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  • Cooperation with UNINETTUNO for staff training and retraining by means of tailor-made courses

    In view of a possible collaboration with UNINETTUNO in the field of vocational and professional training, UNINETTUNO will take on the cooperation model it followed in the previous examples that will develop according to the following macro-activities:

    1. Analysis of the educational needs at the level of vocational training departments. Tools: focus groups, stakeholders’ direct involvement, one-on-one interviews, in order to define objectives to be met.
    2. Setting up mixed work groups to define educational paths: selected experts will collaborate with UNINETTUNO’s teaching body to define the most suitable learning paths that will help reach all previously defined objectives.
    3. Implementation of a UNINETTUNO dedicated educational platform, realised following UNINETTUNO model offering all didactic functionalities and technologies UNINETTUNO has developed within a dedicated web-based area;
    4. Training for tutors and professors delivering video lectures, to be selected from UNINETTUNO’s teaching body, given their expertise in the fields to be covered. Professors covering video lessons will be trained to use the proper new media jargon in order to trigger learning processes. They will also be trained in the use of with television languages in order to be able to realise lectures and contents related to video lessons. Such tutors will learn how to manage the motivational, didactic and technical aspects defining the platform, set online appointments via forums, chat and Virtual Classrooms and monitor students’ progress.
    5. Defining all face-to-face training activities (project work, on-the-job training, problem-solving learning) that could help complete educational paths
    6. Course production and publishing: producing, digitalising, indexing and bookmarking video lectures at the UNINETTUNO production centre, supporting didactic content production and publication, transforming didactic material in metadata format, setting up forums, chat rooms and virtual classrooms for every learning path
    7. Spreading and exploitation of already available educational and training contents: creating a Hypermedia Knowledge Database based on keyword tracing and associations by topics, searchable by accredited users via the Virtual Library functionality. This is a semantic search engine implementing Artificial Intelligence algorithms, where searches on didactic content repositories will supply results “weighted” on previous search history of the individual users. Such results will link video lectures or indexed video lecture sub-issues available in the repository (slideshows, texts, course literature, how-to guides, in-depth studies). As a result, the platform will be used for both learning paths as well as a reference point for supporting work processes once the training has reached its final stage.
    8. Maintaining the platform evolution and its technical and didactic support: systematically managing the platform, developing the functionalities implemented simultaneously with the UNINETTUNO main platform www.uninettunouniversity.net , technical and didactic support provided by available UNINETTUNO contact points;
    9. Training related to the launch of a new product or process: production and publishing of Instant Courses that will refer to themes that could come about during the collaboration and would need quick training and a larger international overview, such as: new products launching, introduction of new processes or technologies within the workflow etc.

    The blended learning model thus proposed combines traditional education efficiency with the potentials of new technologies; one of the advantages lies in the possibility of reusing a single training path for an undefined number of times and users; the possibility to trigger new learning paths by merging lectures and didactic material already existing in the repository; flexibility in using on-demand contents and lectures by the individual user and lectures always available on the website do away with traditional “classroom” education constraints, thus emphasising the model cost-effectiveness.
    The single learning paths can be evaluated and – if proven suitable - such paths could grant students who will complete them passing a final exams ECTS (European Credit Transfer System) credits.