ELLEIEC outcomes

(*all referenced pdf are available at the end of the page)
Following the EC directive and decision (Official Journal of the European Union 24th November 2006) establishing an action programme in the field of Life Long Learning (LLL) (2007-2013), this project tries to give an overview of this aspect in the field of Electrical and Information Engineering. On the basis to the work of about one hundred teachers of higher education institutions of the European Union, a synthesis of the LLL in the Electrical and Information Engineering field was analyzed with the objectives to suggest several experimental approaches and specific demonstrators. After an analysis of the effective situation of the LLL at bachelor, master, and doctorate levels, some recommendations are suggested in order to harmonize, at least in this field, the LLL procedures. The LLL is a pertinent way to progress in companies and even to create a company as long as the chosen education complement is adapted to the professional needs. One way to succeed is the introduction of new paths for educational purpose oriented to all kind of citizens in the lifelong learning spirit with scientific competences and operational skills. However, in the field of EIE, due to the high scientific level that is required, the related curricula contents are usually poor in economical, human science and management. This point justifies the set-up of a Virtual Centre for Enterprise System Specification that could constitute a solid tool able to lead the employees to create a new company or to be involved in the management of an existing one. Concerning the scientific and technical competences gained during informal courses, it is hard to recognize them by a corresponding diploma or ECTS validation. In addition, a concrete link between job position and qualification framework is not well organized for lifelong learning education. The set-up international curricula (ICN) deliberately oriented towards a matching between technical skills and content, should fulfill this aim. These ICN constitute a tool giving access via links to specific courses built on an agreement between skills and competences adapted to professional purpose and leading to a diploma in the frame of LLL. These courses are described in term of ECTS and in the frame of qualification framework. These courses are effectively running in several European institutions, are spent either in the frame of e-learning or in face to face form. This extension to LL is able to ensure a sustainability of our programme.
The work done consists of three parts:
I. The first one is dedicated to the Analysis of LLL in EIE in Europe at the undergraduate and postgraduate levels, together with some recommendations.
II. The second part concerns best practices for the use of new technologies in EIE education in Europe and proposes Guidelines for e-learning and intensive course’s assessment.
III. The last one proposes two demonstrators of good practice for enhancing LLL in EIE in Europe: Virtual Centre of Entrepreneurship (VCE) and International Curricula Network (ICN)
Every effort has been made to present the contents of this book as accurate as possible, but apologies are provided in advance for any accidental errors or omissions.
Hamed YAHOUI, coordinator of the ELLEIEC TN
, with the crucial action of the managing team and all ELLEIEC partners

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PART I: Lifelong Learning survey in Electrical and Information Engineering ---------------------------------------------------------------------------------------------------------
The aim and objective of this task are to identify existing Life Long Learning systems and to analyze and promote a European/international mobility of the students and citizens/workers at the levels of Bachelor, Master and Doctorate (D4-R-31.03.2012-PU.pdf explains the implementation of a RPL approach at the Doctoral level) in Europe within the Electrical and Information Engineering (EIE) fields (D7_R_31.03.12_PU.pdf explains the detailed activity and results of Task 4). At the same time, innovation and research activities should be a common task between companies and HEI in the framework of the University to reach the unemployment and climate change stakes. In addition, a concrete link between job position and qualification framework is not well organized for lifelong learning education. The set-up international curricula networks (ICN) (www.greenelleiec.eu ICN webpage) deliberately oriented towards a matching between knowledge, skills and competences and learning outcomes, should fulfill this aim.
This task first investigates and reports on the implementation issues and impact of Lifelong Learning over Europe in the Electrical and Information Engineering field. It also points out the benefits of a global lifelong learning policy with the objective of employability. This part of ELLEIEC project identifies, analyzes, and makes general recommendations on the future LLL-systems in Europe within EIE at the Bachelor, Master, and Doctorate levels and in the corresponding levels of the European Qualification Framework (EQF). This work will help to develop attractiveness for mobility and improve cooperation between countries and between universities. The recognition systems need to ensure the credit and qualification transfer within LLL-systems, internationally.
In order to clarify the state of the art about how to obtain Bachelor, Master, and Doctoral degrees in Europe, a survey by questionnaires was set-up; the first questionnaire deals with the bachelor and master levels, the second one with the doctoral studies. The questionnaires were submitted to institutions covering all the European countries via the ELLEIEC partners. From analysis of the results of these questionnaires, the report presents a synthesis of some existing systems for measuring and counting lifelong credit accumulation, in relation with accreditation systems. It highlights the kind of recognition given and the transferability of these credits at the European level. This part concludes the task by several recommendations aiming to a better harmonization.
The scientific and technical competences gained during informal courses are difficult to be recognized by a corresponding diploma or by ECTS validation. The ICN demonstrators presented in the second part of this task constitute a tool giving access to specific courses. The courses are built on an agreement between skills and competences adapted to professional purpose and aim to lead to a diploma in the frame of LLL, based on ECTS credits and EQF levels. These courses are effectively running in several European institutions, are proposed either in the frame of e-learning or face to face. This extension to LLL is able to ensure a sustainability of this program.

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PART II: - A methodology for an assessment of e-learning enterprise courses compared to more classical delivery methods
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In this task, ELLEIEC project has the aim to propose recommendations and advises (keys to understand eLearning) to partners and institutions who would modify their teaching practices by introducing eLearning.
Task team members being aware that trying to propose recommendations without taking into account each context, specificities, tools used, and pedagogical methods, would be a void effort have chosen to analyze the results of the experiments performed by a subset of the involved partners. First of all, it is essential for all to have a good knowledge of European landscape of eLearning and to have a common vocabulary in the field of eLearning.
To achieve the main objectives of Task, the following milestones have been established:
• Investigate the state of the art concerning eLearning and the existing comparisons between the delivery methods
• Investigate the state of art in terms of good practices, guidelines and existing projects in the field of eLearning
• design a questionnaire taking into account constraints coming from the involved partners (from the technical and methodological points of view)
• carry out an online survey and analyze the results
• make recommendations for the VCE.
First, we have identified the need to have a common literature review and a shared knowledge of the important actors and actions in the field of eLearning for each partner country.
Each partner contributed to the comparative study by bringing their own pedagogical experiences. The objective is to have a large variety of:
• pedagogical approaches (eLearning, blended learning, face to face, technology enhanced learning),
• technology used (Users Response Systems, Tablet PC, ePortfolio, LMS),
• students (different levels, different domains, different countries, ...).
• The objectives were to submit a common questionnaire to different populations of students to evaluate teaching/learning process. The evaluation will explore many cases as :
• Assessment of knowledge, skills and competence obtained by student during the learning process
• Identification of differences while using traditional teaching methodology and using e-learning tools and appropriate methodology.
• • Evaluation of satisfaction, motivation, enjoyment, etc.
• Self-evaluation of achievements in learning process while using e-learning tools and appropriate methodology in comparison with traditional teaching.

All results are available in the following document: D6-D-31.03.2012.PU-light.zip
A useable questionnaire coud be a starting point for your own one : LimeSurvey - Students questionnaire.pdf ---------------------------------------------------------------------------------------------------------
PART III : The Virtual Centre for Enterprise (VCE) ---------------------------------------------------------------------------------------------------------
The Virtual Centre for Enterprise (VCE) is a learning space to which learners at any stage of their life can go to develop their competence in the knowledge, skills, and competences, and to develop better behavioural practices that will be of use to them in the planning, establishment and subsequent running of their own business. The VCE is not only open to students at all levels of their education, but also to individuals of all ages who wish to engage with enterprise. It therefore provides a Lifelong Learning resource for enterprise. The objective of the ELLEIEC project was to establish the framework for the VCE, to create a small number of modules and undertake experiments to assess its effectiveness. The VCE offers three modes of study by which learners can develop their enterprise knowledge, skills, and competences: 1. Mentor supported learning in which a student completes a module with the support of a mentor who may or may not be in the student’s institution. The mentor also undertakes the assessment of , skills, and competences at the end of the module. 2. Self-study modules individuals can take at their own speed with embedded self-assessments. 3. A resource for tutors in European HEIs they can use in a blended learning module. A unique feature of the virtual centre in the mentor supported delivery mode is that learners are able to choose to be mentored in their learning in a language other than their native language (subject to an available mentor) – in this way they will not only develop their entrepreneurial skills but also, simultaneously, their linguistic skill. All the mentor-supported modules are ‘bite-sized’, the ‘bite’ being equivalent to 1 ECTS or 25-30 study hours including the formative/summative assessment. The VCE provides a pan-European resource for enterprise teaching and learning primarily contextualized to the Electrical and Information Engineering discipline areas. Included in its provision are: • Teaching resources that faculty members can use freely for their own teaching purposes. • A learning system that individuals can register onto and which will develop their skills and abilities in enterprise in elemental ‘chunks’, the learning system provides a record of their achievement for them to reference and use to guide their continuing learning. • A reference repository of relevant research publications in the field of enterprise in Electrical and Information Engineering and in pedagogy and assessment. • A learning system whereby learners can develop their language skills in a chosen foreign language as part of their enterprise learning. The VCE has been realised in the Moodle virtual learning environment and can be accessed at: http://vce.york.ac.uk/. The VCE has been established with operational quality in mind from the outset. A Quality Manual has been produced and is accessible from within the VCE. It has been designed as a general enterprise skills development area ready for the inclusion of content over and above that introduced as part of the ELLEIEC project. The site and welcome page is available in 13 European languages and contained 10 usable bite-sized modules when this overview was written.
The ICN web portal is an advertising courses website supporting the lifelong learning education framework and it’s based on the EQF system and Dublin descriptors. Its searching database allows you to find the right course with respect to a set of desired competences, skills or job profile keywords. The accreditation aspect and quality of the contents are naturally provided by the implication of High Education Institution around Europe allowing ECTS recognition issue for individual engaged in lifelong learning path. The ICN is a valuable resource for learner to be inform on new skills for new jobs and a bridge to follow an original education path though mobility opportunity.

AttachmentSize
D4_D_31.03.12_C0.pdf171.5 KB
D7_R_31.03.12_PU.pdf516.8 KB
LimeSurvey - Students questionnaire.pdf180.96 KB
D6-D-31.03.2012.PU-light.zip1.83 MB