Learning paths with FOSS4G
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Transcript: English(auto-generated)
00:00
My name is Red Balintpari and she is... Elisa Hanhirava We also came from Kispa, Finland, like the previous speaker and our topic is learning paths. In this talk we shall tell you about what learning paths are and how they provide a structured way to present educational material
00:24
making the learning process smoother and more efficient. We focus on what should be taken into account when planning learning paths and we are going to present three different learning paths where learners can develop their knowledge and skills in the 4G tool.
00:47
So first a very short introduction about our company. We consult, develop, train and support our customers who use 4G tools
01:01
and we have about 25 employees and we have one place in Finland, Kispa, Finland and also Kispa, Sweden. So, what are learning paths?
01:23
Learning path is a selection of courses grouped together for the purpose of progressively guiding the learner to achieve a goal. The purpose is to guide students from the current level of competencies towards a higher competencies level.
01:43
Learning paths are a way to help the learner to build their knowledge in structured way. These paths guide learners through a series of courses, modules or lessons that build upon each other progressively developing their knowledge and skills.
02:05
Learning paths are commonly used in e-learning but it's also possible to use it in contact training. Learning paths can be either visual representation of how to navigate the courses
02:20
or they can be built into a platform. Learning paths are often tailored to meet the needs of different learners offering flexibility to customisation while providing a clear progression and milestones to track and assess progress.
02:47
Then some words about applicability of learning paths. Learning paths can be used on most e-learning platforms as a way to structure learning.
03:01
Besides e-learning platforms, learning paths can also be used on digital and online learning and we think that differences between e-learning and online training is that online training resembles traditional contact training
03:20
but is done using, for example, Google Meets or similar video software. E-learning means that learners study themselves using some e-learning platforms. Learning may include video, lectures, individual or group exercises, readings and quizzes.
03:46
Of course, learning paths are also suitable for traditional contact training. Then some words about benefits of learning paths.
04:01
Learning paths give learners a lot of freedom and flexibility within the process for instance being able to learn wherever and whenever they like and learn what they want. Learners can also choose and adduce their own learning paths which can empower them.
04:26
Progress tracking and goal settings are significant parts of learning paths. They guide students from the current level of competencies towards a better level of competencies. To mark the competencies or completion of the course,
04:44
the learner should have some sort of feedback or certification of completing the courses. These are an important part of keeping up the learners' motivation and engaging them in the learning process.
05:03
Then learning paths give learners confidence that they are following their training in the correct order. Learners' knowledge grows as its course level is passed and learners will feel more empowered over time.
05:26
Thanks. When you're constructing your courses or your learning paths, there are a few things that you have to keep in mind to get the planning to go smoothly and to get not a correct learning path but something that the student is happy to follow.
05:49
Firstly, of course, systematic planning is crucial. You need to develop interconnected courses so that when the student completes one course,
06:03
they know what to expect from the next course and it's seamless to continue to the next course. The other thing you need to think about is that there's not too much overlap between the courses, so you don't learn the same things in one course and in the next.
06:25
A few things in the planning. You need to define specific learning objectives. There are a few things how you can plan these, but the smart way,
06:40
so you have specific, measurable, achievable, realistic, and timely learning objectives. Then, again, you need to think about to whom the course is intended and what kind of level of skill is required from the student.
07:02
These will help you think on how to motivate and support the students to keep up with their learning objectives. Of course, all of these help the teacher to build different kinds of exercises to help with the motivation and support and plan the interconnectivity between different courses.
07:26
The next thing, if you have some specific courses already, do you need to modify them or do you need to plan a whole entire section of courses or something in between, so you modify a few or you build a few new courses between them.
07:47
There are a few different ways to differentiate learning paths. These are just a few we picked up. There are sequential learning paths that need to be taken in a particular order.
08:02
These are very effective to acquire some new skills, but the courses usually need some sort of previous skills to build upon, so you cannot jump from one course to another without completing all the others. Then there are non-sequential courses that are usually some kind of related,
08:26
but there is no one specific path that you have to take. These are usually more self-directed and require a few previous skills to master the new knowledge. The last one of the most free is pick-and-choose learning paths,
08:45
which are non-sequential courses, but there are usually some kind of minimum number of courses that you need to attend to get the whole learning path done.
09:03
With these non-sequential and pick-and-choose learning paths, there are usually some kind of personalised learning path that Reita talked about before. With these personalised learning paths, students should be able to jump in at any point
09:23
and change the direction of their courses if they feel the motivation to do something else that they planned before. I'll talk about specific Phosphor-G problems in the next slides,
09:43
but when you're constructing the courses, you need to know what platforms or what software you're going to use in your learning path, so how to define the learning path and their job objectives to fit those. And then, lastly, on how to construct different exercises.
10:01
Do you want to use some kind of collaborative learning so that the students are working together to build something? Are you just doing demos and the students are just watching what you're doing? Are they doing it at the same time as you are? Or do you have some hands-on learning or interactive learning?
10:23
But with all of these, you need to focus on how you're going to translate the knowledge from your courses. Into practice, so how the students can use the exercises in their own workflows.
10:42
And specific with the Phosphor-G, I'm going to show you the different three examples soon. But if you're just focusing on one software, say QGIS, it's very helpful to just have first the essential skills on just how to use the program,
11:05
and then move on to more advanced skills. But if you're using a different software, you first learn the basics, then perhaps the more advanced skills, and then you need to figure out how to steer the student in needing the other software.
11:28
Maybe they have a lot of data, and they need to figure out where to store them, and then how to use them in QGIS. But here's an example on a sequential path.
11:42
These are just not specifically our courses, but something quite similar. But in the sequential paths, there's just one path that you need to go through to collect all the courses.
12:00
There are no different options that you can jump into, but these are very good for advancing special skills. For here, the example, there's the introduction to GIS, if you don't know anything about geospatial, and then to QGIS, maybe some visualization, then maybe statistical analysis,
12:24
and then remember, you have a lot of data, maybe you need some post-GIS to introduce your data. Then maybe a bit of the same, and maybe a bit of the non-sequential part. These can be crafted more to different interests.
12:44
So in here, we have introduction to GIS, and then introduction to QGIS just for the basics. But then you can specify your different needs or interests, what you have.
13:01
In the first one, the top one, you have the statistical analysis, maybe you're interested in processing. After that, you're maybe interested in how to use different expressions, how to manage your workflow, and then you go into QGIS plugins and make one for UNESCO.
13:23
And all of these, you can jump into from one another, and there might be some skills that you need before attending one course, but they should be quite minimal, so you need to teach the basics in every course.
13:41
And the last one, the most free one is the pick and choose kind. In here, it's mostly personalized learning paths. Everyone can choose for themselves what they want and what they need in their own workflows. So in here, there are three different boxes which have kind of similar courses grouped one by one.
14:07
And let's say you know a little bit of QGIS, but you want to go to the introduction course first, and then you're interested in visualization, and you're going to make a few different maps,
14:22
and you want to know how to edit your data, then you would choose a few different options from the visualization and editing and digitizing. And then you remember, hey, I need to gather some field data, I'm going to pick another course from the other group,
14:41
and then maybe come back to the visualization and maps and layouts on how to use my gathered data and how to visualize it correctly. And in the top one, there's a bit more like advanced courses that you can move on if you need to.
15:04
And actually, that's all. Thank you. If you have any questions, please feel free or some kind of comments.
15:24
Do we have any questions? Just silence. Kate and I will ask, did you already tested the structure of a course on some audience? Well, this is actually what we should do, but we're not kind of doing at the moment,
15:42
but we're in the process of building some of our own learning paths, how to help the students, how to figure out how to navigate our courses. Now, again, no questions. Okay, it's allowed to end up earlier.
16:07
Thank you for your presentation and enjoy phosphorgy. Thank you.