Objective 1: Develop an innovative multidisciplinary and cross-sectional curriculum for students from the computer and information, health, and social sciences background, with the main focus on cooperation between sectors for strengthening the existing knowledge, skills, and entrepreneurship, in the first ten months of the project, by an international team of eHealth informal and formal educational providers within partner institutions.
Objective 2: Provide one Intensive Study Programme (ISP) to 42 students from computer and information, healthcare, and social sciences backgrounds in mixed working groups in Cluj-Napoca, Romania in September 2022 in order to facilitate student’s challenge-based learning collaborations by having students develop eHealth applications in the form of a project with real implication in the field of eHealth.
Objective 3: Develop a transnational network of key actors from academia, industry, and NGOs to establish collaborations, exchange best practices and facilitate long-distance mentorship for students who graduated from the Intensive Study Programme through an online platform “eHealth Community of Practice” through the end of the project.
Further Information about the CONNECT Project
The sustainability of the project will be ensured firstly by integrating the open-source Curriculum that will be developed by the partners into the course of eHealth at the Department of Public Health, from BBU, as part of their educational program at the Bachelor’s and Masters’s level. Therefore, one of the intellectual outputs of the project will be transferred to them and other interested higher education institutions in order to create a long-term use for our product.
The “eHealth Community of Practice” online platform will be available for at least three years after the project completion period, constituting a transnational network of members from academia, industry, and healthcare and as a mentorship platform for future health innovators.
The European Commission support for the production of this publication does not constitute an endorsement of the contents which 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.
To use multimedia and interactivity learners must be equipped with modern devices that enable to display the content. In addition, it must be possible to work with this content, which includes not only viewing and reading but also saving, changing or creating new content.
The extent to which these activities are carried out often depends on the type of training. Language learning, for example, might be structured differently than learning scientific content.
The first step in our project is to get an overview about the used devices in modern, technology-enhanced learning. Therefore, we did a small survey among trainers, friends and former or current project partners.
You still may contribute to the brainstorming survey. Use the QR-Code and enter your prefered device in this AnswerGarden form.
As an organization intensively involved in eLearning we permanently check the quality of our courses and try to amend the quality. One issue is the communication – here mainly the contact between the learners and the tutor.
In fact, we were sure that the best method is a forum where learners can ask the trainer. The result of a questionnaire (conducted in the frame of a Grundtvig Multilateral Project) the results prove our current opinion – but not fully.
Do women prefer to talk?
In an eLearning course, there is always the problem of the support of the learners. Sometimes, learners want to contact their tutor or the have a problem and need help from their trainer or teacher. Which method – do you think – is the best one?
There are several methods available and you have to select the best one. Here is the list of possibilities:
Here are two synchronous and two asynchronous methods mentioned.
The behavior is similar: the majority prefers forums. Here the preference of male participants is about 10 percent higher as the female answers.
Female participants in the opposite show a higher percentage of skype preferences – they prefere to talk.
If you check the differences between synchronous and asynchronous communication you will find a six percent higher level of preferences for synchronous methods at the female users.
Here is an overview about eLearning advantages (we always compare eLearning with pure face-to-face classroom teaching). The list is split into three parts respecting the different target groups involved in eLearning. The summary is based on modern eLearning courses using an optimized platform (that does not really exist) and well done courses using a lot or multimedia elements and interactivity.
Advantages of eLearning (learner’s view)
Learner actively involved in his/her e-learning
Interactivity and attractiveness of eLearning content
Flexibility and adaptability according to availability (time, location)
Training at own pace, independently of other learners
Self-assessment during and at end of course
Personal progress monitoring during eLearning course and appraisal of results obtained thanks to tracking
Tutorial support on demand (if necessary)
Contact to other learners (if planned and necessary)
No travel costs
Advantages of eLearning (company’s view)
“Mass” training (big number of learners)
Savings relative to classroom-based training indirect costs (travel, accommodation, etc.)
Flexibility and adaptability according to learner availability (time, location)
Customization and adjustment of training courses to predefined skills and teaching goals
Low logistical constraints (no room booking, employee travel, accommodation, etc.)
Precise course reporting and automated results analysis thanks to tracking (based on the eLearning platform)
Durable and updatable teaching materials (often reuseable)
Advantages of eLearning (trainer’s view)
Prerequisites for assessing learner levels
Training performed on interactive and attractive tools for both trainer and learners
Flexibility and adaptability according to availability (time, location) especial for the tutorial support
eLearning, with all its characteristics defining its advantages and disadvantages was a major breakthrough in academic education and professional training. Various Universities worldwide have incorporated eLearning solution in their curriculum and commercial companies from different fields of business have also integrated this method in their staff training programs to further enhance and develop the skills and knowledge of their workforce which can significantly contribute in the company growth in terms of production and profit.
One of the advantages of eLearning is its flexibility which allows any people willing to study but with always a limited time can access education and training by using eLearning tools and modules related to the field he or she wants to study. For students, this is major advantage in trimming down tuition fee expenses and other miscellaneous fees related to their academic pursuit.
eLearning includes all forms of electronically supported learning and teaching. eLearning is the computer and network-enabled transfer of skills and knowledge. eLearning applications and processes include Web-based learning, computer-based learning, virtual education opportunities and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM. It can be self-paced or instructor-led and includes media in the form of text, image, animation, streaming video and audio.
In eLearning environments learners interact with learning materials, their instructors and other learners from various locations and often at various times using network technologies. So by its nature, eLearning offers significant flexibility as to when and how learning occurs. eLearning can include independent, facilitated, or collaborative approaches to learning.
eLearning can be asynchronous (meaning learners are experiencing the learning at different times) or synchronous (meaning learners are experiencing the learning at the same time) or it can incorporate both drawing on the strengths of each. Independent learning is, by definition, asynchronous. Facilitated and collaborative can be either asynchronous or synchronous learning.
eLearning means to learn with electronic media. In many descriptions it’s reduced to learning using the internet. That’s basically not correct. eLearning covers the learning process supported by any means of electronically media (Computer, CD-ROM, digitized video, sound, the Internet, …).
eLearning as a term is outdated and should be replaced by “Technology Enhanced Learning”. This covers all the learning techniques as mentioned above, also the learning using the internet (as the access to the Internet only can be done by using multiple devices1 the learning with the Internet is fully covered by this term).
Blended Learning combines classical classroom teaching with eLearning. You may also call it “Hybrid Learning” or “Mixed Learning” – there are a lot of different terms existing – all meaning the same.
eLearning does not exist apart from already established and traditional learning venues. As new technology is introduced and adopted, it immediately becomes integrated with the instructional technology that preceded it. This is called “Blended Learning” or “Hybrid Learning” delivery.
Online learning content and strategies are showing up in classrooms nationwide. Digital content is replacing textbooks and much of it was initially used in formal or informal learning online.
If you are interested in technology enhanced learning and teaching methods have a closer look atour pages and in the blog!
1 Multiple devices means computers, laptops, norebooks, convertibles, tablets, and even smartphones. The use and the term “multiple devices” was created by Carlos Guerrero (SAFA) and Peter Mazohl (EBI/EIE). You will find mor information in this blog post!
Peter Mazohl and Harald Makl, both from the board of the EBI/EIE, visited Francesca Neiviller (I.T.S. Vittorio Veneto Salvemini) for consultations and the first planning of the VTT-Box Erasmus+ Project begin of September 2017 in Latina.
The aim of the meeting was the planning and structuring of the courses that should be developed during the project. Besides this, many organisational and structural issues were discossed and taken in account for the kickoff meeting of the project, which will take place in Wiener Neustadt in October 2017.
This project aims to develop special Distance Learning courses, an innovative self-evaluation method and an appropriate transferability guide.
The project aims to create a special virtual toolbox for teachers as a sophisticated tool for developing Open Online Distance Learning (OODL) courses which means open, online, flexible and technology enhanced education (OOFAT). The mixture of of the partners ensures the necessary competences, values, skills and knowledge for developing an innovative approach to OODL. This project uses a strategic cooperation between formal and non-formal/informal educational providers using ICT based teaching and the enhancement of digital integration in learning. It will be enhancing teachers’ professional development and support students‘ acquisition of values, skills and competences.
The 5 consortium members are well distributed in Europe:
University of Crete, GR (specialised in innovative education) will focus on supporting students‘ acquisition of skills and competences,
EBI/EIE, AT is a teacher training institution with experienced in Distance Learning impacts in enhancing teachers’ professional development and in OODL
The I.T.E Vitorio Veneto, IT and
Colegio Internacional Costa Adeje, ES are two high schools (offering a multicultural background) with different orientation in
teaching and experienced in eLearning and modern teaching methods.
The Colegio Costa Adeje is the coordinator in the project.
The Swedish Association for Distance Education (SADE) has a special focus on OODL and OOFAT and provides experience in quality enhancement systems.
The VVT-Box methodology focuses on items which are either not yet common or still missing in Open Online Distance Education as a
Innovative approach to OODL
Appropriate quality enhancement framework
Innovative and completely new motivating self-evaluation method for students (Mandala method)
New developed innovative tool for course creators
Special training course for teachers to implement the new methods in course creation
Transferability and evaluation guide to enable the transfer to other educational fields