The document summarizes findings from surveys conducted as part of the CATEL project, which aims to prepare vocational teachers and trainers to meet the needs of immigrant students through e-learning. Survey responses from e-learning experts and vocational teachers in Estonia, Turkey, Spain and Germany provided recommendations for developing a multi-cultural e-learning program. Both groups stressed the importance of teacher support, flexible learning opportunities, and interactive activities. Respondents preferred a blended program combining online and face-to-face learning. The CATEL project will use these insights to design a 3-month blended training program addressing cultural diversity topics.

1. CATEL
Terje Väljataga, Mart Laanpere and Sónia Sousa
(terje.väljataga@tlu.ee)(Sonia.sousa@tlu.ee)
Tallinn University
Institute of Informatics
Centre for Educational Technology
Cultural Awareness in Vocational Training
through E-Learning
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2. Overview...
 Introduction
 Study general descriprion
 Participants background
 Shared opinions and experiences
 Recommendations
 Closing remarks
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3. CATEL project
two year (2009-2011) Leonardo TOI project
Aims to…
 Prepare teacher/trainers and counsellor in vocational training to
meet the training needs of immigrant students which incorporates
both traditional and e-learning techniques
This is due by design and implement a two-step study
 First – examine closer the current mainstream of e-learning trends
 Second – focus on conducting a survey
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4. CATEL project
Study purpose…
 provide a variety of information on
 problems, needs and preferences of e-learning users and current e-
learning trends.
Challenge here…
 Find a universal framework for provide a best e-learning training
program in a multi-cultural context
 The nature of CATEL course which demanded many interactive
activities
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5. The study
two different surveys were applied
 One for e-learning experts
 Another for teachers/trainers
Context – vocational training context
The surveys targets where
 CATEL project partners
 Estonia, Turkey, Spain and Germany
Selection criteria
 For the first group – Respondents’ experience
 For the second group - a randomly selection
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6. The study
Survey one (E-learning experts)
 main aim is to find e-learning expert opinions on:
 Challenges;
 Barriers; and
 benefits of an e-learning training program.
Survey two (VET teachers/trainers)
 main aim is to find VET teachers/trainers opinions on:
 ICT basic skills,
 E-learning preferences and priorities; as well as to
 Identify their e-learning awareness, skills and experience.
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7. The study
Survey one (E-learning experts) structure
 Background information
 E-learning methodology
 E-learning platform and resources
 Readiness for e-learning
Survey two (VET teachers/trainers) structure
 Background information
 Previous experiences with e-learning technology
 E-learning methodology
 E-learning platform and resources
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8. E-learning experts (background)
Sample of twenty (20) volunteers.
 Estonia – 7, Germany – 4, Spain – 2; Turkey – 5
Gender
 Males – 14 and females – 6
Age group
 [ages between 20 to 30 years old] – 4 participants
 [ages between 31 to 40 years old] – 7 participants
 [ages between 41 to 50 years old] – 5 participants
 [ages over 50 years old] – 4 participants
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9. Teachers/trainers (background)
55 subjects had participated on this non-expert questionnaire
 29 females and 26 males.
Age group
 [ages between 20 to 30 years old] – 7 participants
 [ages between 31 to 40 years old] – 15 participants
 [ages between 41 to 50 years old] – 18 participants
 [ages over 50 years old] – 19 participants
ICT expertise
 average to low knowledge
 Most use a desktop PC, few have handheld computer (PDA).
 favourite browsers are Internet explorer [33 votes] or Firefox [29 votes].
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10. Teachers/trainers (background)
Previous e-learning experiences
 21 yes and 16 no
Reasons for not participate in e-learning
 lack of tutor support [12 votes] as well as time consuming [10 votes]
Familiarity with E-learning technology
 22 had no experience with VLE (e.g. WebCt, Backboard, Moddle).
 20 used at least once web 2.0 tools and services as well as computer
based assessment; forums; audio/video conferencing; and simulation
games.
 18 had used regularly mobile and wireless devices.
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11. Shared opinions
Benefits
 the possibility to reach more learners [12 votes]
 ability to access their learning activities from anywhere at anytime [40
votes]
Barriers
 lack of tutor or teacher support/contact [10 votes] and [21 votes]
Preferred program
 blended program [9 votes] and [25 votes]
Here most, e-learning users stressed that…
 are looking forward to experience online courses but
 attend an online course is not consider their first choice
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12. Shared opinions
Important components
 teacher or tutor support [14 votes] and
 easily download the learning materials and resources [38 votes]
Preferred Learning/teaching activities
 Learning by doing [13 votes] and [37 votes]
Material need/prefer
 Electronic documents (such as pdf) [17 votes] and [41 votes]
Personal preference
 a program that allows them to choose where to study [16 votes].
 tailor made e-learning programs that in a way suits their best interests
[35 votes]
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13. Shared opinions
Communication options and interactions
 synchronous audio/video communications [12 votes].
 face-to-face communications and asynchronous text-based
communications [27 votes].
Preferred e-learning technology
 games [10 votes]
Useful online assessment tools
 Immediate feedback tools [16 votes] and [38 votes]
Note: Similar opinions where shared by teachers and trainers at
VET schools and e-learning experts
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14. Shared experiences (E-learning experts)
Main problems
 Usability and accessibility issues; and
 inadequate learning/teaching methodologies;
lack of...
 Course evaluation procedures
 Student and teacher’s interactions,
 Student’s and teacher’s feedback.
“lessons learned”…
 Acquire and provide all needed information about the course
 Ask for expert advice on most appropriated methodologies
 Be aware of all implied technical and methodological key issues
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15. Shared experiences (E-learning experts)
“lessons learned”…
 Always provide information about the course
 before and during it progress,
 Ask for expert advice on most appropriated methodologies
 Be aware of all implied technical and methodological key issues
Main issues and advices
 Provide a e-participative program where students are allowed to
participate in it
 An effective e-learning course implies
 work discipline for studying alone
 Teachers should provide necessary resources to guide students
throughout their study.
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16. Shared experiences (E-learning experts)
Plane ahead and carefully course
 Methodology
 Tasks time and procedures
Address possible usability and accessibility problems
 use basic computer tools and programmes.
 try never split responsibility in the project, especially at an early stage
Don’t try to do everything by yourself, get a good subcontractor
Remember in the “worst case scenario” stop and think…
 you will make it on time.
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17. Shared experiences (E-learning experts)
Most important issue in an e-learning program
 Learning context
If everyone (teacher, institution and students) see advantages
on the learning process,
 it will be consider beneficial
Teacher has an import role in the process,
 The Role to guide students throughout the learning process
 For them to take the maximum advantage from the learning
process
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18. Shared experiences (for teachers)
Remember…
 the teacher has an important role in the course success
first thing to do is to
 understand courses learning context
 To be able to anticipate course potential interaction threats.
Feedback and interaction is an important feature
 A teacher should provide and retrieve as much as feedback as
possible.
A course is always “tailor made”
 “never use a document that was prepared for bankers in 2006 to a
group of managers in 2009”
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19. Shared experiences (for students)
Be familiarised with
 The learning materials,
 the learning assignments provided;
 the work tasks provided;
Participate
 in work group discussion and activities
Design a work plan and stick to it
When you feel lost don’t be afraid to ask for help
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20. Recommendations
Keep in mind
 The context and target group characteristics;
Inform and explains clearly
 e-learning benefits and drawbacks
 participants roles and responsibilities;
Provide flexible learning activities
 At any place or time
 when and how to learn
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21. Recommendations
Enable
 problem/project-based learning
 learning by doing
 working on case studies or participating in small group sessions
Combine online with face-to-face activities;
Use synchronous audio/video communications
Give immediate and constant feedback
provide download pdf documents as additional learning
materials
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22. The course
3 month training program with 2 complementary phases
 E-learning : 6 modules
 Changes of prespective
 Identity and diversity
 Stereotyping
 Intercultural communication
 Conflict management
 Celebrating diversity
 Face to Face: 3 sessions
 Introduction
 Reflection
 evaluation
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23. More information:
www.catelproject.net
Thank you
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