E-learning and Smart Learning Environment for the Preparation of New Generation Specialists E-learning

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E-learning

Vol. 10

E-learning and Smart Learning Environment for the Preparation

of New Generation Specialists

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University of Silesia in Katowice, Faculty of Ethnology and Sciences

of Education in Cieszyn

E-learning

Vol. 10

E-learning and Smart Learning Environment for the Preparation

of New Generation Specialists

Monograph

Scientific Editor

Eugenia Smyrnova-Trybulska

Katowice - Cieszyn 2018

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Technical editing: Andrzej Szczurek, Eugenia Smyrnova-Trybulska Cover design: Ireneusz Olsza

The E-learning series is indexed in Journal Factor http://www.journalfactor.org/, Academic Research Index

https://www.researchbib.com/, JIFACTOR.ORG, ceon.pl, Polska Bibliografia Naukowa https://pbn.nauka.gov.pl 9^th vol, indexed in Web of Science Thomson Reuters Core Collection

The E-learning series web-sites: http://weinoe.us.edu.pl/nauka/serie-wydawnicze/seria-e-learning/seria-e-learning http://www.ig.studio-noa.pl/pubusc.html

© Copyright by University of Silesia in Katowice, Poland, 2018

ISSN: 2451-3644 (print edition) ISSN 2451-3652 (digital edition) ISBN 978-83-66055-05-6

Published by: Studio NOA for University of Silesia in Katowice Faculty of Ethnology and Sciences of Education in Cieszyn Printed in Poland

Scientific publication co-financed by funds for scientific research in framework of statutory research Publikacja współfinansowana przez Uniwersytet Śląski w Katowicach

This Monograph contains the Authors' own original work, not printed before in any other sources.

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Scientific Programme Committee

Maria Potes Barbas - Polytechnic Institute of Santarém, the Open University in Lisbon, Portugal, Xabier Basogain – University of the Basque Country, Spain, Filipe Carrera – Lisbon University, Portugal, Sixto Cubo Delgado – University of Extremadura, Spain, Martin Drlik – Constantine the Philosopher University in Nitra, Slovak Republic, Prudencia Gutiérrez Esteban – University of Extremadura, Spain, Franz Feiner – Catholic University College for Education, Graz, Austria, Zenon Gajdzica – University of Silesia in Katowice, Poland, Pedro Iasias, Queensland University, Brisbane, Australia, Tomayess Issa – Curtin University in Perth, Australia, Jana Kapounová – University of Ostrava, Czech Republic, Piet Kommers – University of Twente, The Netherlands, Kateřina Kostolányová – University of Ostrava, Czech Republic, Stefan M. Kwiatkowski – Academy of Special Pedagogy, Warsaw, Poland, Josef Malach – University of Ostrava, Czech Republic, Elspeth McKay – RMIT University, Melbourne, Australia, Nataliia Morze – Borys Grinchenko Kyiv University, Ukraine, Tatiana Noskova – Herzen State Pedagogical University of Russia, St.Petersburg, Russia, António dos Reis – The Graal Institute, Portugal, Eugenia Smyrnova-Trybulska – University of Silesia in Katowice, Poland, Halina Widła – University of Silesia in Katowice, Poland, Zygmunt Wróbel – University of Silesia in Katowice, Poland, Miroslav Zhaldak – Dragomanov National Pedagogical University in Kyiv, Ukraine

Editorial Board

Theodora Issa – Curtin University in Perth, Australia, Miroslav Hrubý – University of Defence, Czech Republic, Milena Janáková – Silesian University in Opava, Czech Republic, Theodora Issa – Curtin University in Perth, Australia, Rusudan Makhachashvili – Borys Grinchenko Kyiv University, Ukraine, Ewa Ogrodzka-Mazur – University of Silesia in Katowice, Poland, Tatiana Pavlova – Herzen State Pedagogical University of Russia, St.Petersburg, Paulo Pinto – The Lisbon Lusiada University, Portugal, Magdalena Roszak – Poznan University of Medical Sciences, Poland, David Richardson – Linnaeus University, Sweden, Halina Rusek – University of Silesia in Katowice, Poland, Nuria Salvador – 22 Century Foundation – Spain, Iryna Sekret – Abant Izzet Baysal University, Bolu, Turkey, Eugenia Smyrnova-Trybulska – University of Silesia in Katowice, Poland, Aleksander Sadovoy – Dniprodzerzhinsk State Technical University, Ukraine, Jana Šarmanová – TU-VSB, Ostrava, Czech Republic, Anna Szafrańska – University of Silesia in Katowice, Poland, Maciej Tanaś – Academy of Special Pedagogy, Warsaw, Poland, Milan Turčáni – Constantine the Philosopher University in Nitra, Slovak Republic, Max Ugaz – University of S. Martin de Porres, Peru, Dominik Vymětal – Silesian University in Opava, Czech Republic

Reviewers

Isabel Alvarez – Lusiada Lisbon University, Portugal, Juan Arias Masa – University of Extremadura, Spain, Diana Bogdanova – Federal Research Center “Computer Science and Control” of the Russian Academy of Sciences, Russia, Yulia Biryukova - Peoples’ Friendship University of Russia (RUDN University), Sixto Cubo Delgado – University of Extremadura, Spain, Rafael Martín Espada – University of Extremadura, Spain, Prudencia Gutiérrez Esteban – University of Extremadura, Spain, Robert Gajewski – Warsaw University of Technology, Poland, Barbara Dębska – Rzeszow University of Technology, Poland, Emil Doychev – Plovdiv University “Paisii Hilendarski”, Bulgaria, Martin Drlik – Constantine the Philosopher University in Nitra, Slovakia, Rafael Martin Espado – University of Extremadura, Spain, Milena Janakova – Silesian University in Opava, Czech Republic, Andrei Fedoseev – Federal Research Center “Computer Science and Control” of the Russian Academy of Sciences, Russia, Miroslav Hrubý – University of Defence, Czech Republic, Ján Gunčaga – the Comenius University in Bratislava, Slovakia, Tomayess Issa – Curtin University in Perth, Australia, Barbara Kołodziejczak – Poznan University of Medical Sciences, Mirosława Kołowska-Gawiejnowicz – Adam Mickiewicz Poznan University, Poland, Henryk Krzysteczko – Gustaw Siewerth Akademie in Weilheim-Bierbronnen, Deutschland, Olena Kuzminska – National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine, Piotr Leszczyński – Siedlce University of Natural Sciences and Humanities, Mariusz Marczak – Jagiellonian University in Krakow, Poland, Iwona Mokwa-Tarnowska – Gdańsk University of Technology, Poland, Nataliia Morze – Borys Grinchenko Kyiv University, Ukraine, Tatiana Noskova – Herzen State Pedagogical University of Russia, St.Petersburg, Dana Országhová – Slovak University of Agriculture in Nitra, Slovakia, Tatiana Pavlova – Herzen State Pedagogical University of Russia, David Richardson – Linnaeus University, Sweden, Maryna Romanyukha – Dniprovsk State Technical University, Ukraine, Anna Ren-Kurc – Adam Mickiewicz Poznan University, Poland, Magdalena Roszak – Poznan University of Medical Sciences, Poland, Anna Siwy-Hudowska – University of Social Sciences and Humanities, Warsaw, Poland, Renata Stefańska-Klar - University of Silesia in Katowice, Poland, Oksana Strutynska - National Pedagogical Dragomanov University in Kyiv, Ukraine, Anna Studenska – University of Silesia in Katowice, Poland, Anna Ślósarz – Pedagogical University in Krakow, Poland, Anna Sowińska - Poznan University of Medical Sciences, Poland, Ligita Šimanskiene – Klaipeda University, Lithuania, Roman Šperka – Silesian University in Opava, Czech Republic, Julia Tomanova – Constantine the Philosopher University in Nitra, Slovakia, Rocío Yuste Tosina – University of Extremadura, Spain, Olga Yakovleva – Herzen State Pedagogical University of Russia, St.Petersburg, Lucie Zormanová – University of Silesia in Katowice, Poland

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“intelligent” citizens, playing a key role in creating culture. In addition, the priority is the development of such industries as smart transport, smart health, smart energy, smart food, etc., which will eventually lead to the creation of a smart world. SMARTs will play a special role in the preparation of new-generation specialists, in which e-learning and personalized learning will have priority positions. In an intelligent society, technologies, previously based on information and knowledge, are transformed into technologies based on interaction, cooperation, exchange of experiences – smart technologies. Citizens, new generation specialists, turn their activities into “intelligent” and implement innovative changes in management strategies. This means that society needs more creative and open thinking persons, so that human dignity, based on flexibility and originality, is a priority. The most important issue is the training of staff with creative, creative potential, able to work and think in the new world. (Smyrnova- Trybulska 2018).

The monograph “E-learning and Smart Learning Environment for the Preparation of New Generation Specialists” includes articles based on the best papers prepared and presented by authors from nine European countries and from more than twenty universities during the scientific conference entitled ”Theoretical and Practical Aspects of Distance Learning”, subtitled: “E-learning and Smart Learning Environment for the Preparation of New Generation Specialists”, which was held on 15-16 October 2018, organized by the Faculty of Ethnology and Sciences of Education in Cieszyn, University of Silesia in Katowice, Poland.

The speakers from University of Extremadura (Spain), Linnaeus University in Kalmar (Sweden), the Comenius University in Bratislava (Slovakia), Plovdiv University “Paisii Hilendarski” (Bulgaria), Lisbon Lusiada University (Portugal), Kirchlische Pedagogische Hochschule, Vienna (Austria), Borys Grinchenko Kyiv University (Ukraine), Gdańsk Technical University (Poland), Herzen State Pedagogical University of Russia, St. Petersburg (Russia), Peoples’ Friendship University of Russia (RUDN University), (Russia), Jagiellonian University (Poland), Warsaw University (Poland), Silesian University in Opava (Czech Republic), Jesuit University of Philosophy and Education "Ignatianum", Cracow, Poland, Slovak University of Agriculture in Nitra (Slovakia), University of Silesia in Katowice (Poland), University of Defence in Brno (Czech Republic), Kostiantyn Ushynsky South Ukrainian National Pedagogical University (Ukraine), Rzeszów University of Technology (Poland), Maria Curie-Skłodowska University in Lublin

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(Poland), Lublin University of Technology (Poland), Mykhailo Drahomanov National Pedagogical University, Kyiv, (Ukraine), Kazimierz Wielki University in Bydgoszcz (Poland), Taras Shevchenko National University "Chernihiv Collegium" (Ukraine), University of Ostrava (Czech Republic), Cracow Pedagogical University (Poland), University of Social Sciences and Humanities in Warsaw (Poland), Dniprovsk State Technical University (Ukraine), Poznań University of Medical Sciences (Poland), Warsaw University of Technology, (Poland), Higher School of Education of the Polytechnic Institute of Santarem (Portugal), Adam Mickiewicz University in Poznań, (Poland), University of Social Sciences and Humanities in Warsaw (Poland), Ternopil University (Ukraine), Federal Research Center “Computer Science and Control” of the Russian Academy of Sciences, (Russia), State Higher Vocational School in Krosno, (Poland) and other educational institutions delivered lectures providing insights into interesting studies, presented their recent research results and discussed about their further scientific work.

The authors include experts, well-known scholars, young researchers, highly trained academic lecturers with long experience in the field of e-learning, PhD students, distance course developers, authors of multimedia teaching materials, designers of websites and educational sites.

I am convinced that the monograph will be an interesting and valuable publication, describing the theoretical, methodological and practical issues in the field of the use of e-learning for societal needs, offering proposals of solutions to certain important problems and showing the road to further work in this field, allowing for exchange of experiences of scholars from various universities from many European countries and other countries of the world.

This book includes a sequence of responses to numerous questions that have not been answered yet. The papers of the authors included in the monograph are an attempt at providing such answers. The aspects and problems discussed in the materials include the following:

1. E-environment and Cyberspace E-environment of the University

 SMARTer Education – Preparing a New Generation of E-learning Specialists

 Smart-Universities

 Smart Technology in education

 E-learning in a sustainable society

 Internet of things

2. Effective development of teachers’ skills in the area of ICT and e-learning

 Computer training for prospective and practicing teachers in the area ICT and e-learning

 Teachers’ and learners’ competences in distance learning and computer science

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Table of Contents 15

 Distance Learning and Lifelong Learning

 Self-learning based on Internet technology

3. E-learning and Intercultural Competences Development in Different Countries

 Legal, social, human, scientific, technical aspects of distance learning and e-learning in different countries

 Psychological and ethical aspects of distance learning and e-learning in different countries

 Collaborative learning in e-learning

4. E-learning Methodology – Implementation and Evaluation

 European and national standards of e-learning quality evaluation

 Evaluation of synchronous and asynchronous teaching and learning, methodology and good examples

 MOOCs – methodology of design, conducting, implementation and evaluation

 Contemporary trends in world education – globalization, internationalization, mobility

5. ICT Tools – Effective Use in Education

 Selected Web 2.0 and Web 3.0 technology

 LMS, CMS, VSCR, SSA, CSA

 Cloud computing environment, social media

 Multimedia resources and didactic materials, Video-tutorial design 6. Theoretical, Methodological Aspects of Distance Learning

 Successful examples of e-learning

 Distance learning in humanities and science

 Quality of teaching, training programs and assessment

 E-learning for the disabled

7. E-learning in the Development of Key Competences

 Key competences in the knowledge society

 Use of e-learning in improving the level of students’ key competences 8. Alternative Methods, Forms and Techniques in Distance Learning

 Simulations, models in distance learning

 Networking

 Distance learning systems

 M-learning

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Publishing this monograph is a good example of expanding and strengthening international cooperation. I am very grateful for valuable remarks and suggestions which contributed to the quality of the publication. Here I especially want to thank Ryszard Kalamarz and Andrzej Szczurek for their assistance in editing this publication. Also, I would like to say 'thank you' to the authors for the preparation and permission to publish their articles. I wish all readers a pleasant read. Thank you.

Eugenia Smyrnova-Trybulska

Smyrnova-Trybulska, E. (2018). Technologie informacyjno-komunikacyjne i e- learning we współczesnej edukacji [Information and communication technologies and e-learning in modern education], Katowice: University of Silesia Press

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I. E-LEARNING AND SMART LEARNING ENVIRONMENT FOR THE PREPARING

OF NEW GENERATION SPECIALISTS

TRAINING IN DIGITAL LITERACY FOR LABOUR MARKET: E-LEARNING FOR YOUNG PEOPLE WITH

DISABILITIES

Maria Potes Barbas, Pedro Matos

Higher School of Education of the Polytechnic Institute of Santarem mariapbarbas@gmail.com, pedro.matos@ese.ipsantarem.pt

Abstract: The present paper consists in demonstrating a good practice experience on how distance learning can be a beneficial learning aspect for young people with disabilities through the implementation of an innovative training course in digital literacy for the labour market. Therefore, it presents the structural thought behind the development of the training, the adopted e-learning model and how these elements provided an adapted and flexible pedagogical environment for the aforementioned target group.

Keywords: E-learning for the disabled; Digital literacy; Innovative training course;

Labour market; Digital platform

INTRODUCTION

The limitation of young students with disabilities is still an upcoming challenge towards nowadays society. In fact, according to Eurostat and the European Health and Social Integration Survey (EHSIS) latest statistics, there are around 70 million people with disabilities aged 15 and over across Europe (Eurostat, 2015). Only 11% of these completed the tertiary level of education or, in other words, attended higher education training. These numbers are alarming, the more that most of these young people are early leavers or dropouts within the Higher Education system.

This statement is verified since the target group suffers from high disparity when compared with regular higher education students. This is mostly common to happen because the former group have barriers to accessing higher education courses. The factors that lead to this disparity are mainly personal ones, such as

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low self-esteem, disadvantaged backgrounds and other discriminatory aspects that young people with disabilities suffer from. In addition, there are also other key factors such as the limitations that are brought by longstanding health problems, e.g. the Down syndrome, or Trisomy 21. Besides this initial analysis the World Report on Disability emphasises the importance of providing education and training that would allow a broader building training capacity and the introduction of adapted curricular content in order to reduce the disparity between regular students and those with disabilities (WHO, 2011). In addition to the several pinpointed barriers and analysis there is also another important issue that needs to be addressed, which is the digital literacy competences of young people with disabilities. Currently it is important to have, at least, basic knowledge in ICT (Information and Communication Technologies) skills to be integrated towards the digital society. Once again, for people with disabilities having a basic set of skills of digital competencies is an opportunity to become more independent, self-aware and even competitive towards regular individuals. For young people with disabilities the concept of “independence” is one of the most perceived aspects.

Henceforth, the use of pedagogical and learning models such as e-learning these perceptions could become a daily reality generating new opportunities in their social, professional and digital contexts (Mi koł aj ews ka & Mi koł aj ewski , 2011). Hereupon, it is important to understand that all these identified challenges are clusters under a specific frame. This frame corresponds to a set of several European priorities identified by the European Disability Strategy 2010-2020 which is a programme adopted by the European Union. This specific action is focused on eliminating barriers in the fields of accessibility, participation, equality, employment, education and training, social protection, health and external action.

As for the field of education and training, it is intended to promote inclusive education and lifelong learning for young people with disabilities allowing them equal access to quality education (EC, 2010).

Therefore, to address and combine the identified European priorities and challenges this paper will present an innovative solution which consisted in a higher education training offer in digital literacy for the labour market. This training covers either the basic concepts of ICT and the integration of young students with disabilities towards the labour market with the use of distance learning. Thus, this section will make it possible to understand the choice of e- learning as pedagogical model and its benefits for the training of the young students with disabilities. In addition, it also includes an in-depth analysis of the methodological process and the different steps of development: background, idea, target group, resources, tests and final adjustments. Finally, it will discuss the potential of e-learning and the different impact levels with regard to different contexts: accessibility; flexibility; interoperability; cost efficiency and technology.

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Training in Digital Literacy for Labour Market: E-Learning for Young People … 19 1. EXPERIMENTAL CONTEXT: OVERVIEW

1.1 The training Digital Literacy for Labour Market

Before any kind of analysis or explanation of what was developed and implemented in the context of digital literacy competencies, labour market inclusion and the connection with distance teaching resources it is important to mention in which context this experience was conducted. This training was originally established by a partnership between two Spanish institutions (Autonomous University of Madrid and Prodis Foundation) that since 2002 have been conducting a specific training programme for young people with disabilities (Gasset & Herrero , 2016). This programme is structured in two different formats: the Avanzas programme and the Promentor programme. The Avanzas programme is responsible for the initial integration of students with disabilities into higher education contexts providing the required support for the early access of these students. The other is Promentor, which follows the Avanzas and is responsible for the integration of young students with disabilities towards higher education (e.g. Universities). However, this context was only identified in Spain and in other remote countries such as Canada or Australia. Therefore, a team was assembled which comprised higher education’s institutions, companies, governmental organizations and other entities that decided to implement this type of training offer for young people with disabilities in Portugal.

It is the responsibility of higher education institutions to institute inclusion policies and to eliminate exclusion actions, valuing activities based on respect for diversity, considering the role they play in throughout the history of society. At present, the access of young people with SEN to higher education is one of the greatest challenges to the inclusive education system in Portugal. In the transition from compulsory education to higher education, students with special needs lose all support structure put at the disposal of the Ministry of Education, for primary and secondary education. In teaching support for students with special needs is, with rare exceptions, too fragile.

According to the Final Report of the Working Group on Special Needs in Science, Technology and Higher Education (GT-NECTES) of November 2017, the framework of students with Intellectual and Developmental Difficulty (IDD) in higher education is one of the topics that has generated a great deal of discussion at present, resulting in the following recommendation: to carry out a study on the subject, in which the possibility of HEIs providing non-degree training to this group of students is measured. This recommendation ponders the experience of other countries, so this possibility should also be considered in Portugal.

That said, one of the aspects to be considered about this training is that it does not provide a higher degree diploma, despite being held at an Higher Education Institution (HEI), However, it allows for a professional certificate and integration in a paid internship. Nevertheless, in the structuring phase and given the political and pedagogical restrictions it was understood that the training in "Digital Literacy

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for the Labour Market" would not directly benefit from academic progression. It was created for the purpose of empowering young people with disabilities with a set of personal, labour and digital skills that give them more opportunities in their daily life and in the different social contexts (job market, entrepreneurship, etc.).

Thus, this training presents itself as a unique and innovative training offer in Portugal, including a diversified programme of learning content and the possibility of attending in E-learning format.

In line with this framework, it also addressed the need to increase the number of students in technologies, since according to the results of the National Survey on the support granted to students with special educational needs in higher education by area of study, it is pointed out that 24% of students with SEN are attending courses in Law, Social Sciences and Services, 17% in Technologies and 14% in Economics, Management and Accounting (Pi r es, Pi nhei ro & Ol i vei ra , 2014).

It should also be noted that this training was proposed and is included in several strategic axis such as the National Reading Plan 2017 Strategic Plan for Science, Technology and Education in the point of Education for Inclusion. This training is then a way of responding to the need to make higher education accessible to all.

1.2 Aims of the Training in Digital Literacy for Labour Market

The training is aimed at young people with intellectual and developmental difficulties with a degree of incapacity equal to or greater than 60%. It is an innovative and supportive program, the most important feature of which is that it is the first model of inclusive education in the context of higher education for the intellectually disabled. This makes it a reference and training model for other experiences, its main characteristic being the personal development, well-being and social and labour inclusion from the higher education environment.

Lastly, this training has the following fundamental objectives:

a) To apply autonomously the concepts, theories and principles acquired in solving problems and decisions, in new work environments, or in unfamiliar environments;

b) To acquire social-labour skills promote growth as full citizens;

c) To respond to requirements and perform tasks appropriately with the combination of cognitive skills and practices, knowledge, motivation, values, attitudes and emotions;

d) To facilitate the acquisition of skills in the use of digital literacy to effectively solve problems and perform tasks using different tools in the work context;

e) To facilitate the acquisition of flexibility, understood as an ability to adapt to change and as a prelude to the critical capacity to analyse the work itself;

f) To maintain enthusiasm for lifelong training;

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Training in Digital Literacy for Labour Market: E-Learning for Young People … 21 g) To facilitate the acquisition of the necessary training in order to enable young people to compete for different offers (adapted for people with intellectual disabilities) and obtain employment in public administration agencies;

h) To increase disabled people’s active participation in the university environment, putting into practice a value system that promotes coexistence through satisfactory interpersonal relationships.

2. METHODOLOGICAL CONTEXT: OVERVIEW 2.1 The E-learning methodological process

What has already been explained is the idea behind the training in digital literacy for labour market and which aspects this course covered in the social, pedagogical, professional and digital inclusion of young students with disabilities. Nevertheless, it is important to understand how the e-learning processes fit as one of the learning models for this training. The e-learning methodology in this training offer was introduced as an interactive method of education allowing the use of several digital media (video, image, sound, rich text, games, etc). The possibility of using e- learning technologies for the learning process is an opportunity to empower students with different levels of disability, since distance learning can be seen as an enriching and stimulating environment (K el l y, P hi pps & Swi ft , 2004) for different types of learning processes. Therefore, a synergy was developed between the technology and pedagogy by combining these two elements into the concept of a Web-based Virtual Learning Environment (VLE) (K el l y, Phi pps & S wi ft , 2004). In this case, a web platform was developed that permitted a wide range of activities which involved adapted learning modules, flexible guidelines, video tutorials, audio tutorials, step-by-step educational contents and digital applications.

Therefore, in terms of definition this platform can be compared with a combination of a Moodle virtual space or a community of practice in online learning, such as the Coursera platform. However, this platform has its own components for an adapted and flexible training via e-learning.

Thus, this e-learning platform allowed the young students with disabilities a set of interactive, adapted and flexible possibilities since they could learn by having a computer or tablet and internet connection. Therefore, this digital solution enhanced other practices being these:

a) The possibility of home education for those who have reduced mobility or less opportunities to personally attend the higher education institution;

b) The possibility of enrolling in several learning units or educational modules, since this training is divided into two years – four semesters it has different contents which cover social, labour and technological competences;

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c) The flexibility of having content adapted to the interests of the students;

d) Access to a wide range of multimedia learning resources like explanatory videos, tutorials, guidelines, audio exercises, digital games and other elements;

e) The usability, interoperability and accessibility of the platform and integrated e-modules being able to be personalized or individually taken by any student with disabilities.

Having identified the abovementioned practices it is important to mention that e- learning is a process, a way of learning, and not an individual event to occur (K el l y, Phi pp s & Swi f t , 2004). The described aspects in this paper are defined as an E-learning experience which is capable of providing a flexible learning to different types of disability. It is not only a web-based platform but an illustration of an innovative and adapted pedagogical context that allows a big range of young people with disabilities to learn at their own pace.

As it was previously mentioned, this training offer has several electronic learning modules or e-modules, including: (i) Communication and customer service; (ii) Development of values; (iii) English; (iv) Atelier accounting; (v) Literacy in Information Technology and Business Communication; (vi) Business organisation;

(vii) Professional Profile Construction; (viii) Business Skills Development; (ix) Introduction to Learning Concepts; (x) Emotional Development; (xi) Motor Skills Development; (xii) Quality of life; (xiii) Information Management and Data Handling; (xiv) History, Culture and Art and (xv) Labour Relationships. This wide range of e-modules is justified since they cover several aspects of fundamental training for young people with disabilities, e.g. the social, communication, cultural, technological, professional and pedagogical contexts. The way it functions towards the e-learning web platforms is that each of these modules has an adapted guideline with a step-by-step content tutorial and supporting audio/video, this way reaching several types of learning disabilities. Besides these elements, there is also a set of pedagogical and methodological guidelines that support the development of the e- modules for each student to know what do to, how to do and to address possible doubts. In addition, there is also an online forum for specific questions or doubts that may appear. Concerning the multimedia resources, all the videos are narrated and have subtitles. Besides this, they also have a model explaining step-by-step what actions need to be followed in order to complete tasks. For example, in the e- module related to “(v) Literacy in Information Technology and Business Communication” there is a human figure explaining how to work with a computer, peripherals, browse the internet, conduct basic search, etc.

2.2 The chain of events of the methodological process

After this explanation it is possible to understand that the methodological approach behind the e-learning is mainly an adaptive, flexible and interactive. Specifically, one which allows the pedagogical enhancement of either the learners with

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Training in Digital Literacy for Labour Market: E-Learning for Young People … 23 disabilities but also the trainers interact with them and who are responsible for administration and support on the e-learning platform. That said, the importance of having accessible e-Learning guidelines for each e-module or learning step is one of the most important features in distance learning. It is not only a chance to provide personalized and adapted content but also to make such guidelines available in place to quickly address any problem, decision or the inaccessibility of any other e-learning tools, which is an highly recommended practice (Fi cht en et al., 2009).

F i gure 1. E-learning methodological chain of process

Source: O wn work bas ed on Mi koł aj ewska & M i koł aj ewski , 2011 As it is possible to perceive in the figure 1 above, the methodological process followed a circular sequence which started by having an E-learning platform. The platform involved several e-modules that were supported by pedagogical guidelines. All the developed content found in the platform featured different multimedia resources, including video, audio, step-by-step tutorials, image and other digital media to address all the needs of students with disabilities. In addition, there are also forums and community spaces to promote discussion and interaction between trainees and trainers. Lastly, it is important to mention that the implementation of e-learning technologies allowed trainers to give continuous and

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monitored support as well as personalized attendance to each one of the students with disabilities providing adapted solutions to the needs of each student.

Thus, thanks to the analysis of the scheme it is also possible to understand that the process is linked and dependable on each previous element, since e-learning formats like this one are either asynchronous or synchronous in terms of communication tools and a chain of events. Moreover, following an idea of ontology-based e-learning system architecture (Nganj i , Br a ysha w &

T ompset t , 2011) it is important to mention that this methodological process presents information and presentation components, knowledge representation components and even information retrieval components as well as management components. Therefore, it allows broader personalization, adaptation and flexibility to benefit from the pedagogical aspects of the e-learning format induced in the training offer. It was realised specifically by presenting alternative formats for the learning materials, accommodating different learning styles and levels of acquiring knowledge and still provide a vast range of accessible learning resources (Nganj i , Bra yshaw & T o mpset t , 2011).

3. OTHER RELEVANT ASPECTS

In this section there will be addressed some other aspects that were considered relevant. One of them it is about the use of digital games as learning aids within the e-learning platform. It was perceived that young students with disabilities had a more enjoyable experience when some of the activities included digital games, e.g.

Making digital puzzles (matching images with sentences or words) or guessing which activity was presented (e.g. a profession, lifestyle, props or other aspects related to the labour market. These exercises were sometimes included in several e- modules and demonstrated a high level of approval within the students. Other important aspect was the use of tablets instead personal computers or laptops. It seemed that for some of the students who suffered from physical disabilities that the tablets were easier for them to use when interacting with the platform and the digital media, since it allowed touch and increased interaction. The use of tablets in e-learning scenarios could be even more useful since it presents an opportunity for a multipoint interaction in which objects can be “felt” with all fingers (Hollier, 2004). Therefore, presenting the idea that the student emerged in the interaction between the e-learning platform, digital media and content.

CONCLUSION

In conclusion the importance of distance learning promotes a set of solutions and resources for people with disabilities or with disadvantaged backgrounds to have the opportunity to acknowledge and develop personal, social, professional, pedagogical and technological skills. Moreover, the fact that E-learning serves as an alternative to face-to-face teaching breaking down some of the barriers that

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Training in Digital Literacy for Labour Market: E-Learning for Young People … 25 many of these young people with disabilities suffer (discrimination, academic inequality, professional and social devaluation, etc.) and allows an even greater added value. In addition, it enables an educational format which is highly capable, credible, accessible, flexible and adapted to different target groups with disabilities.

Another positive aspect that can be concluded is that these types of E-learning platforms integrate a diverse set of multimedia resources, integrating learning guides and tutorials that support each activity or task to be developed. It is also possible to conclude that this type of solution does not only benefit trainers and trainees, but also the community inherent in this type of process, i.e. parents, other educational institutions and even non-governmental organizations.

As for the constraints to this type of project they were mainly economic factors which initially were considered high, since the cost of maintaining an e-learning platform of this type can, sometimes, cause some financial damage to the institutions that promote this type of initiatives. Then, there are also other organisational problems since some of the students do not meet the social and technological conditions to join this type of training, requiring a strengthening in pedagogical efforts to support the proper implementation of this type of course.

As for improvements, we refer to the fact of expandability since this experience addressed a set of actions which are outlined as priorities by the European Commission to make education and training more inclusive. Although this good practice has been implemented at a national level and has had a certain type of impact on organizations, stakeholders, policy makers and other advisors, it is crucial that these initiatives become strategies to be adopted at an international level to generate a sustainable impact between institutions, trainers, trainees and other stakeholders. In fact, e-learning as a form of distance learning and integrating element of young people with disabilities has an enormous potential to become the training model of choice.

REFERENCES Article in a journal:

Fi cht en, C. S ., Ferr ar o, V ., Asunci on, J . V ., Ch woj ka, C ., Bar i l e, M., N gu yen, M. N., . .. & Wol for t h, J . ( 20 09). Disabilities and e- learning problems and solutions: An exploratory study. Journal of Educational Technology & Society, 12(4), 241.

Izuzquiza Gasset, D., & Rodríguez Herrero, P. (2016). Inclusion of people with intellectual disabilities in university. Results of the Promentor program (UAM-PRODIS, Spain). Siglo Cero: Revista Española sobre Discapacidad Intelectual.

K el l y, B., Phi pps, L ., & Swi ft , E . (2004). Developing a holistic approach for e-learning accessibility. Canadian Journal of Learning and

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Technology/La revue canadienne de l’apprentissage et de la technologie, 30(3).

Mikołajewska, E., & Mikołajewski , D. (2011). E-learning in the education of people with disabilities. Adv Clin Exp Med, 20(1), 103-109.

N ganj i , J . T ., Br aysha w, M., & T o mpset t , B. (2011). Ontology-based e- learning personalisation for disabled students in higher education. Innovation in Teaching and Learning in Information and Computer Sciences, 10(1), 1-11.

Article online:

Holli er, S. (2004). DIGITAL DISABILITY An Examination Into The Effectiveness Of Multi-Modael Interfaces for People With Disabilities.

Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.

651.9773&rep=rep1&type=pdf (accessed 22 July 2018).

Report online:

World Heal th Organization . (2011). World report on disability. WHO Library Cataloguing-in-Publication Data. Retrieved from https://www.

who.int/disabilities/world_report/2011/report.pdf (accessed 19 July 2018).

Blog/Web Page:

Co mmi ssi on , E. (2018). Persons with disabilities - Employment, Social Affairs

& Inclusion - European Commission. Retrieved from http://ec.europa.eu /social/main.jsp?catId=1137 (accessed 17July 2018).

Eur ost at . (2015). Disability statistics - barriers to social integration, web page post, 8 January. Retrieved from http://ec.europa.eu/eurostat/statistics- explained/index.php?title=Disability_statistics_-_barriers_to_social_

integration (accessed 23July 2018)

Eur ost at . (2014). Disability statistics - access to education and training, web page post, 8 January. Retrieved from http://ec.europa.eu/eurostat/statistics- explained/index.php?title=Disability_statistics_-_access_to_education_and_

training (accessed 25 July 2018).

Conference proceedings:

Pi res, L., Pi nhei ro, A., & Ol i vei r a, V . ( 2014) . National survey on support for students with special educational needs in higher education.

Seminar Inclusion in Higher Education - 10 years of the Working Group to Support Students with Disabilities in Higher Education. Retrieved from http://www.gtaedes.pt/estudo-e-publicacoes/ (accessed 16 July 2018).

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TALENTED AND INEPT STUDENTS AND SMART LEARNING

Anna Ślósarz

Pedagogical University of Krakow ul. Podchorążych 2 / 565, 30-084 Kraków,

anna.slosarz@up.krakow.pl

Abstract: The greatest deficits of soft skills are characteristic of talented and inept students. The purpose of this paper is to analyse content of educational sites devoted to use smart technologies in education. It was hypothesized that authors do not use words such as: able, clever, talented, or inept. The search of the content was conducted and the data was analysed statistically and assessed critically with the use of teachers‟ professional judgment. The result showed that when owners and authors of online educational websites promote new teaching technologies and devices they do not refer to gifted or inept students.

Keywords: smart learning, educational sites, WebQuest, talented student, inept student.

INTRODUCTION

Talented and inept students cause teachers similar problems. Both categories of students often have problems with communicating with the environment due to excessive use of the Internet. Both require individual approach, that is, teacher’s additional time. Number of publications are devoted to ways working with such students.

But these publications not always take into account possibility of individual approach to utilising potential of new teaching technologies (or: SET, it means Smart Educational Technologies) and new methods of work in digital environment, e.g. e-portfolios, WebQuests, online courses. While, these technologies and methods are especially useful in teaching such students, because they allow for:

archiving and recognizing their achievements, documenting their skills’

development, searching for additional teaching materials, reviewing their knowledge, doing and repeating exercises, and individualizing work with them.

That is why producers could take into consideration needs of talented and inept students, same gaining additional market, while developing digital devices and

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software. Similarly, in didactic publications dedicated to working with talented and inept students, authors could include didactic proposals related to the use of the digital environment.

Does it happen? Do software producers and didactics recognize the needs of teachers and talented and inept students in digital environment? This study attempts to find answers to these questions.

1. SET: PERSONALIZATION AND COLLABORATION

In the following text Smart Educational Technologies (SET) are defined as electronic devices (such as smartphones, tablets and notebooks), their software, policies and procedures directed at achieving educational aims of school based and external education and life-long learning.

The use of SET is recommended not only for average but above all for talented (Ol szews ki -K ubi l i us & Lee 2004; Wal l ace 2006; T homso n 2010;

Housand & Housan d 2012) and inept (Fl ynn 2014) students. Both groups show the biggest deficiencies in soft skills. The able ones do not integrate with their peers who are unable to keep up with their interests and passions. The unskilled ones are often ridiculed so they try to impress their peers in ways which are not always socially acceptable. Both groups, therefore, need educational materials tailored to their needs, individualized and personalized working methods, along with communication technologies and tools which would enable communication and collaboration. This is due to two reasons:

1. Need for socialization

2. Connectivist nature of modern learning.

The digital learning environment creates many opportunities for student collaboration, individualization and personalization of learning. It is needed for both: talented and inept students. According to George Siemens [c]onnectivism is a theory of describing how things happen in a digital age (Si emens 2006: 30) and teaching with technology respects diverse talents and ways of learning (Siemens 2009: 15). Thanks to the Information and Communication Technologies, it is possible to use teaching methods and tools such as:

1. Online course.

2. MOOCs.

3. WebQuest.

4. E-portfolio and virtual notebook which can be kept with the use of the tools provided on sites such as: “Blogger”, “Evernote”, “Google Keep”,

“Google Sites”, “One Note”, “Padlet”, “Zoho”.

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Talented and Inept Students and Smart Learning 29 Education is not only about developing hard, i.e. measurable, skills but also soft, interpersonal skills i.e. psychophysical features and social skills allowing a person to plan their work and to collaborate with others.

The teacher chooses methods of work with their students. However, it can be said that teachers are less willing than students to use digital technologies. Because of that teaching does not meet the students’ needs. Meanwhile, didactic work using digital technologies can be individualized more than teaching in which a traditional approach is used; it is able to satisfy unique needs of both talented and inept students. SET-based teaching materials could, therefore, appeal to the needs of talented and inept students

2. AIM, HYPOTHESIS AND METHODS

The aim of this study was to examine if and how the SET technologies are being recommended in educational materials for working with talented and inept students.

It was hypothesized that promotion of the SET does not specify if the use of proposed materials are intended for working with talented or inept students.

In order to check validity of this hypothesis, a qualitative thematic analysis was carried out, because this research tool for identifying, analysing, and reporting patterns (themes) provides a rich and detailed account of the data (Braun &

Cl ar ke 2006: 6). For this purpose texts from 10 websites and documents promoting SET as well as of 5 publications on working with gifted and inept students were collected.

The Google Web Search engine had been set up in advanced resource search mode in the appropriate language and country. Then the following words were introduced: smart educational technology (or respectively: smart pedagogisk teknologi in Norwegian, intelligente Bildungstechnologie in German, smart pædagogisk teknologi in Danish). The text that appeared in the highest position was selected for the analysis. Such criteria for content selection caused that analysed were heterogenous texts, not always about SET, but being real-life examples of way of introducing new technologies or SET to education in different countries. They often illustrated national cooperation of educational, governmental and commercial entities.

The texts were saved in Word or PDF format and stored in the corresponding working folders. Then the analysis of the vocabulary and collocations of those websites, books and documents was performed in order to find sentences containing the words: able, accomplished, capable, clever, gifted, proficient, talented, inept and their collocations and counterparts in other languages (e.g. in Polish utalentowany, zdolny, słaby) and to analyse contexts in which they were used. On the other hand, in didactic materials on working with talented and inept

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students words digital, e-portfolio, Internet, multimedia, WebQuest, virtual notebook were searched for and the way of using them was analysed. Quantitative research was therefore complemented with qualitative analysis.

In order to triangulate the results, the professional judgement was utilised. The professionals included teachers who participated in the training course held on 29 May 2018 in Nowy Sącz and on 13 June 2018 in Bochnia as part of the implementation of the Malopolska Educational Cloud project. In Nowy Sącz:

1. Group I: Barbara Brzozowska-Batko (II LO in Nowy Sącz, Mathematics online, barbara.brzozowskabatko@gmail.com), Elżbieta Lankof-Klewar (I LO in Nowy Sącz, Mathematics online, elankof@wp.pl), Bogdan Potoniec (II LO in Nowy Sącz, Mathematics online, bogdan.potoniec@gmail.com), Katarzyna Jermakowicz (I LO in Nowy Sącz, jermakowiczka@gmail.com).

2. Group II: Iwona Kita (II LO in Nowy Sącz, English language, irkita@o2.pl), Ewelina Krupa (II LO in Nowy Sącz, French language, ewelinakrupa1234@gmail.com), Katarzyna Socha (II LO in Nowy Sącz, Biology k.socha@gmail.com), Kamila Kamińska (I LO in Nowy Sącz, Biology, kamila.bozek@gmail.com), Krystyna Łatka (I LO in Nowy Sącz, Mathematics, krysialatka@gmail.com).

In Bochnia worked English language teachers from the Stanisław Staszic No. 1 School Complex in Bochnia supervised by:

1. Group I Barbara Satoła-Śliwa (bsatola@interia.pl).

2. Group II Edyta Kurtyka (edytakurtyka82@gmail.com).

3. Group III Konrad Kozłowski (kentra747@hotmail.com).

4. Group IV by Joanna Bieżychudek (biezychudek@poczta.onet.pl).

The coupling of document analysis with professional judgement allowed for combining two different ways of data presentation.

Finally, there were drawn conclusions on distributing the SET-based teaching methods in working with talented and inept students.

3. RESEARCH MATERIAL

Publications on SET as well as presenting methods of working with talented and inept students were the subject of the analysis.

Research material included:

1. Texts from 5 websites dedicated to educational tools and technologies (Table 1).

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Talented and Inept Students and Smart Learning 31 2. Content of 5 documents on SET published on websites based in countries with education rated as the highest by the Human Development Report 2016 (United Nations Development Program 2016: 230) i.e. Norway, Australia, Switzerland, Germany, Denmark (Table 2). Search for these documents was conducted by typing into the search engine the phrases:

smart pedagogisk teknologi, smart educational technologies, intelligente Bildungstechnologien, intelligente uddannelsesteknologier.

3. Content of 5 documents published on Polish websites dedicated to working with gifted and inept students (Table 3). These were found after the search terms praca z uczniem zdolnym (working with a gifted student), praca z uczniem słabym (working with inept student) had been entered into the search engine. The publications were prepared by authors of various categories, e.g. teachers, educators and educational institutions.

Every text was saved in Word or PDF format as a separate document and tagged with the author and website name (Table 1, Table 2, Table 3).

T a b l e 1.

The SET associated websites analysed (accessed on 7 July 2018).

Website Address

“WebQuest.Org” http://webquest.org

“Wszystko o metodzie WebQuest” http://webquest-metoda.blogspot.com

“Blogger” https://www.blogger.com

“Padlet” https://pl.padlet.com

“Evernote” https://evernote.com

S o u r c e : O w n w o r k

T a b l e 2.

The SET associated documents analysed (accessed on 7 July 2018).

Country Author, title Address

Norway Inspiria Science Center Smart

og enkel teknologi for læring http://www.inspiria.no/?itemid=3001 Australia

State Government of Victoria What is smart technology for the smart classroom?

http://www.education.vic.gov.au/Docu ments/about/news/archive/7ensmarttec h.pdf

Switzerland

Venturelab Neues EdTech Vertical: Kickstart

Accelerator heisst Startups im Bereich Bildungstechnologie willkommen

https://www.venturelab.ch/Neues- EdTech-Vertical-Kickstart- Accelerator-heisst-Startups-im- Bereich-Bildungstechnologie- willkommen

Germany

Nationaler IT-Gipfel Smarte Bildungsräume.

Positionspapier der

https://deutschland-intelligent- vernetzt.org/app/uploads/2016/11/FG2 _Smarte_Bildungsraeume_web_20161

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Expertengruppen Intelligente Bildungsnetze und Smart Cities / Smart Regions

1.pdf

Denmark

Morten Greve 10 teknologier, der ændrer vores verden de næste 10 år

https://www.dr.dk/nyheder/viden/t ech/10-teknologier-der-aendrer- vores-verden-de-naeste-10-aar S o u r c e : O w n w o r k

T a b l e 3.

Polish publications analysed (accessed on 7 July 2018).

Author, title Address

Czekaj-Kotynia, K. (Ed.). Nowoczesne metody dydaktyczne w procesie kształcenia

http://kompetencje.org/materialy/z st/nowoczesne-metody-

dydaktyczne.pdf Sobańska-Jędrych, J., Karpeta, B., Torenc, M.

Rozwijanie zdolności językowych na lekcji języka obcego

https://www.ore.edu.pl/2014/12/p oradniki-2/

Gawlica, I., Czekan S., Gawlica, M.

Procedura pracy z uczniem zdolnym

http://www.sp17zabrze.szkolnastr ona.pl/container/Procedura%20pra cy%20z%

20uczniem%20zdolnym.pdf Limont, W., Cieślikowska, J., Jastrzębska, D.

(Eds.). Zdolni w szkole, czyli o zagrożeniach i możliwościach rozwojowych uczniów

zdolnych. Poradnik dla nauczycieli i wychowawców

https://www.ore.edu.pl/2014/12/p oradniki-2

Ośrodek Rozwoju Edukacji Wybrane metody i formy pracy z uczniem zdolnym

https://www.ore.edu.pl/2014/12/m etody-i-formy-pracy-z-uczniem- zdolnym

S o u r c e : O w n w o r k

4. LIMITATIONS

Searching documents for words suggesting how to use SET with a talented or an inept student is only partially objective because:

1. Some materials have been disregarded due to technical problems such as presence of Flash presentations in their content (e.g. Merrick 2016).

2. Some authors associated the presented SET tools with personalization of teaching which may be applicable also to working with talented or inept students.

3. Some presented tools were applied to specific didactic situations, but it was not specified whether they were applicable to teaching talented or inept students.

E-learning and Smart Learning Environment for the Preparation of New Generation Specialists E-learning

E-learning

Vol. 10

E-learning and Smart Learning Environment for the Preparation

of New Generation Specialists

E-learning

Vol. 10

E-learning and Smart Learning Environment for the Preparation

of New Generation Specialists

Monograph

TABLE OF CONTENTS

I. E-LEARNING AND SMART LEARNING ENVIRONMENT FOR THE PREPARING

OF NEW GENERATION SPECIALISTS

TRAINING IN DIGITAL LITERACY FOR LABOUR MARKET: E-LEARNING FOR YOUNG PEOPLE WITH

DISABILITIES

TALENTED AND INEPT STUDENTS AND SMART LEARNING