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Pilot project

Development & Piloting of basic On-Line Training Courses

(BATCOS)

No. CZ/00/B/F/PP-134013

Management of Web-based Courses

Development

University of West Bohemia in Pilsen Pilsen, 2003

LEONARDO DA VINCI II

EUROPEAN COMMISSION

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CONTENTS

CONTENTS.................................................................................................................................................... 1

USED ABBREVIATIONS.............................................................................................................................. 4

1 INTRODUCTION ................................................................................................................................. 5

2 PROJECT MISSION OBJECTIVE...................................................................................................... 6

3 CONCEPTUAL FRAMEWORK OF THE PROJECT........................................................................ 8

3.1 PROJECT BASE ..................................................................................................................................... 8 3.2 ANALYSIS OF EDUCATIONAL NEEDS...................................................................................................... 9 3.3 APPLICATION OF LEARNING MANAGEMENT SYSTEMS (LMS) .............................................................. 12 3.4 PRINCIPLES OF MODULE VALIDATION.................................................................................................. 13 3.5 MULTILINGUAL COURSES ................................................................................................................... 13

4 DEVELOPMENT AND PILOTING OF COURSES.......................................................................... 14

4.1 METHODOLOGY OF EDUCATIONAL MODULE DEVELOPMENT ............................................................... 14 4.2 ICT SUPPORT OF PROJECT ACTIVITIES ................................................................................................. 14 4.3 PILOTING........................................................................................................................................... 15

5 PROJECT RESULTS AND OUTPUTS.............................................................................................. 17

5.1 SCHEDULED OUTPUTS ........................................................................................................................ 17 5.2 SCHEDULED RESULTS......................................................................................................................... 17 5.3 REALIZED OUTPUTS ........................................................................................................................... 18 5.4 REALIZED RESULTS............................................................................................................................ 19 5.5 BATCOS COURSES SUMMARY .......................................................................................................... 19 5.6 COURSES IMPLEMENTED IN LMS (EDEN OR CORNELIA).................................................................. 22 5.7 SUPPLEMENT CD............................................................................................................................... 23

6 BATCOS PROJECT DISSEMINATION ........................................................................................... 24

6.1 TYPES OF DISSEMINATION ACTIVITIES................................................................................................. 24 6.2 INTERNATIONAL EXPERT SEMINAR ..................................................................................................... 25 6.3 NATIONAL SEMINARS ........................................................................................................................ 27

7 BATCOS PROJECT EVALUATION................................................................................................. 28

7.1 TYPES OF EVALUATION AND ASSESSMENT ........................................................................................ 28 7.2 PRACTICAL ISSUES .......................................................................................................................... 28 7.3 TYPES OF DATA ............................................................................................................................... 28 7.4 PRODUCT EVOLUTION – CHANGES AFTER PILOTING ........................................................................... 29 7.5 TRAINING AND BEHAVIOUR OF TUTORS ............................................................................................ 29 7.6 SENSE OF VIRTUAL COMMUNITY ...................................................................................................... 30 7.7 INTERACTIVITY COMPARED TO FACE-TO-FACE (F2F) ........................................................................ 30 7.8 LEARNING OUTCOMES AND TRANSFERABILITY OF SKILLS .................................................................. 31 7.9 LEARNING THEORY ......................................................................................................................... 31 7.10 NATIONAL OR CULTURAL ISSUES...................................................................................................... 32 7.11 STUDENT MISCONCEPTIONS AND DIFFERING UNDERSTANDINGS ......................................................... 32 7.12 ASSESSING CAPABILITIES AND SKILLS .............................................................................................. 32 7.13 RANGE OF STUDENTS....................................................................................................................... 33 7.14 DISTANCE EDUCATION VS. ONLINE SUPPORT ..................................................................................... 33 7.15 MEETING NEEDS OF USERS AND MANAGERS ...................................................................................... 34 7.16 PROBLEMS, CONSTRAINTS AND DIFFICULTIES ................................................................................... 35 7.17 ACHIEVEMENTS AND SUCCESSES...................................................................................................... 36 7.18 EVALUATION CONCLUSIONS ............................................................................................................ 36 7.19 DISSEMINATION CONCLUSIONS ........................................................................................................ 37 7.20 PROJECT MANAGEMENT CONCLUSIONS............................................................................................. 37

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8 CONCLUSION.................................................................................................................................... 39

REFERENCES – OTHER PROJECT DOCUMENTS ............................................................................... 40

ANNEX 1: LIST OF PROJECT DISSEMINATION ACTIVITIES ............................................................................... 41 ANNEX 2: QUESTIONNAIRE FOR PILOTING .................................................................................................... 48 ANNEX 3: PROPERTY RIGHTS – AGREEMENT BETWEEN THE CONTRACTOR AND THE PARTNER........................ 55

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USED ABBREVIATIONS AICC Aviation Industry Computer Based Training Committee BATCOS Project Development and Piloting of BAsic On-line Training COurseS bfz Berufliche fortbildungszentren der Bayerschen Wirtschaft, Nurnberg,

Germany CASE Computer Aided Software Engineering ChU Charles University in Prague, Czech Republic CORNELIA LMS developed and used by bfz ECDL European Computer Driving Licence EDEN LMS developed and used in Czech Republic (Rentel Company) F2F Face-to-Face GreTel Leonardo project coordinated by bfz HTML Hypertext Markup Language ICT Information and Communication Technology IS Information System LAN Local Area Network LMS Learning Management System MM Multimedia MPSV Ministry of Labor and Social Affairs in Czech Republic MSMT Ministry of Education in Czech Republic ODL Open Distance Learning P.S.T.L. Science Park in Liguria, Italy SCORM Sharable Courseware Object Reference Model SME Small and Medium Enterprise UCV Institute of Lifelong Education in UWB Pilsen UofG University of Genoa, Italy UTB University of Tomas Bata in Zlin, Czech Republic UWB University of West Bohemia in Pilsen, Czech Republic WP Workpackage

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1 INTRODUCTION This report contains the mission objectives of the „Development & Piloting of Basic On-line Training Courses – BATCOS“ project, its implementation concepts and achieved results. The report also includes knowledge, which might be of use in subsequent projects. In accord with the project mission objective, this document gives an in-depth treatment of piloting evaluation of project results, dissemination of the results and assessment of the project activities from the managerial viewpoint. Documents [1], [2], [3] and [7] are included as a part of this report. Remaining topics are merely summarized here, while they were presented in detail in the development methodology reports [4] and [5] and in the document on courses administration [6]. The following source documents were used in preparation of this report: an internal working paper “Evaluation Report”, prepared at King’s College, and the report on employee knowledge requirements [1] in the emerging European political and economic space, written at the University of Genoa.

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2 PROJECT MISSION OBJECTIVE Project goals comprised the following:

• development of five blocks of basic training courses and their validation through piloting. The course topics covered business practice, business management, project management and production process management. The blocks were to be composed of 28 independent training modules accessible through internet. They were intended for a target group comprising employees of SMEs and eligible groups of employment seekers. Possible additional members of the group were secondary school and – for selected modules – college students. Multimedia (MM) components were expected to be included to enhance effectiveness of teaching where applicable. The planned course time for one language and all modules was 290 hours. For all four languages (Czech, German, Italian, English), the overall course time for all modules totalled about 1160 hours. English was planned to be a reference language utilized for translating between the remaining languages. Multimedia components were to be compiled on CD to reduce the download time.

• describe the applied methodology in four project reports and design a conceptual framework of e-learning utilization for the Ministry of Labour and Social Affairs of the Czech Republic.

On-line course contents may be generally classified as:

• specialized, i.e. intended for a small group of employees (specialists), defined either by profession or specific needs of the target organization.

• intended for training of widest possible user group in which case the course topic and contents must be either adequately general or focused on issues relevant for majority of the target group.

The BATCOS project aims at development of courses intended for broad application within the target group (as its suggests: „...Basic On-Line Training Courses“) – with standard or advanced contents and multimedia support. Scheduled project stages were split into ten Workpackages (WPs). Those comprised the initial analytical stage (WP1 – 3), methodological one (WP 4 – 5), author’s development and implementation (WP6), piloting validation stage (WP7) and upgrading (WP8) and the final documentation stage (WP10). Evaluation and dissemination (WP9) together with project management activities (WP10) were performed throughout the whole project duration. Scheduled WPs:

• WP1: Evaluation of the Acquired Experience with Web-based (Virtual Learning) Multimedia Training Systems and Practices

• WP2: Specification of Structure of Training Courses • WP3: Preparation for Piloting Phase • WP4: Adaptation of Development Methodology for the Multimedia Training

Course Components

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• WP5: Adaptation of Web-based Implementation methodology for the Multimedia Vocational Training Courses

• WP6: Development of five Multimedia Vocational Training Courses and Their Implementation into the Web-based Environment

• WP7: Piloting of Web-based Multimedia Training Courses • WP8: Evaluation of Pilot Results and Upgrading of Vocational Training

Courses • WP9: Evaluation and Dissemination of Project Results • WP10: Project Management

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3 CONCEPTUAL FRAMEWORK OF THE PROJECT

3.1 Project base Broad consortium of partners from five countries has been formed for the project implementation (however, the Spanish partner eventually withdrew and his role was successfully taken by the Tomas Bata University from the town of Zlin, Czech Republic). Consequently, the consortium included Czech Republic and three EU countries. At the time of the project preparation and launch, there was no profound experience of implementation of a large-scale international educational project (21 partners from 4 countries) in the Czech Republic. In particular, this is a project aimed at development of vast number of courses for employee target group. The courses, furnished with multimedia components, are to be delivered at national education centres accessible through internet. The institution, which had had certain experience of such subject –the Faculty of Mathematics and Physics at Charles University in Prague –, was assigned the essential role of methodical expert. They stipulated the procedures to be performed, both in the authors’ involvement, and during implementation, piloting and post-piloting stages. The expertise of King’s College of London and German bfz added to the development potential of the project partners. Long-time experience of University of West Bohemia in Pilsen in application of modelling and animation in production and management fields supported the teaching by providing multimedia components where appropriate. University of Genoa’s contribution covered the area of practical application of modern production management methods. The quality of contents of courses intended for SMEs was enhanced through cooperation with the Science Park in Liguria (P.S.T.L). The development base of the project also included the Tomas Bata University in Zlin (UTB). The consortium further comprised numerous sites, which were indispensable for validation of the prepared courses and supported the post-project utilization of the courses: Ministry of Labour and Social Affairs of the Czech Republic (MPSV), Labour Office in Pilsen, Regional Development Agency for the Pilsen Region and Czech, German and Italian SMEs. At the time of project launch project partners were using the CORNELIA LMS (Learning Management System) – bfz, German version only and the Learning Space LMS – Charles University and to some extent University of West Bohemia, English version only. Since the Czech target group cannot be expected to speak English, it was necessary to implement the courses in a Czech version of the LMS and translate all modules into Czech. Similarly, application in Italy required Italian version of the product. During project implementation, some of the courses turned out to be more suitable for application in Italy and Germany in their English version. The reason was greater knowledge of English and the prospects of usage of English terms; especially in younger persons (for whom the on-line courses are intended in the first place). This is why some of the courses had not been translated into German and Italian. The project was, though not strongly emphasized in the mission objectives, a substantially development-focused one. This fact brought about numerous difficulties, which were dealt with during its initial stages mainly. Initial delays in implementation were a natural consequence of this and had to be compensated for during the project conclusion.

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3.2 Analysis of educational needs The as-presented project comprised the following course topics:

• application of information and communications technologies in business practice

• business management • project management • production process management

With the aim of further specification and preparation of draft syllabuses, a preliminary analysis of educational needs was performed. The analysis considered the requirements of knowledge and professional capabilities induced by the production model innovation. It concerned the EU economic space and the educational needs in new accessing countries, above all in Czech Republic. With these objectives, University of Genoa prepared a report ([1]; Czech translation in [2]), which presents the educational and knowledge and skill needs of SME employees in the above course topics, based on literature search and their own experience. Among other things, the report lists important development trends in the area of professional skills of employees. Those arise from expected or running changes in production schemes of companies. The key success factors in organizations and the competencies, necessary in a diffuse manner, are summarized in the following table.

Key factors of the success in organisations

Key competencies requested in a diffuse manner

Knowledge management • Company’s understanding of the role of knowledge in creating value

• Knowledge represented in a form understandable to the organisation

• Organisational analysis methods and tools focused on the conversion of tacit knowledge into coded knowledge

• Design and management of information systems aimed at translating information into knowledge

Organisational learning • Learning analysis and learning diagnosis capacity of an organisation

• Capacity to identify any organisational learning blocks

• Capacity to identify organisational learning resources (even potential ones) within the company and in its relationships with the environment in which it operates

• Development of organisational models that enhance individual and collective learning capacities, including the design and management of continuing education programs

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Key factors of the success in organisations

Key competencies requested in a diffuse manner

Process-based management • Organisational micro-analysis capacity (understanding of critical factors and variations as a lack of integration of functions with respect to common objectives/problems)

• Network-based resource co-ordination (contrary to hierarchical co-ordination)

• Management of interpersonal relationships (especially between functions)

• Design and management of information systems as integration tool between activities, involving different planning, management and control aspects of material and information flows

Network-based work • Creation and development of network protocols (common quality and behavioural standards)

• Management of negotiations, co-operation and possible conflicts

• Linguistic competencies (for networks involving other countries)

• Information system competencies aimed at reducing costs and improving the quality of the network relationships (information transactions)

Teamwork • Assigning tasks and roles to team members

• Negotiation and conflict management • Leadership exercise

Human resources management • Capacity to transmit a shared view (integrative values)

• Work analysis methods and tools in terms of competencies

• Methods, techniques and behaviours of competence-based management of human resources: selection, introduction, career development, identification of training needs

• Management of interpersonal relationships (individual and collective negotiating, representation of workers)

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Key factors of the success in organisations

Key competencies requested in a diffuse manner

Understanding value • Value analysis methods and techniques to support decision making (selected among strategic and operative alternatives, starting from an evaluation of the impacts on value production choices)

• Value analysis methods and techniques to support quality system development (evaluation of costs of non-quality in terms of impacts on value production)

Widespread entrepreneurial skills • Understanding of company operating schemes (“competitive system – strategy – organisational system” relationships)

• Widespread diffusion of key competitiveness factors of one’s company and the economic system in which it operates

• Assumption of managerial behaviours in managing resources and relationships of the role covered

Project management • Techniques aimed at specific management of production factors

• Techniques aimed at an advance evaluation of a project’s development risks

• Project progress control techniques • Techniques and operating methods to

manage projects in relation to their contribution to organisational learning

• Use of software applications (even non-specific ones) to manage the information necessary to carry out projects

Table 1. According to OECD report (2000) - in Canada, the United Kingdom and the United States, the growth contribution of ICT equipment amounts to about half of the entire growth contribution of fixed capital. In France, Germany and Japan, the contribution of ICTs to output growth has been somewhat smaller, but is still significant. The remarkable impact of ICT on the economic development of the society is apparent. Thus, the ICT skills rank among the most important professional competencies.

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For years, project management has been regarded as a low-tech, low-value, questionable activity. Today, pro-active companies are quickly adopting project management due to the fact that the competitive benefits of applying project management to a project have become a realisation of its success. Evidence suggests the application of scope and risk management in the vast majority of projects will result in positive competitive benefits, while failure to apply appropriate scope management and risk management processes can have major implications on the success or failure of a project. According to the Project Management Institute (1996), “projects are a temporary endeavour undertaken to create a unique product or service”. The Project Management Institute‘s (1996) definition of a project is a little simplistic, as a project will have many other distinguishable characteristics including a clear objective as well as being unique and temporary. Projects are unpractised, unrehearsed, and are prone to internal and external uncertainties and ultimately risk. The purpose of project management is to foresee or predict as many of the dangers and problems as possible and to plan, organise and control activities so that the project is completed as successfully as possible in spite of all the risks. At its most simplistic level, project management is about the management of projects and even the management of change. Knowledge of project management practice represents another important professional competence. In most SMEs, training in business management and production process management is also necessary in order to improve competencies and competitive advantage. The analysis was concluded with drafts of syllabuses for individual modules of five blocks of courses. They were generated by the partners responsible for the given block (UWB, bfz, UofG). The drafts were published in the TeamRoom working area and comments by partners were requested. Suggestions were included in the syllabuses, which then served for preparation of on-line modules‘ contents by authors of UWB, bfz and UofG. The partners produced the contents including exercises, tasks and tests in their home languages and provided English translations. Small adjustments in terms of structure of individual tools were implement throughout the modules development. The final contents of the study articles produced by the consortium in English can be found in [3]. The contents of modules in English, Czech, German and Italian are implemented in the national environments of the EDEN LMS (English, Czech and Italian versions) and the CORNELIA LMS (German version, partially English version).

3.3 Application of Learning Management Systems (LMS) At the project launch, the status of usage of LMS systems by partners was as follows:

• bfz was using and further developing their own LMS CORNELIA (in German only)

• ChU had considerable experience of using the Learning Space LMS (in English), which UWB had used to some extent only

• other partners had no experience in LMS application Partner organizations had the following plan for courses development and post-project application:

• bfz would use and further develop their own CORNELIA LMS according to their strategy (with inclusion of more languages)

• the three Czech universities and UofG would focus on a single LMS, which should be available in Czech, English and Italian as soon as possible. Moreover,

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transferability of to-date experience with Learning Space LMS to the new one was required. The system, which matched these requirements, was the EDEN LMS.

Neither of the project LMS systems had SCORM or AICC standards built-in but their later incorporation was planned. Using two systems based on different concepts – the CORNELIA and EDEN systems – required special conversion techniques for transfer of courses.

The CORNELIA LMS displays text and graphics sequentially, i.e. these elements alternate in the study articles. Upon numerous experiments, simultaneous display of texts and graphic elements was selected for the EDEN system. The screen is thus vertically divided, containing text in the right half and multimedia components in the left one (figures, animations, video sequences, slide-shows). The character and development of multimedia components are described in more detail in the project document [5]. Note: the BATCOS project implementation resulted in application of the EDEN LMS as an all-university LMS for both UWB and UTB. The mentioned screen division is therefore used in follow-up e-learning projects.

3.4 Principles of module validation Each of the educational modules had to be adapted by the author several times; then reviewed (twice in some courses), implemented (re-implemented) and went through multiple checking. The author/s, who used the EDEN LMS, prepared the modules with the MS Word templates and corrected them upon specialist review. Czech courses then underwent Czech language proofreading and suggested corrections were submitted to the author for approval. Conversion into HTML was followed by review of the study text and graphics. Same procedure applied to conversion into LMS format. The module was then ready for piloting. Another adaptation by author followed upon piloting and even upon second review (in case of ten ECDL modules), while author review was done upon HTML and LMS conversions. Last corrections were made after the project manager reviewed the HTML and LMS versions of the modules. Reviews and proofreading took place upon saving all study activities to templates (or in preliminary HTML version, which was more convenient for the reviewer). Ten modules of the ICT courses underwent additional review as a full preparation for ECDL certification, syllabus 4 (from summer 2003). All ten modules were then adapted by the authors and HTML and LMS experts to incorporate comments by the Czech Society for Cybernetics and Informatics. Therefore they meet the criteria of the above certificate.

3.5 Multilingual courses Translation was generally performed in two steps. Basic translation of the study activities and captions and legends of figures was reviewed by experts and English proofread. An expert in the field corrected translations from English to target language as well. Translation to another language was not a routine work. Examination was performed and decision taken by partners on a case by case basis, concerning the following: need for contents adaptation (localization for national environments) and selection of languages to translate the module into. All modules were thus translated into English and Czech. Some modules are written in German and Italian. Remaining ones will be used exclusively in English.

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4 DEVELOPMENT AND PILOTING OF COURSES In implementation of information systems (IS), regardless of the business field, proven development methods for all stages of their life cycle are essential. Such methods represent compilation of positive experience with long-time development and implementation of IS (including their accuracy, effectiveness, flexibility and other factors), concerning the Computer Aided Software Engineering tools (CASE) as well. On-line education systems represent a unique family of IS (more or less related to others), where the above methods cannot be applied fully. However, general practice can be partially employed even with this „young“ and different IS.

4.1 Methodology of Educational Module Development Long-time, well-proven and widespread methodology together with support tools could not be applied to development of on-line courses for joint Czech-English-Italian LMS and a different German LMS within this project simply because they do not exist yet. However, development of tens of educational models within given period and to such extent (not to speak about the different language versions) could not be realized without any set of methods. That is why strategy drawing on present experience of partners had been designed and employed. It comprised the preparation by author, multimedia component production, LMS implementation, piloting, generation of language versions and finalization of modules. Detailed description is given in [4], [5] and [6]. Experience gathered throughout the project implementation will be used for development of on-line courses in other projects (e.g. in three-year project of Czech Ministry of Education (MSMT) named „Vytvoreni jednotneho systemu e-learningu na ZCU“ (Design and production of a unified e-learning system at WBU), which had been launched at UWB in 2003). Partners‘ experience will improve efficiency of their work, accuracy and flexibility of results of follow-up projects and enhance cooperation with other academic institutions in Czech Republic and elsewhere.

4.2 ICT support of project activities Without powerful software support at all extensive development stages, it would be impossible to carry out the project containing the total of 87 educational modules in different languages, featuring graphical (dynamic) teaching aids, with the total course time of about 1200 hours (total in four languages). Development of these courses entailed generation of about 3200 final text files (in four successive versions each, i.e. the original one, the versions upon specialist review, proofreading and piloting), about 3800 graphic files (2700 pictures, 1100 MM dynamic components), about 3200 html documents (with several development stages as well), Summarized, about 70% EDEN implementation files (several versions for each) and about 30% files in CORNELIA LMS. Software support of the project was focused on file management and extensive project-related activities, i.e.:

• authors‘ activities utilizing nine templates and file generator (see [4]) • development of MM components with the aid of Flash software for animation, slide-

show and video-sequence generation (see [5]) • implementation of courses in the LMS environment (EDEN) (see [4])

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• piloting and run of courses, including tutor’s guide generator (see [6]) • data management support • support of communication during the project

The software support of former four activities and the EDEN LMS methodology was outsourced. German bfz partner applied existing methodology and software support for the project-related activities with CORNELIA LMS. File management and frequent communications among developers were executed by means of TeamRoom by Lotus Notes. This software is commonly used at ChU and several project developers from UWB. Less frequent project-related communication proceeded via e-mail.

4.3 Piloting According to methodology of course development, the fundamental online learning method had to be verified by implementation of a portion of a finished course. Upon conversion into LMS format, such fragment had to be tested for fulfillment of technical requirements and suitability for online training. For several courses this was performed by teams of authors. Piloting methodology was based on:

• existence of a complete course (implemented in LMS), which had been thoroughly tested and validated in technical terms

• preparation of authors for the role of tutors, i.e. practical training by means of the LMS

• selected group of students with due motivation and sufficient technical means for study, which would not exceed, though, the general level of ICT availability in a typical SME in 2003.

Two modes were selected for piloting, representing two extreme levels of technological equipment presence:

1. the SME possesses sufficient ICT equipment and the training takes place via the company LAN, while tutors connect from outside the company through Internet

2. the SME is insufficiently equipped with ICT. The training is held outside the SME in computer furnished classrooms providing on-line learning. Such facilities were modeled by the computer laboratories of UWB.

To ensure sufficient motivation of piloting students, the courses were usually made available to the persons in charge of training at each piloting SME. By this means, the contents of the courses were narrowed or adapted to the particular needs of the SME and specific training goals and motivation tools were negotiated. The mode 1 also required accessibility of the company LAN via Internet for the tutor and inspection of LAN and computers. Mode 1 piloting preparations were commenced in September 2002. Piloting took place in an SME in Zlin, Czech Republic (attended 12 SME employees). Preparations for mode 2 piloting began in January 2003 (utilizing the experience gathered during mode 1 piloting). Actual piloting took place in two waves in April and May 2003 in Czech Republic and Italy. During each wave a number of modules were piloted. 24 SME employees and 27 employment seekers took part at UWB, Czech Republic, while 8 SME employees and 12 employment seekers were involved at P.S.T.L. in Italy. 19 SME employees and 3 employment seekers were piloting in Germany at bfz.

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Piloting at UWB was attended by participants from UTB and Labour Office in Pilsen. Piloting was finished in August 2003 (i.e. last module). The following aspects were monitored and evaluated in the first place:

• compactness, cogency and understandability of the presentation • acceptability and effectivity of suggested educational activities (i.e. tests, tasks,

horizontal and vertical communication activities) • operating and technical parameters (speed, reliability, accessibility) • security issues (course data, possibility of LAN security violation) • organizational aspects (time requirements, arrangement of study, absences from work) • achieved study results (with respect to the goals agreed in advance and approved by

the SME management) • subjective perception of the courses and their form by students • the workload of and problems faced by tutors

All activities of students and tutors performed on the servers were being monitored during piloting. In conclusion, the students submitted their answers to the evaluation questionnaire (see Annex 2). Evaluation of piloting yielded suggestions about courses‘ modification. Most of them were realized during finalization stage. Data for methodical tutor’s guide was collected during piloting as well – see [9].

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5 PROJECT RESULTS AND OUTPUTS

5.1 Scheduled outputs

Type of the output Volume 1) 5 web-based MM vocational training courses 5 courses

scope: 5-7 modules per course (28 modules in total) 290 hours of training in CZ, EN, DE, IT (4 languages; 1160 hours in total)

2) 5 CD-ROM supplements 1 supplement for each training course 5 x 25pcs. = 125 copies

3) Development methodology and tutorial manuals and managerial handbook • Manual 1 – Web-based Implementation of Courses • Manual 2 – Development of Multimedia Components • Manual 3 – Administration of Web-based Courses • Handbook 1 – Management of Web-based Course

Development (evaluation of & recommendations for effective progress of Web-based multimedia training courses)

30 pages, 10 copies 30 pages, 10 copies 30 pages, 40 copies 50 pages, 20 copies

4) Handbook 2 - National SME Employee Training Strategy 10 pages, 10 copies 5) Internet Information site http://www.batcos.cz

Table 2.

5.2 Scheduled results

Type of the result 1) 50 SME employees and 25 trainees from the employment seekers group pilot trained 2) 3 Training workshops of course tutors in preparation for the piloting phase 3) Membership in the European ODL/ICT expert network (as proposed by GreTel's Learning Circle of Experts) 4) Incorporation of MM vocational training courses into Continuing Education Program at the UWB in Pilsen, and the submission for accreditation to the Ministry of Education by the University Accreditation Board 5) Courses offered to employment seekers at the Employment Office, to secondary schools and HE institutions, and SMEs 6) Dissemination at international expert seminars followed by practical sampling of the project results for participants from EU and pre-accession countries 7) Dissemination in 3 national seminars (in CZ, DE, IT) for potential post project disseminators 8) Articles in the national media

Table 3.

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5.3 Realized outputs Type of the output Volume

1) 5 web-based MM vocational training courses implemented either in LMS EDEN or in LMS CORNELIA

5 courses – content see [3]; range: in total 33 modules, about 470 hours of individual trainingin both Czech and English languages; in total 1200 of imlemented training hours in all languages- see Table 6a

2) 6 CD-ROM supplements 6 CDs with the following structure – see Table 6a: - CD l : 10 modules of Information Technology in Business Practice and Information and Communication Networks in Business Practice (preparation for ECDL, syllabus 4, summer 2003) in the form of the simple e-book, Czech version (l080 copies in total for the wide dissemination of the project results in the Czech Republic – mostly at MSMT – see also Annex 4). - CD 2: all 13 modules of Information Technology in Business Practice and Information and Communication Networks in Business Practice in the form of the simple e-Book in the Czech version (30 copies) - CD 3: all 13 modules of Information Technology in Business Practice and Information and Communication Networks in Business Practice in the form of a simple e-book in the English version (30 copies) - CD 4: all modules on the Business Administration in the form of a simple e-book in the Czech and the English versions (30 copies) - CD 5: all modules on the Project Management in the form of a simple e-book in the Czech version (30 copies) - CD 6: all modules on the Production Processes in the form of a simple e-book in the Czech, Italian and English version (30 copies)

3) Development methodology and tutorial manuals and managerial handbook • Report Web-based Implementation of Courses • Report Development of Multimedia Components • Report Administration of Web-based Courses • Report Management of Web-based Course

Development (evaluation of & recommendations for effective progress of Web-based multimedia training courses)

30 pages, 15 copies (ISBN) 34 pages, 5 copies 20 pages, 15 copies (ISBN) 60 pages, 5 copies + electronic version for each document

4) Report National SME Employee Training Strategy 12 pages, 5 copies + electronic document

5) Internet Information site http://athena.zcu.cz/batcos Table 4.

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The Czech Republic will become the member of European Community in 05/2004. The Czech translations of the courses Business Administration (created by German bfz) and Production Processes (created by Italian University of Genoa) were not adopted to Czech conditions so as the Czech SMEs to meet methods, rules and procedures used in this topics in EC.

5.4 Realized results

Type of the result 1) 63 SME employees and 42 trainees from the employment seekers group pilot trained – see Table 8 2) 3 Training workshops of course tutors under preparation for the piloting phase – 1 in DE, 1 in CZ, 1 in IT 3) a) Project participants of Charles University are members of the working group WG3.6 Distance Learning of IFIP (International Federation of Information Processing). b) bfz and UWB are members of the Learning Circle of Experts created by GreTel project. 4) MM courses are incorporated into the program of Continuing Education Program at the UWB in Pilsen (Institute of Lifelong Education). UWB/Faculty of Mechanical Engineering, Faculty of Education and Faculty of Economy included developed courses into acredited study program for bachalors and magisters. UWB/Faculty of Mechanical Engineering will submit also EN versions of the courses for accreditation of Mechanical Engineering English Study Program to the Ministry of Education (in 2004) – see also Annex 3 -Partners' agreement on Property Rights 5) ECDL Courses in Czech language (10 modules) were offered to secondary schools and HE institutions in CZ. This dissemination is guaranteed and realized by the Ministry of Education, Department of Multilicencing Centre – see Annex 4. UWB, UTB, ChU, UofG, bfz, P.S.T.L. will offer the courses as educational activities to employment seekers, SMEs, students (through pertinent institutional departments). 6) Project results were published at an international expert seminar and followed by practical demonstration for participants from EU and pre-accession countries – ICETA 2003 conference in Kosice, Slovakia – see [7]. 7) Dissemination at 3 specialized national seminars in CZ, DE, IT for companies, state institutions, potential post project disseminators and further presentation at conferences and seminars in CZ, DE, IT – see Annex 1 and [7]. 8) Articles in the national media – in Mlada Fronta Dnes and Hospodarske Noviny newspapers (in CZ) -

Table 5.

5.5 BATCOS Courses Summary

Module origin language Number of study articles

Number of

pictures

Number of MM

components

Time (hours)

CD No.

Implementedin LMS

C01m01 A CZ 26 56 1 10 1,2 EDEN C01m01 T EN 26 56 0 10 3 EDEN C01m02 A CZ 19 35 16 14 1,2 EDEN C01m02 T EN 19 35 15 14 3 EDEN C01m03 A CZ 74 17 125 23 1,2 EDEN C01m03 T EN 70 17 113 23 3 EDEN C01m04 A CZ 82 81 229 36 1,2 EDEN C01m04 T EN 62 64 171 27 3 EDEN C01m05 A CZ 42 90 0 28 1,2 EDEN C01m05 T EN 42 44 0 28 3 EDEN C01m06 A CZ 35 9 98 24 1,2 EDEN

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Module origin language Number of study articles

Number of

pictures

Number of MM

components

Time (hours)

CD No.

Implementedin LMS

C01m06 T EN 35 9 98 24 3 EDEN C02m01 A CZ 32 46 25 11 1,2 EDEN C02m01 T EN 32 46 25 11 3 EDEN C02m02 A CZ 35 47 20 10 1,2 EDEN C02m02 T EN 35 47 20 10 3 EDEN C02m03 A CZ 40 52 65 16 1,2 EDEN C02m03 T EN 40 52 65 16 3 EDEN C02m04 A CZ 21 31 0 19 1,2 EDEN C02m04 T EN 21 31 0 19 - CORNELIA C02m04 T EN 21 31 0 19 3 + EDEN C02m05 A CZ 37 91 0 31 2 EDEN C02m05 T EN 37 91 0 31 3 EDEN C02m06 A CZ 17 25 0 15 2 EDEN C02m06 T EN 17 25 0 15 3 EDEN C02m07 A CZ 24 25 0 12 2 EDEN C02m07 T EN 24 25 0 12 3 EDEN C03m01 A GE 9 9 0 3 - CORNELIA C03m01 T EN 9 9 0 3 - CORNELIA C03m01 T EN 9 9 0 3 4 + EDEN C03m02 T CZ 39 33 0 6 4 EDEN C03m02 A GE 39 33 0 6 - CORNELIA C03m02 T EN 39 33 0 6 - CORNELIA C03m02 T EN 39 33 0 6 4 + EDEN C03m03 T CZ 11 11 0 4 4 EDEN C03m03 A GE 11 11 0 4 - CORNELIA C03m03 T EN 11 11 0 4 - CORNELIA C03m03 T EN 11 11 0 4 4 + EDEN C03m04 T CZ 54 36 0 15 4 EDEN C03m04 A GE 54 36 0 15 - CORNELIA C03m04 T EN 54 36 0 15 - CORNELIA C03m04 T EN 54 36 0 15 4 + EDEN C03m05 T CZ 34 22 0 10 4 EDEN C03m05 A GE 34 22 0 10 - CORNELIA C03m05 T EN 34 22 0 10 - CORNELIA C03m05 T EN 34 22 0 10 4 + EDEN C03m06 T CZ 17 7 0 3 4 EDEN C03m06 A GE 17 7 0 3 CORNELIA C03m06 T EN 17 7 0 3 - CORNELIA C03m06 T EN 17 7 0 3 4 + EDEN C03m07 T CZ 23 16 0 3 4 EDEN C03m07 A GE 23 16 0 3 - CORNELIA C03m07 T EN 23 16 0 3 - CORNELIA C03m07 T EN 23 16 0 3 4 + EDEN C04m01 T EN 41 32 1 7 - CORNELIA C04m01 T EN 41 32 1 7 5 +EDEN C04m01 A GE 41 32 1 7 - CORNELIA

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Module origin language Number of study articles

Number of

pictures

Number of MM

components

Time (hours)

CD No.

Implementedin LMS

C04m02 T EN 69 59 0 13 - CORNELIA C04m02 T EN 69 59 0 13 5 +EDEN C04m02 A GE 69 59 0 13 - CORNELIA C04m03 T EN 25 24 1 3 - CORNELIA C04m03 T EN 25 24 1 3 5 +EDEN C04m03 A GE 25 24 1 3 - CORNELIA C04m04 T EN 21 21 0 4 - CORNELIA C04m04 T EN 21 21 0 4 5 +EDEN C04m04 A GE 21 21 0 4 - CORNELIA C04m05 T EN 23 7 0 4 - CORNELIA C04m05 T EN 23 7 0 4 5 +EDEN C04m05 A GE 23 7 0 4 - CORNELIA C04m01 L CZ 24 21 0 4 5 EDEN C04m02 L CZ 22 24 0 7 5 EDEN C04m03 L CZ 60 71 1 18 5 EDEN C04m04 L CZ 12 10 3 6 5 EDEN C04m05 L CZ 5 1 0 7 5 EDEN C04m06 L CZ 8 7 1 3 5 EDEN C04m07 L CZ 4 3 0 2 5 EDEN C04m08 L CZ 8 0 0 8 5 EDEN C05m01 T CZ 19 0 0 16 6 EDEN C05m01 T EN 19 0 0 16 6 EDEN C05m01 A IT 19 31 0 16 6 EDEN C05m02 T CZ 28 0 0 20 6 EDEN C05m02 T EN 28 0 0 20 6 EDEN C05m02 A IT 28 50 0 20 6 EDEN C05m03 T CZ 16 7 7 12 6 EDEN C05m03 T EN 16 7 7 12 6 EDEN C05m03 A IT 16 7 7 12 6 EDEN C05m04 T CZ 21 63 4 19 6 EDEN C05m04 T EN 21 63 4 19 6 EDEN C05m04 A IT 21 63 4 19 6 EDEN C05m05 T CZ 45 36 0 25 6 EDEN C05m05 T EN 45 36 0 25 6 EDEN C05m05 A IT 45 36 0 25 6 EDEN C05m06 T CZ 20 47 0 19 6 EDEN C05m06 T EN 20 47 0 19 6 EDEN C05m06 A IT 20 47 0 19 6 EDEN C05m07 T CZ 29 43 0 24 6 EDEN C05m07 T EN 29 43 0 24 6 EDEN C05m07 A IT 29 43 0 24 6 EDEN C05m08 T EN 34 48 0 20 6 EDEN C05m08 A IT 34 48 0 20 6 EDEN

SUM 2986 3036 1130 1274 * * approx. 100 hours is doubled in EDEN and CORNELIA

Table 6a.

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Note: All study activities = Study articles * 1.25 (number of other study activities is

estimated about 25% of the study articles) Title and content of the modules' study articles – see [3]. Origin: A…Authoring T…Translation L…Localization

Study modules Study activities Pictures Multimedia components

Created by author 1390 1135 430 Translated or localised 2360 1901 700

Total 3750 3036 1130 Table 6b.

5.6 Courses implemented in LMS (EDEN or CORNELIA)

Block 1: Information Technology in Business Practice

Basic Principles of Information Technologies – C01m01 Using the Computer and Managing Files – C01m02 Text processor – C01m03 Spreadsheet – C01m04 Presentations – C01m05 Databases – C01m06

Block 2: Information and Communication Networks in Business Practice

Information and Communication Networks - C02m01 Groupware - C02m02 Basic Internet Services - C02m03 E-commerce - C02m04 Enterprise Information Systems - C02m05 E-learning in a company - C02m06 Telework - C02m07

Block 3: Business Administration

Introduction – C03m01 The Company – C03m02

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Production Goods and Services – C03m03 Materials Management - An Introduction to Stock Control – C03m04 Human Resource Management – C03m05 Business Accounting – C03m06 Controlling – C03m07

Block 4: Project Management

Introduction - C04m01 Project Planning - C04m02 Moderation - C04m03 Project Documentation - C04m04 Project Management with a PC - C04m05

Block 5: Production Processes

Production processes management – C05m01 Stock management methodologies – C05m02 Just in Time – C05m03 Middle term planning cycle – C05m04 Scheduling and production activity control – C05m05 Production management and integrated systems – C05m06 Simulation of manufacturing systems – C05m07 Software packages for production processes management – C05m08 Modules Text procesor, Spreadsheet, Presentations, Databases are based on MS Office 2000. Content of the modules' study articles in English – see [3].

5.7 Supplement CD One of project objectives comprised preparation of five CDs (for five courses) containing multimedia components. They were intended to shorten the internet download and could be modified for later projects. Their role was predominantly that of documentation rather than that of teaching aids. However, as the internet connection is generally expensive and for many users in the Czech Republic still rather slow (except for universitites), the decision was changed. The CDs were then designed for support of on-line learning and could be even used as an independent off-line tool for F2F and distance learning. This significant shift in the CDs role resulted in learning units being designed as HTML documents consisting of text and multimedia (frequently a dynamic one) sections. All study articles of the given module are then mutually linked as a simple e-book. Each block of courses was stored on one CD with language switches. Since ten Czech modules of the “Information and Communication Technologies in Business Practice“ block were recommended as a currently unique and high-quality study material for preparation for ECDL certificate in CZ, another CD (“CD1”) containing selected modules in Czech was produced.

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6 BATCOS PROJECT DISSEMINATION Dissemination of project results, particularly the educational modules, must be regarded as important as their production. The plan of dissemination stemmed from previous experience with different projects. It had been found that broad presentation of project results to potential users, distributors and future partners should begin no sooner than these results (educational modules) are available in sufficient number and quality. Premature and inappropriate release of expected results leads to loss of end-users and colaborators. Therefore such “gradual” dissemination was performed in different manners by different partners. It reflected national environments and the status of the partner in the national e-learning community. Hence, all partners took part in dissemination according to their project activities, capacities and post-project plans.

6.1 Types of dissemination activities Dissemination activities may be divided according to following types:

a) General dissemination: information by partner institutions’ managements about expected results of the project, usability of results within and outside their institution and about the need of following up the project with further projects. These activities were commenced in 2001 and took place at different meetings: “Steering Committee”-level meeting at UWB (with virtually all vice-rectors of the university present, together with the head of Institute of Lifelong Education (UCV), who would play a significant role in post-project application of education modules for non-university users), UTB management, bfz management, UofG DIP department, P.S.T.L. management meetings and others. Deans or vice-deans of faculties had pre-arranged the application of modules as support tools for combined and full-time students at UWB faculties (Faculty of Mechanical Engineering, Faculty of Education, Faculty of Economics), UTB and ChU. The http://athena.zcu.cz/batcos website was established, containing a public and partner sections (the latter being reserved for project participants over the course of the project, with symbolic structured access to TeamRooms and educational modules in EDEN and CORNELIA LMS). Upon project conclusion, the website is to become a presentation site of the project results featuring a DEMO application. Results of the BATCOS project were featured in national media: Mlada Fronta Dnes and Hospodarske Noviny (Kariera supplement) newspapers. Activities of this dissemination type were realized in 10 instances in the Czech Republic, in 5 instances in Germany and 2 outside the partner countries. UofG and P.S.T.L. were regularly informed about the project so that they transfer this information to SMEs.

b) Dissemination within the specialist community: for a part of the second year and in the third year of the project duration, the project and its continuous results were presented at national and international conferences and seminars. To ensure efficient dissemination, both the international and national seminars (conferences) must be renowned, possess a long tradition and be organized by prominent institutions. Presentation at such events was scheduled to the final stage of the project (as to demonstrate the soon-to-be-finished products). The selected conferences were marked with presence of experts and potential colaborators, while the national seminars attracted managers of companies, which would be potential

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users. Activities of this dissemination type took place 12 times in Czech Republic, 9 times in Germany and 5 times in Italy. Outside the partner countries 3 such activities were held.

c) Dissemination among potential users and professional education providers: there have been 12 activities of this type in the Czech Republic, 8 such activities in Germany and 5 in Italy. 2 activities of this type took place outside the partner countries.

Data on the project dissemination activities is compiled in the following table:

Type of dissemination activities In CZ

In DE

In IT

In other countries

Total

General dissemination 10 5 2 17 Dissemination within the specialist community 12 9 5 3 29 Dissemination among potential users and professional education providers

12 8 5 2 27

Total 34 22 10 7 73 Table 7.

Note: Several dissemination activities are included under more countries (such as BATCOS Flyer) Annex 1 lists the project dissemination activities divided into four sections:

• Section A – Presentations, articles (documented) – 31 entries • Section B – Published information on the project and the courses developed (internet,

catalogue) – 9 entries • Section C – Application at colleges and secondary schools – 8 entries • Section D – Presentations (undocumented) – 8 entries

Each of the dissemination activities listed in A, B and C sections is documented in [7]. An international seminar and national seminars in Czech Republic, Germany and Italy had a prominent position within the plan of project dissemination, being explicitly scheduled in the project. They are further described below.

6.2 International expert seminar This is a description of the dissemination activity of the BATCOS project scheduled as “one-day international expert seminar followed by a practical sampling of the project results for participants from EU and pre-accession countries” – (project page no. 25 and the WP9 – 6th item – “for experts”). The primary intention was to present the project results at a one-day international conference called „Telecommunications for Education and Training“ that was to be organized in Great Britain (the country of the project partner) in the second half of 2003. At the same time, the BATCOS partners working meeting would be held. The organisers from King’s College in London and ChU were unable to financially secure this conference and therefore it was cancelled. Due to this fact, another prestigious international conference that would be held in the second half of 2003 was sought. There the project results would be announced to the experts. The following conference was selected:

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„2nd International Conference on Emerging Telecommunications Technologies and Applications and 4th Conference on Virtual University“ – ICETA 2003

which was held September 11th –13th, 2003, in Kosice, Slovakia. According to the Preliminary Conference Program, prominent international participation was expected from Asia, America (the USA), Africa, and above all from Europe. In total, there were more than 100 contributions submitted. The BATCOS project partners submitted 6 contributions, where the on-line and off-line presentations of the developed courses were offered. Their participation in the Program Committee of the conference was arranged for the representatives of the two BATCOS project partners + one for the Organisational Committee. According to the Final Conference Program the three-day conference was the meeting point for the experts from 18 countries that worked in the area of e-learning. The conference featured high level of participants expertise. There were 100 papers from 4 continents (Africa, America, Asia, Europe) from 18 countries presented: Central and Eastern Europe – 72 papers, 5 countries EU – 20 papers, 8 countries America – 3 papers, l country Asia – 3 papers, 2 countries Africa – 2 papers, 2 countries There were approximately 140 participants at the conference and the sessions were held in 3 main sections. The BATCOS project was represented by the following participants:

• UWB (Mr.Han + Mr.Votava) • bfz (Ms. Morawietz) • ChU (Mr.Zelenda, Mrs.Lustigova) • Kings College (Mr.Abbott). • UTB (Mr.Zimola) • UofG (Mr.Cotto)

Mr.Votava and Mr.Zelenda were members of the conference Program Committee, while Mr.Han was the member of the Organisational Committee. Among other documents, the participants of the conference obtained also the BATCOS flyer in English. It contained essential information on the BATCOS project. The organisers were given 170 copies (some of which were exhibited in the entrance area at the conference). The following contributions covering the main BATCOS topics were presented: V. Votava: „E-learning Pilot Project of the Leonardo Program „Development and Piloting of Basic On-line Training Courses“ (BATCOS) for Education Inside Companies“ J. Han: „Development of On-line Courses Content – Course Author’s Point of View (BATCOS project experience)“ Z. Lustigova, S. Zelenda: „Technological Support – Solution and Software Tools for Development of On-line Courses – A Case of BATCOS projects“ M. Ruffino, S. P. Cotto, F. Queirolo, F. Tonelli: „Competency Needs Induced by Production Model Innovation: The Starting Point of BATCOS Project“ G. Fietz, T. Reglin: „E-learning for International Markets“ Z. Lustigova, S.Zelenda: „Continuing Education of Teachers and the Role of Their External and Internal Motivation – Comparative Study“

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All contributions in English are included in the ICETA 2003 Conference Proceedings (ISBN 80-89066-67-4). The presentations were complemented by course demonstrations. Final project activities were informally discussed among the project partners, including the preparations of the final meeting in Pilsen. Furthermore, post-project cooperation was also discussed with other participants of the conference. The intention to use ICETA 2003 conference instead of the scheduled BATCOS international seminar was approved by Leonardo NA in Prague.

6.3 National Seminars Specialized national seminar in Czech Republic scheduled in the project was held as a conference with international participation. It was jointly organized by UWB and the Regional Authority of the Pilsen Region between 9th and 10th October 2003 for the area of the Pilsen, Karlovy Vary and South Bohemia regions and Bavaria (Germany). Three reports on BATCOS project, focused on end-users, were presented. The participants were given Czech flyers with project information. Smaller group of participants seriously interested in e-learning in the region gathered later, on October 23, 2003. Presentation program and a workshop with BATCOS products (demonstration and familiarization with educational modules) were prepared for them at the UWB training centre in Nectiny. Invitations to further presentations at educational events testify the interest in project results, drawn by the conference. There were three reports on the BATCOS project presented: V.Votava: „Priprava lidskych zdroju s vyuzitim e-learningoveho projektu BATCOS evropskeho programu Leonardo“ (Education of Human Resources by Means of BATCOS e-learning project of the European Leonardo Programme); J.Han: „Moznosti vyuziti vysledku projektu BATCOS“(On Possibilities of Application of BATCOS Project Results); J.Han: „Technologicke aspekty provozu eL kurzu vyvinutych v ramci projektu BATCOS“ (Technological Aspects of Operation of E-learning Courses Developed under BATCOS Project) (copy of handouts). For details see [7]. Specialized national seminar in Italy was organized as a series of 4 seminars for SMEs Association in Genoa, LaSpezia, Savona and Imperia. P.S.T.L. presented a paper titled “BATCOS – basic web training courses, a new opportunity of growth for Ligurian SMEs ; Progetto Leonardo da Vinci“. The seminars took place from October 8, 2003 to October 29. For details see Annex 1 – No.21, 23, 24, 26 and [7]. Specialized national seminar in Germany was held by the bfz partner as a workshop in Nuremberg on October 28, 2003. It covered final dissemination of ending Leonardo projects: GreTel and BATCOS. The workshop titled “eLearning for international Users“ drew international participation including the Leonardo NA representative in Germany and a number of other experts. For details see Annex 1 No.31 and [7].

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7 BATCOS PROJECT EVALUATION

7.1 Types of evaluation and assessment Three modes of assessment are relevant to the evaluation of the BATCOS project. Clearly, summary assessment of what has been achieved is necessary. The project must be audited to ensure that its aims have been met, its participants have completed the tasks assigned to them, and the overall objectives have been met, recorded and evaluated. There will also be some element of predictive assessment. It concerns the fact that any pilot project is, necessarily, related to establishing potential for the future, rather than achieving a series of outcomes at this stage. Finally, and most importantly, formative assessment of the BATCOS Project should form part of this report, as lessons can be learnt, changes adopted and improvements put in place for the future.

7.2 Practical issues • In a project with as many as 21 partners it is necessary to liaise with key partners in

order to produce an overview of what has been achieved. This evaluation has therefore been produced with the assistance of the following key partners (participating in different ways during piloting), who have provided information as shown below: Czech Republic (Labour Office Pilsen, UWB, ChU, UTB); Germany (bfz); Italy (UofG, P.S.T.L.)

• Evaluation refers above all to piloting, which proceeded in original languages of the courses from September 2002 to August 2003. Number of piloting participants was higher in the end than the number planned in the project. The plan and the actual outcome are compared in the following table:

Plan Reality Country Employees Unemployed Employees Unemployed Czech Republic

27 13 36 27

Germany 15 2 19 3 Italy 8 10 8 12 Total 50 25 63 42

Table 8. • Assessment of piloting was carried out with a unified questionnaire in the Czech

Republic, Germany and Italy (see Annex 2). Participants filled it in typically at the final meeting.

7.3 Types of data • Two types of data have been assessed in the compilation of this evaluation report:

quantitative and qualitative ones.

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• Quantitative - the principal quantitative data has been produced by the LMS used to deliver the courses developed by the BATCOS Project. This data relates to course activities, student behaviour modes, and results.

• Qualitative - it is essential that qualitative information is also included in a project such as BATCOS, since many outcomes will relate to changes in attitudes, aspirations, understanding and emotions. This data has been gathered in interviews with key partners.

7.4 Product evolution – changes after piloting • Most partners reported that courses evolved according to the developing needs of

students. It is a welcome facet of e-learning that it is possible to respond quickly and appropriately in this way to student feedback. UTB reported no changes in the modules as devised. UWB reported that, where sufficient time and thought had not been given to course planning, this resulted in considerable changes being needed at later stages. They also reported problems with using the BATCOS template, which led to a need to make changes and modifications. Some changes were also made following the pilot course evaluation. The Italian partners indicated that, as they were not owners of the Eden technology, there were changes, which might have been made, but which were not possible for them to implement.

7.5 Training and behaviour of tutors • Charles University and University of West Bohemia reported that most online

discussions were initiated by tutors rather than being started by students. They also reported that tutors tended to signal closure of particular discussions. The tutors also played a traditional role in F2F introductory and evaluation meetings, as well as keeping discussions going and sending email reminders as necessary.

• Tutor from UTB reported considerable problems in fulfilling his role. Since there were no incentives for his students to be involved, it was difficult to complete the pilot (complication with ailment of the tutor). He also felt that interaction between himself and students had been at a very low level of effectiveness.

• At UWB, the BATCOS partners noticed the development of three separate types of tutor behaviour, and they have proposed a typology, which analyses these behaviours. Passive tutors were reported as not stimulating communication at all, not responding to initiatives from others and not completing assignments and assessments as requested. This group tended to be negative in their evaluation of the pilot course. Inactive tutors (in communication), on the other hand, did not stimulate communication but they might briefly respond to the initiatives of others. Their communication in the courses related almost wholly to aspects of assignments and assessments. The largest final group, active tutors, responded to communications from others, created new stimuli and took a full part in the evaluation of assignments and assessments.

• Employment seekers took time to understand topics fully and required more information from tutors.

• In Germany the communication between tutors and students took the form of emails. However, this partner reported that there was little need for the tutor to explain issues,

30

answer questions etc. despite expectations. The reported reason was that the online help facilities seemed to cover all areas needed.

• The Italian partners observed differences in tutor-student relationships, which were linked to the employment status of the latter. Employment seekers took time to understand topics fully and required more information from tutors. However, the impossibility of providing instant feedback from tutors was de-motivating within this relationship.

7.6 Sense of virtual community • The Labour Office in Pilsen reported a thriving sense of virtual community within the

courses. Participants were communicating with lecturers and between themselves. A further perception on the part of this partner was that, although participants were working independently, they also felt themselves to be members of the whole community of users. This community feeling was further cemented and enhanced through online dialogues and co-operation.

• At ChU, on the other hand, the fact that students were all from the same company meant that they met F2F in any case and therefore had no need to develop a sense of online togetherness or common purpose.

• At UWB, virtual community was found only on those courses, in which active tutors were involved (see the UWB typology above). UWB also proposed a transitory stage between no sense of community and a full flowering of virtual community. They describe this phenomenon as a sense of non-separatedness, and they describe finding this in courses where there is collective discussion about private and special topics in addition to the course-related business. These semi-communities also featured, in many cases, mutual reference by students on each other’s contributions.

• The German partner reported that interaction between students did not play a major part in course activities.

• The Italian partners felt that no sense of virtual community developed in their courses due to the very low number of students piloting each module: no more than 2 or 3 people were involved in each pilot. Moreover, they did not study the course at the same time.

7.7 Interactivity compared to face-to-face (F2F) • As is discussed below, the cost of online access also means that some partners, such as

the Labour Office in Pilsen, see F2F supported by online access as the pragmatic solution. It should be noted that this conclusion is prompted by the external cost factors involved and not by any perceived difference in learning outcomes or user satisfaction, and may indeed conflict with these. ChU reported that time and work conflicts for tutors meant that it was not always possible to give feedback of an immediacy, which would be encountered in the typical F2F session. Mediating the task of tutor was found to be a major hurdle, with difficulties relating to securing time to devote to the tasks of teaching and learning, as well as dealing with technical problems. UTB felt it would have been easier to motivate students in a F2F setting.

• Differences noted in Italy included the liberty to choose a time slot in which to study compared to the inflexibility of F2F teaching. Differing interaction between students and tutors was noted, with online courses creating enhanced quality and quantity of

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questions. However, there were also frustrating technical problems online which did not exist in F2F teaching.

• UWB felt that the major benefits of online education included greater motivation of students (a contradictory finding to that in Zlin) and that the higher level of activity in communication and problem-solving led to more intensive studies. On the other hand, they felt that the advantages of F2F courses included prompt feedback, a sense of (non-virtual) community and the possibility of prompt transfer of information, rather than waiting for a reply.

7.8 Learning outcomes and transferability of skills • The German students reported few problems with understanding course content, and

both the main online texts and the supplementary explanations resulted in appropriate learning outcomes. There were, however, difficulties with some of the examples used, and the extent to which these might, or might not, reflect the realities of day-to-day business practice. They also reported some concern that, although they had completed the online tasks successfully, this might not mean that they would be able to act confidently and appropriately in the equivalent real-life situation.

• The Italian partners decided to maintain a continuous F2F contact by visiting the company or the Internet lab in the university at regular intervals, thus ensuring that learning outcomes were being achieved.

• There were learning outcomes for tutors too, with UTB, for example, reporting that tutors had learnt a great deal about the creation of assignments and completing assessments.

7.9 Learning theory • Most current and previous LMSs are based on what is essentially a behaviourist

approach to learning. They offer access to a variety of tests, and then assess learning outcomes through questioning designed to test content recall and concept understanding. Emerging and next generation LMSs are much more likely to use interactive task-based assessment, possibly away from the PC, but the accompanying need for greater F2F involvement may meet with less approval within a vocational sector which is firmly wedded to information transmission models of education.

• Different partners had varying responses to questions regarding underlying theories. The Labour Office in Pilsen also raised the point that, where participants are unemployed, participation in such courses is not just a learning exercise but is also related to enhanced social standing and status. Although not employed, participants felt themselves to be “working”.

• In Germany, participants in the CORNELIA course reported that they would have preferred practical exercises rather than the questions that followed nearly every textual explanation. This seems to suggest that a more constructivist-based approach, offering the opportunity for learning to be socially constructed, might have been preferred over the apparently behaviourist model adopted and offered. However, the German participants did enjoy the matching exercises, although it is not clear whether this was related to perceived learning outcome or transitory feelings of success and well-being.

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7.10 National or cultural issues • There are national differences relating to the role of questioning after texts have been

read. Increasingly, such styles of delivery are seen as being ineffective when compared to a more interactive, task-based approach. It was interesting to note that Charles University felt that cultural issues did not arise as the course was technically oriented. The small number of the SME participants in Italy meant that there was sometimes a tendency to see time spent on the course as lost time rather than as an investment for the future. This is a common problem where small companies are concerned. The whole issue of the cultural values inherent in work and learning practices would be well suited to a future research project. Another major issue, which could not be dealt with in any detail within BATCOS, is the possibilities of plagiarism, which can be a major concern where assessment as well as teaching takes place online. In the absence of systems involving biometric data-based identification, it is likely that this will continue to be an area of concern.

7.11 Student misconceptions and differing understandings

• Few respondents were aware of any specific student misconceptions regarding either e-learning or the content of the courses, although most partners reported that students had assumed that taking an online course would take less time than its F2F counterpart. As the research literature consistently demonstrates, this is unlikely to be the case. A number of partners reported that students found it difficult to cope with large amounts of text on screen even if they would have been able to cope with this scale of input in other contexts. This represents an expected finding, since much of the research literature has raised this issue and this is unlikely to be resolved until elearning is delivered on hand-held, lightweight, high-definition devices.

• Italian students sometimes felt less confident than was hoped at the end of a task since they were unable to receive instant feedback from peers or tutor regarding the accuracy of their work and whether they had understood the task completely.

• At UWB it was noted that some comments meant to be amusing were taken by students as serious criticism. Once again, this is a well-documented phenomenon related to a purely text-based communicative environment, and it is mediated to some extent by experienced users through their employment of acronyms, emoticons and other textual and iconic signifiers. However, most BATCOS students were not experienced online “netizens” and it is therefore not surprising that these misunderstandings arose. Another misconception reported in Pilsen was the occasional tendency for some parts of the course to seem unrelated to others, at least in the eyes of the students.

7.12 Assessing capabilities and skills • A major role was given to questioning after texts in many of the courses, but some

participants, especially in Germany, felt this to be less effective than interactive tasks, which would have enabled participants to put their learning into practice. It is hardly surprising that low-level questioning was adopted as the primary mode of assessment, since this is the model envisaged by the developers of underlying systems such as Lotus Learning Base.

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• Italian partners reported problems reconciling the statistical assessment data produced with the questionnaire results.

7.13 Range of students • Two blocks of courses were piloted in Germany, one on project management and

another on business administration. The evaluation of the course on project management (CORNELIA) reported that this took place in three different cities: Nuremberg, Regensburg and Mainz. There were 17 participants in the course, and they came from a variety of backgrounds including rehabilitation institutions, education and training, hospitals and consultancy. There was no majority participant background context, and three of the group were employment seekers. The course on business administration took place at a job training centre in Bavaria. There were 5 participants, all working for an automotive supply company. One was a supervisor, two were design engineers, one a shift foreman and one the lead manager of the tool-making department. Only one woman was included in this group. There were two course students in their late 20s, one was 36 and one was 45. All the students were highly motivated and considered their involvement to be relevant to their future employment prospects. The German partner reported a high level of engagement on the part of the participants. Only four of the participants had any prior knowledge in this area, and only one of these had significant experience. The majority, however, had considerable experience of major business software, and more than half had good or excellent ICT skills. This meant that virtually all the participants had the necessary prior knowledge to familiarise themselves with the navigation and various functions of the learning module in a short period of time.

• At the Labour Office in Pilsen, where six modules were piloted, participants ranged in age from 20 to 40 years. Of the seventeen participants in these Czech courses, 10 were men and 7 were women. An interesting facet of this pilot was the participation in the courses of three employees of the Labour Office.

• At ChU, 12 students were involved in the pilot course: they were 20 to 35 years old and all were from the same company.

• At UTB very small groups were involved with approximately 4 students in each. Ages ranged from 19 to 40 years and there was only one woman.

• UWB had groups of 2 to 8 students on each course, with ages ranging from 20 to 50 years. There were equal numbers of men and women, and employment backgrounds included heads of department, directors, secretaries, technicians and students. Applicants’ interests in the courses related to e-learning in general or a perceived need for retraining.

• In Italy, 20 students were involved: 8 employed and 12 employment seekers. The employed were composed of 6 men and 2 women, and 5 of them were graduates. Most of the group were between 30 and 35 years old, and 2 were more than 40 years old. The unemployed participants were all non-graduates between 20 and 28 years.

7.14 Distance education vs. online support • This was a major issue for the Czech partners linked to the Labour Office in Pilsen,

but this was due to the costs involved and not to any decision or finding related to the

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educational validity of either distance learning or online support for F2F. This is discussed further below.

• UWB felt that the balance between online and F2F should depend on the course topic and target group. It would certainly be necessary to meet F2F at the initial stage, and some courses should go on to use blended learning, with a mix of F2F and online methodologies.

• Students linked to ChU also reported that they would have preferred F2F training since the course was skills-oriented. They felt that online education would be more suited to courses, which were knowledge-oriented; however, this raises issues of definition, which would need to be resolved.

• In UTB, on the other hand, the project partner reported that he is now using practices and approaches acquired through e-learning as part of his F2F teaching.

• The Italian partners have come to the conclusion that the most effective model for them is online training with F2F support.

7.15 Meeting needs of users and managers • German participants of the Cornelia courses reported that they found the texts to be

too long, and to go into too much detail. The graphics, on the other hand, were found to be appropriate, and around a third of the students would have welcomed more use of images. In Germany, almost all the participants found the Cornelia course manageable, and the majority found the course content to be pitched at the right level. Many participants mentioned how helpful it was that they were able to set their own learning times, as these met their needs much more closely than would the timings of a F2F course. The high level of motivation on the part of the German students can be attributed to the fact that they work in an industry, which has been in crisis for some years, and the acquisition of additional qualifications through study is seen as an opportunity to expand career horizons. In general, the German students found the texts and images in the course to be both helpful and appropriate; tests and exercises were seen as less relevant. It was also very useful that participants could skip any part of the course content with which they were already familiar, rather than having to sit through this, as would be the case in F2F teaching. Even where students found some of the course tasks to be less relevant than they would have wished, they nevertheless found the process of taking part to be an enjoyable one. The German students overwhelmingly agreed that the course was beneficial, and would wish to undertake more online training in future.

• The ChU pilot course was felt to have met current needs, but the point was made that, due to constant new versions of tools and software, it is unlikely that any such course could have a long shelf-life.

• The course at UTB was felt to have met the needs of managers more completely than it did those of the student participants.

• At UWB Pilsen, there were reported some cases where the course time requirements did not match the times that students were able to devote to their learning.

• Italian partners reported that courses met user and manager needs, at least in so far as could be shown from the perceived needs of these groups as stated.

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7.16 Problems, constraints and difficulties • Financial issues, particularly the costs of PC ownership and online access, came to the

fore in some countries more than in others, a reflection of the differing infrastructures and pricing policies to be found. Some partners, especially UTB, highlighted the need to build in incentives for students to engage in online learning, where these incentives do not arise naturally from the work context, as was the case in Germany.

• The Labour Office in Pilsen reported that the low levels of home ownership or access to PCs, and the difficulties with the country’s telecommunications network were a major constraint to any envisaged expansion of such online training. The current costs of online access make this an expensive and probably impossible model for those who are unemployed and without significant income. For this reason, the Labour Office sees the most likely option for the near future to be the use of some online content alongside significant face-to-face (F2F) training.

• Technical problems occurred in some contexts. The German participants in Regensburg had difficulties with sending emails, as they found the system did not always register that these emails had been sent. The difficulties appeared to relate to home telecommunications connections, slow modems or inappropriate settings, since there was no problem with the main German server.

• Technical problems were also mentioned by a colleague from ChU, who also reiterated that it had been found that preparation of online courses took markedly more time than would the devising of equivalent F2F learning.

• Time management was a problem for many participants who were also working full-time or had other commitments. Most of the German participants in this category were able to give no more than one hour a day to following the online course. The participants were also geographically remote from each other, and would have welcomed the opportunity for more contact with other trainees. An interesting issue raised by one German student was the refusal of the system to accept answers that he considered to be correct but were not the expected ones. Another German student referred to the difficulties of studying at home in a family setting where children will expect their parents to be available rather than “at work.” The German training partner also felt that there was a need for parallel paths through some sections of the course, and thus it would be possible to cater for differing levels of prior knowledge. An overall modular approach to such courses could also offer a remedy in this area.

• Ideologically, there was some evidence from the German partner of a mismatch between university and market sector assumptions regarding current and best practice within a topic such as project management. This is likely to affect the credibility of a course, and it is therefore essential that such divergence does not occur in future. This could be through greater awareness of University staff of current practice, or by involvement of practitioners outside the University in course design.

• UWB have proposed particular tasks that need to be completed by authors in online learning (see paper by Han, ICETA 2003). These tasks include preparation, establishing a methodology and developing the authoring system. Critical factors identified by Han in his paper include these tutor activities, the course activities themselves, the style of texts, the use of multimedia and off-line support (CD) etc.

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7.17 Achievements and successes • Working at home was welcomed by many of the participants, despite the difficulties

that sometimes arose. Although the decision to work from home may have been prompted by problems with alternative placements, some of the German participants enjoyed controlling the quiet and concentration needed for learning by working within their home environment. They did find that it was not always possible to provide the necessary commitment in the evenings after a full working day, so a model of weekend working developed. This was deemed successful in most cases. The unemployed German participants were most pleased at having the opportunity to make good use of the time available to them, and positively enjoyed the extensive time needed to complete the courses successfully. The German participants were among those to be very satisfied by the supervision provided by their online tutors. The few participants who also need personal support were very satisfied with the help they received.

7.18 Evaluation conclusions • Developing online courses is a lengthy, complex and time-consuming task • Courses must evolve and change after piloting, and their ability to do this is a positive

feature of online training • Explicit training is needed for those who are to be online tutors • A key area for tutors to develop is the ability to initiate discussion and to signal

closure • Tutors need to be active participants in online training • Virtual community supports learning but cannot easily be created without a shared

purpose and common goals • For many users, online training with F2F support (or possibly F2F training with online

support) is more suitable than is totally Internet-based training • Authoring online courses is a highly-skilled task and is quite different to the

preparation of textual learning materials in other media • More attention needs to be paid to underlying learning theory if online training is to be

effective • Within online environments, practical tasks are more suitable than traditional recall

questioning • Plagiarism is likely to be an increasing problem within online training • Many students still expect to spend less time than is required when participating in

online training • In many countries, the cost of online access and home ownership of technology will

continue to be barriers to those wishing to engage in online training • There is a need to develop differentiated paths within online training rather than a

“one size fits all” approach • It is essential that effective and prompt technical support is available to tutors and

students at all times • When the various difficulties are overcome, many students learn effectively and

enjoyably within their homes • Piloting in different countries should be held sequentially. Representatives of partners,

which have yet to start piloting, should take part in the opening to gather experience usable for their own piloting procedures

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• User motivation is the key factor of the on-line course to be successful (self-motivation, motivation by employer, Labour Office, etc)

• Participants prefer greater usage of graphical and multimedia components in the courses

• Blended Learning approach should be employed in development and organization of courses

7.19 Dissemination conclusions • Dissemination of project results must be assigned equal importance as the

development of actual courses • Dissemination might be divided into general dissemination, dissemination within

specialist community and end-user dissemination. The general one applies mainly to the beginning of the project (less to the conclusion), the specialist one concerns the advanced stages of project, while the end-user dissemination takes place in the end of the project

• End-user dissemination intended for potential users begins in the end of the project and must continue as course marketing after the project conclusion

7.20 Project management conclusions • Due to the research and development character of the project, it was not possible to

specify contracts with partners in terms of contents, time and costs and give hard numbers in the beginning of the project. However, later changes (introducing more accurate information) were virtually impossible.

• Virtually fixed amounts of financial contribution for individual partners seriously impaired project coordinator’s (project manager’s) capacity to efficiently manage the project

• Initial underestimation of required capacity together with the need of validation and evaluation of several alternatives for project solution after the project launch (as is the case with R&D topics) led to expansion of workload, time delay and excessive workload at the end of the project

• The time delay related to project launch (late arrival of financial contribution, change of a project partner) was difficult to compensate for later

• Cultural differences among partners from different countries must be taken into account in management of a project with significant international participation

• Project of this type require higher number of short workshops to be held for selected partners. Those would facilitate adoption of project methodology and familiarization with software tools (i.e. alignment of development processes)

• It is very difficult to achieve accuracy in translations of a specialized subject from an original language into third language through English. However, for certain target groups abroad, English may become an acceptable substitute for the third language (i.e. their mother tongue). Specialized translation from the original language to the target language is costly and difficult to secure (in the BATCOS project these languages are Czech and Italian), but provide higher quality of text

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• Generally receptive personal attitudes of project participant employees, while jointly overcoming material, time-related and financial difficulties, together with their personal interest in quality outcomes of the project provided some compensation for previous problems

• The partners, who executed majority of project work (7 partners), were not using the same ICT tools. Their experience in daily use of such tools varied as well. This led to inconsistent communication of varying efficacy and required the use of time consuming support software

• Since development of on-line courses and the applied methods are not supported with generally recognized consistent tools, stability of the project team (particularly in technological support of implementation) is a crucial issue

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8 CONCLUSION • On-line courses possess the potential for profoundly changing the ways of teaching

and learning, while using different learning forms and exploiting ICT support (with application of blended learning)

• While much has been achieved in this area worldwide, even more has to be done yet, particularly in the Czech Republic

• Czech Republic still lacks national e-learning strategy similar to those, which had been elaborated or are being prepared in developed EU countries (e.g. strategy of United Kingdom, whose development is underway). The document [8], which is one of the project outputs, lists suggestions for application of e-learning within MPSV.

• Development of on-line courses should be continuously improved through application of well-proven and further developing methodology

• Activities of authors of on-line courses should be supported with a highly flexible authoring system

• Routine operations in LMS implementation and conversions between different LMS systems require automation and standardization

• Production of high-quality on-line courses is a demanding activity, namely for authors, and a costly one. Cooperation of universities on e-learning development on a national and particularly international level (formation of virtual e-learning partnerships) should receive systematic support. Production of quality courses in English has to be promoted.

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REFERENCES – OTHER PROJECT DOCUMENTS [1] Mainetti, P., Ruffino, M., Tonelli, F.: Competency Needs Induced by Production Model

Innovation, University of Genoa – University of West Bohemia, Pilsen, 2003 [2] Mainetti, P., Ruffino, M., Tonelli, F.: Nove naroky na pracovni schopnosti vyvolane

inovacemi vyrobniho modelu, University of Genoa – University of West Bohemia, Pilsen, 2003

[3] Content of the Courses, University of West Bohemia, Pilsen, 2003 [4] Zelenda, S.: Web-based Implementation of Courses, ISBN 80-7043-249-7, University of

West Bohemia, Pilsen, 2003 [5] Han, J., Edl, M., Votava, V.: Development of Multimedia Components, University of

West Bohemia, Pilsen, 2003 [6] Zelenda, S., Han, J.: Administration of Web-based Courses, ISBN 80-7043-250-0,

University of West Bohemia, Pilsen, 2003 [7] Dissemination – dissemination activities illustrations, University of West Bohemia,

Pilsen, 2003 [8] Kostka, M., Krocan, V., Votava, V.: National SME Employee Training Strategy,

University of West Bohemia, Pilsen, 2003 [9] Cikan, R.: Tutor's Guide – Modul Presentation, University of West Bohemia, Pilsen,

2003 [10] Han, J., Cabalova, D.: How to write an On-line Course, ISBN 80-7043-251-9, University of West Bohemia, Pilsen, 2003 [11] Han, J., Cabalova, D.: Jak psat on-line kurz, ISBN 80-7043-252-7, University of West Bohemia, Pilsen, 2003 [12] Cikan, R., Zelenda, S.: Course Objectives, Assignments, Assessments – Module Presentations, University of West Bohemia, Pilsen, 2003 [13] Cikan, R., Zelenda, S.: Course Schedule, Study Units (text part), Glossary an Keywords – Module Presentations, University of West Bohemia, Pilsen, 2003 [14] Cikan, R., Zelenda, S.: TeamRoom and Templates – e-manual, University of West Bohemia, Pilsen, 2003

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Annex 1: List of project dissemination activities

Section A - Prezentations, articles (documented)

1 Informace Rady rektora ZCU o projektu BATCOS, 4th April 2001 (program enclosed) 2 4. rocnik konference „Internet a konkurenceschopnost podniku“ (Internet and the

competitive advantage of a company, 4th annual conference), Zlin,13.3.2002 –R.Benda, P.Rosman – „Analyza klicovych podminek procesu vzdelavani pri zavadeni virtualniho vyukoveho prostredi v projektu BATCOS“ (document copy)

3 MITIP 2002 international conference, Savona, Italy, 27th – 29th June, 2002, – J.Han, V.Votava, S.Zelenda: „Development of Vocational on-line Training Courses – BATCOS Project – the Metodology of Content Development“ – (document copy)

4 P.S.T.L. presentation: „Programma europeo Leonardo da Vinci: Progetto BATCOS- BASIC WEB TRAINING COURSES“, seminar „Universite et Entreprise: synergies et opportunites“, Borj Cedria, Tunisia, 22th July, 2002 (presentation enclosed)

5 Czech-Austrian seminar of the LEONARDO DA VINCI program, Cesky Krumlov and Gmund (Austria), 3rd Oct., 2002 – panel discussion and a demonstration of the BATCOS project by the UWB coordinator (copy of program)

6 P.S.T.L. Presentation: „Programma europeo Leonardo da Vinci: Progetto BATCOS- BASIC WEB TRAINING COURSES“, seminar „La Rete per la valorizzazione dele tipicita del territorio“, Imperia, Italy, 4th Oct., 2002 (presentation enclosed )

7 Presentation of BATCOS Project at the LEONARDO-DA-VINCI-Conference: "Den Europäischen Bildungsraum gestalten - LEONARDO DA VINCI nutzen", Berlin, Germany, 8th –9th Oct., 2002 (Bfz presented its current LEONARDO-DA-VINCI-Pilot projects at the conference: BATCOS, GreTel, Learn & Work, Competence Assessment Tools)

8 Presentation of Batcos Project at the Conference of the Federal Institute for Vocational Training: "Vocational Training for a Global Society - Perspectives in the 21st century"; Berlin, Germany, 23rd-25th Oct., 2002 (G.Fietz, bfz, presented also the BATCOS project among its European E-learning projects. She held a workshop concerning the following question: "E-learning – ideal product for international markets? – questions about product design". The experiences gained during the BATCOS project was input for the discussion during the workshop)

9 P.S.T.L. Presentation: „Programma europeo Leonardo da Vinci: Progetto BATCOS- BASIC WEB TRAINING COURSES“, seminar „Sviluppo regionale e spazio europeo della ricerca“, Genova, Italy, 31st Oct., 2002 (presentation enclosed)

10 P.S.T.L. Presentation: „Programma europeo Leonardo da Vinci: Progetto BATCOS- BASIC WEB TRAINING COURSES“, seminar „Competere attraverso l'integrazione della suply chain management“, Savona, Italy, 8th Nov., 2002 (presentation enclosed)

11 Negotiation in the framework of lifelong education cooperation between UWB and TU Chemnitz, Germany, 11/12/2002 – „Regionale und Unternehmenskooperation in Sachsen“; M.Svoboda: „e-Learning at WBU –Projekt BATCOS und GRETEL“, prezentace (kopie programu)

12 MOPP 2003 international seminar, Pilsen, 23 – 24/1/2003 –V.Votava, J.Han, M.Nozar: „Vyuziti mezinarodnich vzdelavacich projektu Leonardo – BATCOS a GreTel – v podnikovem vzdelavani“ (copy of the document)

13 BELCOM'03 conference, Praha, 17/2/2003 – J.Han, V.Votava, S.Zelenda: „Mezinarodni projekt BATCOS – nahled na technicke reseni“ (copy of the document)

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14 „Internet a konkurenceschopnost podniku“,5th conference, Zlin, 12/3/2003 –V.Votava, J.Han : „Vyuzitelnost vysledku e-learningovych pilotnich projektu BATCOS a GreTel programu Leonardo ve vzdelavani v podnicich“ (copy of the document)

15 Mlada Fronta DNES, 31/5/2003 – „Lide bez prace se uci pomoci internetu“ article (document copy)

16 Final meeting of headmasters of schools established by the Pilsen Region, Pilsen, 11/6/2003 – presentation by V.Votava: „Multimedialni kurzy na podporu vyuky informatiky na strednich skolach – ze ZCU zdarma nabidka vysledku evropskeho projektu Leonardo da Vinci“ (document copy)

17 5th International Conference MITIP 2003, Saarbrucken, Germany, 4-6/9/2003: J.Han: „Results of BATCOS on-line courses piloting in the conditions of SMEs“ (document copy)

18 The „4th Conference on Virtual University – ICETA 2003“, held by TU Kosice + elfa Kosice, 11-13/9/2003, Kosice, Slovakia (document copy)

Block of BATCOS project partner presentations: - V.Votava: „e-Learning Pilot Project of the Leonardo Program Development and

Piloting of Basic On-line Training Courses – BATCOS – for Education inside Companies“;

- J.Han: „Development of On-line Course Content – Course Author's Point of View – BATCOS project experience“;

- G.Fietz, T.Reglin: „eLearning for International Markets“; - M.Ruffino, S.P.Cotto, F.Queirolo, F.Tonelli: „Competency Needs Induced by

Production Model Innovation: The Starting Point of Batcos Project“; - Z.Lustigova, S.Zelenda: „Solutions and SW Tools for Development of On-line

Courses – A case of BATCOS Project“ - Z.Lustigova, S.Zelenda: „Continuing Education of Teachers and the Role of Their

External and Internal Motivation – comparative Study“

19 Ceremonial ratification of the declaration of cooperation and strategic partnership of the Pilsen Region and UWB, Pilsen, 22/9/2003 – presentation by V.Votava: „Vyuziti vysledku Leonardovskeho projektu elektronickeho vzdelavani – BATCOS – v PK“ (invitation enclosed)

20 BIC Pilsen bulletin no.5/2003 (September – October); by BIC Pilsen – „Multimedialni kurzy pro podnikatele“ (original document enclosed)

21 P.S.T.L. Presentation: „Batcos – basic web training courses, a new oportunity of growth for Ligurian SMEs ; Progetto Leonardo da Vinci“ for the SME association in Genoa, Italy, 8/10/2003 (copy of Invitation letter, first slides of presentation)

22 „REGIO 2003“conference (Pilsen, Karlovy Vary, South Bohemia Regions), Pilsen, 9-10/10/2003, organized by UWB, PK, MIM Consulting (document copy) Block of UWB presentations:

- V.Votava: „Priprava lidskych zdroju s vyuzitim e-learningoveho projektu BATCOS evropskeho programu Leonardo“;

- J.Han: „Moznosti vyuziti vysledku projektu BATCOS“; - J.Han: Technologicke aspekty provozu eL kurzu vyvinutych v ramci projektu

BATCOS“ (document copy) 23 P.S.T.L. presentation: „Batcos – basic web training courses, a new oportunity of

growth for Ligurian SMEs; Progetto Leonardo da Vinci“ for the SME association in La Spezia, Italy, 15/10/2003, (copy of Invitation letter, first sheets of presentation)

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24 P.S.T.L. presentation: „Batcos – basic web training courses, a new oportunity of growth for Ligurian SMEs; Progetto Leonardo da Vinci“ for the SME association in Savona, Italy, 22/10/2003, (copy of Invitation letter, first sheets of presentation)

25 Seminar „e-Learning a lidske zdroje“, Nectiny, Czech Republic, 23/10/2003, UWB + Rentel, presentation of experience with e-Learning (BATCOS and others) + workshop for those interested in the CD versions of courses (copy of program)

26 Presentation by P.S.T.L.: „Batcos – basic web training courses, a new oportunity of growth for Ligurian SMEs; Progetto Leonardo da Vinci“ for the SME association in Imperia, Italy, 29/10/2003, (copy of Invitation letter, first sheets of presentation)

27 Hospodarske noviny newspaper (Kariera Special supplement), 13/11/2003 – article title: „Kvalifikaci pomohou multimedia – unikatni projekt: Batcos z rodiny Leonardo da Vinci neni obycejny e-learning“ (copy of article)

28 International conference: „European Distance Learning Forum (EDLF)“, Pilsen, 26-27/11/2003, organized by European University of Prague, - J.Vacek: „E-learning v EU“ (referred to BATCOS) – (website information www.edlf.cz)

29 „Prumyslove inzenyrstvi 2003“ conference, Pilsen, 27/11/2003 – presentation by V.Votava: „Zkusenosti z e-learningoveho projektu BATCOS programu Leonardo“ (copy of documents)

30 Univerzitni noviny ZCU (UWB newspaper), December, 2003 : Eger, L.: Rozvoj E-learningu s otazniky (copy of article)

31 Presentation of BATCOS results during the international Experts Workshop “eLearning for international Users”. The experts’ workshop was attended by 40 eLearning experts from six European countries. BATCOS Cornelia courses have been demonstrated on the accompanying exhibition; BATCOS leaflets in English and German have been distributed, 27/10/2003

Section B – Publication of information on the project and on the developed courses (Internet, catalogue) 1 BATCOS project information flyer, two-page colour print in Czech (1000 pcs), English

(500 pcs), German (150 pcs) and Italian (150 pcs) (flyers enclosed) 2 Presentation of the courses at „Prihranicni hospodarsky portal Zapadocesky kraj –

Bavorsko“ website – http://www.regioport.com 3 Display of the BATCOS courses at http://institutmsp.ipm-plzen.cz, an internet educational

system operated by “Agentura pro rozvoj podnikani” (ARP recently merged with Czechinvest), Prague: „Distancni vzdelavani MSP“ (print of the website enclosed)

4 BATCOS – CD Demoversion Cornelia Kurse – Cornelia Course demonstration (see CD cover + CD Demo)

5 Background papers by Faculty of Mechanical Engineering of UWB for the presentation CD „Aplikovany vyzkum a vyvoj na vysokych skolach a vyzkumnych ustavech v Ceske republice“ prepared by the Technological centre of Academy of Sciences of Czech Republic; „The development of Multimedia Educational and Training Courses using Internet (with the optinal support by the CD)“ project + Czech version, delivered on 20/10/2003 (copy of documents)

6 Catalogue of courses and educational programs for lifelong education; offer for the 2003-2004 academic year, section „E-learningove kurzy“, pp.83 – 90 (extract of contents)

7 Information on the BATCOS website http://athena.zcu.cz/batcos: basic version launched in 2001, continuously expanded, final version in the form of a DEMO package (Czech, partially English) – see Internet

8 Information on the University of Genoa website http://dip.sv.inge.unige.it/ - see Internet

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9 4 interim reports on the BATCOS project – see the project reports (3 in English, 1 in Czech). Reports were assigned their own ISBN, ten volumes stored at libraries in the Czech Republic

Section C – Applications in college and secondary school study

1 The courses were incorporated into the existing accredited full-time study programmes: Mechanical Engineering and Engineernig (within eight subjects). Their English version will become part of the study programme in English, which is being prepared (its accreditation is scheduled to 2004). Four courses in English have already been used in teaching of foreign students; see the report by Dean of Faculty of Mechanical Engineering from 27th November 2003.

2 The courses are incorporated into existing accredited full-time and combined study programmes for Bachelor’s and Master’s degrees (within eight subjects). Two courses have been used for teaching; see see the report by Dean of Faculty of Education from 28th November 2003.

3 The courses are incorporated into three subjects within existing accredited full-time and combined study programmes for Bachelor’s and Master’s degrees. Their English version will become part of the upcoming study programme in English; see the report by the Dean of Faculty of Economics of UWB in Pilsen from 3rd December 2003.

4 Teaching staff of the above faculties are preparing further on-line courses, drawing on the BATCOS project experience. These courses are part of the development programme of MSMT for the2003-2005 period: „Vytvoreni jednotneho systemu e-learningu na ZCU“ – see reports by deans of the faculties in documents 1, 2 and 3

5 Application of the courses as support tools for full-time and combined instruction, lifelong education and courses offered to enterprises at Faculty of Management and Economics (FAME) and Centre of Continuous Education at UTB Zlin. Selected parts of the courses in English language will be offered to foreign Socrates/Erasmus students; see the report by the Dean of FAME from 24th November 2003

6 Application of the ECDL courses as study support of the subject “Práce s programovými prostředky – základy a pokročilí” in Institute of Biomedical Engineering CVUT; see the report by the Institute Director

7 Application of the courses as support tools for oresent study and lifelong education at Charles University in Prague/ MFF - see the report by the Vicedean of ChU/MFF.

8 Ten modules, exceeding the scope of ECDL syllabus 4 (of summer 2003), of the “ICT Basics” block of courses represent a complete set of topics for ECDL certificate award. The Czech Society for Cybernetics and Informatics (CSKI) – as a sole ECDL licencee in the Czech Republic – reviewed the 10 BATCOS modules and stated that “the BATCOS project product has been approved by CSKI as a teaching material suitable for preparation of ECDL testing of computer literacy and its contents meet the requirements of ECDL Syllabus, v. 4.0”). The “ICT Basics” block has been implemented in the EDEN LMS and the study articles compiled on CD as a simple e-book. 1000 copies of CDs were produced, out of which 750 have been delivered to the Multilicencing Centre (Stredisko multilicenci) of MSMT to be distributed to secondary schools in the Czech Republic. The possibility of copying the CD contents to the respective school’s server is included as well. Additional 50 CDs have been delivered to educational authorities in the Zlin regions to be experimentally used at other schools and Labor Office within the given region. Additional 60 CDs have been delivered to educational authorities in the Pilsen regions to be experimentally used at other schools and Labor Office within the given region. Contract with the

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Multilicencing Centre of MSMT is enclosed – see Annex 4.

The above dissemination activities are recorded in [7].

Section D -Presentations (undocumented)

1 Continuous information on the BATCOS project delivered throughout 2001 and 2003 at

regular workshops at Department of Industrial Engineering and Management of the Faculty of Mechanical Engineering of UWB

2 Continuous information on the BATCOS project delivered throughout 2001 and 2003 delivered at Steering Committee meetings at UWB

3 Presentation of BATCOS approach on the IST conference in Prague by Thomas Reglin, Head of Distance learning in bfz. Target group: eLearning experts on European level, 25/09/2001

4 Lindau, conference of the Bavarian State Ministry (STMAS, Staatsministerium für Arbeit und Sozialordnung, Familie, Frauen): Presentation of BATCOS approach during the Meeting “Telelernen als Chance für Frauen” by Brigitte Geldermann, Head of In company Training in bfz Bildungsforschung. Target group: Political sector, social partners, companies, Human resource managers, women interested in ICT, 05/10/2001

5 Dr. Jean-Marc Vincent participated in the conference on ICT-Technology organized by the Federal Institute for Educational Research; it was focused on pedagogical and didactical aspects of eLearning. Dr. Vincent took part in the workshop “distance Learning with ICT in the third generation”. Mr. Vincent presented in this workshop the BATCOS approach and spread leaflets to the participants, Target group: eLearning experts, training providers, VET-experts, 19-20/11/2001

6 Ms. Fietz/Mr. Vincent participated in the German annual Leonardo conference in Bad Breisig. The German BATCOS handout was distributed; presentation of BATCOS approach and discussions with eLearning experts in the frame of a workshop on eLearning in Leonardo projects. Target group of this conference: project promoters, training providers, VET-experts, 26/11/2001

7 Ms. Fietz and Dr. Eckart Severing had a meeting with the European Commission, DG. Education & Culture, Mr. Dibelius and Mr. Adrian Scherz. Focal point of this meeting was the identification of further eLearning activities in Europe based on the experiences gained in BATCOS. Besides that they presented BATCOS modules to the representative of the German Employers’ association in Brussels, Ms. Alexandra von Schoenaich Carolath, in order to investigate further eLearning activities promoted by social partners in Europe, 04/12/2001

8 Mr. Vincent took part in the exhibition at the eLearn Expo in Paris, 02/02/2002 9 bfz Bildungsforschung conference Nr 1 in the frame of “weiterbildung worldwide“ which

took place in Munich, in co-operation with the Federal Employers’ Association (BDA). The conference was accompanied by an exhibition on European eLearning activities in the foyer of the “Haus der Bayerischen Wirtschaft”. The conference and exhibition has been attended by 150 experts from eBusiness and Training. Ms. Geldermann presented BATCOS on a stand and gave an input about BATCOS example in discussion group I, 24/04/2002

10 bfz Bildungsforschung organised in the frame of “weiterbildung worldwide” a workshop on internationalisation of eLearning. Mr. Vincent presented BATCOS as an example for international product development. The workshop was attended by training providers, eLearning experts and representatives of political sector, 04/07/2002

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11 Ms. Geldermann presented BATCOS results on a conference on quality management, organised by the Federal Employers’ Association in Frankfurt, 16/07/2002

12 Presentation of Batcos Project at the conference "Berufsbildung 2002" in Nürnberg, Germany.The conference "Berufsbildung 2002" offers the occasion to inform and to exchange experiences between training experts and the public. Target group are vocational training experts, teachers, trainees, representatives of public employment services etc. Focal points are (inter alia) European and International issues concerning vocational training and virtual training offers & electronic learning means.Ms. Fietz from bfz Bildungsforschung gave a speech about the internationalisation of German training providers. European programmes play a crucial role when it comes to cross border product development. In this context she presented LEONARDO-DA-VINCI-Pilot projects: BATCOS, GreTel, 05/12/2002

13 bfz Bildungsforschung conference Nr 2 in the frame of “weiterbildung worldwide“ which took place in Berlin, in co-operation with the Federal Employers’ Association (BDA). The conference was accompanied by an exhibition on European eLearning activities in the Foyer of the “Haus der Deutschen Wirtschaft”. The conference and exhibition has been attended by 150 experts from eBusiness and Training. Ms. Geldermann presented BATCOS on a stand and gave an input about BATCOS example in discussion group II “Kooperationen als Mittel der Erschließung internationaler Weiterbildungsmärkte”, 01/10/2002

14 Presentation of the project at the e-Learning conference “Learntec 2003” in Karlsruhe. Learntec is the big eLearning event taking place annually in Karlsruhe. It is visited by international eLearning experts, companies, trainers. Bbw online had a stand; BATCOS handouts have been distributed; Demo-version of BATCOS-Cornelia modules at the stand of bbw online, 05-06/02/2003

15 Presentation of BATCOS project by bfz during the AK-International meeting of bbw in Nuremberg, Germany, 10/2/2003

16 Information of the Czech bfz concerning dissemination of the project results, Nuremberg, Germany, February 2003

17 Presentation by bfz of interim results during the AK-International meeting of bbw, Nuremberg, Germany, May 2003

18 Dissemination of BATCOS interim project results during the workshop of „GreTel“ project in Stresa, Italy, 18-19/5/2003

19 Presentation of interim results during the AK-International meeting of bbw, 03/07/2003 20 bfz Bildungsforschung was invited to present eLearning project GreTel and BATCOS on

the Conference on Digital Literacy which took place at the Centro de Congressos de Lisboa. The conference was organised by the Portuguese national Leonardo Agency in Lisbon on behalf of the European Commission, DG Education & Culture. Target group have been project promoters of Leonardo all over Europe, EU politicians but also companies. Bfz Bildungsforschung had a stand and presented BATCOS and GreTel project. (They shared the cost between these two projects.) Batcos leaflets have been distributed; BATCOS Cornelia modules of Business administration, Project management and eCommerce have been presented via an online simulation, 18-19/09/2003

21 Ralf Haselmann (eLearning department in bfz) presented BATCOS along with national bbw online modules in a Workshop for European training experts, organised by INWENT, October 2003

22 Presentation of BATCOS project results to the owner and rector of the PGP College of Engineering and Technology, Namakkal, India, including an offer of future cooperation in e-learning area (as part of broader cooperation between UWB and the PGP College). The offer was welcomed and more specific negotiations will take place in 2004. The meeting

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took place in Pilsen on 22/11/ 2003.

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Annex 2: Questionnaire for piloting

Questionnaire

Course mark: Course name: Course level: Date of piloting run: Piloting run organizer: Piloting run tutor: 1. About the course participant

No. Question Evaluation 1 Characteristics of company where you are employed -

branch:

2 Job position:

3 Size of company where you work: Less than 10 employees 10 – 50 employees 51 – 250 employees More than 250 employees I don’t know

4 Your age: Under 20 20 – 25 26 – 35 36 – 45 Above 45

5 Do you need further education? Yes I don’t know No

5a If yes, why?

6 Highest reached education: Elementary Apprentice Secondary University

7 What was your motivation for taking part in this course?

8 You signed up for the course: From your own initiative It was recommended to

you by your employer It was recommended to

you by the Labour Office It was ordered to you by

your employer It was ordered to you by

the Labour Office For other reason

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No. Question Evaluation 9 Knowledge of the course topic before taking the

course: None Little Average Significant Considerable I cannot judge

10 What do you expect to learn in the course?

11 Practical experience with work with PC: None Little Average Significant Considerable I cannot judge

12 What applications (programs) do you use

13 When was the last time you took a course or an exam other than a course or exam in safety at work?

During last year Sometime during the last

five years Last time was at school I cannot remember I don’t want to answer

14 How many internet courses have you previously attended?

2. Course content

No. Question Evaluation 1 For the given course level the course content was: Too general

Adequate Too detailed

2 The explanation was: Too brief Adequate Too detailed

3 Explanation was comprehensible: Yes Sometimes not No

4 In the study texts I consider redundant:

5 In the study texts I missed:

6 The manner of explanation was not suitable for me because (give reason):

7 In the explanation I particularly appreciate:

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3. Course structure

No. Question Evaluation 1 Did the introduction help you to find your way in the

following explanations? Yes Sometimes Not at all It disturbed (hindered) me I cannot judge it (I did not

read it) 2 Texts were mainly: Too long

Adequate Too short

3 Did the graphics suitably complete the study text? Suitably Unsuitably I cannot judge

4 Do consider the distribution of the study text and the graphic part on the screen:

Unsuitable Suitable Very suitable I cannot judge

5 Do you consider the use of animations, picture series, video in the course:

Useless Suitable Very suitable I cannot judge

6 Technical execution of the course was: Limited Adequate Sophisticated I cannot judge

7 Practical examples helped me in my study: Not at all To a limited extent Adequately Quite a lot Substantially I cannot judge

8 There are ... examples in the course: Few An adequate amount Many I cannot judge

9 Examples in the course are: Too simple Appropriately difficult Too difficult I cannot judge

10 How difficult were the given tasks? Limited difficulty Adequate difficulty Very difficult I cannot judge

11 What problems did you have with solving the tasks?

12 How difficult were the exercises? A Little difficult Appropriately difficult Very difficult

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I cannot judge 13 What problems did you have with solving the

exercises?

4. Communication in the course

No. Question Evaluation 1 Control of the EDEN teaching system was: Easy

Adequate Difficult Very difficult

2 What caused problems with controlling the EDEN teaching system?

3 Contact with the teacher in the teaching system was: Very good Acceptable Bad I didn’t make use of it I cannot judge

3a If the contact was bad, then particularly in?

4 Contact with other students in the teaching system was: Very good Acceptable Bad I didn’t make use of it I cannot judge

4a If the contact was bad, then particularly in?

5. Study conditions

No. Question Evaluation 1 The place where you studied was: PC at workplace

PC at home PC at home and

workplace PC elsewhere 2 If you used Internet somewhere else, then where?

3 What was the quality of the PC connection to Internet? Excellent Good Usable Bad I cannot judge

4 Did you study regularly? Yes No

4a If yes, how many hours a day did you study on average?

Less than1 hour 1 – 2 hours More than 2 hours

5 Could you also study during your working hours? Often Sometimes Never

6 How many hours did you study this course?

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7 Characterize your study conditions:

8 What is necessary for the improvement of your study conditions?

9 What disturbed you mainly in your study?

6. Study progress in the course

No. Question Evaluation 1 During the study of the course you mainly made use of: Instructions given in the

course Teacher’s instructions Your own method

2 I consider the possibility to organise the time of study during the course positive:

Yes Sometimes No

3 The study overloaded me and I didn‘t manage to meet the study plan:

Yes Sometimes No

3a If yes, how did you solve the problem?

7. Course of the course

No. Question Evaluation 1 Initial instructions about the study in the course were: Too short

Adequate Extensive Useless

2 Do you consider personal consultation in the course: Invaluable Very useful Necessary Useless I cannot judge I didn’t make use of it

3 Did you use the additional CD during the study? Yes No

3a If yes, how often? Sometimes Often Very often

3b If yes, why did you use the CD?

4 Did you follow the statistics about your study? No Hardly ever Often

4a If no, why?

4b If yes, which statistical data were of no use to you?

5 Which of the following study instruments were for you the most important (mark according to the importance - 1- most important, 6- least important):

Study progress overview Study texts Tasks

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No. Question Evaluation Exercises Tests Teacher’s advice Practical examples Images, graphics,

animations Sound and video

recordings Discussions with other

students Accompanying CD

6 What difficulties and problems occurred during the study?

8. Course organization

No. Question Evaluation 1 How do you evaluate the course organization: Good

Suitable Bad I cannot judge

1a What were the drawbacks:

1b Your suggestions for the improvement of the course organization:

9. Study results

No. Question Evaluation 1 Do you think that the course was useful for you? Yes

I don‘t know No

2 What did you learn in the course (name at least 2 items)?

3 Did you expect more from the course? Yes I don‘t know No

3a If yes, what?

4 Do you think you can make use of knowledge obtained in the course?

Yes I don‘t know No

4a If no, why?

5 What do you think are the advantages of this form of education?

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6 What do you think are the disadvantages of this form of education?

7 Are you interested in participating in other Internet courses?

Yes I don’t know No

8 What do you recommend to those who want to attend an Internet course?

10. Overall impression of the course No. Question Evaluation

1 What did you like most about the course?

2 What did you most dislike during the course?

3 What is your overall impression of the study materials on the web?

Excellent Very good Good Poor

4 What is your overall impression of the course? Excellent Very good Good Poor

5 Next time, would you prefer to study : In such an on-line course In classroom By using book

5a Why?

Date:

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Annex 3: Property rights – Agreement between the Contractor and the Partner

LEONARDO DA VINCI Community vocational training action programme

Second phase : 2000 - 2006 Procedure B

PROJECT CZ/00/B/F/PP-134013 Development & Piloting of Basic On-Line Training Courses

(BATCOS)

AGREEMENT BETWEEN THE CONTRACTOR AND THE PARTNER Contractor University of West Bohemia Pilsen Residing at: Univerzitni 8, 306 14 Pilsen Company Identification Number: 49 77 75 13 Established by means of the special Act no. 314/1991 Coll. Represented by: Prof. RNDr. Zdenek Ryjacek, Dr.Sc., vice-rector (henceforth referred to as a contractor) And Partner xxxx

Hereby Enter Into

Agreement of Exploiting the BATCOS Project Results

as follows:

I The above mentioned contracting parties are funded with financial support of the LdV project "Development and Piloting of Basic On-line Training Courses“ – BATCOS, No. CZ/00/B/F/PP-134013, under the auspices of the European Commission focusing on the creation of e-learning modules and related activities pursuant Article III. The contracting parties declare the will to be mutually obliged with the equal rules and liabilities by signing this Contract. This Contract is always signed in two identical version between the Contractor and each Partner individually. The list of Partners is enclosed in the Annex I).

II From the participants in the project BATCOS No CZ/00/B/F/PP- 134013 only the following are the authors of the developed modules:

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University of West Bohemia Pilsen Berufliche Fortbildungszenter der Bayerischen Wirtschaft gGmbH Tomas Bata University DIP - Universita di Genova The list of the developed modules is enclosed in the Annex of the Agreement.

III After the end of the project, the participation in the above-mentioned project entitles the above-stated contracting parties without charge to use the online modules and complementary CD for internal purposes only; e.g. for study and teaching, for internal personnel development etc. Based on this agreement they are allowed to exploit the e-learning courses created in the project, copy them, disseminate them, lend them, display them, communicate in them, modify them, process them, translate them into the national and the English languages as well as combine them with other e-learning courses. Copies of the e-learning courses can also be exploited in the same manner. If partners intend commercialisation of the courses they will agree in writing on a form of co-operation that ensures mutual benefit. It is necessary to negotiate the conditions of the commercial use between the applicant and the author mentioned in the Article II. The extent of the individual manners of the e-learning courses exploitation does not depend on the participants’ own level of contribution to them. Partners agree with the entering of the following clause at the products generated with this project support: This project has been carried out with the support of the European Community. The content of this project does not necessarily reflect the position of the European Community or the National Agency, nor does it involve any responsibility on their part.

IV The contracting parties hereby express their will to mutual gratuitous cooperation in performing activities pursuant Article II and to communicating knowledge necessary for it.

V Mutual communication will be carried out in the English language. The final law this contract is abided by and the legal rules resulting from is the Czech law. The decisive language of the partial Contract agreement is the English language.

VI The Agreement herein is concluded for a limited period of 3 years. The Agreement can be terminated upon the consensus of the contracting parties or with a three-month notice of the Agreement termination, starting the first day of the month following the notice’s delivery to the contracting party. Such a notice of Agreement termination will not affect the mutual rights and obligations of the other contracting parties. After the Contract termination, the contracting parties can use the Contract project products in accordance with the Article III, i.e. without another partner´s claim on any payment in case of non-commercial use only. In case of the commercial use, the subject modalities will be

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considered as the matter of agreement between the user and the author mentioned in the Article II. The Agreement is executed in the same number, as is the number of the contracting parties. Any modifications of the Agreement herein need to take the form of written amendments becoming an inseparable part of the Agreement upon the day of its signing by the last contracting party. Done in duplicate. In Pilsen For the Contractor: ……………….. University of West Bohemia Pilsen Represented by: Prof. RNDr. Zdenek Ryjacek, Dr.Sc., Vice-Rector In xxx For the Partner: …………………….