August 2018

H.I.T Piloting report

Table of contentsIntroduction......................................................................................................................................................2

Aim of report................................................................................................................................................2

Methodology................................................................................................................................................2

Testers..........................................................................................................................................................4

Experimentation in France...............................................................................................................................5

Feedbacks from France.................................................................................................................................5

Results of experimentation..........................................................................................................................7

Experimentation in Finland..............................................................................................................................9

Feedbacks from Finland................................................................................................................................9

Experimentation in Estonia............................................................................................................................11

Feedbacks from Estonia..............................................................................................................................11

Experimentation in Denmark..........................................................................................................................14

Feedbacks from Denmark...........................................................................................................................14

Conclusion......................................................................................................................................................17

1

IntroductionThis report documents the results of piloting the intellectual outputs from the H.I.T project, which is a 2 years Erasmus+ Strategic Partnership project called: Hospital Cleaners Innovative Training, funded by EU. There are 4 Intellectual outputs in the H.I.T project. This report documents the testing of IO1, IO2 and IO3.

IO1: A short video: The aim of the video is to value the work carried out by cleaners in healthcare units and to inspire people to get into the cleaning trades. The video is available in 5 different languages (English, Estonian, Finnish, Danish and French) on the project’s website https://hitproj.wordpress.com .

IO2: E-assessment tool: The e-assessment tool is designed to define for each learner the gaps to be filled in to allow him or her to perform high quality standards cleaning. You can access 5 different tests, which are available in 5 different languages (English, Estonian, Finnish, Danish and French).

IO3: Mobile cleaning games and mobile app: The mobile app HIT, which contains 5 minigames about cleaning. The games are suitable for use in a variety of teaching situations. They can be used in classroom situations for student differentiation, group assignments, to support and inspire learning and in revising. The app is available on android phones.

IO4: A teaching guide and piloting of e-learning tools: The teaching guide is a guide for teachers in the cleaning education with proposals for teaching methods and lesson designs to help teachers and trainers use the tools (video, e-assessment tool and mobile app) in an appropriate way.

Aim of reportThis is a report about piloting the e-learning tools: Each partner has been testing the implementation of the video, the e-assessment tool and the mobile app in every country. This report documents the results of this testing.

The teaching guide unfortunately has not been tested in any of the countries. The main reason is that the teaching guide was not available at the time of the experimentation. Later it was available in English. Unfortunately, the countries could not wait until the mother language versions were ready as classes in the vocational schools ended. Most teachers involved in the experimentation do not have enough level of English to consider the possibility to read and use the teacher’s guide during the experimentation in English.

MethodologyThe testing has been undertaken with at least a group per country (either VET learners or/and Hospital staff) and implemented by trainers and teachers who have taken part in the creation of the tools as they know the output, but not only.

An experimentation kit has been provided to the stakeholders:

an attendance sheet that all participants to the experimentation phase had to sign (learners and teachers)

an individual document to collect feedbacks and opinions about the different tools developed: the video, e-assessment tool, mobile apps. Learners gave a mark from 0 to 20.

a synthesis document per country that was filled in by the facilitator and it is the basis of this report.

a certificate we could complete with logos and deliver to the participants to the experimentation.

2

the e-assessment guidelines in English.

3

Testers4 countries: France, Estonia, Finland and Denmark.

158 participants:

118 learners 18 teachers 22 professionals

4

Experimentation in France

Period:

May 2018

Place of experimentation:

Vocational school “Les Sapins” in Coutances – Normandy

Participants:

34 learners (different groups attending classes to take a level 4 EQF diploma in cleaning and hygiene)

7 teachers from “Les Sapins” vocational school

1 school nurse

1 hygiene nurse

Feedbacks from France

The Video

Average of video marks: 13

Strengths:

Playful: feel like watching what's going on next. The hygiene rules to avoid nosocomial disease are well identified. Use the mistakes to learn. Good tool to train people. Interesting Information and facts about the topic. Love the shifted and funny side. Understandable. Video gives a positive image of the cleaner. Conveys the message about the importance of cleaning techniques. The idea of the superhero is really very positive.

5

Weaknesses:

Some mistakes in the cleaning practices but the video can be used as an educational tool. The poor quality of acting. It is a shame she makes so many mistakes. Lack of explanations.

E-assessment tools

Module 1

Average marks of module 1: 10

Strengths:

Certain important aspects to guarantee hygiene are well identified. Well designed. Interesting test.

Weaknesses:

Too many mistakes Some pictures are not clear enough Some questions were not understood. Some professional methods are different in France which generates some difficulties to answer

sometimes: facilitator needs to explain. Not complete enough because some factors are not mentioned.

General remarks module 1:

To highlight some factors responsible for nosocomial infections, we could have added:

a slide about septic isolation a slide to highlight sterilization of medical tools. a slide about waste.

Module 2

Average marks of module 2: 14

Strengths:

Clear, interesting, questions corresponding to the training program, which is a way to self-assess. Protocols corresponding to professional practices. Slides and questions clear, simple and relevant. Good tool to assess competences and knowledge.

Weaknesses:

Too many slides about pH

6

Module 3

Average marks of module 3: 17

Strengths:

Module clear. Situation precise and detailed corresponding to real-life situations. Test corresponding to French real life from the professional viewpoint.

Weaknesses:

None

Module 4

Average marks of module 4: 11

Strengths:

A good test to assess knowledge and competences.

Weaknesses:

Some slides were not well understood. Some slides not very clear.

Mobile app

Average of mobile app marks: 14

Strengths:

Pleasant to learn by playing. Competitiveness among learners to get the best score: a good way to motivate and learn.

Weaknesses:

The limited number of activities.

Results of experimentationWith this phase, we have had the opportunity to get a feedback from the learners and teachers considering the design of the tools but also the content itself. Thus, we had to improve the quality of certain pictures, some questions, clarify certain answers, correct misspellings, this is particularly true for the e-assessment tool.

Tools were also experimented during the multiplier event by professionals.

Their feedback was very positive. They consider the tools as pleasant to use but nevertheless very professional.

7

8

Experimentation in Finland

Period:

May 2018

Place of experimentation:

KSAO: Kouvola Region Vocational College- Finland

Participants:

32 learners

3 teachers

20 professionals

Feedbacks from Finland

The Video

Average of video marks: 10

Strengths:

Dynamic

Weaknesses:

The video has many mistakes, but in other hand you can use it to keep students’ interest in it and talking about the situations

The cleaning is so different in every country, so there are problems

E-assessment tools

Average marks of modules: 14

9

Strengths:

Assessment tool easy to fill

Weaknesses:

Some technical problems in the e-assessment tool M4 The cleaning is different in every country, so there are problems Work plans are different

Mobile App

Average of mobile app marks: 20

Strengths:

Playing is the way to reach young people

Weaknesses:

Some games were difficult to understand and play We need more games

10

Experimentation in Estonia

Period:

June 2018

Place of experimentation:

OÜ Puhastusekspert – Estonia

Participants:

12 learners

1 teacher

Feedbacks from Estonia

The Video

Average of video marks: None

Strengths:

Interesting facts Funny

Weaknesses:

None

E-assessment tools

Average marks of module 1: 18,8

Average marks of module 2: 19

Average marks of module 3: 18

11

Average marks of module 4: 18

Strengths:

Interesting Connection with real life Gives professional knowledges (PH scale) Possible to control your professional knowledge

Weaknesses:

Pictures are unclear Questions are sometimes difficult to understand Sometimes it is not possible to understand what was wrong Some exercises need better instructions Difficulties using ITC tools (older adult learners)

Mobile App

Average of video marks: 17,5

Strengths:

Games are interesting

Weaknesses:

There are no correct instructions for some games

12

13

Experimentation in Denmark

Period:

May-June 2018

Place of experimentation:

Skive College - Denmark

Participants:

34 learners

7 teachers

Feedbacks from Denmark

The Video

Average of video marks: 11

Strengths:

Funny Good way to make the students look for mistakes Nice material to use in the teaching Good dynamic and enthusiasm Good tool to raise awareness

Weaknesses:

Many mistakes A little childish

E-assessment tool

14

Module 1

Average marks of module 1: 12

Strengths:

Good and educational

Weaknesses:

Hard to mark – very small pictures

Module 2

Average marks of module 1: 15

Strengths:

Good and educational

Weaknesses:

Pictures disappear Need choices PH-factor is to wide

Module 3

Average marks of module 1: 12

Strengths:

Good and educational

Weaknesses:

Comprehensive

Module 4

Average marks of module 1: 15

Strengths:

Good and educational Good material Very useful material

Weaknesses:

Some of the pictures are almost invisible.

Mobile App

Average of video marks: 17

15

Strengths:

Really good tool to make some diversity in the teaching

Weaknesses

Hard to understand some of the tasks The game with the cleaning cart is not relevant in Denmark

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ConclusionThe piloting and testing of the e-learning tools has been important in the development of the material. The experimentation has allowed us to modify and improve both the e-assessment tool and the mobile app.

158 individuals from 4 different countries took part in the piloting representing a wide range of stakeholders – from learners to teachers and professionals. The feedback was very useful, and it was important to get feedback from all three types of stakeholders.

The general conclusion is that the e-learning tools were very well received. We got a lot of positive comments and useful suggestions for improvements. Overall, the participants think that it is beneficial to have materials and tools to improve and vary the teaching.

The video

The video has some mistakes in the cleaning practices and a lot of the testers pointed that out. The cleaning methods are very different in every country, which is why it is very difficult to make a video about it. However, the general view was that the video is a good teaching material, as it can be used to get the students to identify the mistakes.

E-assessment tool

The e-assessment tool got a lot off feedbacks about mistakes, unclear pictures and obscure slides. These feedbacks went directly to the e-learning expert in the project, who modified the modules right away to improve them.

The modules were received as a good way to get new knowledge and to test the students’ knowledge. Also, a good material to vary the teaching methods.

Mobile app with minigames

The piloting of the mobile app shows, that it has interesting games, which is a good tool to make some diversity in the teaching. Some students began to compete in the games to get the best score. The general feedback shows, that playing the minigames is a good way to motivate and learn. Some of the games were a bit difficult to understand and one game was deleted because it was irrelevant.

17