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Three steps composed the methodology of the E-Learning platform.

PEDAGOGICAL METHODOLOGY

Step 1
Data Collection
Step 2
Module structure and conception of content
Step 3
Adaptation of basic slides into online interactive content


First step: Data Collection

The first step was the data collection by all the partners of pre-existing information and sources related to the project. Every partner has teaching materials and specific skills of their research area. The sum of these expertises and experiences, placed at the disposal of the consortium, has covered the skills required to produce high quality E-Learning content on the impact of climate change on the vine growing techniques in Europe.

Steps 2 and 3 as described in the diagram above: Module structure and conception of the content

The first module contains general information with specific examples from the different countries: a worldwide overview of the issue, the observations made during the past 40 years, the scenarios from the Intergovernmental Panel on Climate Change (IPCC), the evolution of viticulture, etc. It has been implemented by IFV, thanks to research and conference materials, transferred in this TOI project. From all these information, IFV has been able to create a course structure for the module 1. Europroject has provided a template to assist partners in the development of their training slides. IFV has been in charge of the conception of the e-learning content slide by slide helping by Europroject to create an interactive platform for this training. The implementation of the second module has been the same as for the first one, but with specific contents for each country.

The challenges of the e-learning methodology have been to adapt the different pre-existing contents to produce a harmonised pedagogical content for all countries on the e-learning platform. The the last step in learning content production was the development of e-learning environment and visual components; and the transformation of traditional teaching content into e-learning content.
Building an e-learning platform differs significantly from issuing a textual traditional course. E-learning is a solitary, often self-guided journey, which needs a special pedagogical approach and content. In an e-learning course, all the aspects of traditional classroom learning (instructor, lesson, textbooks, etc.) must be incorporated into one single output, which is why building an e-learning platform is so challenging.
Indeed, readers online do not have the same learning behaviour as those in traditional circuits. They are more likely to skim than read. Words are not the first way to communicate but the visual aspect is predominant. This is why the content had to be simplified, graphical and interactive.

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