1. 1 INNOELEARNING Fostering Innovative Self-Learning for Work in the E.U. through Dissemination of Innovative Structures and Applications Identified in the USA and Europe December 4th 2002 Sociedade Portuguesa de Inovação Case - Studies

2. 2 Index 1 – Introduction 2 – Learner Models 3 – Soft Skills and Informal learning 4 – Communities of Learning 5 - Conclusions

3. 3 1 – Introduction The presentation will focus on one site for each of the 3 study areas: Learner ModelsLearner Models Soft Skills and Informal learningSoft Skills and Informal learning Communities of LearningCommunities of Learning The presentation of each site will focus on: Overview of the site and companyOverview of the site and company Characteristics identifying it as a “best practice” case-study (with respect to the evaluation criteria developed for each study area)Characteristics identifying it as a “best practice” case-study (with respect to the evaluation criteria developed for each study area)

4. 4 2 – Learner Models The application of “flexible, personal models for learning” is a crucial aspect in the effectiveness of instruction provided through e-Learning. It is essential that a learning model provide the format, tools and flexibility that minimize confusion and draw the student’s interest, thereby allowing learners to gain the maximum benefit available through e-Learning.

5. 5 2 – Learner Models The evaluation criteria relate to: Providing a skills test prior to taking a courseProviding a skills test prior to taking a course Providing a tutor to guide and support learningProviding a tutor to guide and support learning Giving students the flexibility to tailor their course to their needs/preferencesGiving students the flexibility to tailor their course to their needs/preferences (Scheduling, privacy, control of screen info) Stating performance/standards to be achievedStating performance/standards to be achieved Supporting learning through providing appropriate tools/resourcesSupporting learning through providing appropriate tools/resources (Self-assessment, help facilities, document mgmt)

6. 6 2 – Learner Models Company Overview KnowledgePool has been involved in the design and delivery of training solutions for nearly 40 years.KnowledgePool has been involved in the design and delivery of training solutions for nearly 40 years. KnowledgePool offers comprehensive managed learning services, encompassing the identification, implementation and management of organisational training requirements. This allows clients to depend upon a single supplier who can provide managed learning for some or all of their human capital development.KnowledgePool offers comprehensive managed learning services, encompassing the identification, implementation and management of organisational training requirements. This allows clients to depend upon a single supplier who can provide managed learning for some or all of their human capital development.

7. 7 2 – Learner Models Company History: 1964 – ICL Training Services was established (IT training) 1992 – ICL Training Services became Peritas 1995 – Peritas became the 1st commercial training organization to deliver interactive, mentor-supported IT training via the Internet 1999 – Peritas became KnowledgePool, focused on mentoring services, online learning tools, and comprehensive course library. It became a leading European training provider, and expanded to serve clients in the U.S. 2001 – Analyst group IDC ranked KnowledgePool among the top six training providers worldwide.

8. 8 2 – Learner Models KnowledgePool has developed a strategic partnership with NETg. With over 30 years of experience in the learning industry, NETg develops e-Learning solutions covering IT, desktop and business & professional development skills. This brings NETg’s wide range of deployment options such as CD-ROM, Internet and Intranet to KnowledgePool customers.

9. 9 2 – Learner Models Best Practice characteristics KnowledgePool makes use of... Skills-gap analysis Skills-gap analysis Tutor Tutor... to guide learning.

10. 10 2 – Learner Models KnowledgePool makes available pre-course assessments, and many courses allow users to skip elements of a course that they have a firm grasp on already.KnowledgePool makes available pre-course assessments, and many courses allow users to skip elements of a course that they have a firm grasp on already. This also allows students to choose their own learning pathway, thus effectively tailoring the e- Learning to the needs of learners.This also allows students to choose their own learning pathway, thus effectively tailoring the e- Learning to the needs of learners.

11. 11 2 – Learner Models KnowledgePool also provides an Online Mentoring Support system: Learners have access to mentors (tutors) to advise them on specific areas and to guide them in their learning. Learners have access to mentors (tutors) to advise them on specific areas and to guide them in their learning. Mentors provide support for learners via interactive chat, message boards or e-mail. Mentors provide support for learners via interactive chat, message boards or e-mail. All online courses have mentor support via e-mail and most have chat support available at any time. All online courses have mentor support via e-mail and most have chat support available at any time.

12. 12 2 – Learner Models Further elements contributing to student flexibility include: self-evaluation exams at the conclusion of each topic self-evaluation exams at the conclusion of each topic post-course self-assessments post-course self-assessments KnowledgePool is also careful to present learning objectives clearly on all courseware, thus removing ambiguity.

13. 13 2 – Learner Models KnowledgePool has developed numerous tools to aid learners. All courses are fully supported by the following features; Online mentoring from tutors accredited in the subject area Online mentoring from tutors accredited in the subject area Online assignments Online assignments Frequently asked questions and message boards on each topic or certification courseFrequently asked questions and message boards on each topic or certification course

14. 14 2 – Learner Models Additional tools include: Self-assessment Self-assessment Feedback Feedback Help facilities Help facilities Supplemental document references Supplemental document references Assignments to ensure learning is applied Assignments to ensure learning is applied

15. 15 3 – Soft Skills & Informal Learning “Soft Skills & Informal Learning” applies to learning through working together - gaining soft skills through communicating and interacting with others. The project evaluated sites based on their emphasis in supporting the learner to develop interpersonal communication, team work, leadership, and project management skills through interaction, the sharing of knowledge, dynamic learning, content generation, etc.

16. 16 3 – Soft Skills & Informal Learning A survey recently conducted by Mori asked 886 people from the UK workforce "Which skills are most useful to you in your job?" The most frequent responses related to soft skills.

17. 17 3 – Soft Skills & Informal Learning The evaluation criteria relate to: Interaction activity – both promoted and actual interactionInteraction activity – both promoted and actual interaction Reward/motivation for student interaction and learningReward/motivation for student interaction and learning The transfer of soft skills to “real world” applicationThe transfer of soft skills to “real world” application Environment (feedback, error tolerance, support, etc.)Environment (feedback, error tolerance, support, etc.)

18. 18 3 – Soft Skills & Informal Learning Company Overview Online-learning.com offers mentor-based courses for those interested in becoming electronic content authoring professionals. They offer courses in professional technical writing, document usability testing and a variety of XML related courses. Online-Learning's Information Design Series offers practical training in four core Information Design skills: writing, visual design, human factors design and scripting.

19. 19 3 – Soft Skills & Informal Learning Company History The company has been in operation since 1995, when courses were initially developed and taught at universities and subsequently to business enterprises.The company has been in operation since 1995, when courses were initially developed and taught at universities and subsequently to business enterprises. The professionals at Online-learning have been active in distance education for more than 25 years.The professionals at Online-learning have been active in distance education for more than 25 years.

20. 20 3 – Soft Skills & Informal Learning Online-learning.com has conducted extensive research in online learning. Through this research, the company has discovered that successful online learning depends on frequent instructor-student interactions, regular student-to-student interactions, and practical task-based assignments. All courses employ these techniques in delivering a sound learning experience.

21. 21 3 – Soft Skills & Informal Learning All of the courses are taught by industry experts acting as mentors. In this way student-student and student-mentor interactions are encouraged and guided. In this way Online-learning has achieved student completion rates of over 80%.

22. 22 3 – Soft Skills & Informal Learning Using this mentoring approach promotes interactivity and lets instructors guide students through the course materials using e-mail, chat and discussion groups. Instructors: Provide guidance in a student’s learning path Provide guidance in a student’s learning path Support and motivate learning community interaction Support and motivate learning community interaction Review assignments and provide personal feedback on assignments and student progress Review assignments and provide personal feedback on assignments and student progress Guide and monitor discussion boards, forums, chat rooms, live conversation, and group work Guide and monitor discussion boards, forums, chat rooms, live conversation, and group work Are continuously available for student assistance Are continuously available for student assistance

23. 23 3 – Soft Skills & Informal Learning As a reward, students receive a certificate of completion from Carleton University. Each course is assigned Continuing Education Units in accordance with the number of hours required to complete the course. Each course is assigned Continuing Education Units in accordance with the number of hours required to complete the course. To receive a certificate students much complete all assignments and maintain a 75% average score. To receive a certificate students much complete all assignments and maintain a 75% average score.

24. 24 3 – Soft Skills & Informal Learning Assignments given in Online-learning courses are designed to enable the application (or “transfer”) of new skills at the learner’s place of work. Students complete between two and nine assignments depending upon the course. Students complete between two and nine assignments depending upon the course. Assignments and quizzes teach both "what and how", including the use of tools of the trade. Assignments and quizzes teach both "what and how", including the use of tools of the trade. Assignments allow students to practice real-life tasks. Assignments allow students to practice real-life tasks. (e.g. students write their resume - first assignment in the writing course - to train in basic writing techniques.)

25. 25 3 – Soft Skills & Informal Learning Courses hold an opening chat session Courses hold an opening chat session Students in the same courses complete selected assignments in groups Students in the same courses complete selected assignments in groups Students receive weekly updates from instructors Students receive weekly updates from instructors Students have easy communication to and from Instructors and other students Students have easy communication to and from Instructors and other students Online-learning has also taken steps to ensure they provide an appropriate environment for informal learning.

26. 26 4 – Communities of Learning A “Community of Learning” refers to groups of individuals with similar learning needs, who share their educational experience and maximize their learning through this sharing.

27. 27 4 – Communities of Learning The pre-established set of criteria relate to: the existence of community “moderators”the existence of community “moderators” the application of group problem solving methodsthe application of group problem solving methods the existence of synchronous and asynchronous interactive learning toolsthe existence of synchronous and asynchronous interactive learning tools the establishment of a mission statement or guiding principlesthe establishment of a mission statement or guiding principles the application of a registration system that supports individualitythe application of a registration system that supports individuality

28. 28 4 – Communities of Learning Simultaneous to the development of the Innoelearning Study, SmartForce – which was selected as a “best practice” case study – merged with Skillsoft. The new company retained the name of SkillSoft.

29. 29 4 – Communities of Learning Overview SkillSoft, a US-based company formed through the merger of e-Learning pioneers SmartForce and SkillSoft, provides a combination of strengths in products and service. The company has more than 3,000 customers spanning financial, healthcare, technology and governmental sectors. It offers content, technology and services to deliver student- centered, instructionally rich and results-driven e-Learning solutions.

30. 30 4 – Communities of Learning 1984 - Smartforce had its first steps, founded as CBT Systems in Dublin, Ireland 1998 - SkillSoft Corporation was founded 1999 - SmartForce took its name in conjunction with the move to Web-based training 2000 - SkillSoft became public 2002 - Smartforce merged with Skillsoft

31. 31 4 – Communities of Learning Make reference to events and discussion Best Practice

32. 32 4 – Communities of Learning The registration system includes: Personal data Content areas Event Types Media (software) Types The site presents events based on the profile of the user.

33. 33 4 – Communities of Learning There are Events Listings containing concise guiding principles for each of the event

34. 34 4 – Communities of Learning Each event has a detailed description, including a background on the moderator (speaker)

35. 35 4 – Communities of Learning The seminars support synchronicity: audio, video and slide presentations

36. 36 4 – Communities of Learning Students can scheduled their own meetings. These meetings have chat capability and allow students to share whiteboards, presentations and files

37. 37 4 – Communities of Learning It also has the remarkable option of giving feedback to the event, rating it. Each synchronous event has the option of being replayed afterwards. This makes it an extremely useful asynchronous tool.

38. 38 4 – Communities of Learning The discussion area includes 3 different tools: 1.Open synchronous forums (with the option of being monitored) 2.“Threaded discussions” 3.Contributions

39. 39 4 – Communities of Learning The synchronicity of the forums is supported through the use of the chat tool

40. 40 4 – Communities of Learning The conferences allow to have asynchronous interaction between the community members

41. 41 4 – Communities of Learning In the ‘make a contribution’ area, there is a forum that allows to post comments and questions. This tool works as a monitored forum but in an asynchronous way.

42. 42 5 – Conclusions Analysis of the scores under each set of criteria bestworst

43. 43 5 – Conclusions “learner models” have a more consistent quality Sites have better classifications under “learner models” “communities of learning” have a significant range of quality

44. 44 5 – Conclusions Analysis of balance of each site under each of the 3 sets of criteria

45. 45 5 – Conclusions The classification of each site under the 3 areas varies: Just a few classify across the 3 areas Most only classify well in one of the areas

46. 46 SPI - Sociedade Portuguesa de Inovação Sociedade Portuguesa de Inovação Edf. Les Palaces Rua Júlio Dinis, 242 – Sala 208 4050-318 Porto Portugal Tel: (+ 351) 22 607 64 00 Fax: (+ 351) 22 609 91 64 spiporto@spi.ptwww.spi.pt