E-Learning for Teachers and Trainers: Innovative Practices, Skills and Competencies

Education + Training

ISSN: 0040-0912

Publication date: 1 August 2004

Citation

(2004), "E-Learning for Teachers and Trainers: Innovative Practices, Skills and Competencies", Education + Training, Vol. 46 No. 6/7. https://doi.org/10.1108/et.2004.00446fae.002

Publisher

:

Emerald Group Publishing Limited

Copyright © 2004, Emerald Group Publishing Limited


E-Learning for Teachers and Trainers: Innovative Practices, Skills and Competencies

E-Learning for Teachers and Trainers: Innovative Practices, Skills and Competencies

European Centre for the Development of Vocational Training200425ISBN 9289602678

Modern electronic learning takes many forms, from virtual classrooms and tele-teaching to blended and collaborative learning. Each poses particular challenges and opportunities for the teachers and trainers involved, and has significant implications for the skills and competencies they require.

E-Learning for Teachers and Trainers: Innovative Practices, Skills and Competencies presents the results of research done by Training of Teachers Network, under the auspices of the European Centre for the Development of Vocational Training (Cedefop). The research analysed examples of innovative practices in the training of teachers and trainers who use e-learning and identified the range of activities, competencies and roles involved in such practices.

The study was carried out by a partnership of e-learning practitioners and developers, training experts and university researchers from Austria, Belgium, France, Italy, the Netherlands, Spain and Britain. The report analyses 25 successful practices for training teaches and trainers who use e-learning and examines the ways in which they were managed. The report also considers the principles underpinning effective e-learning design and the potential the 25 practices have for being successfully adopted elsewhere.

There is plenty of advice on such technical issues as the selection of authoring and development tools, the specification of design standards, development tools and platforms and the infrastructure required. Design issues to cater for different learning styles are also considered.

The report contains plenty to interest educationalists, Web designers, policymakers and researchers.