Methods and Tools for Centres of Integrated Teaching Excellence
Providing Training in Complementary Fields
Jacek Marciniak
Faculty of Mathematics and Computer Science, Adam Mickiewicz University in Poznań,
ul. Umultowska 87, 61-614 Poznań, Poland
Keywords: E-learning Platforms, Content Repositories, Adaptation of Educational Materials and Programmes.
Abstract: The necessity of flexible adjustment of training programmes to the needs of various target groups is an
inseparable component of vocational training. The need to introduce changes may be a result of various levels
of competency and the requirements of various student groups. In the case of distance training, the changes
may also be forced by the need to introduce a different schedule, and may be the result of adopting an another
training model. The article presents solutions facilitating the adaptive development of training programmes
for the needs of the Centers of Integrated Heritage Teaching Excellence. The goal of these centres is to provide
training programmes on the protection of cultural and natural heritage. The article shows how the need for
flexible construction and adjustment of training programmes affected the form of educational materials on
the basis of which training is conducted, and what technical tools should be utilised in order to efficiently
manage the process.
1 INTRODUCTION
The technology use in the process of training
transforms in response to the needs defined by
educators, the needs and habits of the students, and
technological progress. In recent years, the
technological progress and its growing accessibility
have caused significant development of methods and
tools facilitating the process of academic education
and vocational training. Widely distributed and easily
accessible IT systems are improving distance
learning, including Learning Management Systems,
which facilitate communication with students and
sharing educational materials, systems supporting
synchronous communication (video conference,
instant messaging, chats), group collaboration tools,
etc. New forms of conducting training and mutual
sharing of content and training programmes, such as
MOOC and Open Educational Resources (OER),
have also become popular.
The existing educational environments offer
training courses intended for well-defined target
groups with known needs and competency levels. In
academic teaching, the educational offer stems from
the faculties, specialities, or the difference between
compulsory and optional classes. The topic of classes
depends on the study programme and the related
education outcomes. Similarly to vocational training,
the training programme is developed in response to
the known needs of a specific target group. In the case
of remote training for training programmes defined
that way, it can be assumed that educational aids will
be provided to students as a whole. This is the result
of an assumption that a student will use them in
sequence, completing each batch of a training
programme. It can only be assumed that certain
batches of material will be omitted if the student
already possesses adequate knowledge and
competence in a given area. Adoption of such an
assumption determines the structure of the materials.
During their development, the author can treat them
as a whole, filling a given training programme
thematically.
The situation is different when, due to a different
characteristic of the target group than expected, the
training programme and the enclosed educational
materials require modification. These modifications
may be a consequence of replacing certain content.
They may also be forced by the necessity to replace
the materials themselves due to their difficulty level,
the educational aids in use, their interactivity level, or
the provided examples which may be unclear due to
cultural context. The need to adjust training
Marciniak, J.
Methods and Tools for Centres of Integrated Teaching Excellence Providing Training in Complementary Fields.
DOI: 10.5220/0007765905270534
In Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019), pages 527-534
ISBN: 978-989-758-367-4
Copyright
c
2019 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
527
programmes and materials will manifest particularly
in a situation in which the training involves mutually
complementary topics, where the training
programmes involve the same topics but viewed from
different perspectives and including various
experiences of the students.
During the construction of the Centers of
Integrated Heritage Teaching Excellence (HEP,
2019), it was necessary to include in the cultural and
natural heritage area the fact that the topic of cultural
and natural heritage protection is treated separately in
the current heritage policy. The role of the centres is
providing integrated training programmes intended
for professionals, decision-makers and experts in both
areas, which include people of various levels of
preparation and competency. Due to the wide target
group, which includes archaeologists, administrative
workers of the heritage protection sector and forest
service workers, it was necessary to equip the centres
with tools to conduct training remotely with the use
of educational materials adjusted to the needs of the
various groups of students.
2 OVERVIEW OF THE EXISTING
SOLUTIONS
Current e-learning environments offer a wide range
of solutions facilitating training, both in academic
society and vocational training. Online courses are
offered in the Massive Open Online Courses model
(MOOC) by players such as Coursera, EdX and many
others (Coursera, 2019), (EdX, 2019). Remote
training model is used mostly by universities and
training companies. Such training is prepared in
response to the needs of specific target groups. The
offered courses encompass a clear thematic range,
target a specific group of recipients, and include an
expected level of student competency. If a specific
target group possesses a profile different from
expected, i.e. has different requirements regarding
thematic range, difficulty level or manner of framing
a specific topic, their participation in the offered
course will not satisfy their needs.
The topic of adjusting courses to the needs of
students is a subject of consideration in the area of
Intelligent Tutoring Systems (Barbosa et al., 2018),
(Dias et al., 2014). The systems of that type are
intended to adjust to the requirements and
competency level of the student. Adaptation may
involve the thematic range, material difficulty,
various learning styles, language, cultural context,
etc. Systems which adapt to the needs of the student
prove useful in situations where differences within
the group of students of a single training programme
are noticeable: the group is non-uniform. The system
adapts to the needs of the students by selecting
appropriate educational materials, and minimising
identified gaps in knowledge and competency. This
facilitates adaptation to the individual preferences
regarding learning style, interactivity level or
language of the student. The use of Intelligent
Tutoring Systems is not necessary when the trainer
knows the needs of a specific student group, which
are different from the ones in the existing training
programme. In that case, it is only necessary to adjust
the programme by changing the teaching methods and
educational materials before admitting a given group
to the training. In order to make this possible, the
trainer has to possess tools which allow the adaptation
of materials. Furthermore, the educational materials
have to be in a technical form, in order to carry out
such activities without the need of recompiling the
entirety of the material.
Materials facilitating teaching are stored in Open
Educational Resources (OER) (Katz, 2018), (Merlot,
2019), local repositories (Singhal et. al., 2019) and e-
learning platforms (Tasso et. al., 2018). The task of
OERs is accumulating freely available training
programmes and educational materials in digital
form. Materials are stored in the same form as
provided by their author. Therefore, repositories
contain files in form of text (pdf, word), graphics (jpg,
gif), films or aggregated materials (SCORM
packages). The role of OER involves storage,
searching and sharing resources. Compiling them for
the needs of a specific programme or training group
has to be done by the entity which downloads them,
with the use of their own tools and competencies.
Local repositories mean any platform on which the
trainers of a given institution store materials for the
purposes of their lessons. Just like with OERs, the
technical properties of these materials can be
different. The materials are stored with the use of
various tools, such as remote drives or cloud
catalogues. Educational materials may also be stored
on e-learning platforms. They are created and
aggregated there with the use of the tools of a given
platform (e.g. using the pages of the Moodle system).
In most cases, they are maintained by a single
educator and versioned in a cycle resulting from the
course of editing each class.
Within the area directly associated with the topic
of training courses offered by competence centres, i.e.
within the area of protection and management of
cultural and natural heritage, there is a wide offer of
training courses; however, it only encompasses one
CSEDU 2019 - 11th International Conference on Computer Supported Education
528
of the two aspects. This results from the manner in
which the topic of heritage protection was previously
implemented in the politics of each country or region.
Dividing the topics was also the result of having
different target groups. On the one hand, these are
specialists from the sector of cultural heritage
protection, i.e. conservationists, archaeologists, local
administration. On the other hand, there are foresters
or environmental protection services. Most training
courses from either topic are offered via the
traditional in-class model, there is also a small
number of remote courses.
3 CENTERS OF INTEGRATED
TEACHING EXCELLENCE IN
CULTURAL AND NATURAL
HERITAGE
3.1 Training Requirements of the
Target Group
The goal of the Centers of Integrated Teaching
Excellence is to provide training on cultural and
natural heritage, including the needs of varied
training groups, i.e. specialists in heritage protection
and specialists in natural heritage protection. Because
the subject matter is mutually complementary and
divides the form of the training courses, it can differ
depending on the target audience of the training.
Among the offered courses, there are ones intended
for the representatives of the heritage management
and protection sector and specialists in natural
heritage. The offer also includes training courses for
professionals in cultural and natural heritage
protection who are not experts in any field but are
interested in integrated heritage management. Each
course has a different scope of materials, length and
manner of conducting the training.
3.2 Model of Organisation and
Conducting Training
Due to the dispersed character and requirements of
the target groups, it is assumed that training within the
framework of the Centres of Integrated Teaching
Excellence will be conducted in three remote models:
Scheduled course sessions with an instructor
and certification,
Open access to didactic materials on a website,
Open access to didactic materials on an e-
learning platform.
The first mode is directed to people who value the
presence of an instructor on the course and who can
follow a fixed schedule of course sessions. Open
access to didactic materials on a website is a model
intended for people who are interested in a given issue
and seek further education in self-paced training
mode or those who wish to start comprehensive
training with a trainer via the course provided in this
mode. The last model allows for education in self-
paced mode but with community support, e.g. via
internet forums. The characteristics of training
courses in all three modes is presented in table 1.
Table 1: Remote training models.
Scheduled
course
Open access
on a website
Open access on
an e-learning
platform
Facilitated e-
learning or
blended learning
Self-led
training
Self-led training
Scheduled
No set
schedule
No set schedule
Facilitator if
needed
No facilitator
With trainer /
mentor
No trainer /
mentor
No trainer /
mentor
Login needed
No need for
login
Login needed
E-learning
platform used
No e-learning
platform
E-learning
platform used
Paid or for free
For free
Paid or for free
Asynchronous
or synchronous
Only
asynchronous
Only
asynchronous
E-learning
materials chosen
from the
repository
E-learning
materials
chosen from
the repository
E-learning
materials
chosen from the
repository
3.3 Structure of Educational Materials
The methods of conducting training adapted by the
centres are based on the asynchronous model. This
means that the educational materials available in
digital form provided at each stage of training serve
as the primary source of knowledge to the students. If
a trainer is present in a course, he/she fulfils support
functions, especially in the model without traditional
meetings. For the purposes of the centres, digital
multimedia and interactive educational materials
were created. The materials were developed as eight
independent e-learning modules. Each of them
comprises over a dozen units (11 to 15). Each unit
contains several learning objects. The modules
contain units of theoretical character, describing
various aspects of cultural and natural heritage
protection and management, as well as units of a
Methods and Tools for Centres of Integrated Teaching Excellence Providing Training in Complementary Fields
529
Figure 1: Sample learning objects.
practical character, which illustrate the
implementation of the described topics in various
countries and regions via numerous case studies.
Table 2 contains a detailed list of modules and their
components.
Table 2: List of modules and their components.
Module
Number of
units
Number
of
learning
objects
(total
per
module)
Europe’s cultural
landscapes: opportunities
and threats
8 theoretical
6 practical
81
Heritage strategies, what,
why, where, how, by
whom and for whom?
5 theoretical
6 practical
82
Nature Conservation for
Cultural Heritage Experts
5 theoretical
6 practical
64
Cultural heritage
management for nature
heritage managers
4 theoretical
6 practical
66
Traversing the disciplines
of ecology and
archaeology: the new
horizon
6 theoretical
6 practical
82
Integrating heritage in
land-use planning
6 theoretical
6 practical
76
Ownership and Benefits of
Heritage
5 theoretical
6 practical
74
Participatory practices
5 theoretical
6 practical
79
The hierarchical structure of the modules was
designed in a way which allows to use the
components in a compositional way in newly
compiled materials. The concept of reusing
component modules requires the content to be edited
appropriately (Kok, 2009). The modules must also be
in an appropriate technical form so that their
decompilation is possible without the need to work
with the source files of the module. It should be noted
that, while editing the modules, the text should be
divided so that the content is placed in components of
the smallest granularity (learning objects) in a way
that both exhausts the discussed topic taking into
account the defined effects of education, and also
written including placement in components which
come before and after each component. The content
was structured in the developed module with the use
of UCTS, which constitutes a reference model in the
compositional division of content in e-learning
modules on various levels of detail (Marciniak,
2014). The compositional approach requires the
content be distributed over a sequence of components
of the smallest granularity (learning objects) to come
together as a larger whole at the higher level (unit). A
similar compositional structure of several units has to
come together as a larger whole, i.e. a module. The
structured modules can then be introduced to the
training programme (curriculum) and provided to
students in an order dictated by that programme.
The required granularity of materials was
obtained thanks to the flexibility of SCORM (ADL,
2009). It allows materials to be structured in any way,
including in different hierarchies. For instance, the
entirety of the material may be contained in one
technical component or many technical components
may comprise the entire material. In materials
constructed for the operational needs of the centres, a
highly granular approach was adopted, i.e. an
assumption that the technical equivalent of a learning
object shall be the smallest SCORM aggregation
component, namely SCO (Sharable Content Object)
(Balatsoukas, 2008). In technical terms, it means that
the material of one learning object is contained in one
html file organizing the content in various ways (text,
CSEDU 2019 - 11th International Conference on Computer Supported Education
530
photos, films) (see fig. 1). The amount of content
possesses a volume which enforces several minutes
of study per learning object.
3.4 Repository and Adaptation of
Content
Compilation of new material from already existing
solutions to the training requirements identified by
the centre is possible because the educational
materials have an appropriate structure and technical
form. Furthermore, they are stored in a content
repository, which allows us to compile new materials
without any technical knowledge of the person who
conducts such an operation. Such a need was
identified during the creation of the centres. It was not
possible to assume that the trainers will possess a
level of technical competency which would allow
them to autonomously compile materials at the
SCORM level. Therefore, the Content Repository
Tool was implemented, which facilitates the storage
of content while preserving its hierarchical structure
and enables modification of its structure by the tool
itself (Marciniak, 2014).
Figure 2: Browsing materials in the repository.
It is possible to remove elements of existing
components, reposition the elements between
components or create new ones with the use of
components stored in the repository. As opposed to
many tools used to build, e.g. OER, the system allows
not only the storage and search of materials (fig. 2),
but also the compilation of them with drag-and-drop
functionality (fig. 3). During the compilation of new
material, it is possible to use content of various
degrees of granularity (modules, units, learning
objects). It is also possible to access the technical
assets of the learning objects, i.e. files such as
graphical files (jpg, gif), html files and multimedia
files (mp4, mp3).
Because the Centers of Integrated Teaching
Excellence have a dispersed structure, i.e. they are
managed and maintained by several interconnected
entities, the repositories form a network with a
master-slave architecture (Fig. 4).
Figure 3: Compilation of new components.
The repositories of each centre (slave
repositories) accommodate content used during
training sessions in the protection and management of
cultural and natural heritage, in the language in which
the training is conducted. Such a repository may also
store content on other topics developed or acquired
by the centre, or materials from the central repository
which are considered as necessary in the ongoing
activity of the centre. The central repository (master
repository) termed the E-archaeology content
repository (E-archaeology, 2019), which, apart from
materials relevant to the management and protection
of cultural and natural heritage, contains materials on
the protection of archaeological heritage and
introductory materials on archaeology for engineers
and engineering for archaeologists. Materials in the
repository are available in multiple languages:
English, Spanish, Portuguese, Italian, Polish, Latvian,
German, Norwegian and Turkish. During the
compilation of new materials, the trainer may refer to
the contents of the local and central repositories.
Figure 4: Architecture of repositories created for the needs
of the Centers of Integrated Teaching Excellence.
Methods and Tools for Centres of Integrated Teaching Excellence Providing Training in Complementary Fields
531
3.5 Organisation of Training and Rules
of Sharing Educational Materials
The varied mode of conducting training, open or
closed character thereof and various roles fulfilled by
the trainer in a course require the use of various tools
helpful in conducting training. Because the centres
are maintained by various entities, it was assumed
that training in scheduled and open access on an e-
learning platform modes may be conducted with the
use of various e-learning platforms (such as
Blackboard or Moodle). The intent of the centres was
also the idea of sharing materials in the open mode
via a portal promoting training, commonly accessible
to all participants (hep.e-archaeology.org) or directly
on websites of the institution maintaining the centre.
Figure 5: E-learning module launched on the Moodle
platform.
The need of adapting the content to the needs of
various target groups and the necessity of sharing it
via various platforms provided an additional
challenge in relation to the technical form in which
the materials are distributed. The development of
training educational materials requires flexible
compilation and downloading of materials, which is
provided by the tool used for constructing the
repository. Launching these materials on various
platforms also requires saving them after
downloading in a technical form, which ensures
preservation of their hierarchical structure. Non-
fulfilment of that requirements would shift the
responsibility for recreation of the hierarchical
structure of the materials on the target platform to the
trainer. In the case of e-learning platforms with a
content management module, these activities would
be possible in spite of their labour-intensive
character. In the case of open sharing of content on
the website, the recreation of the structure of the
materials would require an amount of effort
comparable with website development.
Figure 6: E-learning module shared via a website.
The aforementioned requirement is fulfilled
thanks to software functionalities with which the
content repository was built. Content Repository Tool
enables downloading compiled content as SCORM
packages, or as HTML presentations. The first form
allows the course to be launched on e-learning
platforms (Fig. 5), the other provides the possibility
of integrating the course into any website and
launching it with the use of internal navigation
mechanisms embedded in the course (Fig. 6). That
way, the same educational material is distributed with
the use of various media with a guarantee of
preserving its hierarchical structure and cohesion.
4 RESULTS
4.1 Training Programmes and Their
Characteristics
The training programmes were developed in each
centre taking into account the local conditions and
addressing the identified needs of each target group.
Syllabi were prepared for training, in which the target
group was identified, along with the time frame of the
training, the role of the trainer, the rules of group
work and communication, and the stage of the
training at which educational materials are to be
handed over to the students. The amount and topic of
materials depends on teaching effects defined for the
training. Their form and volume depends on the
training timetable, i.e. how the materials are provided
to student during training (all materials are available
at the beginning, materials are distributed in a
sequence as progress is being made). Sample training
programmes with their basic parameters are listed in
Table 3.
CSEDU 2019 - 11th International Conference on Computer Supported Education
532
Table 3: Sample training programmes.
Training
programme
Target group
Introduction to
archaeological
and cultural
heritage
Professionals
from natural
heritage sector
Introduction to
natural heritage
Professionals
from
archaeological
heritage sector
Introduction to a
joint
management of
natural and
cultural heritage
Professionals
in both sectors
(policy
making or
environmental
advocacy)
An Integrated
Approach to
Natural and
Cultural Heritage
Professionals
in both sectors
Introduction to
integrated
protection
and management
of natural and
cultural
heritage
Professionals
in both sectors
Heritage and
participative
conservation
Professionals
in both sectors
4.2 Use of Educational Materials in
Training Programmes
As described in chapter 3, the materials stored in
repositories have a hierarchical structure and, because
they are modular, each of their components can be
used multiple times in various courses. The choice of
materials for each training programme depends on the
topic of the training and the character of the target
group. Materials were selected in accordance with the
substantive key; however, the difficulty of the
materials was also taken into account during the
operation. When the materials contained in the
module were treated as not important or too difficult
from the point of view of a given target group, the
modules were simplified, i.e. the components (units)
which were not appropriate for a given programme,
were removed. Similarly selected were components
of case study type. In certain programmes, they were
selected taking into account the legal and cultural
context of the recipient of the training (e.g.
Introduction to archaeological and cultural heritage);
in other cases, it was the opposite, case studies were
meant to illustrate problems different from the ones
known by the student and therefore they referred to a
context different from the one known by the student
(eg. An Integrated Approach to Natural and
Cultural Heritage). This example is a good illustration
of how each training programme can be used without
modification, when organising courses in other
countries or regions or, more generally, how they can
be used for student groups which have different needs
stemming from their own experience. In general, the
programme developed by one centre can be used in
another, because that was the primary intent behind
the competency centres. When changes in a
programme are not necessary, it is sufficient to simply
use an appropriate language version of the material
and launch the training. The example with the role of
case studies in the training programme shows,
however, that changes in certain programmes may be
necessary. In this case, the use of a programme for
another group of recipients will require localisation
exceeding just the scope of the language version.
Thanks to the exchange of materials and technical
capabilities of the software with which the repository
was built, compiling new materials for the purposes
of localised courses can be done in a matter of
minutes.
Figure 7: The use of materials from the repository in
example training programmes.
Fig. 7 presents the use of materials from the
repository in sample training programmes. The chart
shows that no training course exhausted the whole
range of educational materials developed during the
operation of the competency centres. This is natural
because the content involved issues on two
complementary fields and was directed to various
target groups. It is worth noting that components
(units) of the same module were used in training
programmes to different degrees (see module
Cultural heritage management for nature heritage
managers). This means that, while developing the
training programme, the content was selected in
accordance with the educational needs, and the
difficulty of materials was based on the
Methods and Tools for Centres of Integrated Teaching Excellence Providing Training in Complementary Fields
533
characteristics of the target group. These choices also
resulted from the schedule of individual training
courses. Partial use of the components of individual
modules referred primarily to case studies but also to
units of a theoretical nature.
5 CONCLUSIONS
The solutions used in Centers of Integrated Heritage
Teaching Excellence for the purpose of adaptation of
training programmes regarding topics of
complementary fields show that the flexible creation
of new and the adaptation of existing training
programmes requires an appropriate structure of
educational content on the basis of which the training
is conducted. It is also necessary to use appropriate
tools with which the compilation of new content is
possible without the need to employ IT specialists.
The proposed model can be used in the organisation
of any training courses in which there is a need to
introduce changes in the subject matter, scope,
duration, difficulty or supported learning styles.
The modularisation of content, appropriate
structure, and technical form thereof facilitate its
multiple use in various training programmes. The
analysis of whether such characteristics of
educational materials is expected should always be
conducted before such materials are created.
Choosing inappropriate technical tools and processes
of creating digital materials may lead to obtaining
materials which are too large, i.e. which aggregate too
many content components, therefore the cohesive
components may not be easy to “carve out” from the
source material and use outside the original context.
This may also lead to obtaining materials which are
too granular, namely ones where small content
components are stored as separate assets and during
their repeated use, require structuring with the use of
e-learning platform tools via which they will be
distributed to students. Each decision regarding the
expected form of materials should result in the choice
of appropriate technical tools and support to content
creators which allows them to create materials of
appropriate methodological rigour.
ACKNOWLEDGEMENTS
This work was supported in part by the Erasmus+
project: “Innovative format of education and training
of the integrated archaeological and natural heritage”
(2014-1-PL-KA202-003565).
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