Navigating Change: Transforming European Project Management Training at IDEC through Blended Learning
- AdultEducation
- E-trainingWebsite
- Feedback analysis
IDEC implemented a blended learning approach for interns during COVID-19, offering the online course “European Project Management for Newbies,” consisting of six modules and ten lessons. This case study will provide valuable information about the interns who completed the course, the materials used, and showcase the course’s form before and after transformation.
Context
In April 2023, IDEC introduced an online training course for European project management, coinciding with the in-site training for their interns. The course, “European Project Management for Newbies,” aimed to help new interns and employees understand the fundamental principles of EU project management to better fulfill their tasks. To achieve this, six modules with a total of ten lessons were designed, with an approximate study duration of six weeks. These modules included videos, PDFs containing useful information and links, recorded sessions, and assignments, all organized for ease of access. Discussion sections were also integrated to enable participants to engage continuously. This approach aimed to ensure that interns unable to attend in person could feel included and engaged in an innovative online learning environment. It also served as a resource for future interns and employees, providing unlimited access to both old and new information.
People Involved
The participants in this course were adult interns and new employees at IDEC, seeking to enhance their understanding of project management principles to perform their assigned tasks more effectively. The lecturer for the course possessed extensive experience in adult education since 2008, having previously trained new employees and interns in European project management. Additionally, the lecturer had been involved in blended learning approaches since 2017 and had successfully executed similar projects. The class comprised ten adult students from diverse backgrounds and nationalities. Consequently, the course was conducted in English to ensure accessibility for all participants, with a total of five interns in attendance.
Before the transformation
Prior to the transformation, the course was conducted in person. Newcomers at IDEC underwent on-the-job training involving assigned tasks, occasional in-person classes, checklists, practical tasks, fictional case studies, and guidance. Written materials and books were provided to support their learning. However, the COVID-19 pandemic disrupted this approach. Mandatory isolation and the inability to conduct in-person classes made it impossible for new interns to access books and materials, rendering the previous method ineffective. The post-pandemic digital transformation and the demand for blended learning prompted the transition toward this new direction.
The transformation
During the transformation phase, the trainer considered several aspects to ensure the sessions became blended, accessible, and suitable for everyone:
Recorded sessions: Lectures were recorded using Google Teams, allowing students who missed lessons or needed to review them to access them at their convenience.
PDFs and Presentations: These materials contained organized guidelines to assist students in their studies, incorporating images, charts, useful links, and a glossary to facilitate a clear understanding of project management concepts.
Activities/Tasks: Students were provided with one week to complete various tasks, including real-life project case studies, the application of new knowledge to their ongoing tasks, student presentations, and checklists.
Discussion Sections: These sections encouraged students to engage in discussions by enabling them to comment on interesting topics, noteworthy points, or ask questions via a discussion thread. This promoted a continuous exchange of ideas and knowledge, allowing students with similar questions to find answers within the discussion section.
After the transformation
Throughout and after the lessons, students were required to complete assignments and tasks. The results were analyzed to assess the efficiency and comprehensibility of the modules. The feedback consistently indicated that students found the course materials easy to understand, and they were able to complete assignments successfully. The modules will continue to incorporate any necessary changes based on future student feedback.
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To support the blended learning approach, several technologies were implemented:
Microsoft Teams was utilized for online meetings within the group. This platform allowed the lecturer to engage directly with students, record lessons, display presentations, and interact with students through web chat.
Both students and the teacher had access to computers, phones, cameras, and microphones to participate in the lessons. Students without cameras or microphones who wished to share with the class could use web chat provided by Microsoft Teams.
IDEC created an e-training website to host the course materials, including videos, PDFs, and activities, accessible to all students.
These tools were employed to edit recorded online sessions, dividing them into sections by subject for enhanced accessibility and ease of navigation.
Reflections
Challenges Faced
Challenges included dealing with unstable internet connections, resulting in disruptions such as disconnections and freezes. Another challenge involved designing and structuring modules and lessons to ensure accessibility and ease of comprehension for all students. In response to these issues, students will be encouraged to provide feedback on their content understanding and platform functionality at the end of each course, ensuring that no one is left behind in the learning process.
The strategies implemented during the blended course benefited both students and teachers. Recorded sessions were particularly valuable for students who missed online lessons or needed to review them. Additionally, the assessments provided valuable insights into students’ development and their grasp of EU project management concepts. The discussion section facilitated student engagement and communication while keeping the lecturer informed.
What went well?
Alternatives
The activities as designed primarily focused on the practical application of theoretical concepts to real-life projects. Future activities could include more interactive and group-based tasks to enhance participants' social interactions and communication skills.