational institutions. Facebook Pages ensure more effective communication between institutions, their learners and educators. Facebook Pages provide a place where educational institutions can share information necessary for digital learning, attract new learners as well as increase effectiveness of their administration and expand opportunities of their educational offers. There are many ways to incorporate Facebook applications into adult education in order to support educational and managerial activities and compliment regular training course curricula.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 6

Facebook Group is an online space where people can interact and share information with others. The Group has a “Wall” on which any Group member can publish pictures, videos, links and text and where Group members can comment and “Like” posts. If a new post appears, each participant will receive notification. This increases the number of views of each post. This feature therefore allows an expanding number of members via interesting and demanded content. Facebook Group is a great tool for adult education providers and learners to work on collaborative projects, to communicate or create a personal learning network with colleagues. When it comes to using Facebook Groups with learners, it is worth noting that it is unnecessary to be Facebook friends with someone in order to interact with them in Facebook Groups. When a user is in a group with people that are not his/her Facebook friends, they are not allowed to see any more of the profile information that users’ privacy settings allow. Moreover while creating a Facebook Group one completely controls the privacy of the group. There are three different access levels: Open, Closed, and Secret. The ‘Open Group’ can be seen by anyone who is on Facebook, it will appear in search results and everyone will see the posts. The ‘Closed Group’s name and members can be seen by everyone, however only Group members can see the posts. The ‘Secret Group’ can be seen only by people who are invited to join. This type of Group can be used e.g. for training courses for particular groups of people. Other people will not be aware of the existence of this Group.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 7

Facebook Group

Facebook Page

Yes

No

Yes

Yes

Yes

Yes

Targeted stream posts - stream posts targeting based on users’ location and language

No

Yes

Targeted updates - updates show up in fans’ messages under a separate tab named “Updates”

No

Yes

No

Yes

Yes

No

Yes

No

Engagement metrics (insights) - provide administrators (admins) with metrics on the user performance (user growth and demographics, viewed content etc.)

No

Yes

Promotional widgets – allows website visitors to become its Facebook fans by adding Facebook Fanbox to it.

No

Yes

Recommendations Box - allows website visitors to recommend their Facebook friends posts (articles) they liked

No

Yes

No

Yes

Yes

Yes

Chat - social utility, allowing simultaneous conversation with people who are online at a time

Yes

No

Questions – asking questions and offering multiple-choice answers, allowing users to add their own answers

Yes

Yes

Photo Albums – uploading pictures and creating photo albums Video – uploading and posting videos Change date of post – opportunity to change date of post created earlier

Yes Yes

Yes Yes

No

Yes

Attraction of new members – inviting new members/fans

Yes

Yes

Functions Mass messaging - sending messages directly to Facebook members Indexed by search engines – opportunities of search engine optimization Stream publishing - publishing posts to members’ and fans’ news feeds

Support for applications – allows including various applications Membership restrictions – restricting access by administrator (admin) Event inbox messaging – sending event invitation to fan’s messages

Vanity URLs – creating unique URLs that redirect users to Facebook Docs – allows collaboratively creating, editing and sharing content

Table 1. Comparison of functions: Facebook Groups vs. Pages.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 8

How to start Creating a Facebook Page There are two options to create a Facebook Page. The first is for those who already have a Facebook profile: they should visit www.facebook.com/page. The second is if a Facebook profile has not been created. First of all, you need to click Create a Page button on www.facebook.com for both Profile and Page creation. In this case, the created profile will automatically become the administrator (admin) of the Page. So the profile is an essential part, because only those who have Facebook profiles can manage the Pages.

Picture 1. Choosing Facebook Page‘s category and name.

In the new window the user will be asked to choose one of 6 available categories for a Page. For adult education providers the most appropriate would be to choose any option depending on the aim and status, except Artist, Brand or Public Figure and Entertainment. The category can be changed in the future. Once the category is chosen, the user should enter a name for the new Page. However one should be careful, as over time the Page name will become permanent and will be seen within the actual URL of the Facebook Page. Finally, all Facebook Pages ‘terms’ should be read and accepted. There are different conditions to different Page categories. Further Page creation process includes these basic parts: adding basic information and content, posting on the wall, customizing, adding apps, collecting and connecting with fans and managing the Page. The Page content is formulated by adding and removing posts, photos, videos and other news.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 9

5

9 1

4

8

6

2 7

3

10

Picture 2. Facebook Page‘s sections.

While creating Facebook Pages it is important to understand various Facebook Page sections: 1.

Profile Picture: This picture is a permanent fixture on the upper left corner of the Page. It also represents the user whenever he/she posts information or links on his/her Facebook.

2.

“About” Section: This small area allows users to include a very brief description of what the Page is about and should be used as a greeting for new visitors.

3.

“Likes” Showcase: An area that shows the number of Page fans.

4.

Page Title: The Page is only as good as its name! Once a certain number of users are reached, it becomes permanent.

5.

Administrative Links: Only the Page’s administrator (admin) can see everything within this section. This is where the administrator will be able to edit what and how the Page displays.

6.

The Like button is important because people can connect to the Page by clicking the Like button. Besides, when a Facebook user does this, depending on his privacy options, his/her friends can see what he/she likes. In this case, the Like button can work as a tool for promoting the Page. Moreover the Like button can be integrated in any website, which will be linked to the Facebook Page.

7.

The Photostrip is a tool to manage uploading of pictures to the Facebook Page.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 10

One specific Facebook Tool is analysing fans’ profiles and activeness in the Admin Panel. This can be done by clicking View Insights for learning about the audience of the current page. This includes information on how people find the Page, their demographic and geographic information, etc. Timeline: Illustratively shows the history of the Page from its beginning to the current day. Milestone: Allows adding new important dates between other posts. After the Facebook Page is created, you can customize its appearance, settings and content at any time. Creating a Facebook Group Anyone on Facebook can create a Group, join a Group or invite someone else into a Group. These Groups are designed to connect people having similar interests into smaller circles.

Picture 3. Creating new Facebook Group.

Sometimes such Groups can be secret (private). Members of that Group will have a dedicated space within Facebook to do some pretty interesting things, such as create and edit Group documents or engage in real-time Group chat. Assuming the user already has a personal Facebook profile, Facebook Group can be easily created by following these very simple steps. First of all the user has to visit http://facebook.com/groups and click on the button Create Group. Then one must give the Group a name and choose an icon with the dropdown arrow. When the Group is created, its privacy can be completely controlled. There are three different access levels: Open, Closed, and Secret.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 11

In order for the Group to be active, it is necessary to add members. This can easily be done by inviting users’ (administrators’) Facebook Friends to join the Group. If Group administrators (admins) include members who are not their Facebook friends, they need to make sure the Group has Open Group status. If admin chose to create a Closed Group, it is necessary to send its URL to invited people. The URL will take them to the Group, where they’ll see an Ask to Join button (top right corner of the page). Once they click that button, admin will see their request on the right menu of the Group. While creating Facebook Groups it is important to understand various Facebook Group sections:

1

2

3

4

5 6 8 7

Picture 4. Facebook Group’s sections.

1.

Group title: The area that shows the main Group’s Wall.

2.

About: This small area provides information about Group’s members and its privacy.

3.

Events: This area contains information about recent and upcoming events.

4.

Photos: This section contains pictures uploaded to the Group.

5.

Docs: This section allows collaboratively creating text documents. It is easily started by adding a title and beginning composing a collaborative text. The document can be shared and edited with other Group members.

6.

Chat: This section allows chatting between Group members, who are currently online.

7.

Group’s description: By clicking What should people post in this group? and adding descriptions, this small area allows settings rules of communication between members on a particular topic.

8.

Add friends to group: This section allows inviting more friends to the Group.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 12

Why we use it UAB “Globalios idėjos” uses Facebook Pages and Groups for a number of reasons that make our communication with learners and society much easier. Moreover, it helps us to disseminate EC projects. There are two main directions we use Facebook in our organization: for training and for management. For the training direction, Facebook can be used either as a learning environment or as a platform for communication with learners. We do not use Facebook as a learning environment yet, however for communication between learners we already have successfully applied Facebook Group tool. We have created a Group, where senior age learners together with their trainers are sharing information they had learned during the ICT training course and continued to discuss issues they are interested in. In terms of company management and administration we use Facebook in two ways. Firstly, we use our company’s Facebook Page for advertising. We post events, updates and other related information in order to attract new customers and increase our brand awareness. Secondly, we use Facebook Group for corporative communication. Facebook allows us as a company to share information about us, our activities and achievements. Of course, we could do this by using our website. However in order to manage websites, to update them and change content, a responsible person needs to have specific technical skills, which means that not all of our staff can do this. On the other hand, it is so easy to make changes in Facebook Page or Group that all of us can do it. Company staff do not need to learn anything additional and everyone can contribute and add something from themselves. The number of Facebook users is increasing daily, which is why Facebook Pages and Groups allow us to communicate with our current learners, potential users, partners and other stakeholders more easily. Through Facebook our target group can be reached faster; this communication is more interactive and makes us closer to the people we want to keep in touch with. Finally, Facebook is also a good source of feedback which helps us to improve our services, performance as well as ourselves.

Advantages of Facebook pages and groups for adult education providers Both Facebook Pages and Groups have their advantages and disadvantages. Facebook Page vs. Group can be chosen depending on what is needed, for what purpose, who is doing this and what kind of actions are chosen to be done.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 13

If the administrator wants to promote a product, market an organization or broadcast news, probably it is better to choose a Page. If the administrator has a predetermined target group and wants a space to privately share photos or chat online, it might be better to choose a Group. Essentially, Pages act as a profile for a business or institutional entity, whereas Groups are essentially online clubs. From the Table below the advantages of Facebook Pages or Groups for adult education providers can be seen. Advantages Allows people connect with brand (adult education providers) Allows to provide the main information about company Can be created by anyone of the institution’s staff Allows to send updates to all of company‘s fans/members No limit for length of messages No limit for frequency of messages Allows to have unlimited number of fans/members Allows to become and stay visible to the entire world Allows to spread the word about event to fan’s friends Allows to add a blog (Notes) Allows to add videos about company and other video news Allows to add review of our material, books, staff or whatever comes to our mind Allows to add hundreds (thousands) of various applications Allows users to collectively write and edit notes Allows automatically translate content to all languages Allows to talk with learners in real time Allows to keep fans/members informed about training courses timetables, upcoming tests and deadlines Allows to easily and quickly share content found on the web Allows to extend teaching beyond the class Allows to attract and engage users Allows to post new assignments Allows to use videos related to the field of training courses Allows to use questions to initiate and foster discussion between fans/members Allows to make voting Is widely accessible for Facebook users Allows for administrator to follow the tracking (insights) Allows to reach free focus groups Allows to receive feedback Is visible only for Facebook users Allows to see updates without visiting Allows fans/members to share their content on the Wall (if appropriate)

Pages

Groups

Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

Yes No Yes Yes Yes Yes Yes Yes No No Yes No

Yes No Yes Yes (by messages)

No Yes No Yes (by chat)

Yes

Yes

Yes No Yes No Yes Yes

Yes Yes No Yes Yes Yes

Yes Yes Yes Yes Yes No Yes Yes

Yes No No Yes Yes Yes No Yes

Table 2. Advantages of Facebook Groups vs. Pages.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 14

How we use it UAB “Globalios idėjos” uses both: Facebook Pages and Facebook Groups. However Facebook Pages are used a little more frequently because of more useful features for the company which allows expressing ideas, organizing events or just sharing actual news. We have several Facebook Pages that are being used for managerial purposes: UAB “Globalios idėjos” Mokymai – this page is used for advertising and attracting new learners. By using Facebook opportunities we reach a lot of people and increase number of fans: i.e. current learners as well as other people that may be interested in our work. We provide them with the news related to our events and training courses. This Facebook Page is also very useful for UAB “Globalios idėjos” while new training groups are being collected. If one person is missing in order to complete the group, we can announce it through Facebook Page. Among people we reach there may be someone who would like to attend training or else, to share their information with his/her Facebook friends. It is useful for the company, as it attracts more people as well as for learners because they do not have to wait for postponed training courses.

Picture 5. ‘UAB “Globalios idėjos” mokymai‘ Page.

Moreover, in our Facebook Page we have integrated a newsletter application, which allows users to register to receive our Newsletter (Naujienlaiškis). GLOBAL IDEAS, LdV Mobilities – this page is used for advertising educational placements we organize in Lithuania. We post information about finished projects and services we offer. We also post pictures from these placements. Participants can find themselves tagged on these pictures and Like it. This way a lot of people from their friends’ lists can see what a great time they had in Lithuania and recommend it to others.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 15

Picture 6. ‘GLOBAL IDEAS, LdV Mobilities‘ Page.

Open (H) Art project – this page was created in order to disseminate our Grundtvig Learning Partnership project Open (H)Art. The main idea of this partnership which started in 2009 was to increase public awareness on the importance of art as a tool for social and educational work. So with this Page, project partners aimed to extend learning and to tell people more about art therapy and disseminate the project. These aims were achieved by posting photos from project meetings, sharing good practice examples collected by partners and discussing relevant issues. Unfortunately, because of Facebook improvements and updates the discussions became unavailable later.

Picture 7. ‘Open (H) Art project’ Page.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 16

Facebook Groups are also used in our company. This is a useful tool as well as a Page: the same open Wall discussions, video and photo sharing among members, messages appearing in inbox, attracting new members. Facebook Group helps us to build more personal relationships with current or potential customers and partners. E-senior – this Group was created for another Grundtvig Learning Partnership project eSenior that we implemented 2008 – 2010. The aim of this project was to provide senior citizens with ICT training that can empower them to improve their communication, simplify many everyday tasks and in general – to improve the quality of their life. The main idea of this Facebook Group was to create a platform for project participants’ communication. After learners attended several training courses in different countries, they have joined a closed Facebook Group for sharing information about what they have learned as well as for continuing discussions and posting pictures. This way, the Group allowed extending the learning process.

Picture 8. 'E-senior' Group.

GI Inside – this Group was created for the corporate communication inside our organization. As everyone in our company has their own field of work, this Group helps us to know better what others do, e.g., new events, new projects, created outcomes, training courses etc. By using questionnaires we can vote and discuss on issues related to everyone, choose advertising tools and commonly make some decisions. Moreover, we share global and local news that is relevant to our fields of work. And sometimes just joke together.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 17

Picture 9. ‘GI Inside’ Group.

Conclusion and suggestions To summarize, Facebook Pages and Groups are one of the most interesting and useful ways to facilitate training and management of an adult organization. UAB “Globalios idėjos” uses these tools and follows new changes and improvements on Facebook that allows the company to be closer to its customers and be attractive to them. On the whole, the main suggestion for more effective communication between educators and adult learners on Facebook are: to identify Facebook Page’s or Group’s goals, to target the right people and keep on improving all the time.

UAB “Globalios idėjos” is a Lithuanian private enterprise, based in Vilnius city. Established in 2008, it has 6 permanent staff members and more than 300 freelance trainers-experts. UAB “Globalios idėjos” provides training services throughout all Lithuania as well as organizes various scale events: from tailor-made seminars and small open courses to large international conferences and long-term international placements. The company is also active in EC project development and implementation with priority fields of adult and vocational education. As ICT specialists, the company has created and manages several national and international web services and databases.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 18

Alicia Baena Cobos Centro del Profesorado de Ronda

GLOGS

A brief description of the tool 

GLOGSTER is an interactive visual platform in which users create a poster or web page called a GLOG containing multimedia elements including: text, audio, video, images, graphics, drawings, and data.

A GLOG is created using a very easy to understand, drag and drop interface that is relevant, enjoyable, and scalable for students of all ages and learning styles.

Why you use it To create curriculum based projects for classes, groups, teams, or individuals 

The teacher can work with students in a classroom or through remote instruction using this multimedia platform – a community system for sharing is prepared where student‘s work is stored and available at any time. The teacher creates projects with templates and instructional guidelines, assigns them to the students, provides feedback throughout the assignment, and assesses their finished work.

Once projects are complete, the teacher can share students’ work in a variety of educational settings. Glogs can be embedded in a blog, wiki, or web page or shared with others using Glogs innovative presentation capabilities. Choose exemplar student projects and demonstrate students’ achievements with parents, administrators, students, and other educators.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 19

To create a private and safe learning environment for teachers and students 

The teacher easily creates a private virtual classroom with students by registering for a teacher administered account, generating student accounts with safe logins and passwords, and monitoring all activities within the account throughout the learning process. Student accounts can be created without providing email addresses or other contact information. The Teacher’s Dashboard provides direct access to all students, projects, and other activities.

To have a direct single multi-subject and class dashboards for teachers and students with one login and password 

All educators utilizing Glogs inventive platform have direct access to individual students through a single portal – the Teacher Dashboard. Not only can teachers see all student activity within their own Teacher Dashboard, each student can also easily view and manage all of their classes and projects within their Student Dashboard. A single login and password will provide each teacher and student with complete access to multiple classroom activities.

How to start using it 1.

Log in to Glogster and click on Create a new glog:

Picture 1. Creating a new glog.


Information Technolgy Applied to Adult Training Good Practice Guide

2.

Page 20

Once you have created your dashboard, you can choose graphics, texts and images.

Picture 2. Choosing graphics.

Picture 3. Selecting text.


Information Technolgy Applied to Adult Training Good Practice Guide

Picture 4. Selecting image.

Picture 5: Selecting video.

3.

Choose preview, save, or publish your glog.

Picture 6. Saving your glog.

Page 21


Information Technolgy Applied to Adult Training Good Practice Guide

4.

Page 22

Save the link:

Picture 7. Saving link.

Examples 1. Example of a glog on Glogster: http://alibaena.glogster.com/cep-ronda/ 2. Example of a glog on Glogster EDU: http://encarnijr.edu.glogster.com/formacionnovel/

Advantages of the tool itself Expand Digital Literacy Glogster creates a digital learning environment, where teachers and students learn technology in an easy to use and scalable format that simplifies the educational process and produces assessable multi-modal results across the curriculum spectrum. Enable Standards Mastery Glogster enables public or private schools, districts, states, and education institutions of all kinds, to meet and exceed educational technology and content area standards for creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem solving and decision making, and digital citizenship.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 23

Promote Independent Problem Solving Glogster creates an adaptable and innovative learning environment for all learners, regardless of age, gender, culture or learning style. Students are encouraged to be independent, inventive problem solving and lifelong learners. Demonstrate Understanding of Curriculum Objectives The Glogster format encourages students to express independent and creative thought, and be competent and confident problem solvers. Glog-based teaching and learning strategies facilitate such development, and open possibilities for designing new curricula to meet education objectives. Enhance Formative and Summative Assessments Glogster enhances the connections among curriculum, instruction, and assessment methods. Glogster EDU will increase the efficiency of summative assessments and expand the scope and nature of formative assessments. Provide Differentiated Instructional Activities Glogster differentiated format promotes a positive balance between acquisition of factual knowledge, the mastery of concepts and skills, and the imaginative use of multi-media and relevant Internet resources. Create Curriculum Based Projects for Classes, Groups, Teams, or Individuals The teacher can work with students in a classroom or through remote instruction using this multimedia platform – a community system for sharing is prepared where student‘s work is stored and available at any time. The teacher creates projects with templates and instructional guidelines, assigns them to the students, provides feedback throughout the assignment, and assesses their finished work.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 24

Disavantages The only disadvantage we see is GLOGSTER could suddenly decide to disable access to the service or make it payable.

How is it used in my institution 

To provide information about the institution and activities we organize, such as workshops, advising, information, courses, etc. (Picture 8).

Picture 8. CEP Ronda glog on Glogster.


Information Technolgy Applied to Adult Training Good Practice Guide



Page 25

To provide useful links within online courses in our moodle, web page or blog. Each image links you to different web sites concerning our teachers multiple interests: Education in Equality, Languages, Social Networks, Web 2.0 tools, Special needs and ICT, Resources (Picture 9).

Picture 9. CEP Ronda glog on Glogster EDU.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 26

How my institution benefits from it 

It is free.

It helps us to promote the use of new technologies among teachers and students which is one of the main priorities of our government.

Make us look more attractive and updated to our target audience.

It provides feedback. You can check the number of visits.

The selected information concerning the use of GLOGSTER description and advantages has been summarized from the web page of GLOGSTER http://www.glogster.com/ and http://edu.glogster.com/what-is-glogster-edu/ .

Centro del Profesorado de Ronda is located in a town of approximately 40,000 inhabitants, in the south of Spain in the province of Málaga. It is considered the centre of the Serranía de Ronda. Although it is a disadvantaged area lacking infrastructures and services, a lot of people coming from the nearby villages come to Ronda to benefit from its services (health service, educational institutions, etc.). Centro del Profesorado de Ronda is the only institution to retrain in-service teachers in this area (about 1.200 Primary School, Secondary School and Vocational Studies teachers belong to the Centro del Profesorado de Ronda working area). As Centro del Profesorado de Ronda is the reference in-service teachers centre for re-training in our area, disabled teachers are also included. We also have trainers in charge of the training of teachers who work with special needs students and immigrants.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 27

Iwona Moczydlowska Mazowieckie Samorzadowe Centrum Doskonalenia Nauczycieli Wydzial w Siedlcach

WORDS IN A CLOUD This paper aims to present word cloud generators, a Web 2.0 tool which is more and more popular worldwide. It consists of a general tool description as well as information about specific applications. The reader will learn where to find them, how to use, and what they are used for. Several examples of word clouds are included to illustrate the text, make it more comprehensible and to provide the reader with inspiration. Word cloud generators are a relatively new tool. They emerged from tags used within Flickr to facilitate photo search. Nowadays tag clouds are presented everywhere on the net, especially within blogs. This tag concept was first used by Jonathan Feinberg from IBM in 2008 to design a web based application for transforming text into an image. The words are represented according to the frequency of their appearance: the more frequent the word, the bigger the text. This programme is called Wordle and its product is a cloud of words or a “wordle�. The image below is a wordle of the ITAAT project.

Picture 1. Visualisation of the ITAAT project created with Wordle.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 28

How to start using it To create such a cloud you need just a couple of minutes and it takes four steps: 1.

Go to the word cloud site.

2.

Open the generator.

3.

Insert your text into a text box.

4.

Submit the content by clicking on Create/Submit/Visualise.

There are different ways of feeding the generator with text: either by typing it directly from your computer keyboard or by copying and pasting. It is also possible to specify the address (URL) of the website, where the text has been published. Some generators are able to upload the words from pdf files, too.

Picture 2. Creating a word cloud in Wordle.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 29

Advantages of different word cloud applications Although Wordle is the first and most famous word cloud generator, there are many other applications for example ABCya!, ImageChef, TagCrowd, Tagul, Tagxedo, WorditOut. Their capabilities differ in terms of capacity, word limit, file size and editorial choices. Their products are also diverse, for instance ABCya!, which, having been designed for children, is a perfect tool to present a definition, and offers quite a few but effective means of expression.

Picture 3. Definition of word cloud generator made by ABCya!

If you want to put forward your idea in an attractive way, you may try “Word Mosaic”, available from ImageChef, which will organize your text into one of a set of selected shapes. I used the bag shape (Picture 4) in my presentation about word cloud generators to convey my hope that my audience will ‘put the acquired knowledge into it’, take it with them, and implement it in the future. Also I decorated the ITAAT blog with it.

Picture 4.Word cloud from ImageChef.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 30

Although another application, TagCrowd (designed by Daniel Steinbock from Stanford University in 2006), does not create visually attractive clouds, it is irreplaceable for the precise word frequency count. Such a cloud consists not only from words themselves, but also from the numbers informing how many times a particular word is present in the text. This feature proved useful for the analysis of articles, curriculum vitaes, student works, etc. to reflect on vocabulary and style, and to check whether the text accurately mirrors the planned subject matter. Dutch generator WordItOut is similar to TagCrowd; however it does not display the numbers. Some applications offer advanced functions, such as creating the cloud in a particular shape selected from its database which offers over one hundred possibilities, or even delivered by the user as a photograph, which is possible to achieve with Tagxedo. In addition, thanks to Silverlight technology, while presented on a website, the words selected by cursor are being enlarged. Special functions, especially those useful in language teaching or learning, are present within WordSift and VocabGrabber. Those two applications are connected to a Visual Thesaurus, which results in presenting definitions of the words. Additionally, WordSift makes it possible to view words by their frequency, alphabetical order and thematic categories. Also, it is able to display images and videos from Google related to the 50 most frequent

Picture 5. Print Screen from WordSift.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 31

For a change, Tagul, designed by Russian Alex, connects the words from the cloud to the World Wide Web resources, which makes them interactive. This way every word becomes a link to a site selected as default by Google or purposely by the cloud author. The same Tagul is capable of generating a cloud in which every word is a different colour, thus highlighting the diversity. I used this function to introduce the members of the seminar in order to enhance and facilitate memorisation of their names and surnames.

Picture 6. Cloud by Tagul embedded in the ITAAT blog.

Irrespective of their capabilities, all word cloud generators are Web 2.0 tools. Not only because they are based on the Internet, but also because everybody can use them to create, publish and share, and what is more, other Internet users may comment on the clouds.

Word cloud settings Various clouds result not only from using different applications, but also from selecting different settings within the application. They apply to the text as a whole, to the words, and to the cloud.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 32

At the text level, it is possible to ignore punctuation marks and common words, such as and, or, as, etc. Some generators are capable of omitting words consisting of 1/2/3/4 letters, and also remove selected words manually. Good generators serve many languages, a good example being Wordle, which can serve as many as twenty nine, and which is even able to, more or less successfully, do stemming for words of the same family. That can be seen on the example of the stem of the word work, where work, works, working, worked are detected and combined altogether as variations of the same word. To present a multi word phrase, such as ‘adult education’, use the tilde character, i.e. ~, between ‘adult’ and ‘education’, and they will be displayed together. Settings at the word level concern how entries are placed (according to count or alphabetically, or randomly), and the case to display, which can be either the most common, or lowercase, or uppercase. Cloud settings make it possible to determine: 

word size (proportional to the number of times a word is found ,

background colour and word colour,

fonts,

layout (horizontal, vertical, mixed or random direction; the shape of the cloud and the cloud margin).

Disadvantages Although word cloud applications transform texts in any language, specific functions, for example stemming do not always apply for less popular languages. Not all the fonts are also applicable for them. The other drawback for people who do not know English is that the instructions are always in English. Only ImageChef with its ten language versions stands out among the rest.

How to use word clouds Word clouds may be published or saved in many forms, such as: 

saving as an image,

saving as a jpg,

pasting Print Screen into a Word text or PowerPoint presentation,

e-mailing,

saving in a public or private Internet gallery,

embeding into a website,

posting to Facebook, Twitter, blog, etc.

printing from the full screen print menu.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 33

The clouds themselves may be exploited in different fields. The creator of Tagxedo, Hardy Leung, suggests 101 ways of using them. Here are some ideas for adult education purposes: 

presenting an idea/topic,

lead-in to a discussion,

prediction ,

summary,

reflection on,

prompt to remember/reconstruct,

revision of texts,

texts comparison,

article introduction,

website analysis,

poem visualisation,

book/film review,

resume in a single glance, topic research task,

vocabulary/grammar exercise,

styling PowerPoint presentation,

conference/workshop poster,

name tags,

brand.

In MSCDN word clouds are used in the ITAAT blog to summarize information, facilitate learning, show connections and, simply, to decorate. They are also employed during different forms of teacher training with PowerPoint presentations, especially as an introduction to training, particularly to inform participants about the aims, content and methods. We also promote it as a useful classroom tool, which might be used either by teachers or students; therefore it is included in a workshop on creativity in language learning.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 34

Case study

This portrait was generated by Tagxedo and apart from the picture of a particular person, it also brings an essential professional information about this person. Such a cloud is ideally suited for identification at seminars or conferences, given that quite big - even C6 format badges have been in fashion recently. Preparing such a card is quick and easy. The steps are explained below.

Picture 7. My personal bio in a Tagxedo cloud.

1.

Go to Tagxedo website www.tagxedo.com and open the word cloud generator by clicking on Create (Picture 8).

Picture 8. Tagxedo starting page.


Information Technolgy Applied to Adult Training Good Practice Guide

2.

Page 35

Select Shape from the toolbar located on the left side of the screen, and then Add Image to upload your photo (Picture 9).

Picture 9. Defining the word cloud shape.

3.

Confirm your choice by clicking Accept (Picture 10). In the editor you may compare the photo and the cloud shape by pressing Show Original button (Picture 11). If you are not happy with the result you can replace the photo.

Picture 10. Unique shape from a photograph.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 36

Picture 11. The photo uploaded to Tagxedo.

4.

To enter your text select Load on the toolbar. The simplest way to introduce information is to copy and paste it into the editor from the previously prepared note using Ctrl-C and Ctrl- V keyboard shortcuts (Picture 12). The information may be just words or regular sentences. Some essentials, such as a name of the person and institution should be repeated 2-5 times. To finish this step choose Submit.

Picture 12. Entering text.


Information Technolgy Applied to Adult Training Good Practice Guide

5.

Page 37

Set the word cloud details, such as Color, Theme, Font, Orientation so that the idea you want to present is clear (Picture 13).

Picture 13. Defining the appearance of the cloud.

6.

Your cloud is ready to be saved as an Image or printed (Print). You can also publish it on Facebook or Twitter, or embed it into a website (Web). Just click on Save/Share/Print and select the requested option (Picture 14).

Picture 14. Publishing the word cloud.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 38

The image formats are various, so the choice should match the concept of the specific shape cloud usage. The conference card is one idea, another is a poster. There is a space for further creative usages and only the sky is the limit.

Conclusions Why should we bother to use word clouds? Because they are attractive, even beautiful and sometimes funny. They are much more than lists of words and graphic organizers. Word clouds convey a great deal of information, stimulate, allow creativity, expression and imagination and enhance critical thinking. Moreover, their generators are simple and easy tools, and they are free at the same time. For the sake of their unique features and pedagogical values, word clouds are among those Web 2.0 tools which might be applied in adult education successfully.

Access to the word cloud generators discussed in the paper: 

http://www.wordle.net

http://www.abcya.com/word_clouds.htm

http://www.imagechef.com/ic/word_mosaic/

http://www.tagcrowd.com

http://tagul.com

http://www.tagxedo.com

http://www.vocabgrabber.com

 

http://www.worditout.com http://www.wordsift.com

Mazowieckie Samorzadowe Centrum Doskonalenia Nauczycieli Wydzial w Siedlcach (MSCDN Siedlce) is one of the 7 departments of an in-service teacher training centre within the competency of the regional self-government of Mazovia province, Poland. Its headquarters is located in Warsaw, while the department is located in the 80 thousand inhabitants town of Siedlce, a capital of the district and the educational centre for the rural region. MSCDN organises various forms of teacher training aimed at developing professional skills and supporting and motivating teachers. About 100 kindergartens, 300 primary schools, 90 lower secondary and 80 upper secondary and vocational schools belong to the MSCDN Siedlce working area.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 39

Stanislaw Waberski CKU Siedlce

MOODLE LESSON

The “Moodle lesson” is a type of activity within the standard Moodle application which allows presentation, practice, production and evaluation of the teaching content. Pages can include text, photos, charts, tasks to be done, reference links and questions verifying the acquired knowledge. Here we present it on the basis of the experience of CKU Siedlce.

Moodle in my institution In CKU the Moodle platform is employed within the teaching process of the postsecondary school, where 50% of classes are e-learning classes. The most commonly used Moodle activities are: lesson, a forum, a quiz, a dictionary and an off-line assignment. This system is especially useful for learners who live far away from the institution, are busy raising children or attending jobs. Before Moodle was introduced as a teaching tool, the teachers completed a course entitled “E-learning as a solution for the problems of lifelong learning”.

How to create a Moodle lesson In the material to follow the key steps of creating a Moodle lesson are shown. This particular lesson is part of Computer Studies in Hotel Management. Having logged on, switch to editing mode by pressing the Turn editing on button. From the drop-down menu select Add an activity, then Lesson (Picture 1).


Information Technolgy Applied to Adult Training Good Practice Guide

Page 40

Picture 1. Selecting lesson module.

A lesson creator will appear and in its first window you set parameters, such as time limit, maximum number of answers, kind of the lesson, (e.g. a practice lesson), and grading (Picture 2). If your lesson’s aim is to present new material, define it as a practice lesson, allowing students to revise and change answers. After setting the parameters save them by clicking Save and display.

Picture 2. Setting lesson parameters.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 41

A question What do you want to do first? will then appear accompanied by your lesson’s name (Picture 3). Choose Add a Branch Table option, which allows you to build an educational activity on a set of pages.

Picture 3. Choosing the multipage option.

In a new window type in the page title and the lesson content. Don’t forget to define the objectives of the activity. In order to add the next content page, once again choose the Branch Table option. Apart from text you may include links, tables, images, etc. by selecting the appropriate icon from the HTML editor tool bar (Picture 4).

We will illustrate the content of this page with an image. In order to insert it click this button

Picture 4. Entering content.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 42

A dialog window then appears, where by dicking Browse we can find and select the image file to be uploaded. Another dialog window enables us to see the target photo by clicking View button. After selecting a particular file type in an alternate text and clicking OK. In a Preview window you will see the photo (Picture 5) that can be modified (e.g. changing size).

Picture 6. Creating navigation buttons.

Content pages are linked by navigation buttons which allow you to go to the next page, or go back to the previous page, or finish. To create branch buttons, type the content in Description field, and choose the type from the drop down menu located below that field (Picture 6).

Picture 7. Selecting Question page.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 43

A good idea is to help students check the freshly acquired material. Feedback is especially important to show students some key issues necessary to continue learning. This is done using the Question page. In order to insert a question page, from the Actions drop down menu choose Question option, as shown in Picture 7 .

Picture 5. Inserting images.

In the next window choose question type i.e. multiple choice, matching, true/false, a short answer, essay and type in the question itself. Then suggest answers, supply the user with some reference information, define the number of points achieved and decide what page to direct the learner to after receiving all the answers. The lesson is organized in such a way that if students’ answers are correct, they can proceed to the next page, while in the case of an incorrect answer they are directed to the previous page to re-read the material. It is recommended to control the pages quality from the point of view of a student and if necessary make some improvements. Apart from feedback questions a page can also involve some open tasks, where more instruction is necessary and where there is a possibility of sending a completed task to the teacher. That can be achieved by another Moodle component called Send the file. The Lesson component can be edited and tested from both teachers’ and students’ point of view. And, although this chapter aims at presenting only the very basic possibilities of the lesson, it clearly shows how rich and complex content can be and how much it enhances the teaching and learning processes.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 44

Conclusions The effectiveness of the lesson, though, depends on the quality of its preparation from a methodological point of view, from its content, from the variety of exercises, appropriate range of feedback questions as well as from the choice of specific language. Distant learning applied by the Centre for Continuing Education in Siedlce is constantly evaluated and the feedback information received from the students contributes towards its success. Our students appreciate numerous images accompanied by clear instructions and examples followed by exercises. Also, the quizzes following them are popular with our learners. Finally, many students like the possibility of printing the presented material. To sum up, good quality Moodle lessons need thorough preparation and involvement of teacher time and effort, but we notice this in the pay-off for our institution. Translated by Piotr Wyczolkowski

The Centre for Continuing Education (CKU) in Siedlce is cooperating with MSCDN Siedlce within the ITAAT project. It is an institution providing learning for adults. The school consists of a secondary school, a supplementary general secondary school as well as vocational schools (supplementary secondary and post-secondary) offering qualifications such as administration specialist, economy specialist, hotel industry specialist, forwarder, computer specialist and office specialist.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 45

Angela Cotoara Professional Foundation

CREATING QUIZZES FOR ASSESSMENT, EVALUATION AND FEEDBACK WITH MOODLE

This article aims to discuss how Moodle can be used in configuration of quizzes for learning and evaluation, supporting rather than substituting the conventional class activities. Moodle can be used to integrate a school course for students (young adults), with online activities that help them to increase their foreign language proficiency and also their competence in ICT (Information and Communication Technology). Most foreign language courses in language schools are supported by textbooks that provide plenty of audio material like audio-cassettes, CDs and even CD ROMs, but students seem quite reluctant to use these tools at home. The idea here is to take advantage of the Moodle e-learning environment to enrich the learning process, through a more complete exploitation of the teaching resources, contents and other aids connected with the textbook chosen.

How can we benefit from using blended learning The state schools are not so flexible when comes to using ICT and the expectation that teachers would adopt ICT and change their practices in particular ways indicates that teachers have not changed in the ways expected and we try to understand why. On the other hand the increasing role of educational activities outside the classroom in the teaching and learning of foreign languages by means of hybrid learning arrangements and the integration of e-learning with classical classroom instruction would bring benefits for both learners and teachers. These new tools tend to satisfy the needs of learners, improve the quality of the learning experience, decrease the time a learner needs to achieve a learning goal, improve quality of the learning content and materials, improve re-usability of the learning content and materials. Among the advantages these tools also reduce cost of program delivery, allow a more effective map learning components to objectives and reduce cost of program development. The intention is not to substitute the textbooks, CDs or CD ROM, but to integrate them with an e-learning environment.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 46

Why use Moodle Quizzes A particular section of Moodle offers the opportunity to create quizzes of different kinds. Instructors and teachers who are familiar with ‘Macromedia Flash’ or similar programs can also produce interactive web pages with exercises such as drag and drop or true or false. Otherwise, each section could have some links to web sites with plenty of exercises. The teacher has only to take care that there is a great deal of interaction and feedback. Evaluation may be done through different kinds of tests. At the end of each test a mark or score can be given to each student, and added to the general evaluation in the subject. An additional mark may be given to the frequency with which students attend the platform and the areas in which they can swap information. Feedback on performance is a critical part of a learning environment, and assessment is one of the most important activities in education. A well-designed test, even a multiplechoice test, can give you valuable information about students misconceptions. If the feedback is rapid enough, it can also be a critical tool for students to gauge their own performance and help them become more successful. Moodle quizzes have two major components: quiz body and question pools. 

The body – is what students see when they take the assessment and also defines how they interact with the quiz

The questions - in a quiz body can be of any type, chosen manually or randomly and displayed in a set, on a new page, grouped on pages, and so on

How to create the Quiz Body When creating the quiz body, you are creating a container for the questions and setting the rules for interacting with the quiz. You have to follow these instructions: 

Login to the system using an account that has rights to create a Quiz.

Turn editing on on the Settings block – which changes the appearance and functionality of the page.

Then in the Main Menu block choose Add an activity and select Quiz. In the general tab do the following (Pictures 1-2): 1. Name your quiz. 2. Give the instructions and the details of the quiz (text to read, hints for the quiz, anything you think students should know).


Information Technolgy Applied to Adult Training Good Practice Guide

Page 47

3. Specify if the case, the availability of the quiz: a) time to start, b) time to end. 4. Time limit (days, hours, minutes or seconds). 5. Attempts allowed to take this quiz. 6. Grading method (specifies what grade will be considered as final): a) highest grade, b) average grade, c) first attempt,

Picture 1. Adding a new quiz

d) last attempt.

7. Question order – Choose As shown on the edit screen if you need a certain order or Shuffled randomly to randomize the questions each time a quiz is taken. 8. New page – Choose Every question to display each question on a single page or Every n pages to split the questions. 9. Shuffle within question – Choose Yes if you want to randomize parts making individual multi-choice or matching questions. 10. Adaptive mode – If Yes students will be allowed to answer a question multiple times, but a penalty will be applied to the score. 11. Apply penalties - If enabled, a penalty is subtracted from the final mark for a question with a wrong response. 12. Each attempt This allows a quiz to be completed over several attempts. Each new quiz attempt contains the result of the last attempt.

Picture 2. Quiz settings.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 48

Picture 3. Setting review options.

These options (Picture 2) control what information students can see when they review a quiz attempt or look at the quiz reports. Immediately after the attempt means within two minutes of the attempt being finished. Later, while the quiz is still open means after this, and before the quiz close date. After the quiz is closed means after the quiz close date has passed. If the quiz does not have a close date, this state is never reached. Using this tab you can control what information is shown during or after a quiz. Settings like Answers and Responses are set per question, but not necessarily when adding the quiz.

In this tab you can set whether to show the users pictures from the profile when taking a quiz, decimal places shown for the grades of a quiz or decimals show in grades of questions.

Picture 4. Advanced settings.

Picture 5. Setting extra restrictions

Require password – you can use this to protect the quiz with a password, so only students that know it can take the quiz.

Require network address – with this option you can restrict the quiz to particular subnets in the LAN or INTERNET.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 49

Other options in this tab allows you to enforce a delay between the first and second attempt and the later attempts. Overall feedback After you set all the options for the quiz, optionally you can set a feedback that is shown depending on the grade obtained by the student. For example grade 100% can have feedback like Congratulations you made everything perfect or you can set for grade 50%, Please learn more and try taking the quiz again. After you are done click the button Save and display to be redirected to the question submission page. You have got a quiz body, what next? The steps are as follows: 

Choose questions type.

Add questions.

Grade the question.

Set penalties.

Add answers.

Set the correct answers.

Grade the answer.

Editing quiz screen The next step in the quiz is to add questions. Questions can be added on a single page or can be divided into several pages. All questions in a quiz are stored in the questions bank into categories. Here you are also allowed to set the grade for this quiz.

Picture 6. Editing quiz. 

Add a question – will take you to the screen where a new question can be added.

Add a random question – will add a random question to the quiz from a category you choose, so each students will receive different questions.

Add a page – this button will insert a new page in the quiz allowing you to split questions.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 50

Adding questions Adding question screen allows you to choose the type of question you would like to add, for instance: 

Multiple choice questions allows you to add a question and then add as many responses as you need, and of course grade each response or add a penalty.

Matching allows you to add questions and answer for each question. When taking the quiz students will be shown all questions, on a page or on multiple pages depending on your settings and will have a combo list from which to select the correct answer..

Essay - In response to a question (that may include an image) the respondent writes an answer in essay format.

True/False - In response to a question (that may include an image), the respondent selects from two options: True or False.

Case study For our example we will add a multiple choice question. Choose a Category for this question. For your quiz you should select the default category, with the name of the quiz. Type in the Question name, which is mandatory and should be a name that makes sense for you or other teachers. It’s not shown to students

Picture 7. Adding the multiple choice question.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 51

Question text – this is the question body.

Default question grade – is the default mark for this question.

Penalty factor – this applies only when the quiz is set to be in adaptive mode (students can answer to a question more than one time), and will subtract this portion from the maximum grade of this question at each successive attempt.

The last step in adding your question is to set the choices. Type the Answer, select a Grade for this question and type a Feedback. Adding feedback implies more work, but it is good practice to tell your students why each answer is right or wrong.

Picture 8. Setting the choices.

Picture 9. Viewing quiz results.

After you finish your quiz and students attempt your quiz, all results can be viewed in the Results page of the quiz. From there you can export all information needed into several formats like Excel, pdf, and so on.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 52

Conclusion The best example of the use of Moodle Quizzes in my institution is getting students to complete reading assignments which is one of the hardest motivational tasks in education. Reading is critical to understanding most material, and fundamental to success in many classes. The problem for most students is there is no immediate reward or punishment for procrastinating on a reading assignment. If you have not done the reading for a class discussion, you can either keep quiet, or, as they used to do occasionally, wing it by skimming in class. Creating a little mini-test for each reading assignment solves a number of problems. First, it encourages students to do the reading so they can do well on the quiz. Second, it gives the students feedback on how well they understood the reading assignment. Third, it gives you data about what aspects of the reading students found confusing, and which they have already mastered so you can focus your class activities. Feedback on performance is a critical part of a learning environment, and assessment is one of the most important activities in education. It seems we as educators have to try to make quizzes in Moodle, as a part of our learning courses for effective practices. Moodle already has a Quiz Module which allows teachers to design and set quizzes consisting of a large variety of Question types in the easiest way. With this module, creating a new quiz is just a piece of cake.

Resources Moodle Docs: http://docs.moodle.org/22/en/Quiz_settings

Professional Foundation (Targu Mures, Romania) is a non-governmental, non-political and non-profit organization, established in 1998 with a view to promote high quality in education, intercultural tolerance and appreciation, life-long learning, human rights and social inclusion, professional development through training courses, language courses and IT courses. It is approved and accredited by the Romanian Ministry of Education for Continuing Education. It is a member of QUEST (The Romanian Association for Quality Language Services) which is an associate member of EAQUALS (The European Association for Quality Language Services). Professional Foundation has organised a lot of events being immersed in human rights activities with adults, seniors, young adults and women offering training and assistance to over 2000 trainees, with an emphasis on the new communication strategies as well as specialized methodology courses for teachers, mentors and students (Pre-service and In-service) and languages.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 53

David Evans DHE Solutions Ltd.

ANIMATION SOFTWARE The following article briefly explains what Animation software is. It then explains how to use ‘AnimatorDV Simple+’ software; why we at DHE Solutions Ltd. use it and what its benefits are, particularly in relation to adult training.

What is Animation software Animation software is downloadable software which allows you to make stop motion animations.

Picture 1. Example of Animation software - Toon Boom Animation

Why use Animation software Animation software is an instant creation tool which allows children, adults or families to work as individuals or as a team, to allow them to express creativity and produce something they can be proud of. It can have many beneficial educational effects particularly when used in family learning.

What we use Animation software for At DHE Solutions Ltd. we use Animation software to engage hard to reach dads in their children’s education.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 54

This is done by delivering animation workshops for dads and children at the child’s school so the dads become familiar and confident in dealing with the school, its environment and its staff. Because it is very easy to learn and quick to use, with almost instantaneous results, it engages children and parents very quickly and encourages creativity. For teachers and trainers the software and hardware is very simple to master, so that you are in a position to run an animation workshop after only a short amount of training. We have chosen to demonstrate ‘AnimatorDV Simple+ since this is the Animation software we use. AnimatorDV Simple+ is simple and quick to use. You can be up and running and making your film in just a few minutes. Also you can use this basic version for free. You can find and download it here: http://animatordv.com/download_free.php When trying to run the programme depending on your computer and software you may get a message ‘Not enough RAM’ This appears because AnimatorDV Simple+ is an obsolete application and if you have more than 4GB of RAM you will see this message. To get around this - right click on the icon or shortcut, go to Properties, Compatibility tab, check Run this program in compatibility mode for, then select Windows XP (Service Pack 2) and click OK.

AnimatorDV Simple+ - A Simple+ guide AnimatorDV Simple+ is an example of stop motion animation. This means you create the effect of animation by taking a photo of a scene, move an object or objects within that scene then take a second photograph. This process is then repeated hundreds of times 1. Setting up and getting started Make sure you have AnimatorDV Simple+ loaded onto your computer, and that your camera is attached to your computer and switched on. To start you need to click the logo

, then click , give the project a name in the dialogue box, then select capture device (i.e. your camera).


Information Technolgy Applied to Adult Training Good Practice Guide

Page 55

Set the frames per second base to 5. Then click then click Yes, then give the sequence a name and click OK. And you are now ready to animate. 2. To animate Set up your scene, click then move one or more objects in your scene. It is advised that you do not move your objects more than 1 centimetre between each grab. You will notice that there is an ‘onion skin’ which is a translucent layer which allows you to see the position of everything in your last grab, in order to help you with positioning. This is particularly useful, if you accidently move the camera, you can reposition it according to the onion skin image.

Click again, and repeat this process until you have finished your film. Using a playback speed of 5 frames per second, you will quickly appreciate how many grabs (i.e. photos) you will need to take to make your film the desired length (300 grabs for 1 minute of film). 3. To play back your animation From the menu click Sequence, RAM player then LOAD to play your animation. To make your animation slower or faster change the FPS e.g. use a lower number for a slower film. Do not use the play button on the frame monitor, as this will play the film at the wrong speed. When you playback your film, if there is a hand in your animation you can remove it by deleting the frame using Edit, Delete frame (CTRL + Delete). You can also insert a photo anywhere in your animation or duplicate a frame using Edit, Insert frame (CTRL + Insert) or Edit, Duplicate frame (CTRL + Enter). Make sure that you are at the right point in your animation by using the frame monitor.

4. Continue making your film Make sure you exit from the RAM playback option and that you have repositioned yourself according to the onion skin, before you start to grab further photos.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 56

5. Saving your animation To save your film click - SEQUENCES - MAKE AVI - SELECT FILE - SAVE (make sure it is on the desktop or memory stick) - SAVE AVI - OK - click CLOSE once. The film has been fully saved (remember to change the FPS rate to the rate that you are happy with, when saving your film). 6. Troubleshooting If you cannot take photos, make sure your sequence shows. If the red record button isn't there and is showing a pause or lock button you must right click on it and unlock and/or activate the sequence in order to continue.

If the film is too fast or too slow when playing it back click (CTRL + L) change to FPS rate, lower if you want it to go slower and click load. Change the FPS until you are happy. If the camera has disconnected click (CTRL + D) . To watch the film at the right speed click (CTRL + L ). If the onion skin has disappeared, this is because you will not see the onion skin until your next grab. Also make sure the onion skin settings are as follows:


Information Technolgy Applied to Adult Training Good Practice Guide

Page 57

There is a help menu to help you solve any other issues. If you feel that AnimatorDV Simple+ is not sufficient for your animation needs you can upgrade to AnimatorHD. Here http://animatordv.com/ We hope you enjoy making your animations.

DHE Solutions Ltd. is an education consultancy that works at local, regional, national and international level with employers, schools, colleges, Local Authorities, other public bodies and the community in driving policy and strategy forward and facilitating the management of change. We specialise in the development and management of education-related projects and in monitoring and evaluating their effectiveness. Much of the our work concerns working with disadvantaged groups including work in economically deprived areas, with ethnic minorities, migrants, and with educational underachievement. We have extensive experience of evaluating projects and measuring educational and social impact, on young people and adults.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 58

David Evans DHE Solutions Ltd.

ONLINE SURVEYS

The following article briefly explains what online surveys are, and gives examples of popular surveys. It then explains how to use ‘Survey Monkey’; why we at DHE Solutions Ltd. use Survey Monkey and what its benefits are, particularly in relation to adult training.

What are online surveys Online surveys are web based interactive software that allows you to conduct surveys over the internet. Examples include ‘Survey Monkey’, ‘Key Survey’, ‘Smart survey’ and ‘Snap survey’.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 59

Why use online surveys In our experience online surveys are quick and easy to use. Some of them are free (or you can try them out for free). They provide instant results and analysis, and you can survey anyone, anywhere, at any time. Also building your own in-house surveys can take a lot of time and can be expensive.

What do we use online surveys for At DHE Solutions Ltd. we use online surveys for research (gathering information from people), evaluation of meetings – getting remote feedback after a meeting has finished; project evaluation – getting people’s opinions on aspects of project involvement; student feedback – getting views from students on a variety of topics; teacher /trainer feedback on courses, projects or programmes; staff surveys – gathering the opinions of staff. There are lots of other ways you could use online surveys. We have chosen to demonstrate ‘Survey Monkey’ since this is the online survey tool we use. Survey Monkey is simple and quick to use and you can use the basic version for free. You can find it here: http://www.surveymonkey.com/

Survey Monkey - A simple guide Within survey Monkey there are just three simple stages: Creating your survey; sending your survey out (to collect results) and analysis of the results. To start click on or go to the link above and sign up; you then get this welcome screen. 1. Creating your survey To start click Create new survey.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 60

To create a survey, first give it a title, and then choose a category.

Selecting a category allows the software to offer you a selection from a bank of pre-written questions by category. You can choose to use these or you can make your own questions up.

Creating your own questions is very simple. Insert the question text. For example ‘I think school dinners are…’ Then choose the question type. Survey Monkey offers you a number of different formats such as multiple choice one answer, multiple choice several answers or text response. You need to experiment with the question formats to decide which will best suit your question.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 61

When you have created your question, simply click Save and add next question. You can add up to 10 questions when you are using the free version. At any time you can preview your survey to see what it looks like in a browser window. If you have something you need to change in any of your questions, then you can go back and make the adjustments. 2. Sending your survey out When you are happy with your questions, you then need to send your survey out to collect your responses. Before you do this you have the option to adjust the background style and colour. When you have made all your adjustments just click Send Survey.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 62

When you click Send Survey, Survey Monkey generates a web link. You then have the options to copy the web link, for example into an email or document; insert it into a web page, or insert it into Facebook. The link which is generated is the link to your survey on the web.

And there’s your survey!

3. Analysis of results

When you have collected your responses there is a good results analysis tool.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 63

It is very visual and it shows option responses in the form of percentages, and shows text responses as text. You can copy and paste your responses into other documentation, for example to produce a report of your survey findings.

The free basic account has the following features and restrictions: Maximum of 10 questions per survey and 100 responses; 15 types of questions; collect responses via web link or email; embed survey within a frame on a website; view live results as they are recorded; survey completion progress bar; automatic numbering for pages/questions; 15 pre-built survey themes; validate/required survey responses; randomize/sort answer choices; limit of 3 collectors per survey; unlimited free surveys; surveys are not deleted; limited to 1 account but can be shared. If you feel that the functionality is restrictive, you can upgrade your account, but this will cost money. You can find the details here: http://www.surveymonkey.com/pricing/upgrade/quickview?ut_source=header_loggedIn We hope you found this presentation useful!

DHE Solutions Ltd. is an education consultancy that works at local, regional, national and international level with employers, schools, colleges, Local Authorities, other public bodies and the community in driving policy and strategy forward and facilitating the management of change. We specialise in the development and management of education-related projects and in monitoring and evaluating their effectiveness. Much of the our work concerns working with disadvantaged groups including work in economically deprived areas, with ethnic minorities, migrants, and with educational underachievement. We have extensive experience of evaluating projects and measuring educational and social impact, on young people and adults.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 64

G. Francesco Zuccarini Francesca Vinciguerra Davide Maccarone Integrated Services Engineering & Research

SURVEY WITH GOOGLE DOCS

Brief description of the tool Google is present in the Web 2.0 system with various Google Products and provides a wide on-line system, from the most famous search engine to the latest Google + a competitor of a most popular social network. Google Docs is very interesting since it allows you to create and share projects online and access them from anywhere; share online documents, presentations and spreadsheets. It also provides you with the possibility of uploading documents with various formats; it is possible to share by e-mail, and also when the widest accessibility is required, is possible to embed on a web site, available to download! Among these options, Google Form is a Web 2.0 tool useful to create and send a survey, give students a quiz, or collect other information in an easy, streamlined way. This Form is automatically connected to a spreadsheet with the same title and recipients’ responses will automatically be collected in that spreadsheet.

Why you use it Student  To facilitate the enrolment of students: instead of a traditional form we allow people to insert data from an ISER PC or we send them a form to complete. 

To evaluate students submitting forms for an online test

Administrative/Teacher 

To evaluate on-going training courses in the monitoring procedure and in monitoring expenses

To share questionnaires, for example the ITAAT survey


Information Technolgy Applied to Adult Training Good Practice Guide

Page 65

How to start using it When the ITAAT partners suggested an inquiry into the use of ICT of their institutions we decided to test the Google Form system to submit the survey to ISER network partners. We worked on the ITAAT questionnaire to create an online form. All ISER network partners completed the form online which we sent by e-mail then we used the spreadsheets and graphs to export the most interesting data; finally we realized our PPT presentation with our collective data. 1. You work on the questionnaire to create an online form (see Table 1).

I section

A. ICT for institution’s management

II section

B. ICT used for teaching

1. How many classrooms are there in the institution?

  

2. What are the ICT tools used for teaching?

regular classrooms multimedia classrooms computer labs

text editor

Internet educational game

presentation programme

interactive test

e-mail programme

blog

spreadsheet

wiki

data base

social network

forum

virtual world

e-learning platform

e-portfolio

videoconference

mind/concept e-map

video production

Google documents

audio production

interactive whiteboard

Table 1. ITAAT questionnaire.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 66

2. Log in Google docs with your Google account and choose Form.

Picture 1. Choose to create a Form.

3. Create the structure of the form, starting with the title and the section header.

Picture 2. Filling the structure.

4. Start adding question section, choosing between different questions options. Starting from Table 1 we know how many questions we need and which kind of questions we must choose (Picture 3).


Information Technolgy Applied to Adult Training Good Practice Guide

Page 67

Useful tips: 

Composing the form you can also choose to make a question a “required question”, and link a question to another.

It’s also possible to move questions already built, as pieces of a puzzle, moving one question before another, also from one section to another.

Picture 3. Add Item. 

Some useful tools are available to change, duplicate or delete questions. For example to make 3 different questions really similar it is useful to use the “duplicate” items function (For example our 1st question in Table 1 will consist of three different questions on our form). These therefore only need to be duplicated and their title changed (for example “computer labs”)

Picture 4. Change.

Picture 5. Delete.

Picture 6. Duplicate.

5. You can choose a layout to apply, and then your form is ready to be shared by sending or embedding it onto a web site!


Information Technolgy Applied to Adult Training Good Practice Guide

Page 68

When the form is ready, it is possible to: 

Send it by e-mail using the tool E-mail this form (Picture 7).

Embed it on a web site using the tool More action and then Embed.

Picture 7. Menu option on a complete form.

Useful tips: 

Once the questionnaire is completed the Google form returns a thanks’ message that you can personalize. Personalize the final confirmation selecting More action and then Edit confirmation (Picture 7). A pop up window allows you to edit your personal thanks.

The option Publish response summary allows you to show people answering the survey the answers already given by others (useful for party invitation, for example).

Picture 8. Example of Form layout.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 69

Not only is your Form complete, but also the spreadsheet to collect the information is ready!

Picture 9. See Response.

The option See Responses provides you with a summary of responses on the “spreadsheet” (Picture 9). Google form allows you to check answers in the spreadsheet (Picture 10) and in a preview on graphs. Download the spreadsheet as shown in Picture 11.

Picture 10. Answers collected on a spreadsheet.

Picture 11. Downloading the spreadsheet in common file format.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 70

You can make your own chart working on the spreadsheet as an Excel file (Picture 12).

Picture 12. Insert chart.

Advantages of the tool itself 

Easy to create.

Easy to share.

Good for embedding on websites.

Well appreciated by students.

Useful in job contexts.

Spreadsheets ready to be exported.

Disadvantages 

Forms are easy to fill but when you are planning the structure of advanced works it requires good experience with excel to obtain meaningful graphics.

How is it used in my institution Google’s Forms is used at ISER in a number of important administrative tasks. This tool is very useful for statistical feedback of our work: all the data collected provides significant and expressive graphics. Examples of graphics from the best practice can be seen in Pictures 13 and 14.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 71

Ways of disseminating info outside the institution 100 90 80 70 60 50 40 30 20 10 0

websites social networking blogs newsletters

na

)

traditional forms (printed)

in te d (p r

tra

di tio

telephone

s

lf or m

te l

ep

ho ne

ai l em

rs et te

s ws l

bl og

ne

wo rk i

so

cia

ln

et

w

eb si te

s

ng

e-mail

Picture 13. Graph example of survey made by using Google Form Excel Chart.

Picture 14. Graph example of survey made by using Google Form Chart.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 72

How my institution benefits from it 

It helps us to promote the use of new technologies among students.

It helps us to implement corrective actions and improve our work.

It makes it easier to share feedback.

ISER srl Integrated System Engineering Enterprise (Francavilla al Mare, Italy) represented by Ing. Guido Francesco Zuccarini is specialized in integrated services and projects for Training, Quality, Safety, Information Technology, ICT security, e-government, Women and Youthful Enterprise development.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 73

Maria Filomena Rua Emanuel de Jesus Isabel Mateus Centro de Formação da Associação de Escolas de Albufeira, Lagoa e Silves

USING GOOGLE DOCS IN THE TRAINING CENTRE OF ALBUFEIRA, LAGOA, SILVES

With this article, our main objective is to present how and what we use Google Docs for as an ICT tool in our daily administrative work. Through the use of Google docs, our Training Centre had the opportunity to experience a large increase in the dynamics of their services. Indeed, before this use, we received the Entry Forms for our training initiatives, both by mail and delivered by hand on paper. And this cost us a great deal of time in loading this information onto a database! From the day we began to use Google Docs, we recognised its potential, and everything changed!

Picture 1. Email sent to schools with a link to the application form.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 74

Today, to make the application for each of our training initiatives, we began advertising by sending the link to the Directors of each of our 13 schools / groupings, with a request for the link to be redirected to each of the teachers in that school, providing adequate time for implementation of such registration as well as publicizing the selection criteria.

Picture 2. Application form - top.

Picture 3. Application form - bottom.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 75

After each teacher fills and submits the form, their names automatically become part of our database / spreadsheet created by Google Docs. This database, thanks to Google Docs, can be shared with each school’s Principal and the schools’ trainer, giving them access to the list of candidates who want to receive training.

Picture 4. Spreadsheet automatically generated from the trainees’ submissions.

Once the database with the candidates is created, with their names and identification, the Centre simply applies the selection criteria published on the occasion of publication of the training. After these criteria are applied we create, in a spread sheet, lists of selected and supplementary trainees as well.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 76

Picture 5. Final list of trainees.

Teachers, their school and their trainer are informed via email of these lists attached to a message like this:

Picture 6. Email sent to the trainees with a confirmation of their application.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 77

By using the option Share in Google Docs, trainers, school Principals and the Training Centre may edit information to share with each other or with the trainees. In this case, they will only use the View option:

Picture 7. Defining users with whom to share a doc and level of access.

However, during the training, trainers and trainees can share, through Google Docs, all the information they consider relevant. In other words, sharing with the trainees using the option Can comment, trainer and trainees can have reciprocal feedback:

Picture 8: Defining sharing options of a doc.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 78

Picture 9. Interaction through comments among users who share a doc.

By the end of the training, trainees and trainer will evaluate the training undertaken. How? Again, with Google Docs! We send, by mail, a new link to the trainees with an indication of a deadline to register the evaluation, and since the answers are anonymous, the link is shared with the trainer. Thus they may have knowledge of the statistical results.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 79

Picture 10. Training assessment form for the trainees - top.

After filling all the fields, they click Submit and the answers are automatically sent to the training centre.

Picture 11. Training assessment form for the trainees - bottom.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 80

The replies, sent by each of the trainees, automatically generates a spreadsheet which provides an analysis of the results.

Picture 12. Spreadsheet with the responses of the trainees.

Then you choose the option Show summary of responses.

Picture 13. Choosing a summary of the responses.


Information Technolgy Applied to Adult Training Good Practice Guide

A graphical statistical summary of these results is generated.

Picture 14. Graphical representation of the statistics - top.

Picture 15. Graphical representation of the statistics – middle of the page.

Page 81


Information Technolgy Applied to Adult Training Good Practice Guide

Page 82

Picture 16. Graphical representation of the statistics (bottom) with a final chart with the number of responses.

Based on the analysis of the results of this evaluation the Training Centre and trainers have the opportunity, through this feedback, to improve their performances. This statistical analysis allows us to know when and how many responses were completed. When approaching the deadline, if less than 90% have responded, the Training Centre sends a reminder in order to boost the response rate and achieve that minimum percentage of responses.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 83

This data is printed and stored in the file for each training course. For the assessment of trainees by the trainer, we send a questionnaire, also using Google Docs Forms. The Training Centre is investigating new ways to use Google Docs to improve or replace existing procedures. One example of such research is the assessment done on the organization of a meeting in Portugal. One aspect the Training Centre is working on is the support of smartphones and tablets to access the questionnaires and spreadsheets on Google Docs.

The Training Centre of Albufeira, Lagoa & Silves is one of six training centres for teachers in the Algarve region (Portugal). There are about one hundred centres in the whole country. We have about 2000 teachers and 500 staff members. We depend on the Ministry of Education of Portugal and also on the Regional Directorate of Education of the Algarve. Our training consists of specific teaching of all disciplines of curricula as well as in educational and technological components. We try to improve the use of ICT in the classroom in order to improve student learning.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 84

Mehmet Emin Usta Cavit Altuntaş Refik Balay Dırectorate of Natıonal Educatıon Chaırman of Educatıon Inspectors

E-SCHOOL

The E-school project, which combines students’ information in a single data base, has been used in our country since 2007. This project was entirely designed by employees of the Turkish Ministry of Education. Within this project all student information is transferred from a central citizen information system by means of citizenship identification numbers. At first the E-school project was put into practice at primary and preprimary schools, later it was used at secondary and high schools. And today, all the institutional applications, registrar's affairs, student affairs, exams and official writing is carried out by means of the E-school system. In the e-school system all the official works and applications such as institutional applications, registry works, students and exam affairs are recorded into the E-school system and the users can access this information via personal passwords whenever needed. Parents can also access a sub-system in order to check and see their children’s school performance such as exam results and absenteeism. Local and central education authorities can also get continuous feedback about the schools and student total performance. Today all the works and applications related to schools are carried out using the E-school system, and are carried out over the internet for free without having bureaucratic obstacles which is quicker and more practical than the previous formal applications process. As is be shown below, E-school is in the top 10 of most searched items on Google.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 85

Picture 1. Google Turkey websites’ ranking.

Why you could use it Students, parents, teachers and inspectors are target audiences of the E-school system. While the main page of the Ministry of Education gets around 10 million visitors per year, the number of daily users of the parents’ information system can reach 11.6 million (Picture 2).

Picture 2. E-School visitors: parents.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 86

The E-school system can serve 1.8 million reports per day (such as student's report cards, exams results, diplomas and other certificates).

Picture 3. The daily numbers of reports downloaded via e-school in October 2011.

Users’ steps in E-school 1.

Accessing the system

Access to the system can be achieved via institutional or personal passwords which are distributed by the Ministry of Education. 2. Choosing your module and position.

Picture 4. Choosing module and position.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 87

Exam applications A large number of central, system based exams for students, adults and different professions are organized by the Ministry of Education. The exam application system is active in particular areas that are defined by the system. All the application processes (such as first application, exam entry cards, results) is done via this system.

Picture 5. Exam applications.

Advantages and disadvantages 

Interactive document transfers are confirmed by the system.

Mail alert when the document is transferred and received by the recipient. By means of this system employees don’t need to use other transfer means such as fax.

It allows search and archive work to be done in a more comfortable way.

It allows interactive chat and communications.

The sender of the documents and confirmation of the documents can be easily traced as electronic signature is used.

The system does not allow any data loss from document transfer, documents can be transferred in their original shape and size.

Besides the advantages which are mentioned above, the results of the exams can be seen by parents soon after the results are put onto the system by the teachers. Parents are also informed about absenteeism, the names of books read by the students and other personal information. Personal information is also used by the Ministry of Education for planning and evaluation of the education system. Today almost all the formal and bureaucratic applications are carried out by means of the e-school system; reducing bureaucratic obstacles and therefore helping schools to do this kind of work quickly and efficiently.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 88

How is it used in my institution By means of personal passwords, educational inspectors can view information about all the schools in their regions; they can also download the reports when needed. But this system is mainly used by inspectors before going for supervision visits in order to get information about physical conditions at a school, the number of staff, classroom, students, school performance and exam results. By means of this system inspectors get information about the schools and they arrange their preparations for supervision according to this information. As the problems of a school can also be seen on this system, it makes an important contribution to the supervision process. The E-school system provides a lot of quick information to inspectors without the need to visit a school and get swamped in paper.

Conclusion When you need information from the internet you first go to “Google”; and when you need information on Turkish Schools, the only thing you have to do is go to “E-school” because it is the place where you can find almost everything about Turkish Schools.

Resources www.meb.gov.tr https://e-okul.meb.gov.tr/ilkogretim/veli/FnYardim.aspx

The Directorate of National Education Chairman of Education Inspectors in Sanliurfa is organised to plan, programme, manage, supervise, improve and evaluate the duties of the Ministry of National Education at cities and towns, and keeps its presence according to the Constitution, laws and other related procedures. The Directorate of National Education serve on management, personnel, education, budget, investment, statistics, investigation, guidance, strategy development and culture, etc.


Information Technolgy Applied to Adult Training Good Practice Guide

Page 89

July 2012 CC BY-SA 3.0

Editor: Iwona Moczydlowska Proofreader: David Evans Layout: Kamil Kolak Cover designer: Monika Dabrowska

The ITAAT project has been funded with support from the European Commission. This communication 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.


ITAAT GPG  

This document is the Good Practice Guide, produced by the ITAAT (Information Technology Applied to Adult Training) Grundtvig partnership.

Read more
Read more
Similar to
Popular now
Just for you