Page 1

Start In eLearning Platform and Mobile app. Pilot 1. feedback results

Start In Developing inclusive and innovative entrepreneurship education in Europe


Content • eLearning Platform link • Answers by country • Teachers profession background • Done modules and lessons • Goals and eLearning Platform´s Content • Comments on the Content of Modules and Lessons • eLearning Platform´s usability and comments • Pedagogy and Comments • Mobile App and Comments • Guidance • Comments on Piloting • Second Piloting

3 3 4 5 6 7 10 11 14 16 17 19

This feedback has been collected from 28 teachers in six European countries. Teachers have got familiar into Start In eLearning platform´s entrepreneurship pedagogy learning materials and have tested the Start In Mobile Application. Feedback has been collected in spring-fall 2019 by digital questionnaire. Results are presented by each question including encouraging comments and development ideas of the open questions. Some of the topics has ”food for tought” – questions for further discussions.

JAMK, School of Professional Teacher Education. Finland 2019. Senior Lecturer, Mrs. Piia Kolho and Senior Lecturer, Mrs. Pauliina Silvennoinen

Start Start In In Developing Developing inclusive inclusive and and innovative innovative entrepreneurship entrepreneurship education education in in Europe Europe

2


In eLearning Platform purpose is to get familiar with Entrepreneurship Education. The focus groups of the platform are primary- and secondary levels teachers. The platform is devided in three modules which can be studied one-by-one or as a complete studies of 15 ECT Credits. Each module is 5 ECT Credits and courses includes studymaterials, videos, and quizes. The eLearning platform´s pilot version is available online https://startinproject.watt.com.es/en/lp-courses/

Answers by country, N=28 UK

5

Ireland

5

Creece

10

Turkey

4

Finland

4

Spain

0 0%

5%

10%

15%

20%

25%

30%

35%

40%

3


Teacher´s profession based on the educational level, N=28 primary level (<11/12 years)

11%

secondary level (12/13 - 16 years)

21%

secondary level (16 - 18 years)

50%

higher/third level (+18 years)

11%

desicion maker or policy maker Other, please identify

7% 0 0%

Half of the teachers teach in seconadary level, students in the age of 16-18 years.

10%

20%

30%

40%

50%

60%

How many of the teachers work in inclusive teaching?

4

Start In Developing inclusive and innovative entrepreneurship education in Europe

4


What modules and lessons did you do? Module 1: Inclusive and Innovative… Lesson 1.1: Inclusive and Innovative… Lesson 1.2: Innovation and Social… Lesson 1.3: Inclusive Entrepreneurship Lesson 1.4: Creativity in Entrepreneurship Lesson 1.5: Digital skills and technologies… Module 2: Project management and… Lesson 2.1: Idea Generation Lesson 2.2: Feasibility Study Lesson 2.3: Financing issues Lesson 2.4: Prototyping and the Cultural… Module 3: Making inclusive… Lesson 1: Future work life skills Lesson 2: Cooperation with stakeholders… Lesson 3: Reflection and co-creation 0%

29% 21% 25% 29%

25%

36%

32% 32%

54% 50% 46% 50% 50%

71%

39%

10% 20% 30% 40% 50% 60% 70% 80%

12 comments about the Modules or Lessons. 1. How well the teachers discovered the learning material? Just an overlook? 2. How many of them did some quizes or exercises? 3. Is the orientation done in module or lesson level?

Start In Developing inclusive and innovative entrepreneurship education in Europe

Start In Developing inclusive and innovative entrepreneurship education in Europe

5

5


Goals 0

1

I was aware of the goals.

2

3

4

5

3

4

5

n = 28

I was able to set my personal learning goals.

n = 27

0

1

2

eLearning platform´s content 0

1

2

3

4

5

1

2

3

4

5

The content is well structured. The content is comprehensive. The content is appropriate. The content is innovative. The content is reliable. The content is novel. The content reflects the needed… The content is addresses inclusivity. The content is helpful developing my… The content is useful for me as a… 0

Start In Developing inclusive and innovative entrepreneurship education in Europe

6


Encouraging comments on the content of the Start in Modules and Lessons •

2.2.4 - Additional Resources - The link to bootstrapping examples are very good and relevant and up to date and the Value Proposition Canvas YouTube clip is also well explained and clear.

Financial issues, 2.3.2 is well laid out and sufficient detail included.

Engaging, interesting, and very well produced.

Concise and very informative content for the most learning profiles. Presentations, schemes and the audiovisual resources enrich successfully the content.

There is an excellent cross section of material covered in this course. I particularly enjoyed the following 9 things that will shape the future of education as it presented its information in a simple easy to understand format.

The document "EntreComp The Entrepreneurship Competence Framework" was particularly thorough and contained a lot of valuable information. It's a document that I can imagine myself referring to in class.

The modules were very clear and well laid out on the page. They were split clearly into each section.

I liked the multi-media approach to learning and how the e-learning platform encompassed text, images and video to address all types of learners.

As the Start In project is aimed at educational practitioners rather than pupils, the amount and level of information is very good. It seems to cover every aspect that is needed in regard to developing inclusive and innovative entrepreneurship and gave good examples that clearly supported what was being said in the text.

For 4th grade students the entrepreneurial attitude is natural. They try out things and are eager to test and speak with other people. For this point of view the module 1 and 3 content was valuable for me as a teacher.

Clearly defined

Very good, overall!

Start In Developing inclusive and innovative entrepreneurship education in Europe

Start In Developing inclusive and innovative entrepreneurship education in Europe

7 7


Comments on the content of the Start in Modules and Lessons for development •

True/False tests are good but if learner gives a wrong answer, it would be more beneficial to give some tips to study more and an option to do the test again. That will give better learning outcomes.

It was unclear how to use eLearning platform ? How to use it as a student? Should I do all the courses? What happens if i push join course -button? Where to start? Clear instructions for user is needed in the platform not only telling by tutor.

Some of the information took some time to read but is still appropriate for the Masters level content . Some parts are quite 'jargon heavy'. From this, it may be harder to translate some of the key entrepreneurial concepts for primary school children than it would be for secondary school children.

The content was too theoretical for our special needs students and us to apply or adapt for daily teaching. Inner entrepreneurship connects into daily skills of children with special needs would have been more useful for us.

Based on the content we realized with my working partner that our goal for kids with specials needs teaching is different. We need to adapt this into our curriculum in very practical way. Otherwise it does not integrate at all. Learners “daily skills " , inner entrepreneurship, actor ship , skillfulness, able to affect your personal life and situations, even to act for your rights in daily life are the issues, where this entrepreneurial skills and attitude should be integrated.

The content of the modules is generally very good, but there are some inconsistencies in structure. eg Separate introduction and content lessons for Units 1.4 and 1.5 which means lesson numbering is confusing.

Detailed development ideas for 2.2. and 2.3 can be found in separate doc.

Start In Developing inclusive and innovative entrepreneurship education in Europe

Start In Developing inclusive and innovative entrepreneurship education in Europe

8 8


eLearning platform´s usability 0

1

It was easy for me to learn to use the platform.

2

3

4

5

3

4

5

n = 28

I need to have support to use the platform.

n = 28

I found the platform intuitive to use.

n = 28

It was easy to navigate through the modules.

n = 28

I felt comfortable using the platform.

n = 28 0

1

2

Encouraging comments of the usability of the Start in Modules •

Easy to movement between the modules allowing a student to recap on previous learning seamlessly.

The videos were excellent and would be very useful in terms of teaching and learning.

Useful

The contents sidebar was very helpful to understand the progress of the course

The glossary sections were useful but text in the lessons should hyperlink to them so that you can look up any terms that are unfamiliar.

Start In Developing inclusive and innovative entrepreneurship education in Europe

9


Comments of the usability of the Start In modules for development •

In May-June there was some technical problems.

I faced some bugs in the tests (e.g. Module 1, 3.1).

English language was the biggest barrier while the pages were not translated when I tested them.

Some guidelines or instruction is needed how to do the courses. How is the evaluation? How much time the courses need my time?

Pages were in English when I scroll them. Now they are provided in Finnish, so I look of them again.

It would also be useful to have an overall master glossary. The additional resources are useful, but it would be good to bundle together all the activities, so that it is clear what is reading material and what is an activity.

Most useful forms of content in materials. 0 Pictures and diagrams

1

2

3

4

5

3

4

5

n = 27

Videos Links to other pages

n = 27

Text

n = 27

Slides shows

n = 27

Links to other pages

n = 27 0

1

2

How visible were the links for other pages and videos?

Start In Developing inclusive and innovative entrepreneurship education in Europe

Start In Developing inclusive and innovative entrepreneurship education in Europe

10 10


Pedagogy in the Start in Modules 0

1

2

I was able to follow my personal learning process.

n = 27

Tutoring and guidance is well planned in the learning process.

n = 28

3

4

5

3

4

5

n = 27

Learning methods in the modules are suitable for me. Learning methods in the modules are suitable for entrepreneurship education. Learning methods in the modules are considering the inclusivity aspect.

n = 27 n = 27 n = 26

Learning methods in the modules are innovative. Assessment is continuing through the learning process

n = 27

Assessment is useful for me in the modules.

n = 27 0

1

2

Encouraging comments of the pedagogy used in the Start In modules (7 comments) • Excellence overall • Brief and reader friendly • The pedagogy used in the Start In modules doesn't necessarily conform to the more traditional pedagogies used in education. • This pedagogy is much more student centered, student friendly and it encourages the student to do and think. It allows me to role play and model these skills for my students and they learn in that way from what I do, as opposed to just learning from what I tell and give them in note form. This form of pedagogy creates a community of learners, as opposed to the more traditional models where the teacher and pupils learn. • START IN is using innovative pedagogies suitable for entrepreneurship education.

Start In Developing inclusive and innovative entrepreneurship education in Europe

11


Comments of the pedagogy used in the Start In modules for development •

In my daily work I would not do this kind of eLearning studies. Ideas, tips, cases how to apply and how others have run entrepreneurial studies would be more useful to develop the skills.

Integration for curriculum is essential.

It was not possible to adapt into education of special needs pupils. As a platform not at all. We have deaf, blind and many other disabilities in the classroom. This type of eLearning materials are not possible to use.

There could be more emphasis on assessment. For instance there are some activities in Lesson 1.4.2 "Having watched the videos above, and using the resources provided as prompts, research more widely and undertake further self-generated study, to identify, understand and assess the meaning and value of creativity within the context of understanding issues, idea generation and problem solution." But no guidance as to how this could be assessed or success criteria.

Start In Developing inclusive and innovative entrepreneurship education in Europe

Start In Developing inclusive and innovative entrepreneurship education in Europe

12 12


How does the pedagogy on the learning platform fit your school's pedagogy? (totally 17 comments) •

Learning methods in the modules are suitable to my school's pedagogy!

Our school is committed to implementing the Learning to Learn pedagogy in which we promote active learning methodologies. Student self involvement and self reflection in the process of their own learning. This course fits in perfectly with these aims.

My school's pedagogy is interested in developing new strategies according to new tendencies in education. The learning platform can help us to further develop skills and knowledge about entrepreneurship education.

Examples of your course materials which promote student self directed learning include the cards for facilitating a discussion and the materials used in the section titled Things to do in a difficult situation.

Some methods we have already tried, and we could consider introducing some of the methods suggested.

Flexible, topics and content is suitable for teaching in social studies and history. Also the work life skills in many other subjects.

The use of different media to get across the teaching points is very good. Caters for all types of learners and promotes inclusivity of learners.

The glossary also ensures that any learners that don't understand the language used (potentially EAL, etc.) are able to break it down further and promotes their learning. The modules use the concept of 'pictorial/abstract' learning well as most learning points are supported by a model, diagram, picture or video.

Curriculum includes entrepreneurial studies in primary school but there is no instructions how to do/apply them into teaching.

It needs work from our part, to match it. It does not seem to be difficult, however.

Pupils could benefit from using gamification to learn topics using online resources.

Does not fit at all into our teaching of special needs pupils. we got inspired based on tutor´s visit. And did the project but the learning platform did not support or help us in it at all.

thing. Parents are lot involved.

Start In Developing inclusive and innovative entrepreneurship education in Europe

Start In Developing inclusive and innovative entrepreneurship education in Europe

13 13


Mobile App usefullness 0

1

It was easy for me to learn to use the Mobile app.

2

3

4

5

3

4

5

n = 24

I need to have support to use the Mobile app.

n = 24

I found the Mobile app intuitive to use.

n = 24

It was easy to create new quizes on Mobile app.

n = 24

I felt comfortable using the Mobile app.

n = 24

I feel Mobile app as a useful tool to work with my students.

n = 24 0

1

2

Encouraging comments about the Mobile app. • We can use the mobile app in extracurricular activities but not easy to use in the classroom as the use of mobiles is forbidden in primary and secondary education schools in Greece. • The mobile app was very straightforward to use, and I believe has good potential to use with students for quizzes to consolidate and assess learning/make team project decisions. • I found it easy to create simple polls but could not create quizzes with correct/wrong answers. • I feel that the mobile app must be developed further, and more guidance given to teachers on how to use it.

Start In Developing inclusive and innovative entrepreneurship education in Europe

14


Comments for development of the Mobile app. •

I feel that the mobile app must be developed further, and more guidance given to teachers on how to use it.

I could not find a way of editing polls/quizzes I had already made, only open them or create now ones

The app was the only part of Statin that I didn't find either useful or beneficial. If I'm being honest, I found it to be a somewhat poor relation to Google classroom as a teaching tool.

I expected that the Start In App would have a lot of material on it which would benefit me and my students and was disappointed to discover that I would have to upload everything on to it myself.

It still needs work. Maybe I saw only an early version of it?

The application was "last season" there is several user-friendly apps available for free and without uploading.

In Finland students cannot upload apps without parents' permission. We did not use the app after my tryout. Not serving my teaching.

It didn't work to my iPad, after following the setup instructions twice. The app did not accept the password.

We did not use the app for our children with special needs.

We did not use it.

I gave up on using the app.

Mot my cup of tea.

Start In Developing inclusive and innovative entrepreneurship education in Europe

Start In Developing inclusive and innovative entrepreneurship education in Europe

15 15


Guidance in eLearning platform 0

1

Instructions for using the modules in eLearning platform are clear.

2

3

4

5

3

4

5

n = 27

I got enough guidance from Start In representative.

n = 27

Quality of the guidance was relevant for me technically

n = 27

Quality of the guidance was relevant about the topics for me.

n = 27

Quality of the guidance was relevant for me in pedagogical way.

n = 27

Instructions for using the Mobile app is clear.

n = 24 0

1

2

Start In Developing inclusive and innovative entrepreneurship education in Europe

16


What did you like the most about this pilot testing? (13 comments) • It allows you to progress at your own pace and the platform is easily navigable allowing students to move forward and back among the lessons with ease. That allows for revision on prior learning seamlessly while progressing through other modules/lessons. • These concepts would fit in beautifully with the direction the current Junior and indeed Leaving Certificate English courses are moving in. • The broad range of topics and depth and variety of content. • Great to have all material in the same environment and to be able to receive support when needed. • The simple structure of the app. • The material is there, so it is up to the learner to capitalize on it. • E-Platform: easy to use. Digital format. Previously similar material has been in booklets. Material is available, easy to access. Looks fresh and modern way to educate yourself beside daily work. • I loved the examples from European schools and the experience gained by applying these projects. The videos were also informative. The lectures I liked the most were about gamification. • I love the concept of the whole project and the idea of inspiring young entrepreneurs from a primary school age. • Inspiration to act: We went straight into Pilot 2. and did 2 pilots for 2 groups of students. 1. Fishing and producing fish foods (ecological, local food integrated into daily skills development). 2. The food chain of berries. Half of the students picked berries in forest; others purchase them in the market. Origin of food, price, how to consume. In home economics we baked 3 different berry pies ( daily skills) and discussed the value chain of berries. How students could earn money by picking berries or baking of them. These practical cases were not difficult to do and teach a lot of entrepreneurial skills. • This experience helped us to see our daily work, meaningful and content in an entrepreneurial perspective. We see the importance of entrepreneurial education, skills and attitude in our pupil's life and we support them. Our starting point in our teaching is the learner's individual interests. Entrepreneurial perspective gives us a new twist for our pedagogy. • We have done the pilot 2 already almost to the end and want to continue during the project to tag entrepreneurial competences into our curriculum somehow. This is what we will do.

Start In Developing inclusive and innovative entrepreneurship education in Europe

Start In Developing inclusive and innovative entrepreneurship education in Europe

17 17


What would you develop or improve in the Start in for further? (9 comments) Content • Instructions are the most important in this pilot testing. • As I'm an English and not a Business teacher, I would love more modules that teach and promote Ethical and sustainable thinking and self awareness and self efficiency. • What's the goal and purpose of the learning platform? This should be instructed. • I would develop a repository with the new ideas and projects worked on the European schools. Mobile App. •

I would like to see the mobile App improved. I would like my students to be able to download a new, improved mobile app onto a tablet or laptop. Unfortunately school policy currently doesn't allow them to use their phones in the classroom.

I use Google classroom in my teaching, and I find it to be excellent. I would be very interested in using the Mobile App in the future, but I would need more guidance and instruction in relation to it. •

(1) Allow it to be downloaded onto laptops and tablets.

(2) Even more opportunities for students to reflect on their own learning, such as keeping an online reflective journal of some sort.

(3) I like slides that I can edit and adapt to suit my students, so I'd like more of the course material presented in Power Point format.

The mobile apps could provide support for teacher and students roles

The mobile app is cumbersome, at least the version I saw, it needs work. The comments are not functioning in the modules.

I think the app needs more work to make it more useful and relevant I had some issues with retaking a course that was not 'live' it wasn't clear enough that I needed to do that in order to redo quizzes etc.

Start In Developing inclusive and innovative entrepreneurship education in Europe

Start In Developing inclusive and innovative entrepreneurship education in Europe

18 18


Best time for Second pilot phase, N=26, selected answers 34

November 2019

35%

December 2019

19%

January 2020

42%

February 2020

35% 0%

5%

10%

15%

20%

25%

1. 2.

30%

35%

40%

45%

Is there differences between the countries? When the next version will be available?

Start In Developing inclusive and innovative entrepreneurship education in Europe

19


Start In partners MPDNE, Manisa Provincial Directorate of National Education; MANİSA, Turkey

DSEC, Directorate of Secondary Education, CHANIA, Greece

INFODEF, Instituto para el fomento del desarrollo y la formación S.L; VALLADOLID, Spain

CIT, Cork Institute of Technology; CORK, Ireland

JAMK, Jyväskylä University of Applied Sciences, School of Professional Teacher Education; JYVÄSKYLÄ, Finland DANMAR, Danmar Computers LLC; RZESZOW, Poland

COVUNI, Coventry University; COVENTRY, United Kingdom ZABALA, Zabala Innovation Consulting, S.A.; MUTILVA ALTA NAVARRA, Spain

Start In Developing inclusive and innovative entrepreneurship education in Europe

20

Profile for Piia Kolho

Start In eLearning Platform and Mobile app. Pilot 1. feedback results  

Start In eLearning Platform and Mobile app. Pilot 1. feedback results  

Profile for piiakolho
Advertisement

Recommendations could not be loaded

Recommendations could not be loaded

Recommendations could not be loaded

Recommendations could not be loaded