E-learning for Regional Development: Cases in Latvia Atis Kapenieks

Riga Technical University, Latvia

Baltic IT&T 2006, Riga, Latvia, April 5-7, 2006

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

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

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%.

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”.

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.

E-learning for Regional Development

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.

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.

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.

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.

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.

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.

Innovation Management Course

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

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.

Our most visible successes were

e-courses with interactive multimedia CD-ROMs

The e-game in the Innovation Management e-course

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)

Knowledge Repository

Knowledge Repository

Knowledge Repository

PP presentetionorTranslation

EKD approach (Enterprise Knowledge Development)

Goals Model

Business Rules Model

ConceptsModel

Business Process Model

Actors and Resources

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Technical Components and Requirements Model

defines, isresponsible for

motivates,requires

affects,defined by

uses, refers to

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supportstriggers

uses, produces

performs,is responsible for

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defines,is respon-sible for

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motivates,requires

Business Rules Model

motivates,requires

By Janis Stirna, KTH

IST Call 4. 2.4.10 Technology-enhanced Learning. The objectivesTo 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.

IST4BALT 2005, Riga, April 6-7

Fragment of Goals model for raising quality of continuing education

Goal 13To rise quality of continuingeducation

Goal 3To crate (activate) demandfor distance education

Goal 4To raise ones individualhappiness

supports

sup

port

s

Goal 5To promote social involvement(socialization) with a help ofdistance education

supports

Goal 8To help oneself actualize insociety

supports

Goal 14To increase the role andresponsibility of universitiesfor continuing educationsupports

Goal 15To provide course internalquality

supports Goal 16To provide course externalquality (possibilities andconstraints)

supports

Goal 26To provide quality of resultsof continuing education

Goal 27To provide quality ofeducational process

Goal 23To develop student pre-course knowledgeassessment system (skills,knowledge, attitude)

Goal 25To provide fair pre-courseprojection of subjectmastering results

Goal 24To provide pre-courseconsultations

Goal 22To provide qualified expertsand tutors of continuingeducation, make themavailable throughout Latvia

hinders hinders

Goal 11To promote role, value andpotential of continuingeducation.

Goal 12To foster and extend societyunderstanding aboutcontinuing education

Goal 10To develop courses thatmight potentially interesteveryone

Goal 21To formulate course goalsfairly and adequately

Goal 2To provide operationadequate regulatingmechanisms

Goal 6To promote academic elite’sunderstanding of continuingeducation

Goal 1To promote political elite’sunderstanding of continuingeducation

Problem 1Low purchasing ability ofcustomers

Goal 9To attract external funds Ls50000 during next 2 years forpurpose of providing freecontinuing education for localmunicipality

Goal 7To provide acceptablecontinuing education pricesfor people living in rural areas

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orts

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orts

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Goal 20To develop collaborationbetween social help agencyand consultation centre

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Goal 17To develop courseprogrammes matchingstudents abilities, easilyadaptable

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Goal 19To provide clarity about eachcourse connection with longterm educational programme(individual)

supports

Problem 2Lack ofmotivation

supports

Goal 18To promote collaboration ofeducational establishments,entrepreneurs, and municipalityfor provision of quality

supports

hinders

Most essential support activities

Development and maintenance of the e-study centre

Installation, demonstration and availability of videoconference technology

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.

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.

The objective of the next evaluation study was:

The evaluation methods employed

Semi-structured qualitative interviews with training course participants;

Observations of trainers, trainees andof the physical facilities provided for training.

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.

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.

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.

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.

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.

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

Innovation Management Course

“I received the unbelievable knowledge! I have to rethink my business now!”

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.

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.

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.

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.

Evaluation of regional development programme 

GDP in districts with e-Projects (Preiļu rajons) and

neighbor districts after 4 years of e-Learning projects

1996 1997 1998 1999 2000 2001 2002

K rās lavas rajo ns

L ud zas rajo ns

P re iļu rajo ns

R ē ze kne s rajo ns

E-learning success in local community

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.

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

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 Economy[1]’.

[1] Ruttenbur, B., et al, eLearning: The Engine of the Knowledge Economy, eLearning Industry Report, Morgan Keegan, 2000,

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

Large scale dissimaination of e-courses /CD-ROMs; 1247 schools have received the innovative learning materials in 2002

www.Riga.lv

Demonstration of course materials

ECDL 2nd Level

SQL Fundamentals