Development of a framework for the e-education of ducators of special groups aiming to improve

474 Pages·2010·5.43 MB·English

“Development of a framework for the e-education of
educators of special groups aiming to improve their
compatibility with their learners”

Student: Maria Pavlis-Korres

Supervisors: Dr. Elena García Barriocanal
Dr. Miguel A. Sicilia Urbán
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The ESG Framework
PhD Thesis of Maria Pavlis-Korres, University of Alcalá
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The ESG Framework
PhD Thesis of Maria Pavlis-Korres, University of Alcalá
Table of contents

Resumen.........................................................................................................................9
List of figures...............................................................................................................11
List of tables.................................................................................................................13
Acknowledgments........................................................................................................15
Introduction..................................................................................................................19
THEORETICAL PART...............................................................................................23
Learning Technology...................................................................................................25
Learning Objects’ Instructional Technology.......................................................27
Learning objects...................................................................................................28
Learning Object Metadata....................................................................................32
Learning Objects, instructional design and andragogy........................................33
Instructional Systems Design...............................................................................34
Multicultural education................................................................................................39
Educators of special groups and transformative learning....................................40
Compatibility between educator and learner.......................................................44
Adults’ Education........................................................................................................49
Characteristics of adults as learners.....................................................................50
Requirements for effective adult learning............................................................53
The role of the educator of adults........................................................................55
The E-learning environment for adults........................................................................59
Immediacy and Interaction in online educational environments.............................60
Immediacy in online education environment.......................................................60
Interaction in online educational environment....................................................62
Online communication modes.................................................................................65
Asynchronous learning environment...................................................................65
The role of communication tools in an asynchronous E-learning environment in
reducing isolation and promoting immediacy, active participation, interaction
and collaboration..................................................................................................67
The importance of forum/electronic discussions groups in an asynchronous E-
learning environment...........................................................................................68
Community learning networks.................................................................................70
The role of the Educator in E-learning....................................................................72
The development of a learning group..................................................................73
Instructional design theories........................................................................................77
Instructional objectives............................................................................................78
Development of the cognitive domain.....................................................................79
Selecting the appropriate instructional theory.....................................................85
Development of the affective domain......................................................................85
Attitudes...............................................................................................................86
Attitudes’ measurement.......................................................................................87
Attitudes functions...............................................................................................89
Instructional design and attitudes change............................................................90
Instructional design theories for affective development, transformative learning
and effective adult learning..................................................................................94
Sequence of Learning Objects.................................................................................95
Problem statement and objectives..............................................................................101
Problem Statement.................................................................................................101
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The ESG Framework
PhD Thesis of Maria Pavlis-Korres, University of Alcalá
Objectives..............................................................................................................102
Main expected contributions..................................................................................103
Methodology..........................................................................................................105
The development of a framework for the e-education of educators of special groups:
the ESG Framework...................................................................................................107
Needs analysis........................................................................................................108
Needs analysis taxonomy...................................................................................108
Design....................................................................................................................110
Learning Objectives taxonomy..........................................................................111
Defining the content of Learning Objects..........................................................113
Defining the presentation of Learning Objects..................................................114
Hierarchy and mapping between content and presentation in providing
personalized LOs addressed to Educators of Special Groups (ESG)................119
The instructional design theories in the ESG Framework.................................120
The ESG Instructional Design Model................................................................121
The instructional process in the ESG Instructional Design Model....................122
Integrating adults’ characteristics and requirements for effective adult learning in
the ESG Framework...........................................................................................129
Selecting a platform to be used for the e-education of educators of special groups
using the ESG Framework.................................................................................130
Development..........................................................................................................133
LOs in the ESG Instructional Model.................................................................133
Sequence of LOs in the ESG Framework..........................................................136
Learning Objects for the Educators of Special Groups (ESG) and their Metadata
............................................................................................................................136
Implementation......................................................................................................141
Promoting interaction in the ESG Framework...................................................141
Τhe role of the educator in the ESG Framework...............................................143
Evaluation..............................................................................................................144
Maintenance of the Community Learning Network..............................................144
The Conceptual Framework for the E-education of Educators of Special Groups146
Summing up the parameters which synthesize the ESG Educational Framework147
PRACTICAL PART..................................................................................................149
Testing the “ESG Framework”- Pilot application.....................................................151
Case study: The Greek Educators of Roma...............................................................153
Roma in Greece – Some sociological features......................................................154
Phases of the pilot application...................................................................................157
Needs analysis........................................................................................................159
The focus, the method and the sample of the needs assessment........................159
Resutls of the needs assessment.........................................................................163
Design....................................................................................................................169
Formulation of educational objectives...............................................................169
Instructional theories..........................................................................................170
Adults’ education...............................................................................................171
Selection of an e-platform..................................................................................173
Development..........................................................................................................174
Selection of existing LOs...................................................................................174
Creation of LOs..................................................................................................176
Authoring metadata of LOs...............................................................................180
Sequence of LOs................................................................................................183
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The ESG Framework
PhD Thesis of Maria Pavlis-Korres, University of Alcalá
Duration of the course........................................................................................184
Implementation......................................................................................................185
The Participants’ profile....................................................................................185
Participants’ preparation....................................................................................186
Description of the course...................................................................................189
Educational material..........................................................................................192
Communication tools used in the course...........................................................193
Development of the learning group...................................................................194
Monitoring.........................................................................................................195
Creation of a closed learning group in the Face Book.......................................195
The course in a snapshot....................................................................................196
Final meeting.....................................................................................................197
Evaluation..............................................................................................................198
Evaluation of the structure of the course...........................................................198
Formative evaluation of the course structure.....................................................199
Summative evaluation of the course structure...................................................203
Evaluation of the outcome of the course............................................................217
Formative evaluation of the outcome................................................................219
Summative evaluation of the outcome of the course.........................................221
The initial compatibility test..............................................................................222
The analysis of the course archives...................................................................223
1st Learning Path................................................................................................223
2nd Learning Path...............................................................................................226
3rd Learning Path................................................................................................230
4th Learning Path................................................................................................233
5th Learning Path................................................................................................235
6th Learning Path................................................................................................238
7th Learning Path................................................................................................240
The participants’ view of the course and their self-assessment.........................255
Measuring the improvement of compatibility....................................................258
The development of the learning group.............................................................269
Evaluation of the E-learning vs conventional educational methods..................271
Evaluation of the course in the final meeting....................................................273
Maintenance of the Learning Community Network..............................................277
Conclusions and Future work....................................................................................279
References..................................................................................................................285
Appendixes................................................................................................................314
Appendix 1.................................................................................................................315
Questionnaire of the needs assessment..................................................................315
Appendix 2.................................................................................................................342
Detailed results of the needs assessment...............................................................342
Compatibility between educators and learners..................................................342
Learning profiles of the educators.....................................................................350
Appendix 3.................................................................................................................355
Greek manual for the use of Dokeos platform.......................................................355
Ο∆ΗΓΙΕΣ ΓΙΑ ΤΗ ΧΡΗΣΗ ΤΗΣ ΠΛΑΤΦΟΡΜΑΣ DOKEOS ΣΤΟ
ΠΡΟΓΡΑΜΜΑ «ΤΑΞΙ∆ΕΥΟΝΤΑΣ ΣΤΟ ∆ΙΑΦΟΡΕΤΙΚΟ. LACIO DROM!»
............................................................................................................................355
Appendix 4.................................................................................................................365
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The ESG Framework
PhD Thesis of Maria Pavlis-Korres, University of Alcalá
Initial compatibility test between educators and Roma learners which has been used
at the beginning of the course................................................................................365
Appendix 5.................................................................................................................371
Description of the seven Learning Paths and the two learning activities for the
development of the learning group........................................................................371
A. LEARNING PATHS.....................................................................................371
First Learning path. "Let's hear with their ears and see with their eyes"...........371
Second learning path "Stereotypes and prejudices"...........................................373
Third learning path: Roma and education..........................................................374
Fourth, Christmas learning path: Free subject regarding the Roma culture......376
Fifth learning path: “Stigma”.............................................................................377
Sixth learning path: “Let’s laugh hahaha”.........................................................379
Seventh learning path: “Problem solving”.........................................................380
B. THE TWO LEARNING ACTIVITIES FOR THE DEVELOPMENT OF THE
LEARNING GROUP.............................................................................................395
1st Activity.........................................................................................................395
LET'S GET STARTED! LACIO DROM..........................................................395
2nd Activity.......................................................................................................396
WE ARE BOTH SIMILAR AND DIFFERENT...............................................396
Appendix 6.................................................................................................................397
Responses of the learners (ESG) in learning paths and the “Commons and
differences among the members of the learning group” activity...........................397
Responses of the learners in the forum/threaded discussion for each Learning Path397
1st learning path..................................................................................................397
2nd Learning Path................................................................................................401
First Part of the Learning Path...........................................................................401
Second Part of the Learning Path.......................................................................408
3rd Learning Path................................................................................................414
5th Learning Path................................................................................................420
6th Learning Path................................................................................................427
Responses of the learners in the “Common and differences among the members
of the learning group” activity...........................................................................431
Appendix 7.................................................................................................................435
Questionnaire of the Formative Evaluation...........................................................435
We are somewhere.... in the middle of the course.............................................435
Appendix 8.................................................................................................................443
Questionnaire of the Summative Evaluation.........................................................443
Reaching the end…............................................................................................443
Appendix 9.................................................................................................................458
Material of the final meeting..................................................................................458
Exercise of self-awareness and encouragement:................................................458
Exercise on the most important milestones in the course:.................................459
Exercise “The group is over…and…”...............................................................463
Photographs of the final meeting.......................................................................464
Appendix 10...............................................................................................................467
Photographs with Roma during the preparation of the educational material.........467
Appendix 11...............................................................................................................473
Audio files..............................................................................................................473
Interviews with Roma (in Greek)..........................................................................473
Jokes on Roma (in Greek)......................................................................................473
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The ESG Framework
PhD Thesis of Maria Pavlis-Korres, University of Alcalá

“Dedicated to the man of my life, my dearest husband Euripides Paul Korres”

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The ESG Framework
PhD Thesis of Maria Pavlis-Korres, University of Alcalá
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The ESG Framework
PhD Thesis of Maria Pavlis-Korres, University of Alcalá
Resumen

En las sociedades multiculturales modernas la diversidad es una característica que se
extiende incuestionablemente a la educación. Educadores y estudiantes de diferentes
culturas y etnias, con diferentes orígenes lingüísticos y sociales tienen un punto de
encuentro e interacción en los procedimientos educativos. En la educación
multicultural el papel del profesor es primordial para potenciar o no a los estudiantes
en la clase, por lo que es muy importante mejorar las capacidades docentes del
formador a este respecto si se desea conseguir la igualdad educativa. Esto cobra
mayor relevancia aún cuando los educadores se hacen cargo de grupos espaciales, es
decir, de cualquier grupo social cuyas características (sociales, culturales, étnicas,
lingüísticas, físicas, etc) sean causa de exclusión social, marginalización o
estigmatización de sus miembros (inmigrantes, gitanos, ex-convictos, ex-adictos o
personas con necesidades especiales). En la educación de grupos especiales la
compatibilidad entre educadores y educandos, o lo que es lo mismo, el nivel de
conocimiento y aceptación del grupo de discentes y la actitud positiva hacia el mismo
afecta directamente a la eficiencia y éxito del procedimiento educativo.
Por otro lado, y dado el auge de las nuevas tecnologías en la educación –con el
potencial que esto conlleva–, la utilización de las mismas para conducir programas
educativos personalizados ha llegado a ser una práctica globalmente adoptada. Esto
permite que la personalización se adecúe a las necesidades del educador en cualquier
momento y lugar y que se puedan reducir costes asociados a la educación del
educador.
En este documento se presenta un marco (denominado ESG) para la educación a
través de medios electrónicos de los educadores de grupos especiales para la mejora
de su compatibilidad con los educandos. El marco ESG se sustenta tanto en la
tecnología educativa como en la educación multicultural y la educación de adultos,
combinando elementos necesarios de todos estos campos. El marco ESG está basado
en el modelo de diseño instruccional ADDIE (Analysis, Design, Development,
Implementation, Evaluation) con la adición de una fase nueva: Mantenimiento de la
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The ESG Framework
PhD Thesis of Maria Pavlis-Korres, University of Alcalá
red de la comunidad educativa. El marco ESG proporciona para cada fase directrices
dinámicas, flexibles y claras que pueden ser seguidas por diseñadores,
desarrolladores, administradores y educadores, optimizando el aprendizaje electrónico
personalizado y dotando de una educación efectiva a los educadores de grupos
especiales.
Para validar el marco ESG se ha llevado a cabo una aplicación piloto con educadores
de un grupo de personas de raza gitana en Grecia. La evaluación del curso piloto ha
probado que el marco ESG es eficiente y funcional para la mejora de la
compatibilidad entre educadores y estudiantes y que ofrece la posibilidad mediante el
uso de tecnologías de e-learning de una personalización de los programas educativos
de acuerdo a las necesidades del educador independientemente del lugar y momento
en el que se requieran las acciones formativas.

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