INOTLES Training Handbook

Handbook objectives
 
The handbook compiles the material of INOTLES face-to-face and online training (June - December 2014) and advances the following objectives:
 
Delivering general knowledge on the use of active learning pedagogical methods, particularly problem-based learning (PBL), simulations, e-learning and blended learning; Suggesting practical tips for trainers and instructors (‘how to’ tips for the specific methods); Offering examples of the methods applied in teaching and in training the trainers in the ES field; Providing a depository of resources to be used regarding the specified innovative teaching methods; Advancing a glossary of the main concepts and terms regarding active learning and innovative pedagogical methods and tools.

 
The handbook is split into the four different learning strategies; problem-based learning (PBL), simulations, e-learning and blended learning. Each learning strategy is described and advice for advantages and challenges that can be found.
 
The handbook allows its users to set the pace of their learning process as well as the depth to which they go in relation to each method. The basic information can be found in the main text, while the Useful Toolkit Resources and activities are aimed at providing a better insight into the various pedagogical nuances involved. They also offer the chance to reflect on and practice some of the things learned throughout the chapters.
 
This handbook aims to offer support both for professors who want to learn more about active learning methods by themselves and for trainers (possibly professors themselves) training colleagues on the use of these methods.
 
The interdisciplinary or multidisciplinary character of the field of European Studies and its increased openness to both traditional students and non-traditional groups, i.e. professionals, require a mix of pedagogical approaches and the use of innovative tools in order to address the academic needs as well as job market demands. In this context, INOTLES targets at training academic and IT staff involved in teaching ES across its partner universities (Work package 3 ‘Training the trainers,’ June 2014 - January 2015) based on a cooperative approach, building on partners’ practice and encouraging group learning in innovative teaching methods and tools that would tackle the major challenges across the field of ES.
 
The training combined face-to-face and online interaction and exchange of practices. Selected trainers from PC and EU institutions were brought to Brussels for face-to- face training in June 2014, where the EU partners experts enabled them to experience different pedagogies at first-hand by sharing their teaching expertise in innovative methods, such as problem-based learning, blended and e-learning, and simulations. The face-to-face training was followed by online group collaboration to develop conceptual understanding of pedagogical approaches (July-December 2014). The training concluded with a face-to-face meeting in Georgia in January 2015, reporting the lessons learnt, exploring opportunities and challenges for practical implementation of the innovative methods within partner institutions, as well as disseminating its results to a broader national and international audience.
The trained staff from PC universities is expected to disseminate the gained knowledge and skills within their universities. The national Centers of European Studies in Georgia, Moldova, and Ukraine will offer at least one in-house training in teaching ES by the end of 2016.

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