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Institute for the Improvement of Education

eLearning Project

Contents

1 INTRODUCTION 4

1.1 INSTITUTE FOR THE IMPROVEMENT OF EDUCATION 41.1.1 CENTER FOR PROFESSIONAL DEVELOPMENT 51.1.1.1 Responsibilities and Duties 51.1.1.2 Organization of the Center 51.1.1.2.1 Sector for Professional Development and Advancement 61.1.1.2.2 Sector for Internship and Management in Education 61.1.1.2.3 Sector for Quality Assurance of Professional Development Programs 61.1.1.3 What else does the Center offer? 61.1.2 INSTITUTE’S NETWORK 71.1.3 ICT INFRASTRUCTURE 81.1.4 TARGET GROUPS 9

2 ELEARNING PROJECT 9

2.1 PROJECT SUMMARY 92.2 ELEARNING INITIATIVE 102.2.1 REASONS BEHIND THE INITIATIVE 102.3 BOARD DECISION 132.3.1 ELEARNING 142.3.1.1 MAIN OBJECTIVE 142.3.1.2 SPECIFIC AIMS 142.3.1.3 TARGET GROUPS 142.3.1.4 SWOT Analysis 162.4 PROJECT SUSTAINABILITY 182.5 PROJECT TEAM 19

3. PROJECT ELEMENTS (OBJECTIVES) 20

3.1. ELEARNING SYSTEM 203.1.1. ORGANIZATION 203.1.2. REQUIREMENTS 213.1.2.1. LMS 213.1.2.1.1. LMS Available on the Market 223.1.2.1.2. Commercial – Open Source: Advantages and Disadvantages 233.1.2.2. Content Creation Tools 24

4. PROJECT IMPLEMENTATION ACTIVITIES 26

4.1. LIST AND DESCRIPTION OF PROJECT IMPLEMENTATION ACTIVITIES 264.1.1. CREATING BASIC PRECONDITIONS FOR THE IMPLEMENTATION OF THE PROJECT 264.1.1.1. Organizational preconditions 264.1.1.2. Technical, Technological and Software pre-conditions 27

Belgrade, December 2006. 2


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4.1.1.2.1. Space 274.1.1.2.2. Computers and Equipment 274.1.1.2.3. eLearning and Distance Learning Management Software (LMS) 284.1.1.2.4. Teaching Content Creation Software 284.1.1.2.5. Software Package Installation 294.1.2. DEFINING THE PROCEDURES 304.1.3. ESTABLISHING TEAMS 304.1.3.1. Administration and System Management 314.1.3.2. Program and Content Selection for the eLearning and Distance Learning System 314.1.3.3. Developing Teaching Contents 314.1.4. TRAINING 314.1.4.1. Training the LMS Administrators 314.1.4.2. Trainig the LMS Specific Users 324.1.4.3. Teaching Content Creators Training 324.1.4.4. Training all Management Structures of the Institute and the Regional Centers 334.1.5. SELECTING ACCREDITED PROGRAMS FOR INCLUSION IN THE SYSTEM 334.1.5.1. The selection of accredited programs that will be included in the Portal 334.1.6. DEVELOPING THE PLAN FOR THE APPEARANCE AND MAINTENANCE OF THE PORTAL

344.1.7. INSTALLING THE PORTAL ON THE INTERNET AND INTRANET AND TESTING THE SYSTEM 344.1.8. DEVELOPING THE FIRST TEACHING CONTENT 344.1.9. ORGANIZING THE FIRST BLENDED LEARNING COURSE – SEMINAR 354.1.10. THE FIRST EVALUATION AND ANALYSIS OF THE RESULTS 354.1.11. THE INCEPTION OF PERMANENT DEVELOPMENT OF TEACHING CONTENTS 354.1.12. THE BEGINNING OF REGULAR ON-LINE AND BLENDED LEARNING TRAINING COURSES 364.1.13. REGULAR MONTHLY EVALUATION 364.1.14. Pilot Project Implementation and Results 36



eLearning Project

1 Introduction

1.1 Institute for the Improvement of EducationInstitute for the Improvement of Education was founded by the Government of

the Republic of Serbia. It was founded by the Law on the Amendments of the Law on the Foundations of the Education System adopted in June 2004.

The Institute performs education-related jobs that are within the competence of the National Board of Education and the Ministry of Education and Sports, and those are:

• developmental, advisory, research and other education-related jobs in pre-school, primary and secondary education (Article 17)

• education-related jobs referring to the formulation of legal regulations that are within the competence of the Board and the Ministry as well as other jobs in accordance with the law, the Act on Establishment and the Statute (Article 18).

The Institute consists of the following organizational units – centers: Center for Strategic Development, Center for Curricula and Textbooks Development, Center for Professional Development and Center for Vocational and Arts Education.

Center for Strategic Development performs education-related jobs that refer to: strategic goals and tasks of the education system development during lifelong learning process; education of pupils with special needs; adult education; education of people who need special social support; education of children and pupils having problems with social adaptation; institutions network; the harmonization of the education system with European education systems; teaching and learning methodology and final exams and school-leaving “maturity” exams.

Center for Curricula and Textbooks Development performs the following education-related jobs: curricula development for all education levels and types, education of pupils with special needs, basic education abroad, adult education, education of people who need special social support and approval of textbooks and teaching material.

Center for Professional Development performs the following education-related jobs: development and improvement of continuing professional development system, license exam for teachers, pre-school teachers, school psychologists and pedagogues and school principals, evaluation of the quality of continuing professional development programs, subject-related and pedagogical assistance given to teachers, pre-school teachers, school psychologists and pedagogues, cooperation with teaching faculties, universities and other educational institutions in Serbia and other countries.

Center for Vocational and Arts Education is involved with the development, monitoring and quality assurance of vocational and arts education, professional



eLearning Project

development after secondary school, professional training, vocational and arts school-leaving „maturity” exam, master craftsman exam, professional training programs.

1.1.1 Center for Professional Development

1.1.1.1 Responsibilities and Duties

Center for professional development (Article 21) performs the following education-related jobs:

• Improvement of professional development system; • Licence exams for teachers, pre-school teachers, school psychologists and

pedagogues and school principals; • Evaluation of the quality of continuing professional development programs; • Subject-related and pedagogical assistance to teachers, pre-school teachers,

school psychologists and pedagogues; • Cooperation with teaching faculties, universities and other educational

institutions in Serbia and other countries.

1.1.1.2 Organization of the Center

Figure 1.



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1.1.1.2.1 Sector for Professional Development and AdvancementThe following jobs fall within the competence of the Sector for Professional

Development and Advancement: Quality assurance of career advancement Design and development of standards for quality creation, organization and

management of various professional development forms Design of standards for continuing professional development of educators Evaluation of professional development results

1.1.1.2.2 Sector for Internship and Management in Education Sector for Internship and Management in Education deals with: Quality assurance of licensing Development, monitoring and improvement of internship system Development and improvement of standards of knowledge, skills and abilities

necessary for a school principal Design of programs and organization of training for school principals’ license

exams

1.1.1.2.3 Sector for Quality Assurance of Professional Development ProgramsSector for Quality Assurance of Professional Development Programs deals with: Improvement of professional development programs Design and development of standards for quality creation, organization and

management of various professional development programs Monitoring and evaluation of professional development programs

implementation Development and creation of standards of professional development programs

1.1.1.3 What else does the Center offer?Among other things, the Center provides information on the system of

professional development of educators as well as the exchange of ideas relating to the improvement of the system. The following topics are discussed:

Optimal qualities of a teacher Education of future teachers Internship period and license exam Forms and content of professional development Quality programs of professional development Indicators of successful teaching Ways to improve educational work, etc



eLearning Project

1.1.2 Institute’s networkAs the following figure showa, the network of institutions dealing with the

improvement of education consists of:1. Institute for the Improvement of Education

a. Located in Belgrade in 2 facilities2. Regional Centers for the Improvement of Education

a. Nišb. Užicec. Čačak

Figure 1.1.2.1.


Institute for the Improvement of Education za unapređenje

Regional centers for the Improvement of Education


eLearning Project

The establishment of regional centers for the improvement of education has also been planned in other places shown on the map of the Republic of Serbia. The pace of the establishment of these centers depends on the available resources as well as on the development of the overall education system in Serbia.

1.1.3 ICT InfrastructureICt infrasture covers the complete network of the Institue and all locations and

activities of the Institute. ICT within the Institute covers all Institute’s network of business locations and activities. Figure 2. shows ICT architecture and components of the network.

Figure 2.

Figure 3. presents ICT architecture in every regional center.

ICT Department is fully prepared to give support to any elearning solution. ICT Department and Center for Professional Development are also ready to realize the eLearning Project in the Institute.



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Figure 3.

1.1.4 Target groupsProfessional development programs are intended for: Pre-school teachers Primary school and secondary school teachers School psychologists and pedagogues School principals

2 eLearning Project

2.1 Project SummaryThe introduction of elearning and distance learning system will improve the

functioning of professional development system and enhance its availability. During the pilot phase 2 accredited programs will be selected as well as 3

programs whose accreditation is expected in 2007 and they will be adapted to elearning system (created in digital form and in line with elearning standards). Three programs will be implemented as asynchronous elearning (constant access to the portal and teaching content through Internet or Intranet), and two programs as blended learning (combination of traditional and elearning). During this phase the programs combining traditional learning and elearning would be implemented in specially equipped rooms at the Institute, and later on in regional centers as well. The Institute will also be responsible for



eLearning Project

certification and potential testing of training ateendees. Regional centers will later take this role as well.Elearning system implies:

1. appropriate technical and technological equipment 2. appropriate organizational preparation 3. appropriate program content in digital form

More precisely:1. Technical and technological equipment implies computer-equipped rooms,

appropriate software for elearning system implementation, training of experts for the administration and testing of the system.

2. Organizational preparation includes the establishment of an organizational body that will implement elearning and define dynamic implementation plan and procedures.

3. Adaptation of the content of the selected programs to elearning system, or in other words, the creation of teaching content in one of content creation programs.

Expected results of project implementation are:a. Establishment and stabilization of elearning system b. Definition of elearning system procedures c. Adaptation of 5 programs and their conversion into digital formd. Implementation of 5 programs

Project evaluation would be carried out continuously.

2.2 eLearning Initiative

For the purpose of improving its service, increasing availability of accredited programs and monitoring their implementation and effectiveness, the Institute for the Improvement of Education has launched the initiative aimed at introducing elearning and distance learning system. The pilot phase would include elearning system implementation, the definition of procedures and the selection of 2 already accredited programs and 3 new programs whose accreditation is expected in 2007 and whose content would be adapted to elearning system.

2.2.1 Reasons behind the initiativeOur time witnesses numerous diverse and frequently radical changes in all

segments of human life. „Outburst“ of knowledge imposes changes in educational process, different roles of teachers, approach to learning and teaching process planning, different teacher-pupil relationship, individualization of teaching and training for lifelong learning. Changes in society impose the constant need for a qualified teacher.



eLearning Project

Development of information and communication technology enables easier recording and storage of knowledge on the one hand and simple and quick dissemination of knowledge on the other hand. Modern computer systems, global world network, program tools and data bases enable easy and quick search of data bases for desired information. Internet technology has brought about changes in all spheres of human life. However, the greatest and the most beneficial influence is felt in the field of education. Possibilities that the Internet offers in terms of access to learning content, communication, access to various kind of information, professional development, etc are open-ended. Certain tools (Learning Management System and softwares for teaching content creation) make the Internet a strong factor in education development.

It is well known that apart from its advantages, traditional instructor-led learning (cLearning – classroom based learning) has a number of drawbacks that elearning system can overcome (regardless of whether it is blended learning or independent eLearning):

a) Number of learners is limited and both place and time of program implementation are fixed.

Number of learners is not necessarily limited. The program is available to users at any place and any time. Groups may be formed from learners from Belgrade, Čačak, Subotica...b) The program is precisely defined in terms of its content and time regardless of

the heterogeneous learners, their individual abilities, level of their previous knowledge and interests.

eLearning enables individualization of teaching process by providing each learner with the possibility of advancing with the pace that suits his/her psychological and perceptive abilities and his/her previous knowledge, which makes learning more efficient and economical.c) During the program implementation, learners are either absent from their

working place or training programs are realized at weekends, which separates learners from their families. Programs last for 2 or 3 days in a row.

eLearning enables the teacher-led teaching process and program attendance. The duration of the program is not limited and learners choose time that best suits them for attending programs.d) With traditional ways of work there is no adequate testing of adopted knowledge

and skills. Modern programs for the design of teaching content enable the testing of learners before the program starts, in the course of it and when it ends. e) During the implementation of the program, participants work in groups, they

communicate and solve problems.Virtual classrooms, discussion groups, forums, chats and other cooperative tools enable learners to communicate and solve problems.



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f) The Law on the Foundations of the Education System stipulates that educators are entitled to 3 working days of absence from work on an annual basis in order to attend professional development programs, which limits the number of seminars they can attend.

Thanks to its characteristics, elearning makes it possible for learners to attend greater number of seminars, which influences their efficiency and education development in general.g) When the program ends, training attendees apply the acquired knowledge and

skills in their everyday work. Doing this they face certain dilemmas and problems that they solve on their own as they do not have the chance to meet again their instructor or group.

eLearning enables the application of the acquired knowledge during the program implementation and learners may solve the encountered problems with their tutor or other learners. They keep in touch with each other even when the program ends.h) Communication between learners and instructors, as well as among learners

themselves is limited and insufficient to make learning more successful.eLearning enables interaction both with instructors and other learners and in this way knowledge, experience and sources of information are exchanged and cooperation and knowledge sharing are encouraged.i) It is impossible to listen to the same lecture more than once and the exchange of

learning material among learners is limited. eLearning means that the teaching content prepared by an instructor (lecturer) can be used as many times as necessary and the exchange of learning material is also possible. j) Learners use only the reference material they get at the seminar and few of them

use other sources of information. eLearning means that learners use other electronic sources of information apart from the recommended learning material (experience of other countries, magazines, e-libraries, web sites). k) Evaluation of acquired knowledge is carried out either from time to time or not at

all.Apart from other modules (student, pedagogical, communication, expert), education software that supports electronic and distance learning implies the module of knowledge domain, which means that knowledge is evaluated at different stages and at the end of the program as well. Self-evaluation can be carried out at any time and in the course of testing learners are not allowed to use teaching materials. Data is statistically processed and stored.l) Learners are given the chance to cooperate at organized seminars, but they do not

keep in touch later.



eLearning Project

Electronic learning enables constant contact with learners during and after the course. E-mail contact, forums and discussion groups enable further cooperation, exchange of opinions, ideas and programs. m) Traditional way of organizing seminars enables face-to-face communication and

this is one of its strengths.Advanced audio-visual tools will pave way for such kind of communication both during and after the seminar.n) Material received at the seminar is limited to program content and there is no

additional material – glossaries, links… eLearning deals with teaching content that includes glossaries, links, AVI files (e.g. video recordings of experiments that entail a well-equipped laboratory…).

In accordance with the Constitution of the Republic of Serbia and National Information Society Development Strategy, we are joining the EU initiative:

The “eLearning: Designing Tomorrow’s Education” initiative was adopted by the European Commission on 24 May 2000. Following up the conclusions of the Lisbon European Council, it set out the principles, objectives and lines of action of eLearning, defined as the use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration. The eLearning initiative was welcomed by the Ministers of Education and by the Feira European Council in June 2000. (Commission of the European Communities - Brussels, 28.3.2001 COM (2001) 1 72 final)

2.3 Board decisionIn accordance with the initiative for the implementation of eLearning and

Distance Learning within the segment of professional development of educators, the Board of the Institute made a string of decisions ensuring conditions necessary for its realization which, among other things, include:

Implementator of the preparatory activities has been defined:o Taking a snapshot of the existing state of affairso Analyzing needs and segments in which eLearning and distance

learning systems would be appliedo Defining objectives and tasks of the Project Teamo Proposing the Project Team composition

Global objectives and tasks have been defined Decision relative to the need to develop the Project for the implementation of

eLearning and Distance Learning within the defined strategy, objectives and tasks has been made

Decision relative to the need to establish a team for the development and implementation of the Project of Introducing eLearning and Distance Learning into the process has been made

Time framework for the implementation of groups of activities has been defined



eLearning Project

2.3.1 eLearning

2.3.1.1 Main objective

Improving the system of professional development and increasing its accessibility by establishing and stabilizing the system of eLearning and Distance Learning.

.

2.3.1.2 Specific aims

Increasing the accessibility and quality of professional development of educators Enabling permanent access to the content of accredited programs attended by

participants Ensuring optimal professional advancement to the educators Increasing the efficiency of implementation of the accredited programs Increasing the level of knowledge and skills acquired since the system implies

testing and monitoring of participant’s progress Increasing the effectiveness of accredited courses Improving monitoring of program implementation and its quality Improving monitoring of project impact in education practice Increasing the quality of feedback for the purpose of improving individual

programs and CPD programs Establishing better links among same field experts (mathematics, languages,

art…) Creating conditions for establishing links with other institutions participating in

education and professional development of teachers both locally and abroad Improving communication between grassroots expert groups and Institute

program teams and raising the input quality level aimed at improving education and education programs

Creating conditions for joining the European Union Creating the teaching content data base in digital form Improving the speed and quality of record keeping of expert program trainees and

creating teachers’ portfolios Improving the quality of CPD output records Creating opportunities for commercial use of professional development programs

by extending services to other users

2.3.1.3 Target groups The target group in the Project Pilot Phase would include:

1. pre-school teachers2. elementary school teachers and secondary school teachers3. school pedagogues and school psychologists4. school principles



eLearning Project

The Education system employs more than 100,000 teachers and other educators. Figure 4. shows number of participants who went through any kind of training organized by the Ministry for Education and Sport or through Institute accredited programs - according to Ministry of Education and Sport statistics.

0

500

1000

1500

2000

2500

3000

3500

2003 2004 2005

Year

No of Participants

Figure 4.

After establishing the system and implementing the Pilot phase, it is planned to start with the use of the system aimed at professional development of educators in Institutes and the Ministry of Education and Sport.



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2.3.1.4 SWOT Analysis



eLearning Project

SWOT Analysis

Internal External

Stren

gths

Support of the Board and recognizing the importance of introducing the eLearning system

Staff is motivated to improve the professional development system

The support of Regional Centers employees

Experts participating in the project development and implementation

Technical capacities of project implementation (broadband internet connection and IT infrastructure)

Accredited programs

Current openings for new programs

Staff is prepared to work and learn and introduce new techniques of work

Staff is ready to take over the leadership role in the process of education development in the Republic of Serbia and approximation to the European Union standards.

Opportu

nities

Upgrading IT infrastructure and modernizing schools is currently underway – the Republic of Serbia Invesment Plan envisages equipping schools with computers

Motivation of teachers for professional development

Many schools are exerting great efforts on their own towards raising the level of IT skills of their employees (independently from accredited programs)

Motivation of program authors to have the programs implemented within the eLearning system, since it implies a larger number of trainees, higher quality of evaluation, program effects monitoring and record keeping of trainees

A need to establish better links between subject area experts and to improve their communication

Market analysis shows that education institutions are interested in new ways of learning, especially those ways which give teachers greater freedom of choice regarding program selection and



eLearning Project

SWOT Analysis

Internal External

Weakn

esses

Insufficient knowledge of the eLearning system This weakness will be eliminated through training of educators

Insufficient number of employees who possess adequate skillsAs the system develops and improves, adequate employees will be hired or experts will be contracted.

Insufficient number of computers needed to equip classroomsThe projects envisages procurement of equipment and facilities.

Insufficient funds. Support extended by a strategic partner may eliminate this weakness.

The accredited programs content is not available in electronic form. Teams will be trained which will adapt the programs to eLearning demands

Organizational structure of the Institute does not provide for a body in charge of eLearning needs The Project envisages the

Th

reats

eLearning, Distance Learning,are methods of learning that have not been used in schools in Serbia so far. A good marketing and presentation strategy should provide educators with information on the benefits of this kind of learning.

Teaching staff at all levels of education are not sufficiently trained in understanding all eLearning tools and services (non-existent IT skills) One of the strategic objectives of the Ministry of Education and Sport is to increase the IT skills level of teaching staff and using eLearning method requires basic IT skills.

Implementation of certain activities requires a long period of time and outsourcing, which consequently requires more long-term financial investment. Solution to the part of this problem lies with commercialization of the program – offering on-line training services to sectors other than education



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2.4 Project sustainability

According to the 56S/183 United Nations General Assembly Resolution, theWorld Summit on Information Society is held in two phases. The first phase was held in 2003 in Geneva and the second phase was held in 2005 in Tunisia. The world leaders state the development of the information society as the top priority, which implies introducing computers to all universities and schools, public libraries, museums, hospitals and other health institutions...It also implies elementary and secondary schools curricula reform, support in creating digital contenet in all languages spoken worldwide. The ultimate objective of the Action Plan is to ensure ICT technology access to at lease 50% of the world population. A set of measures targeting development and promotion of public information, ICT infrastructure development, access to information and kowledge, using ICT in schools as well as including ICT in school curricula (at least to the extent necessary for the wider population to become comuter literate at the earliest age thus enabling them to use the available services of the information society), development of distance learning system, promotion of distance work principle, development of digital content, software localization and translation of traditional knowledge, customs, hisoty...into languages of the world, must become a part of each and every national strategy.

Among other things, the Summit calls on all international and regional financial organization to set ICT projects as priority projects in view of their importance and the ripple effect they can have.

Introducing and stabilizing the eLearning system and creating teaching content in electronic form require substantial efforts and financial investment. Establishing the system and educating people who would be involved in the system's functioning and development will provide for further sustainability. The development of the information society, increasing the number of Internet users and improving technical aspects will result in an increased number of participants and the need to obtain a larger number of programs in electronic form.

The eLearning system will enable linking of the Institute with other similar institutions from the immediate surrounding. Emplyees from other education systems will have access to programs and opportunity to attend them, which would result in commercialization of this way of work and ensuring financial resources for further development. This will give the Institute a new quality and an important niche in the European education development process. In addition, establishing mixed groups of educators will provide for contact point and an opportunity to exchange ideas, programs and examples of good practice.



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The established eLearning system will be used for professional development od educators working in different Institutes and the Ministry of Education and Sport which will in turn, result in better performance.

Certain accredited programs can be marketed in areas other than education, they can be offered to companies and private enterprises. This would not require additional financial investment but it will provide financial support for new eLearning projects.

In addition, ready made teaching contents available on the European market (English Language, German Language...., Project Management, ECDL...) can be used for professional development of employees.

In the European Union member countries, and as of recently in the countries in our region, ECDL certificate is necessary in order to obtain employment, especially with the state institutions and organizations, but also in large, highly developed, economic systems. Serbia is committed to becoming a member of the European Union and in the membership preparatory process, Serbia must harmonize its system with the European standards, particularly in respect of conditions necessary to obtain employment.

2.5 Project TeamWith a view of attaining the strategic objective of the Institute and decision of

Collegiums, a team for the development and implementation of the eLearning System Project has been established.

Table 5.1.1. shows the team members

Name Position Tim position 1. Zoran Jakovljević Head of the CPD Head

2. Gordana MijatovićAdvisor coordinator in Zavod, member of National educational council

member

3. MSc Željko Stanković

Head of the Zavod ICT sector member

4. Sonja StamenovićeLearning and content creation systems expert

member

5. Toma Petkoski eLearning tools expert member

Table 1.



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3. Project elements (objectives)

3.1. eLearning System

3.1.1. OrganizationFor a successful, efficient, learner friendly and functional eLearning System, its

Organization is of crucial importance. Actually, main parts of the system are:1. LMS Portal (LMS Web Portal) 2. CLMS – Content Learning Management System3. Content Creation Tools

Figure 5.

Figure 5. shows the system organization which will ensure all defined performances and requirements of the system:

1. Learners and all other users will be able to access learning material at maximum speed

2. Regional centers will not be affected in any way by the connection quality and stability of higher level organizations

3. Management and administration will be centralized and managed by line departments



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Also, our organizational concept planning includes:3. Install LMS (with CLMS features) on Institute Web Server4. Install Content Server on separate server which is located in ICT Department and on

servers in each Regional Center5. Approve management and administration of LMS, only from CPD Department6. Install Content Creation Tools in CPD Department

3.1.2. Requirements

3.1.2.1. LMS

A Learning Management System (LMS) or Virtual Learning Environment (VLE) is a software system designed to facilitate management of educational courses to learners, especially by helping teachers and learners with course administration. The system can often track learners' progress, which can be monitored by both teachers and learners. While often thought of as primarily the tools for distance education, they are most often used to supplement the face-to-face classroom.

Components of these systems have to include templates for content pages, discussion forums, chat rooms, quizzes and exercises such as multiple-choice, true/false and one-word-answer. Teachers fill in these templates and then release them for learners to use. New features in these systems include blogs and RSS. Services generally provided include access control, provision of e-learning content, communication tools, and administration of the user groups.

A VLE should make it possible for a course designer to present to learners, through a single, consistent, and intuitive interface, all the components required for ana education or training course. Although logically it is not a requirement, in practice VLEs always make extensive use of computers and the Internet.

A VLE (LMS)should implement all the following elements:

The SCORM 1 & SCORM 2 for the System The SYLLABUS for the Course Internet, Intranet and network based Microsoft and Linux platform compatible MS SQL Server and MS IIS 5+ compatible Modular and upgradeable Easy of administration Support all (mostly used) multimedia tools and players

o MacroMedia flasho MS Power Point



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o PDFo .avi, .mp3, …o …

Support interoperability Ensure independent of contents Certified users can access contents unlimited number of times Durability Virtual Classroom concept Campus based courses Administrative information including the location of sessions, details of pre-

requisites and co-requisites, credit information, and how to get help A notice board for up-to-date course information Users registration and tracking facilities, if necessary with payment options Basic teaching materials. These may be the complete content of the course, if

the VLE is being used in a distance learning context, or copies of visual aids used in lectures or other classes where it is being used to support a campus-based course.

Additional resources, including reading materials, and links to outside resources in libraries and on the Internet.

Self-assessment quizzes which can be scored automatically Formal assessment procedures Electronic communication support including e-mail, threaded discussions and

a chat room, with or without a moderator Differential access rights for administrators, instructors, tutors, groups and

students Production of documentation and statistics on the course in the format

required for institutional administration and quality control All these facilities should be capable of being hyperlinked together Easy authoring tools for creating the necessary documents including the

insertion of hyperlinks - though it is acceptable (arguably, preferable) for the VLE to be designed so that standard word processors or other office software can be used for authoring.

In addition, the VLE should be capable of supporting numerous courses, so that learners and instructors in a given institution (and, indeed, across institutions) experience a consistent interface when moving from one course to another.

Also, according to the need’s analysis, in the next two years LMS have to support up to 500 concurrent connections.

3.1.2.1.1. LMS Available on the MarketThe supply of LMS (LCMS, CMS,..) software packages for eLearning system

management and control is very good. The majority of softwares offered meet the conditions stipulated by the Project and are available for both, currently most used platform, i.e. both for the WINDOWS OS and Lynux OS.

The softwares can be divided into two groups:



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Commercial software packages Open Source – Free of charge software

packagesMicrosoft ATutorBlackboard ClarolineWebCT DokeoseCollege MOODLECyberLearning .LRNIntraLearn SakaiLearn2Learn… World Circle SITOS Site@School... …

Commercial software package prices vary considerably and mostly depend on: Modules included in the system

o Base moduleso Cooperation – communication modules (Forum, Chat, Video

Conferencing o Blended learning

Number of users that will access the system Number of simultaneous accesses to the system Type of support required Purchase or renting

Open Source LMS software packages are free of charge and they can be downloaded from the Internet in its basic or expanded version.

3.1.2.1.2. Commercial – Open Source: Advantages and DisadvantagesBasic characteristic of software packages

Commercial Open SourceStable performance – guaranteed by the retailer who always sells a stable version. The retailer has the obligation to eliminate all possible errors or bugs.

The user huimself/herself chooses the version he/she will instal. The newest versions are by default unstable. There are no guarantees in respect of stability and functioning of all modules.

The training process in known in advance – retailers have their own training and education centers. Some retailers include the training costs in the package price, while others charge training separately.

The training process is not precisely defined. The user herself/himself chooses a training center or an individual training provider. Training is always charged separately and quality wise there are no guarantees.

The retailer guarantees support and assistance (some charge for this service, others do not) and the contact point for

Support is always contracted and paid for separately.Typically this is done with companies or individual support providers



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Basic characteristic of software packagesCommercial Open Source

support and assistance is known to the buyer at all times.

which are in no way linked to the manufacturer.

Buyer is regularly updated on new versions, innovations, bugs, errors and ways to resolve these problems.

The user himself/herself has to stay abreast with new versions published, protocols on bugs, debugging...

The software package manufacturer as well as the manufacturer of each induvidual module are known, available and obliged to provide service in respect of their functioning as advertised.

A software package is often composed of modules whose manufacturers are not always known nor available. There are no guarantees in respect of modules’ functioning. Team members’ personal experience tells them that many functions do not perform as advertized.

BlackBoard software package has best track record

MOODLE software package has best track record

Most frequent users are: State administration and bodies and

institutions Large-scale enterprises Big universities and faculties

Most frequent users are: Mid-scale and small-scale

companies Universities and faculties Elementary and secondary schools

ExperienceThe LMS software package installation and exploitation costs are more or less the same, irrespective of whether commercial or Open Source software is used. The savings on commercial software procurement costs are invested in training, support and staff necessary to work in Open Source software packages. ConclusionAs a state owned and run institution which, due to the importance it has in the education system of the Republic of Serbia, the Institute must have a stable eLearning system, good technical support and training, and it should opt for the purchase of one of commercial LMS software package.

3.1.2.2. Content Creation ToolsContent Creation Tools are a neccessary component of eLearning and Distance

Learning. These tools should enable easy creation of dynamic HTML objects as learning

modules while programming proficiency is not required. The Content Creation Tools usually have an integrated HTML editor which offers a possibility to organize lessons as an elaborate and hierarchical structure. One course consists of multiple lessons and each lesson consists of multiple pages as defined by ISCORM standards.

Creating lessons and contents must be done in accordance with users' requirements and needs.Belgrade, December 2006. 25


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Content Creators should ensure that the created teaching contents have the

following:→ text→ drawings→ animation→ video recordings→ audio recordings→ hyper links→ interactive buttons→ different information levels...

These tools should ensure that the data can be entered in teaching contents in standard formats (text files, Word documents, Exel tables, PowePoint presentations...). The lesson pages developed in the Content Creator must be done according to the learning standards (Sylabus) and e-Learning (SCORM). All other auxiliary tools should be accesible on all levels and from each page. Apart from the lesson content, the following elements should also be available to the user:

→ dictionary of unfamiliar terms→ notes made during the learning process (white table)→ dictionary of foreign words and phrases→ video recordings and animation→ direct links to Internet pages necessary in the learning process of the particular

lesson→ direct links to other contents→ interactive testing

The possibility of self-testing and testing is particularly important for training and it represents one of compulsory requirements of the afore-mentioned standards. Testing and self-testing must be offered as an option both before and after learning of each and every lesson. It is necessary before the learning starts in order to determine the knowledge level and thus the way for further training. Testing is compulsory after completion of training, which provides the participant with an opportunity to determine in a simple and motivating way how much progress she/he has made. Teaching content creation tools must enable the creator, without him/her being proficient in programming, to make tests which include simple type problems requiring answers:

→ by linking adequate concepts with the „drag and drop“ method→ by choosing the right answer among several offered answered→ by listing ideas in a certain logical order→ by filling in the blanks with one of the offered answers which are given in a

drop-down menu→ by filling in the blanks→ by choosing the right word→ by using infomap (a drawing which changes in appearance when the mouse is

dragged over itd)



eLearning Project

→ by marking certain parts on a given drawing or picture→ ...At the end of testing, an option of getting the score rate expressed in precentages

should be available for each individual user, as well as information regarding future steps to be taken in order to make further progress, or recommendations what to do next: to proceede to the next lesson, to repeat the current one, to go back to the previous lesson...

Everything mentioned above should make Content creators a professional tool for developing and organizing teaching contents.

Teaching content creation tools are usually software packages, although in some LMS software packages their integral parts can be found (Microsoft, MOODLE...). The experience tells us that in cases when we have integral parts of LMS software, they do not meet all the afore-mentioned criteria but they provide a tool for teaching content creation with basic elements only. Pennywise, this may be a better solution, but it does strip the end-user of a possibility to create high quality teaching contents and to apply all modern tools and componenets of eLearining.

4. Project Implementation Activities

Activities such as determining needs for introducing eLearning and Distance Learning, making a snapshot of the current state of things, defining tasks and objectives for introducing eLearning, analysis of a possibility to introduce eLearning, determining who will be in charge of activities, establishing the team that will be in charge of developing the project...are realized as the preparation for the development of this Project.

The implementation of this Project is planned through a string of activities. Some of the activities are subject to the completion of preceding activities, while some activities can be implemented paralelly. And in respect of deadlines they are not inter- dependent.

4.1. List and Description of Project Implementation Activities

6.1.1. Creating basic preconditions for the Implementation of the Project

4.1.1.1. Organizational preconditionsELearning and Distance Learning System, as any other system, has its periods of

life: Introduction period and Period of development and regular use Introducing the system is a complex job and it requires experienced and highly

skilled experts from different areas. Elsewhere it is customary to have a team composed of experts coming from the Institution into which the system is being introduced and Belgrade, December 2006. 27


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outsourced experts who are experienced in the implementation of projects of this kind, who manage the System Introduction Project.

Such a team is usually headed by a person from the Institution with a high level of authority. Therefore, it is necessary to name an Expert Team for the Implementation of the eLearning and Distance Learning Introduction Project

During the period of development and regular use, the eLearning and Distance Learning system requires highly skilled people, organized and team work, coordination with all entities within the Institute, timely and high quality execution of the set tasks and activities. The system will complement the basic function of the Institute and thus considerably affect its effectiveness and efficency. Managing the system, its maintenance, control of its functioning and content must be conducted by an authorised department of the Institute, making it necessary to form an organizational unit within the Institute (or task an already existing one with these activities) which would be responsible for the functioning of eLearning and Distance Learning system.

Implementation time: 1. month of the Project implementation. Ownership: Institute

4.1.1.2. Technical, Technological and Software pre-conditions

4.1.1.2.1. Space

On the basis of the set objectives, tasks and the snapshot of the situation of the existing resources (computer network, Inernet access...) the Project Team has defined the necessary conditions that need to be met, as well as the equipment and software which needs to be procured. Since the Institute plans to hold part of the training in its facilities applying the blended learning technology, as well as to provide the participants with access to materials available on its Intranet network, it is necessary to provide one room that would be used as a classroom for the maximum of 25 participants.

Implementation time: 1. month of the Project implementation Ownership: Institute

4.1.1.2.2. Computers and EquipmentFor the purpose of establishing the eLearning and Distance Learning System,

providing equipment for classrooms and work space, and the development of teaching content, the Pilot phase of the Project envisages the procurement of the following:

2 Servers with WINDOWS 2003 Server Operation System (detailed specifications of each individual server is supplied in the Project Addendum)

o On one server a LMS Web Portal would be installedo The Second server would serve as the Content Server

1 PC for network administration and protection from unauthorized access (a detailed specification is supplied in the Project Addendum)

15 PC with WINDOWS XP OS – (a detailed specification is supplied in the Project Addendum)



eLearning Project

o The computers would serve as training work stations, while five of them would serve as teaching content work stations

The necessary network equipment and communication SW for establishing the Intranet network and its linking to the Internet connection

Implementation time: 2. and 3. month of the Project implementation Ownership: Institute

4.1.1.2.3. eLearning and Distance Learning Management Software (LMS)LMS (Learning Management System) software package is the basic element of

eLearning and without it the system cannot be established while meeting all the requirements stipulated by the Project.

As it has already been said, the Project Development Team recommended the purchase of a commercial software.

Members of target groups defined by the Project (pre-school teachers, primary and secondary school teachers, school pedagogues and school psychologists, school principles) mostly do not speak English, while the majority of LMS software packages have user interface in the English language. This is the reason why when selecting LMS system attention should be paid to:

the option ensuring work in multi-language user interface and/or the possibility for simple software localization (translation into the Serbian

language), if the Serbian language does not exist as an optionActivities which should be carried out during the procurement procedure: Defining criteria for choosing the provider offering most favorable conditions Publishing tenders for Project defined requirements Collecting bids Analyzing bids, negotiations with providers Coosing the most favourable bid Software procurement

(Note: depending on the source of financing, it is possible that the Institute will opt for procuring software from a particular market (for example, the European Union) or even from a particular manufacturer, in which case activities would be redefined.

Implementation time: 2., 3. and 4. month of the Project implementation Ownership: Institute and the Project Implementation Team

4.1.1.2.4. Teaching Content Creation SoftwareIn order to adapt the teaching content to the eLearning and Distance Learning

system and to have them created in keeping with the latest effective standards, it is necessary to obtain adequate and appropriate specialized software packages. In this software category there are two groups of software tools:



eLearning Project

Tools for creating particular elements of teaching material (animation, audio and vido sequences, presentations...) –frequently called multi-media and graphics processing programs

Tools that connect and group the elements of teaching materials into lessons, courses, pages... – frequently called Content Creators

For Project implementation, and in accordance with the set requirements, it is necessary to procure software packages from both program groups such as:

From the first group:o Microsoft Office 2003 Profesional (PowerPoint) – 5 licenceso Macromedia Flash (Animation development) – 5 licenceso Corel (ili Adobe) Suite – image and photograph processing – 5

licences From the second group:

o Contet Creation Tools – 5 licences

It is not necessary to conduct the manufacturer selection procedure for programs from the group, but only the provider selection procedure, because the manufacturer is already known.

Program packages from the second group are usually manufactured by LMS system manufacturers, therefore this component should also be defined as one of the evaluation criteria in the selection procedure:

Activities related to procurement of teaching content creation software packages should be implemented by:

Defining criteria for the selection of the provider offering best conditions Publishing tenders for Project defined requirements Collecting bids Analyzing bids, negotiations with providers Choosing the most favourable bid Software procurement


4.1.1.2.5. Software Package InstallationActivities that should be implemented at this stage are as follows: Designating a person who will act as eLearning and Distance Learning system

administrator (in the Pilot Project it could be one person) Providing conditions required by the manufacturer based on the

manufacturer's specifications. Since the hardware and software conditions are provided for during the implementation of previous activities, it is necessary to make a resource distribution plan in conformity with the available resources, to determine program locations and data, as well as other parameters required by the manufacturer.

Software packages installation



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Implementation time: 5. month of the Project implementation Ownership: Institute, the Organizational Unit tasked with the eLearning system, System Adminsitrator, Manufacturer (Retailer) and the Project Implementation Team

4.1.2. Defining the proceduresThe Institute for the Improvement of Education is an institution which, among

other things, approves (accredits) professional development programs for educators. The Institute has prescribed procedures and bodies which are tasked with the implementation of program approval activities. However, the Institute does not have the procedures and bodies that will accredit program content nominated to become teaching content in the eLearning and Distance Learning system.

The Institute is an official institution in the education system which has to obey the rules and standarde prescribed by the competent education institutions, as well as internationally recognized standards in the field of eLearning and Distance Learning. For that reason, teaching contents wishing to make their way into the eLearning system must pass certain evaluationa and approval procedure.

Activities that need to be implemented in this process are as follows: Defining standards necessary for nominating content of educator professional

development programs to be included in eLearning and Distance Learning system

Defining procedures for program and their content approval Establishing (or designating) bodies that will participate in the procedure

Implementation time:1., 2., 3. and 4. month of the Project implementation Ownership: Institute and the Project Implementation Team

4.1.3. Establishing TeamsAfter establishing the necessary preconditions, defining the criteria and teaching

content selection procedure, all other technical, technological, application and organizational preconditions are available enabling further activities aimed at implementing the Project. In order to continue with the implementation, it is necessary to define who will do what in the eLearning system and train those employees for that work (or hire people who have already been trained, this being very difficult and expensive).

There are three group of activities in this phase which are of vital importance: Administration and eLearning and Distance Learning system management Selection of programs and contents that will be included in the system (in the

Pilot Phase 5) Developing (adapting) teaching contents to the eLearning system (in the Pilot

Phase 5)



eLearning Project

4.1.3.1. Administration and System ManagementImplementation of previous activities has already defined who will be tasked with

these activities.

4.1.3.2. Program and Content Selection for the eLearning and Distance Learning System

The policy and criteria for programs and their content approval are not sufficent for these contents to find their way into the eLearning system. Institute's eLearning system development and implementation policy, participants' interest, analysis of the participant's habits to use the eLearning system, its accessability to certain users, singularities of the Program...represent additional criteria for including a program in the eLearning Protal. For these reasons, it is necessary to establish a special body that would make a selection of programs for the eLearning system.


4.1.3.3. Developing Teaching ContentsDeveloping (adapting) teaching contents for inclusion in the eLearning system is

a process which needs to include a team consisting of experts from different fields. The team for the creation of teaching contents is mostly composed of following experts:

Instruction designer Subject area expert IT person Expert for image processing, developing animation and video clippings Quality and standards adherence inspector

For a sucessful implementation of those activities it is necessary to establish a Team for developing (adapting) teaching contents that will be included in the eLearning and Distance Learning System.

Implementation time: 2. month of the Project implementation Ownership: Institute and the Project Implementation Team

4.1.4. TrainingBy implementing the following activities the organization, environment and teams

have completely been formed. In order to commence with the use of the eLearning system it is necessary to train staff who will work on certain activities in the eLearning system.

4.1.4.1. Training the LMS AdministratorsLMS Administration is of crucial importance for the functioning of the eLearning

and Distance Learning system. The Administrator initiates the whole system, enters and



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maintains users, links teaching contents, sets parameters for the whole system, allocates rights to users…which requires, firstly, training of persons who are designated to administer the system. In the Pilot phase of the Project it is sufficient to have one person do that work, but for security reasons and for the purpose of ensuring good functioning of the system at any given time, it is necessary to train at least two Administrators.

Implementation time: 5. month of the Project implementation Ownership: Institute, Project Implementation Team and LMS Retailer/Manufacturer

4.1.4.2. Trainig the LMS Specific UsersAdministration iz only one of the LMS management role. Many other users with

specific roles - teachers, clasroom teachers, content creators, tutors.. - can manage some part of the LMS. Every of them have to pass trainigs of LMS management.

In the pilot phase of the Project LMS management trainig have to pass: 1 of the executors from every chosen Project (5) 2 members of the Project Implementation Tim 1 Intstitute’s employee

Implementation time: 7. month of the Project implementation Ownership: Institute, Project Implementation Team and LMS Retailer/Manufacturer

4.1.4.3. Teaching Content Creators TrainingAs mentioned before in the previous chapters, there are two groups of activities in

the teaching content creation process, i.e. two different software tools: Creation – composition of courses, lessons and pages – meaning that one part

of the teaching content is created but the majority of it is composed from ready made elements like pictures, charts, animation, video clippings...

Creating teaching content elements such as image processing, animation development, edditing video clippings, developing interactive maps....

Since it was decided to select and adapt five accredited programs for the eLearning and Distance Learning system, it is necessary to train:

3 + 1 persons for Content Creation tools (3 teaching content creators + 1 Instruction designer)

2 + 1 persons to work with the MacroMedia Flash programming tool for animation developing (the Instruction designer is also included here)

Implementation time: 5. month of the Project implementation Ownership: Institute, Project Implementation Team and Content Creation Tool Retailer/Manufacturer



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4.1.4.4. Training all Management Structures of the Institute and the Regional Centers

The eLearning and Distance Learning system is a novelty in the business system of the Institute. In order to successfully introduce the system and keep it functioning well, it is necessary to achieve good cooperation and support of all business structures of the Institute on the one hand, and to inform them on the benefits and opporutnities that the system offers to the whole business structure of the Institute on the other hand. The managers of the organizational parts of the Institute and Regional Centers must be well informed on the following: introduction of new business processes in business operations; what are the opportunities this offers to the Institute and to them; what are their obligations in the functioning of this new system; how to use that system in order to improve business activities...

Implementation time: 1 month of the Project implementation Ownership: Institute, Project Implementation Team

4.1.5. Selecting Accredited Programs for Inclusion in the System

After all persons involved in the implementation of the Project have been trained, the next phase follows i.e. making preparations to furnish the system with teaching contents.

In the education system of Serbia there is no experience in the area of applying eLearning and Distance Learning in professional development of educators, thus there are no teaching contents (seminars, courses, preparation for obtaining professional licences...) adapted to this kind of system of learning and professional development.

The acceptance rate of the System will largely depend on the initial selection of programs and their content.

4.1.5.1. The selection of accredited programs that will be included in the PortalIn order to adapt the selected programs to the eLearning system it is necessary to

achieve full cooperation from the programs' authors. Firstly, the authors should provide the Content Creation Team with teaching contents of the Program, and secondly to delegate an expert to the Content Creation Team.

The Pilot phase will see 5 programs selected.

Implementation time: 6. month of the Project implementation Ownership: Institute, Project Implementation Team, Content Creation Team



eLearning Project

4.1.6. Developing the Plan for the Appearance and Maintenance of the PortalLMS has been installed. The necessary knowledge exists. Before the Portal is set

up, it is necessary to develop a plan for the apprearance, structure, concept and content of the Portal. In addition, it is also necessary to define who does what on the Portal and in what phase of the system development. Despite the fact that there is no teaching content available, certain things can be included in the Portal:

News Banners Forums Chat rooms ...

for the purpose of promoting the system and gathering suggestions, remarks...Also, at this point it is necessary to enter users into the system (team members and employees of the Institute who should be able to access the system in the development phase), with defined roles and access rights.

Implementation time: 6. month of the Project implementation Ownership: Institute, Project Implementation Team

4.1.7. Installing the Portal on the Internet and Intranet and Testing the System

Pursuant to the adopted concept and the planned content, the Portal can be experimentally posted on the Intranet of the Institute and on the Internet.

Implementation time: 7. month of the Project implementation Ownership: Institute, Project Implementation Team

4.1.8. Developing the First Teaching Content

After the selection has been made and agreement with the authors has been reached, the next phase is adapting (creating) teaching contents for the eLearning system. In the Pilot Phase, the contents would be done Program by Program, without a possibility to do more than one program at the time. Content development implies verification procedure by the competent authorities of the Institute.

Implementation time: 7. and 8. month of the Project implementation Ownership: Institute, Project Implementation Team, Content Creation Team, Program authors, Quality evaluation and accreditation experts



eLearning Project

4.1.9. Organizing the First Blended Learning Course – SeminarTo kick start the process, the best thing would be to organize a Blended Learning

Technique Course. This would enable both the presenters and the creators as well as the participants and the Institute to get acquainted with the eLearning system, to detect drawbacks in the teaching materials, both contentwise and presentationwise, and to recognize the need for introducing new technologies into the professional development system.

Implementation time: 9. month of the Project implementation Ownership: Institute, Project Implementation Team, Program authors

4.1.10. The First Evaluation and Analysis of the Results

At the first course organized by applying eLearning method, user accounts are opened for all participants so that they can access and use resources of the eLearning and Distance Learning system. After the completion of the course, the participants are provided with a possibility to log on to the system, use teaching contents, participate in forums and discussions, submit questionnaires to the trainers and the Institute and communicate among themselves.

Instruments and evaluation will include: Posting a survey on the Portal one month after the completion of the course Opening a Forum and discussion groups on the course

Evaluation parameters will be: Number of survey participants Survey results Number of participations in forums and discussion groups Number of communications achieved among the participants themselves


4.1.11. The Inception of Permanent Development of Teaching Contents

After the initial experience and the first Evaluation, inputs and guidelines necessary for further development and improvement of the eLearning and Distance Learning systems have been received.

Implementation time: 11. month of the Project implementation



eLearning Project

Ownership: Institute, Project Implementation Team, Content Creation Team, Program authors

4.1.12. The Beginning of Regular On-Line and Blended Learning Training Courses


4.1.13. Regular Monthly EvaluationImplementation time: 13. month of the Project implementation Ownership: Institute, Project Implementation Team, Content Creation Team

4.1.14. Pilot Project Implementation and Results After eighteen months of work on the development of the eLearning and Distance

Learning system as a supplementary tool for professional development of educators, after six monts of experimental operation of the Portal and application of the system in the professional development process, and based on regular monthly evaluations and acquired experience, a comprehensive report on the performance, efficiency and effectiveness of the system will be made and proposal as to what to do next will be given.

Implementation time: 18. month of the Project implementation Ownership: Institute, Project Implementation Team and other teams

5. Budget Projection

Estimated budget reqirements

Expences Estimate budgetEquipment

70 000,00 euros

Software: LMS Content Creator Macromedia Flash Office 2003

TrainingDeveloping Teaching ContentsHuman Resources


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Documents