Aims of the course

After completing the EUROVOLT training course, you will have acquired the skills and knowledge to either

• use ready-made ICT materials and resources in all learning and teaching situations (blended programmes, distance courses). This corresponds to EUROVOLT level 1.
  or
• design blended and distance learning courses for specific work-related purposes. This corresponds to EUROVOLT level 2.

Whether you work towards EUROVOLT Level 1 or 2, depends on your previous knowledge and experience as well as your personal aims and the time you are prepared to invest.

At EUROVOLT level 1 you are able to

• transpose from the F2F (face to face) classroom situation your knowledge of language learning/teaching, as well as your methodological repertoire, to on-line situations, 
• deploy technical tools to create CALL-resources for discrete learning objectives

In more detail this implies, that you

• understand the underlying pedagogical concepts of materials and courses
• can use with ease basic IT tools and programmes (such as WORD, spellchecker, e-mail), have reflected on their didactic potential and are able to use them in your teaching 
• can find relevant ICT-based/ Internet materials & resources and make judicious choices as to how and when to use them, i.e. can evaluate ICT-based/Internet materials and resources for language learning/teaching with respect to their pedagogic value and usefulness for the group regarding:
  • objectives dealt with, skills practised, aims/sub-aims achieved, ... (Checking question: "What will participants in my language course learn from this?")
  • individual needs and preferences (learning styles) catered for, individual learning processes stimulated and supported
  • group processes encouraged/enhanced
  • etc.
• are aware of the technical and practical implications of any ICT-based resources, i.e. technical requirements, time aspect, computer literacy and learning skills required on the part of the learner
• are able to teach a ready-made distance course or a series of lessons via a platform
• can set appropriate assignments/assessments for a blended/on-line situation
• understand the typical functionalities in platforms (such as forums, statistics, messengers, editing & publishing tools, exercises, practice and testing modules) and know how to employ them in a teaching/learning context.
• have a basic command of the platform's authoring tool and are able to supply supplementary materials/resources in order to adapt the course to a group's specific needs.
• have reflected on the roles of teachers and learners in the online classroom and can carry out typical teacher's tasks, such as establishing working modes and a collaborative atmosphere, monitoring the development of individual learners as well as the group as a whole, moderating interaction, supporting and motivating learners, encouraging independent learning, etc.

At EUROVOLT level 2 you

• are able to design a syllabus for a blended or distance learning course, or at least a series of lessons, for specific vocational or professional purposes based on a needs analysis, also taking into account
  • the participants' level of computer literacy
  • the setting/context of the training (time, in-company?, financing, equipment available, etc.) 
• are able to select, adapt and create materials and resources for your participants to achieve their aims, making use of a variety of tools (authoring software, programmes for recording/editing sound and video, etc).
• have acquired a basic VLE knowledge and have looked into VLEs/LMS/learning platform theory and you understand how the architecture of a VLE reflects a view of learning & teaching and how various VLEs enhance methodological solutions.
• have considered tools for VLE evaluation and are able to design a checklist / set of criteria for the selection of a feasible VLE for a particular course (based on language aims established through a needs analysis, as well as the practical setting/context of the course).
• can use basic VLE features with ease
• are aware of other (more advanced or more specialised) features and are able to work out independently how to use them (technically and pedagogically)
• are able to set up a virtual classroom in a VLE and customise it to suit your course by 
  • equipping it with relevant tools 
  • publishing /linking to materials and resources 
  • creating (where possible) a welcoming and user-friendly layout and structure
• have gained deeper insight into the practical and psychological aspects of learning and teaching on line. You know how to preempt common potential problems, and, where that is not possible, you are sensitive to and can cope with difficulties that may arise, e.g.
  • 'time optimism'
  • learners' potential feeling of loneliness and isolation
  • the challenge to balance a varied and rich learning environment against learners feeling overwhelmed with too much choice
  • high demands on clear and self-explanatory descriptions/instructions for the whole training course as well as for individual exercises, tasks and assignments
  • psychological and practical obstacles to collaborative work
• are aware of the benefits, as well as the disadvantages, of the various forms of training (F2F, distance, on line) and can account for how the distance/online parts provide added value to the participants/client companies
• are aware of the 'POET-principle', i.e. you understand how the interdependent relationship of pedagogical, organisational, economical and technical aspects affects online courses and you take this knowledge into consideration when planning and running a course