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E-learning for Regional Development: Cases in Latvia

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Title: E-learning for Regional Development: Cases in Latvia


1
E-learning for Regional Development Cases in
Latvia
Atis Kapenieks Riga Technical University,
Latvia

Baltic ITT 2006, Riga, Latvia, April 5-7, 2006
2
Outline of the presentation
  • e-learning - effective human resources
    development approach
  • Case in Livani (Latvia) 1999-2004 programme
  • E-course delivery approach
  • Knowledge Repository in Internet
  • EKD modelling for strategy development and
    capturing the new knowledge
  • Evaluation of programme results
  • Conclusions

3
E-learning for Regional Development
  • In this paper we are reporting on the results of
    4 year-long cooperative effort on the part of
    Riga Technical University Distance Education
    Study Centre and the Livani region

4
E-learning for Regional Development
  • The Livani region was among the most economically
    developed in Latvia from 1980 to 1990 but during
    the period of transfer to a free market economy
    and a knowledge society, 90 of the old industry
    collapsed, causing unemployment to rise up to 25.

5
E-learning for Regional Development
  • The leadership of the Livani region responded to
    this bleak situation with a positive vision
  • There are new opportunities available by
    transferring to a knowledge society.

6
E-learning for Regional Development
  • The Livani leadership drew upon the new
    e-learning solutions that had emerged at the
    time and that had been captured and designed at
    Riga Technical University
  • The Distance Education Study Centre at Riga
    Technical University had a team that had
    participated in many international e-learning
    development projects and had the expertise.

7
The leading team in Livani together with its
partners at Riga Technical University conceived
of the following plan
  • Believe in the new opportunities
  • Promote their acceptance in the local society
  • Advance the philosophy of development
  • Advance the technology and methods of
    e-learning
  • Create opportunities and skills to design project
    applications for funding
  • Use funding opportunities from national
    development programmes.

8
Year 1999
  • A trial business-planning course for 15
    participants.
  • It demonstrated the new technologies and achieved
    some tangible results
  • 12 of the participants designed a business plan
    and passed the course
  • Four participants implemented their business plan
    in a real-life business during the next two
    years.

9
Year 2001
  • An e-learning centre was created in Livani
  • 150 participants trained in new courses
  • IT for beginners
  • Advanced IT
  • Continued training in Business Planningfor Open
    Markets
  • Installed a video-conferencing facility.

10
Year 2002
  • Training of 400 participants in new e-courses
    and previously developed ones
  • Technical Communication
  • E-business
  • Innovation Management.
  • We also developed a Knowledge Repository in
    Internet.

11
Year 2003
  • Training of 300 participants in e-courses.
  • On a on-going bases updating the content of the
    Knowledge Repository.
  • Most importantly, we are developing a long term
    strategy of community development in a knowledge
    society.

12
E-course delivery approach
  • The courses currently being offered include
  • 3 to 4 face-to-face seminars (about 6-8 hours)
  • 20 to 40 hours of estimated individual work
    on-line
  • Final asessment work
  • study aids include
  • an interactive multimedia CD-ROM
  • printed workbook.

13
Innovation Management Course
  • A challenging new e-game Marketplace was
    organised for the course Innovation Management.

14
Knowledge Repository
  • The design and development of a Knowledge
    Repository available on Internet was realized.
  • It put into effect the knowledge we had captured
    from our participation in the European 5th
    Framework programme project Hyperknowledge.

15
Our most visible successes were
  • e-courses with interactive multimedia CD-ROMs
  • The e-game in the Innovation Management e-course

16
With growing potential are activities
  • Further development and updating of the Knowledge
    Repository
  • Strategy development applying Enterprise
    Knowledge Development meta modelling (partners
    Siemens Austria, Verbundplan Austria, KTH Sweden)

17
Knowledge Repository
18
Knowledge Repository
19
Knowledge Repository
PP presentetion or
Translation
20
EKD approach (Enterprise Knowledge Development)
By Janis Stirna, KTH
21
(No Transcript)
22
IST Call 4. 2.4.10 Technology-enhanced Learning.
The objectives
IST4BALT 2005, Riga, April 6-7
  • To explore interactions between the learning of
    the individual and that of the organisation in
    order to improve how current or emerging ICT can
    mutually enhance the learning processes for the
    individual and for the organisation
  • To contribute to new understandings of the
    learning processes by exploring links between
    human learning, cognition and technologies.

23
Fragment of Goals model for raising quality of
continuing education
24
Most essential support activities
  • Development and maintenance of the e-study
    centre
  • Installation, demonstration and availability of
    videoconference technology

25
Results after the first small-scale project
  • Fifteen participants enrolled in the course
    Business Planning for Open Markets
  • Twelve participants completed the course
    producing a self-designed business plan
  • Four of the business plans were actually
    implemented making the small businesses
  • The participants told us that they had had to
    visit a bank only three times as compared to
    eight times as was necessary for
    non-participants
  • Moreover, the non-participants often ended up
    paying a consultancy fee to design a business
    plan and their projects were viewed as a higher
    credit risks.

26
The objective of the next evaluation study was
  • To assess the quality of training courses
  • To assess the quality of study materials
  • To assess the work of the consultants
  • To assess the training method (distance
    learning) in general
  • To assess the overall results of training to
    assess the quality of training courses.

27
The evaluation methods employed
  • Semi-structured qualitative interviews with
    training course participants
  • Observations of trainers, trainees andof the
    physical facilities provided for training.

28
Course fees
  • Each participant had to pay a tuition fee, about
    20 EUR
  • The majority of the participants paid the fee
    themselves
  • For some participants their employers paid the
    fee.

29
Employees attitude towards training
  • All the employed respondents indicated that their
    employers responded positively to the training
  • Those respondents who were unemployed believed
    that the training (and certificate) might be
    helpful for getting a job or even starting their
    own business.

30
Certification
  • All the respondents hoped to receive a
    certificate after completing the courses.
  • All the respondents have mentioned that the
    certificate might be useful when searching for
    new job.

31
Trainers and consultants
  • All the respondents were satisfied with the
    trainers and consultants
  • They have mentioned that the trainers and
    consultants are real experts in their field, good
    teachers and responsive to their needs.
  • None of the respondents were critical of trainers
    and consultants.

32
General assessment of training courses
  • Respondents were asked to evaluatethe course in
    general, marking grades 1 through 5 (where 1
    was the lowest score and 5 excellent)
  • afterwards they were requested to assess
    different aspects of the training courses.

33
Assessment in general and various aspects of
each course
IT for Beginners IT Advanced Technical Communication Business Planning for Open Markets
Quality in general 5 4.5 4.5 4.5
Work of consultants 5 5 5 5
Explanation 5 5 5 5
Possibility to meet consultant 5 5 5 4
Course materials/books 5 4.5 4.5 4
Internet 5 5 5 5
Supplies 5 5 5 5
Method of distance learning 4.5 4.5 4 4
Value 5 5 5 4.5
34
Innovation Management Course
I received the unbelievable knowledge! I have to
rethink my business now!
35
Interwiews with participants
  • Participant of Innovatinon Management course
  • It was my best experience during last two
    years!
  • Often participants joined the seminars even
    without previous registration.

36
Main conclusions on course delivery
  • In general, all the respondents were
  • Satisfied with the opportunity to have a good
    training
  • Happy to have good training materials, so they
    are able to complete their work when they had
    problems with computers
  • Willing to continue training on a more advanced
    level
  • Would like to receive a certificate and would
    like a public ceremony to commemorate the
    occasion.

From the above, we can conclude that the training
was also an excellent means to remedy the social
and economic marginalization of the participants,
a significant factor in an economically depressed
town such as Livani.
37
Evaluation of regional development programme 
  • The key success factors of programme were (1)
  • Small scale start-up project with tangible and
    visible results
  • Use of advanced multimedia learning materials and
    internet study support technologies which were
    not available 10 to 20 years ago in traditional
    classes
  • Availability of courses for development of basic
    computer skills for a number of participants who
    needed it (IT for beginners)
  • Appropriate share of face-to-face seminars (6-8
    hours in a 25 to 40 hours long course)
  • Permanent availability of tutors by telephone
    and e-mail.

38
Evaluation of regional development programme 
  • The key success factors of programme were (2)
  • Permanent availability of computers with Internet
    accessin a local e-study centre where
    necessary
  • Opportunity to move to a more advanced group,
    when necessary
  • Rich, well designed, user friendly interactive
    multimedia CD-ROM study materials which the
    participants retainafter the course
  • Final assessment work with real applicability in
    the business world or job-related activities of
    the participants
  • Large scale funding in 2nd and 3rd phase of
    project increased the number of participants with
    a synergetic effect the projects included up to
    15 of economically active people of region.

39
GDP in districts with e-Projects (Preilu rajons)
and neighbor districts after 4 years of
e-Learning projects
E-learning success in local community
40
Conclusions
  • The package of 4 projects presented here is the
    long-term approach to rapid development and
    successful transfer to a knowledge society
  • These just-in-time knowledge-training courses
    present an opportunity to transfer to a knowledge
    society without damaging the infrastructure and
    traditional values.
  • This is possible because of the number of
    similarities between pre-industrial and
    post-industrial ways of working.

41
Further activities
  • Participation in EU 6th Framework Network of
    Excellence in e-Learning Kaleidoscope
  • Training programmes with 6-8 courses with
    adwanced multimedia study materials
  • Courses in engineering
  • Knowledge Repository for adwanced e-learning
    development
  • Large scale dissimination of e-courses / CD-ROMs

42
Network of Excellence in e-Learning
Kaleidoscope
  • Kaleidoscope aims to ensure European leadership
    in the area of multidisciplinary research and
    technology development in e-Learning
    which is the engine of the Knowledge
    Economy1.
  • 1 Ruttenbur, B., et al, eLearning The Engine
    of the Knowledge Economy, eLearning Industry
    Report, Morgan Keegan, 2000,

43
Training programmes with 6-8 courses with
adwanced multimedia study materials (New skills
for 21st century)
  • New skills should be trained by innovative
    approaches
  • IT opportunities could possibly change the
    learning paradigm

44
Courses in engineering
  • Electrical Engineerings and Electronics under
    preparation in Leonardo programme project

45
Knowledge Repository for adwanced e-learning
development
  • Knowledge patterns with different media
  • Easy to use
  • Permanent updating
  • Knowledge manager supports updating
  • Knowledge sharing culture

46
Large scale dissimaination of e-courses /CD-ROMs
1247 schools have received the innovative
learning materials in 2002
47
www.Riga.lv
48
(No Transcript)
49
Demonstration of course materials
  • ECDL 2nd Level
  • SQL Fundamentals
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