10.3. Skills of Trainers

Online course design is a profession of its own. And supporting case-based learning of multidisciplinary groups similarly requires its own set of skills and competencies. The vocational trainer required for this is on minimal EQF level 5, and could be a Training and Staff Development Professional (ISCO 2424), or a Teaching professional (ISCO 2359). Trainers can work with internal VET trainers (in water treatment plants) to determine the curriculum that needs to be covered, but the vocational trainer who will implement this innovative approach does not necessarily need much domain knowledge in the different water treatment domains (like Microbiology, Civil Engineering, Chemical Engineering and Environmental Engineering). The necessary content and background knowledge to be used in the course can be collected from internal VET trainers or by the participants themselves in the course as part of their coursework, or it can be found as Open Educational Resources online (see also section below). The different tasks that the vocational trainer (course coordinator) would perform are listed below. These tasks overlap with the tasks specified for ISCO 2359, but are geared more specifically towards online facilitation of multidisciplinary learning around case-studies. Some of them are based on an inventory of social media skills (Bailie, 2011; Gonzalez-Sanmamed, Munoz-Carril, & Sangra, 2014; Kirwan, & Roumell, 2015). Tasks performed and knowledge applied would include:

1. Planning an online course (for multidisciplinary groups), applying organisational and planning skills (e.g. plan and manage course schedule, develop a welcome protocol with rules and regulations);
2. Applying knowledge of distance learning, online teaching strategies and models/ adult learning theory;
3. Applying skills to use internet tools (e.g. staying up to date and use proper software, establishing online communication structures based on learners ease of use of the technology, organising external tech support, selecting and creating multimedia educational resources, meeting standards in e-learning);
4. Prepare and set up a course structure, using an online platform or portal;
5. Collect, organise and archive (re)sources and materials to share on the online platform;
6. (Co-)Create content/materials for, or in the online platform;
7. Assessing learners’ level of ability, and taking into consideration their learning needs (using e.g. an initial online questionnaire/form, filled out when they register online for the course);
8. Making available materials on Technology Enhanced Teaching and Learning (for the Internal VET trainers). Collecting and making available online, for reference, material (or OER’s) on the theory of the subject areas being studied;
9. Instructing and demonstrating practical aspects for facilitation of Technology Enhanced Learning (current tools used in TEL, e.g. from Open Discovery Space; http://portal.opendiscoveryspace.eu/tr-activity/section-4-tool-library-669744/ or Inspiring Science Education; http://portal.opendiscoveryspace.eu/repository-tool).
10. Assigning tasks, exercises and work (cases) relevant to learners (in terms of their level of ability, interests and aptitude);
11. Applying skills in collaborative (online) learning;
12. Assessing students and offering advice, criticism and encouragement (this may include using learning analytics or online dashboards);
13. Revising curricula, course content, course materials and methods of instruction
14. Preparing students for examinations and assessments;
15. Counselling students regarding educational issues such as scheduling, adjustment, truancy, study habits etc. and help them understand and overcome personal, social, or behavioral problems affecting their education;
16. Encouraging students to explore learning opportunities and to persevere with challenging tasks;
17. Applying student engagement and facilitation techniques (e.g. design of online collaborative learning activities, questioning skills, moderation, encouraging and stimulating positive online participation, suggesting activities to facilitate collaborative knowledge development amongst participants, provide feedback on interactions, public and private recommendations, summarization of input, leading and integrating discussions);
18. Helping students in multidisciplinary teams to uncover their implicit assumptions about each other’s’ interests and ways of working; the diversity of their domain-specific norms and values;
19. Empowering learners in networked environments and fostering critical thinking and collaboration;
20. Moderating the online interactions of the learners (multidisciplinary teams) and promoting positive learning relationships between learners (applying interpersonal, online, communication skills and intercultural knowledge);
21. Monitoring the participation of the learners;
22. Developing competence based outcomes for the learning teams;
23. Encouraging peer assistance and assessment through social appraisal;
24. Providing strategies and tools for self-regulation and group regulation;
25. Using a variety of media and ICTs to create and publish learning resources and outputs;
26. Evaluating the learners/team products (applying knowledge of online assessment and feedback skills). Online facilitation of drinking water solution engineering can thus be supported by Training and Staff Development Professionals or a Teaching professionals, but requires some specific skills outlined in the tasks above.