Virtual Vocational Education and...

Virtual Vocational Education and Training

WP4: (R4.5) VIRTUS – a Trainee Handbook

Authors:

BEST Institut für berufsbezogene Weiterbildung und

Personaltraining GmbH,

RWTH AACHEN UNIVERSITY

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Ref. N. 562222-EPP-1-2015-1-EL-EPPKA3-PI-FORWARD

Project information

Project acronym: VIRTUS

Project title: Virtual Vocational Education and Training

Agreement number: 2015 - 2572 / 001 - 001

Project Reference Number: 562222-EPP-1-2015-1-EL-EPPKA3-PI-FORWARD

Sub-programme or KA: Key Action 3: Support for policy reform - Initiatives for

policy innovation

Project website: www.virtus-project.eu

Authoring partner: BEST Institut für berufsbezogene Weiterbildung und

Personaltraining GmbH

RWTH AACHEN UNIVERSITY

Report version: 3.0

Date of preparation: July 2017

Document history:

Date Version Author(s) Description

1.0 BEST Institut für berufsbezogene Weiterbildung und Personaltraining GmbH

2.0 RWTH AACHEN UNIVERSITY

3.0 BEST Institut für berufsbezogene Weiterbildung und Personaltraining GmbH

Dissemination level: Restricted to other programme participants (including Commission services and

project reviewers)

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©VIRTUS – Virtual Vocational Education and Training 2016

With the support of the Erasmus+ Programme of the European Union.

Disclaimer: The European Commission support for the production of this publication does not constitute endorsement of the

contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which

may be made of the information contained therein.

Table of Contents Executive Summary .......................................................................................................................................... 4

Objectives ...................................................................................................................................................... 4

Scope ............................................................................................................................................................. 4

Target Audience ............................................................................................................................................. 4

Acronyms & Abbreviations ............................................................................................................................ 4

Project Description ........................................................................................................................................... 5

About the VIRTUS modular courses ................................................................................................................. 7

Tourism and Hospitality Services .................................................................................................................. 8

Social entrepreneurship .............................................................................................................................. 15

About the VIRTUS Virtual Centre ................................................................................................................... 21

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Executive Summary

Objectives ➢ to guide the trainees through the virtual environment and the options the latter offers

➢ to inform trainees about the modular courses by presenting the different modules and a

description of the units of each module

Scope ➢ Provision of a detailed description of the Virtual VET Centre

➢ Instructions about the settings and use of the Virtual VET Centre

➢ Outline of the two (2) modular courses regarding their level, duration, structure and contents

➢ Intro to the units of the modules

Target Audience ➢ Learners from Italy, Austria, Greece and Spain to attend the VIRTUS courses offered by the Virtual

VET Centre

➢ Sector-specific representatives (Tourism, Social Entrepreneurship and beyond)

➢ SMEs and their representatives in the tourism and hospitality industry and/ or social enterprises

➢ EACEA and their evaluators

Acronyms & Abbreviations Acronyms & Abbreviations

ECQA European Certification & Qualification Association

ECVET European Credit System for Vocational Education and Training

EQF European Qualifications Framework

PU Public

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Project Description

The main aim of the “Virtual Vocational Education and Training – VIRTUS” project is the

development of an innovative, fully functional virtual vocational education and training centre,

providing appropriately designed modular certified courses in 1) Tourism and Hospitality Services

and 2) Social Entrepreneurship, corresponding to regional growth potential and skills needs and

targeting at increasing the participation rate of adult learners in continuing vocational education

and training (CVET).

The “main priority” that the project VIRTUS addresses is “ Opening up (virtual or physical)

infrastructures of education and training institutions to adult learning and provision of modular

certified learning opportunities” (Priority 4 of Strand 1 – Education and Training field).

Each of the two courses have been developed according to ECVET standards. They are designed for

min. 24 hours of total learning time each.

For testing the material, pilot testing sessions of two hours a day and a total of eight hours are

implemented in July/August 2017 by the partner countries Italy, Austria, Greece and Spain. The

material on “Social Entrepreneurship” is tested as version for asynchronous e-learning and the

material on “Tourism and Hospitality” is offered for synchronous and asynchronous e-learning in

the virtual VET Centre. Courses consist of video lectures, slide presentations, self-assessment

quizzes and a final assessment exam in a simulated VET Centre environment.

Access to the Virtual VET Centre is being provided through the VIRTUS website (http://virtus-vet.eu).

Also, the VIRTUS Virtual Community being developed via this Virtual VET Centre shall bring together

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adult learners, VET professionals, tourism professionals and social entrepreneurs, NGOs and

communities, policy-makers and the general public.

The VIRTUS virtual environment is available in English, Italian, Greek, Spanish and German. (Video

lectures are in English and subtitled in the other four languages of the consortium, i.e. into Spanish,

Italian, Greek and German.)

The strategic aim of the VIRTUS project is to mainstream virtual vocational education and training,

providing certified modular learning outcomes to Adult Learners, in Europe and beyond.

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About the VIRTUS modular courses

In the frame of the VIRTUS project, the following two modular courses have been developed:

1. Tourism and Hospitality Services (provided for synchronous and asynchronous learning)

2. Social Entrepreneurship (provided for asynchronous learning)

These courses are designed as modular courses for self-guided learning on the VIRTUS Virtual

Centre. They are available in English, German, Greek, Italian, and Spanish.

The courses are designed for EQF1 level three with a focus on outcome orientation. They follow the

framework of ECVET2 in order to ensure transnational transferability of the curricula.

In detail, each course comprises five modules. Including assessment, the overall duration of each

course is min. 24 hours, which approximately corresponds each to 1 ECVET credit.

All modules deal with relevant thematic areas that were confirmed by a variety of research and

focus group participants related to the aforementioned topics. The 5th module in each course,

however, focuses on country specific contents to address national needs of the sectors in the

partner countries (i.e. Austria, Italy, Greece and Spain) and is hence only available in the national

language of the respective country.

Contents, materials, suggested learning duration and objectives can be found on the following

pages.

1 https://ec.europa.eu/ploteus/en/content/descriptors-page 2 http://ec.europa.eu/education/policy/vocational-policy/ecvet_en

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Tourism and Hospitality Services

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VIRTUS course: Tourism and Hospitality Services

Number of

modules 5

EQF Level Level 3

Overall duration 25.5 hrs

Modules Duration

(hrs) Title Objective

Module 1 4.5 Introduction to main functions of

tourism enterprises

to present the main categories and functions of small and medium-

sized enterprises in the tourism sector.

Module 2 5.5 Digital marketing to introduce learners to the methods and tools of digital marketing

for small and medium-sized enterprises in the Tourism sector.

Module 3 4.5 Basic principles of Quality in

client/hospitality services

to introduce learners to the provision of quality client services for

tourism enterprises.

Module 4 4.5 Amenity Recuperation to provide learners with the methods and techniques of successfully

dealing with guest complaints/feedback.

Module 5 4 Country specific topic individual contents based on country specific needs

Assessment 2.5

ECVET credit 1

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Ref. N. 562222-EPP-1-2015-1-EL-EPPKA3-PI-

FORWARD

VIRTUS: Tourism and Hospitality Services

EQF Level Level 3

Module 1: Main functions of tourism enterprises 2: Digital Marketing Techniques for tourism enterprises

Overall

duration 4.5 hrs 5.5 hrs

Units Duration

(hrs) Title Activity description/material

Duration


Unit 1 1 Introduction to the

hospitality industry

▪ Learn theory

▪ Video, links

▪ pps 0.5

Amenities

Characteristics of

Hospitality and

Tourism Marketing

▪ Learn theory

▪ Pps

▪ Video

Unit 2 1

Introduction to the

tourism industry’s

main sectors

▪ Learn theory & reflect upon own

organisation

▪ Text, links

▪ forum for discussion

1

Electronic Marketing:

World Wide Web

Marketing, Database

Marketing and Direct

Marketing

▪ Learn and elaborate

▪ ppt, links


Unit 3 1 Recreation (including:

entertainment)

▪ Learn theory & do reflection

▪ Pps


1

SMM & SMO Activity

Arrangements



Unit 4 1 Food service Sector

▪ Learn theory & discuss

▪ Pps

▪ self-assessment quiz

1.5 The World Wide Web

and the Tourist

▪ reflection and work in collaboration or

discuss with peers on own project


Unit 5 x x x 1

Google AdWords and

Other Tools very

efficient in Tourism

▪ Learn theory

▪ pps, links


Assessment 0.5 0.5

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FORWARD

Learning outcomes

Knowledge

Learners shall: ▪ Define the different types of tourists ▪ Describe correctly the term of tourism ▪ Label the different types of tourists ▪ Tell the different types of tourist services ▪ Recognise the different services that comprise a whole and full package holiday ▪ Define the different types of travel agencies ▪ Describe correctly the differences between the different types of tourism

agencies, ▪ Label the different departments in an incoming travel agency, ▪ Specify the work of a travel / wholesaler retailer travel agency ▪ Numerate the steps needed to design a complete tour or trip schedule Learners shall be able to: ▪ Tell the different main types of animation in a hotel ▪ Memorize the different types of hotels that include animation as a service to their

guests ▪ Distinguish the different restaurant types ▪ Numerate the different procedures needed to cost a menu ▪ Distinguish the rules of menu creating ▪ Relate with the needs of a restaurant’s customers and therefore produce the

adequate type of menu

Learners shall: ▪ Understand the different sorts of service marketing ▪ Understand the different aspects of service quality, ▪ Learn how customer relationship management works. Learner’s will understand how the following topics have changed in the internet age (post 2000): ▪ Demography ▪ Echo boomers (baby boomlet generation) ▪ Economic environment ▪ Environmental management perspective

Skills

Learners shall: ▪ Recognise and distinguish the different types of tourists ▪ Highlight the different tourists’ needs that are covered from a specific business in

the tourism industry, such as a hotel or a tourist agency ▪ Define the different characteristics of the tourist services ▪ Recognise and distinguish the different types of tourism agencies ▪ Highlight the different tourists’ needs that are covered from a specific business in

the travel industry, such as a specific alternative-tourism oriented tourism bureau or a tour operator

▪ Define the different characteristics of the transport provided from transportation companies

▪ Obtain knowledge over the “servuction model” ▪ Understand what causes service failure and how important that can be ▪ Be accustomed to the service culture Learners shall: ▪ Be able to think the best marketing policy in macro environment and

microenvironment, ▪ Focus on the different aspects of “marketing environments” that can form the

marketing policy.

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FORWARD

▪ Recognise the different types of water sports and the categories they fall in ▪ Know the exact names that water-sports have ▪ Know the different names of hotel types that provide animation as a tourism

service ▪ Understand the different desires that customers have depending on the type of

restaurant they visit ▪ Record the clients’ preferences to produce a menu that is totally tuned on their

needs ▪ Create a menu that is totally in accordance with the type and style of restaurant,

as well as the target group that the restaurant

Competences

▪ Find the different services for a tourist, based on his/her needs ▪ Organise a complete tour package, based on whether the participants are tourists

or excursionist and subsequently based on their needs ▪ Find the adequate travelling services for a tourist, based on his/her needs ▪ Organise a complete tour package, based on the type of travelling service needed

in each case and which is therefore the right type of tourist agency ▪ Organise the different type of hotel animation based on the type of guests ▪ Modify the intensity of the sports provided, based on the guest’s needs ▪ Apply a certain tailor made animation policy based on the hotel type ▪ Apply the obtained knowledge in creating the most suitable menu for each

restaurant ▪ Discover which is the best menu for each occasion based on each restaurant’s

resources ▪ Modify the already existing menu depending on the current situations (e.g. the

change of seasons, festivities or special occasions) in a way that suits both the restaurant and the clients

Learners shall be able to: ▪ Increase employee retention and loyalty ▪ Increase customer retention and loyalty ▪ Achieve service excellence in your industry ▪ Effectively drive organization’s culture, philosophy, vision, and mission Learners shall: ▪ Apply the obtained knowledge as Financial intermediaries, ▪ Implement the learned marketing tools as Marketing intermediaries.

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FORWARD

VIRTUS : Tourism and Hospitality Services

EQF Level Level 3

Module 3: Basic principles of Quality Client/Hospitality services 4: Client Complaint/Feedback Management

Overall

duration 4.5 hrs 4.5 hrs

Units Duration


Duration


Unit 1 0.5 Purchaser devotion

through value

▪ Learn theory

▪ tell experience in forum

▪ Video lecture

▪ Slide presentation

1.5

The Prominence of

amenity Recuperation

▪ Learn theory

▪ Video lecture

▪ tell experience in forum

▪ slide presentation

Unit 2 2 SERVQUAL AND

amenity value Models




1.5

Management of

Grievance and

amenity event




Unit 3 1.5

Tools to Analyze and

Address, amenity

value delinquents

▪ Learn theory

▪ reflection and work in collaboration


1

The Prominence of

proper Criticism

Gathering

▪ Learn theory

▪ reflection and work in collaboration


Assessment 0.5 0.5

Learning outcomes

Knowledge

Learners shall: ▪ Learn what a product is ▪ Learn what product levels are ▪ Learn what brand is ▪ Learn what concept and product development is ▪ Learn which are the Product features ▪ Be informed about what Revenue management is ▪ Understand the meaning of Societal (ethical) quality

Learners shall : ▪ Learn What a Complaint is? ▪ Identify A Complaint As A Gift ▪ Learn the Steps For Handling Customer Complaints ▪ Understand the Service Recovery Process ▪ Know how to Handle Difficult Customers Participants shall : ▪ Learn that feedback is so important

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FORWARD

▪ Learn basic features of technical quality Participants shall be able to understand the following terms: ▪ Cost-plus pricing ▪ Cross-selling ▪ Discriminatory pricing ▪ Fixed costs ▪ Going-rate pricing

▪ Understand why the whole management should be involved in this ▪ Learn the best ways to collect feedback ▪ Learn that feedback is so important ▪ Understand why the whole management should be involved in this ▪ Learn the best ways to collect feedback

Skills

Participants shall be able to: ▪ Identify in which product’s life cycle a product is ▪ Explain the Products Deletion Process ▪ Understand the consumption phase that a product is in Learners will: ▪ Provide customer related products ▪ Deliver Customer-delivered value ▪ Be able to expect service ▪ Know what to do in order to provide products and services freed from

deficiencies and of functional quality ▪ Understand the need to set a certain price to all products and services ▪ Understand the need to have the greatest selling results ▪ Obtain information about yield management

Learners shall : ▪ Recognise a genuine complaint from a non-genuine one ▪ Be able to identify the source of a complaint ▪ Be able to search for possible complaints and bring them to the surface Participants will: ▪ Understand why feedback is the way to understand what customer really want, ▪ Become accustomed in keeping clients engaged, ▪ Be able to tune services with the clients’ needs. ▪ Identify the weak areas of a business compliant management policy ▪ Manage to ask the right questions in each occasion ▪ Understand how to state a question regarding on the client

Competences

Participants shall be able to: ▪ augment a product (in the marketing sense) ▪ rejuvenate a product and rise its sales ▪ take the right and appropriate decisions about brands ▪ Generate correct ideas and concepts that derive from correct information and

reflect the company’s vision Learners shall : ▪ Apply the theories of standard operation procedures ▪ Be able to provide services which will have expected quality and time of delivery ▪ Learners will: ▪ Apply the upselling policies to the provided products ▪ Price all services based on their total value

Learners shall : ▪ Act in a professional and not personal way when facing complaints ▪ Apply the professional manner of problem-solving when it comes to difficult clients ▪ Apply certain strategies in handling difficult clients ▪ Construct feedback questions and state them to the clients ▪ Interpret the answers collected and tune the public relations strategy based on the

clients’ needs ▪ Inform all parties about the customers’ needs that are not fulfilled Participants shall : ▪ Advice others in making sites specialized in feedback ▪ Evaluate the nature and the quality of the feedback received ▪ Construct solid relationships with their clients based on the material collected from

the feedback

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Social entrepreneurship

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VIRTUS course: Social Entrepreneurship

Number of

modules 5

EQF Level Level 3

Overall duration 25,5 hrs

Modules Duration (hrs) Title Objective

Module 1 4,5

Introduction to Social

Entrepreneurship

to introduce adult learners to the core concepts of social

entrepreneurship.

to answer primary questions such as what is included in the notion of

Social Economy, what is a social enterprise, what are the latter’s aims,

what is social capital and how it is measured

Module 2 4,5

Producing Social Value: Identifying

a Social Business Opportunity

to equip learners with the methodologies and tools required in order to

recognize the potential for the development of a successful, socially-

oriented entrepreneurial activity.

Module 3 5,5

Social Entrepreneurship and

Innovation

to highlight the interconnection between social entrepreneurship and

innovation through reference to relevant case studies and best practices

recorded in EU-member states.

Module 4 4,5 Social development

to inform learners about different ways of developing a social enterprise

Module 5 4 Country specific topic

individual contents based on country specific needs

Assessment 2,5

ECVET credit 1

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FORWARD

VIRTUS : Social Entrepreneurship

EQF Level Level 3

Module 1: Introduction to Social Entrepreneurship 2: Producing social value: identifying a social business opportunity

Overall

duration 4, 5 hrs 4, 5 hrs

Units Duration


Duration


Unit 1 1,5 Introduction ▪ Learn theory

▪ pps.,links, video 0,5

Introduction to social

value proposition

▪ Learn theory

▪ ppt, links

Unit 2 1

Measure social impact ▪ Learn theory

▪ pps. links 1,5

Research, identify and

analyze the market/your

brand

▪ Learn from examples

▪ ppt, links, pdf templates

Unit 3 2

Ethics in social business ▪ Learn theory & reflect on good/ not good

examples

▪ pps., links

2,5

How to create

idea/social value

proposition

▪ Learn and reflect on own situation

▪ ppt, pdf template, links

Assessment

Learning outcomes

Knowledge

Learners shall be able to ▪ recognise factors and parts of a social business ▪ relate economic ideas with long term social benefits ▪ explain the discrepancy of ethical dilemmas in social enterprises

Learners shall be able to ▪ recognise the social value proposition. Why What, how, what’s ▪ understand the social value proposition ▪ recognise relevant marketing models with examples ▪ have a detailed knowledge of the market an competitors ▪ understand the concept of branding, its significance to the social innovation

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FORWARD

▪ explore whether the Social Innovation is a product/service or both ▪ identify the customer benefits and what customers/users of the social innovation can expect

Skills

Learners shall be able to ▪ select known concepts of social entrepreneurship ▪ identify factors of social impact measurement considering both, economic and social short

and long term benefits ▪ interpret forms of leadership behaviour in cases of ethical dilemmas

Learners shall be able to ▪ provide a short explanation of the problem/needs of the social innovation and the

challenges/barriers identified ▪ emphasise/highlight the social innovations benefits ▪ use different models and tools (PESTEL/SWOT/ PLUS additional P’s analysis) to the Social

Innovation project ▪ examine the market and demonstrates how it will differentiate the Social Innovation against

the competitors ▪ guide the social innovator in presenting the brand with reference to theoretical framework

models; customer participation, satisfaction and emotional intelligence ▪ determinate whether the social innovation is service or product and how it could be applied ▪ demonstrate/illustrate by examples the social value proposition

Competences

Learners shall be able to ▪ recall aspects of social enterprises expressing complexity according to different

perspectives related to the topic ▪ summarise different concepts in form of an independently written exercise ▪ independently evaluate situations in view of economic, social and ethical benefit

Learners shall be able to ▪ express how social innovation solves a problem and provides a solution. To have a clear idea

of the first vision ▪ apply various marketing models to the Social Innovation ▪ illustrate how the social innovation differentiates itself against competitors ▪ monitor the market and competitors ▪ lead the brand strategy and future direction ▪ establish the product/service offering into business context with a clear direction of the

societal and financial gain ▪ identify and demonstrate the customer/user benefits of the social innovation ▪ apply the social value proposition to the context of the proposal/project

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FORWARD

VIRTUS : Social Entrepreneurship

EQF Level Level 3

Module 3: Social Entrepreneurship and innovation 4: Social development

Overall

duration 4, 5 hrs. 4, 5 hrs.

Units Duration


Duration


Unit 1 1,5 Innovation in social

enterprises

▪ Learn in slide show, pdf & audio

▪ pps., links, 2 articles 2

Unique sales position

(USP) and pricing


▪ video, mp3, pps, links

Unit 2 1,5

Creativity ▪ Learn in slide show, pdf, try some techniques

and tell experience in forum

▪ pps., links 1

Voluntary work as

support in social-

oriented activities of

social enterprises

▪ Learn and (discuss - or) reflect upon

scenarios, blog

▪ text, links

Unit 3 1,5

Case studies ▪ Learn from case study - try to consider/ plan

to implement into local situation

▪ pps., links

1,5

Linking to and

networking with public

bodies

▪ Learn more on techniques

▪ pps., links

Assessment

Learning outcomes

Knowledge

Learners shall be able to ▪ describe the basic characteristics of innovation ▪ explain how innovation provides a competitive advantage to businesses ▪ describe what a social enterprise and a social innovation are ▪ name creativity. Learners will describe creativity's stages ▪ describe the factors that influence creativity ▪ describe good practises in social entrepreneurship. Learners will know the main fields of

Learners shall be able to paraphrase the process of price calculation ▪ recall the frame to be set in order to create an attractive frame for volunteers ▪ distinguish the aims of different initiatives in view of promoting social enterprises

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FORWARD

social entrepreneurship in Europe

Skills

Learners shall be able to ▪ distinguish innovative product or services. Learners will define the benefits of innovation ▪ formulate the differences between social enterprise and social innovation ▪ identify innovations in entrepreneurship ▪ analyse the nature of creativity ▪ determine the conditions for the effective implementation of creativity's techniques ▪ identify the comparative advances from good practises in social entrepreneurship ▪ analyse the main procedures of a social enterprise via case study ▪ classify the key challenges face a social enterprise ▪ compare different concepts of SE giving an exemplary presentation

Learners shall be able to ▪ give examples for price calculation in areas of social entrepreneurship ▪ identify areas and tasks for voluntary work ▪ transfer aims of different initiatives to techniques to approach them as a social enterprise

Competences

Learners shall be able to ▪ summarise the key differences between social enterprise and social innovation ▪ select innovative business ideas by independently conducted research on social innovation ▪ apply creativity's techniques ▪ evaluate which creativity's technique is more appropriate in different circumstances ▪ think more creative ▪ decide which technique should use ▪ demonstrate innovative and effective ideas for social problems and use appropriate

research

Learners shall be able to ▪ independently calculate the price for a product/service of a social enterprise ▪ develop a commitment offer for volunteers ▪ independently develop a plan to approach networking initiatives

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About the VIRTUS Virtual Centre

The VIRTUS Virtual VET Centre (V3C) platform presents a comprehensive collection of requirements and a

first design for the V3C platform. Requirements base on end-user needs assessment, state-of-the-art of

virtual organizations in VET, and European certification practice. For a first design, the specification identifies

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most important agent roles and use cases and introduces V3C as an integration of light-weight learning

management systems (LMS) and personal learning environments (PLE).

Following, the setting and features of the VIRTUS Virtual Centre will be described step by step in order to

provide clear instruction for the use of the platform.

FIGURE 1 LANDING PAGE OF THE V3C

Figure 1 shows the landing page of the VIRTUS Virtual Vocational Training Center (V3C). It is reachable via

http://virtus-vet.eu/. Here, the user finds first information about the center and s-/he can switch the

language to display the whole website according to his/her mother tongue. Additionally, the landing page

http://virtus-vet.eu/

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features further links to the center’s source code (“Fork me on GitHub”) and help pages explaining the

features of the platform in more detail.

To sign-in, the user has to click the sign in button in the upper left (marked with a red 1. in Figure 2.). This

redirects the user to an OpenId Connect login page (upper right of Figure 2), which also features the

possibility to create a new account (marked with a red 2.). This again leads the user to a registration form

(marked with a red 3.) that can be used to create an account.

After the user has logged in, s-/he can click on the “Courses” button, which will lead him/her to the subject

selection page that lets the user choose between the two course domains of “Social Entrepreneurship” and

“Tourism & Hospitality” (depicted in Figure 3).

FIGURE 2 LOGIN PROCEDURE OF THE V3C

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FIGURE 3 SUBJECT SELECTION

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FIGURE 4 COURSE SELECTION PAGE

Figure 4 shows a view of the V3C after the user has decided to view “Social Entrepreneurship” courses. Per

default, it features only these courses in the domain that are available in the user’s mother tongue (set in the

upper right). This can be changed by selecting a specific (possible different) language on the left side next to

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the search field, or selecting “All Courses” here. It is also possible to filter the courses by inserting specific

search terms into the mentioned search field. The “Course List” features information about the course name,

its creator/maintainer, basic information (“Description” button), the course’s starting date and the (multiple)

languages it is available in. If the currently logged in user has editing privileges (i.e. has the “Teacher” role

that can be set in the admin interface of the platform), this view also shows buttons to translate, edit or

delete the course. Users with the teacher role can also chose to create a new course here.

FIGURE 5 COURSE UNIT SELECTION

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By clicking on the “Enter Course” button, the user directly gets redirected to the learning room’s main page.

S-/he can also choose to first click on the course’s name to get redirected to the “Course Unit” view (Figure

5). Each course consists of multiple of these units. Here, the user can see his/her current progress in the

course unit and decide to take a specific course unit according to his/her liking or needs.

If the user has the “Teacher” role and decides to edit a course, s-/he gets redirect to a view depicted in Figure

6. Here, basic information of the course, such as the name, its domain and its basic description can be edited.

Additionally, this view provides a list of corresponding course units to be edited/deleted or “designed” (see

description of Figure 8 and 9). Also, the creation of new course units is possible from this view.

Figure 7 shows the creation of a new course unit. Here, the teacher only specifies the basic unit’s information,

the name, the ECVET points, its starting date and a description. The actual learning unit design is done in the

“Course Unit Design View” shown in Figure 8.

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FIGURE 6 COURSE EDITING

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FIGURE 7 COURSE UNIT CREATION

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FIGURE 8 COURSE UNIT DESIGN

Figure 8 shows the design of a course unit. The teacher drags and drops widgets from the “Toolbox” on the

left into the “ROLE Space” on the right. Theses widgets are freely placeable and its size can be altered

according to the teacher’s needs. By clicking on the “Add Content” button, the widget can be configured.

This is shown exemplarily for the “Quiz” widget in Figure 9. Currently, there exist five different widgets,

namely the “Slides Widget” for presenting slide shows to the user, a “Video Widget” to show video material

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to the learner, an “Image Widget” that displays various image formats and a “Video Conferencing Widget”

to allow for direct interaction with and between the learners during a learning session.

Finally, there exists a “Quiz Widget” which can be used for assessment of the learner’s progress. Figure 9

shows the configuration of such a widget and the resulting widget space. The teacher can specify questions

and (multiple) true and false answers to each of these questions. In the resulting space, the learner then can

answer these questions (once, since this date is stored for later evaluation) and directly gets feedback on

his/her learning success.

The screenshot in Figure 9 additionally shows some other configured widgets of a learning unit to give a

better impression on how the translation from “Unit Design” to “Widget Space” looks like.

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FIGURE 9 COURSE UNIT DESIGN (ABOVE) AND RESULTING SPACE (BELOW)

Final remark: If you have any technical questions or need support, please contact us via the Virtual Virtus

Center (http://virtus-vet.eu).

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