BULETINUL INSTITUTULUI POLITEHNIC DIN IAI

Publicat de
Universitatea Tehnic Gheorghe Asachi din Iai
Tomul LVI (LX), Fasc. 3, 2010
Secia
TEXTILE. PIELRIE






TEXTILES & APPAREL e-LEARNING PROJECT

BY

MIRELA BLAGA*, DAN DORIN* and S.C. HARLOCK**


Abstract. This paper is presenting a brief overview of the e-Learning in Textiles &
Apparel Project, eLiTA, consisting of e-Learning modules in textiles and apparel for use
in education and training in Europe. The paper provides a summary of e-Learning
modules previously developed which form the basis for the project. It will present some
of the features of the modules and explain how the modules may be integrated into a
blended learning provision of for textile and apparel education. The eLiTA project will
update the content and produce the e-Learning materials in English, Greek, Latvian,
Portuguese, Romanian and Slovenian. The project will provide a new Internet-Based
European wide learning tool to provide a user friendly way of learning at a place, pace
and time to suit the needs of the individual and extend the opportunity to study in this way
to more companies and organisations throughout Europe.

Key words: Textiles & Apparel, e-Learning, Long Life Learning European programme.


1. Aims and Objectives of the Project

The European Economic Community has established a Lifelong
Learning Programme (LLP) to enable individuals at all stages of their lives to
pursue stimulating learning opportunities across Europe [1].
The LLP comprises several sub-programmes, of which the Leonardo da
Vinci programme addresses vocational education and training. The eLiTA
project aims to address the following objectives within the Leonardo da Vinci
programme:
General Objective To support improvements in quality and
innovation in vocational education and training systems, institutions and
practices.
Operational Objective To support the development of innovative
ICT-based content, services, pedagogies and practice for lifelong learning.
In addition, the project addresses the Call Priority 4 Skills
development of adults in the labour market.
68 Mirela Blaga, Dan Dorin and S.C. Harlock

The project will primarily address the National Priority 4
Applications which demonstrate close links and relevance to national VET
systems.
In addition the project will address one secondary National Priority
(Priority 1)
Applications which promote the transfer and recognition of
qualifications and competences in the UK and across Europe.

2. Anticipated Outcome for the Project

The anticipated outcomes for the project are [3]:
A research report into ICT tools currently available to support textile
qualifications in partner countries;
A new learning module in Dyeing & Finishing English, Greek,
Latvian, Portuguese, Romanian & Slovenian;
A new learning module in Garment Technologies languages as above;
A new learning module in Hosiery Production languages as above;
A new learning module in Carpet Manufacture languages as above.

3. Format of the Learning Tools

Throughout the development of the learning tools, the objective has
always been to provide both a structured learning environment and a
browseable resource. Consequently the content had to be presented in a
pedagogically logical sequence to lead the learner along a knowledge path.
However, once the learner became familiar with the content, it should also be
easy to locate and access information needed to refresh the users knowledge.
Furthermore the learner should be able to evaluate their learning through
challenging and stimulating questions which would also serve to focus on
important points. In addition, the content should not only provide information it
should describe and explain concepts and encourage the learner to think and
apply the knowledge gained. Where possible, the objective has also been to
present and structure the information in sufficient breadth and depth to cover
both basic and more advanced concepts. With the opportunity for internet
delivery, the aim has now become for each module to be an online learning
portal with direct links to other sources of information, notably companies who
provide the technology. This enables the earner to familiarise themselves with
applications of the technology and also to get information about the latest
developments which also helps to keep the content up to date.
The modules will be delivered through the learning portal
www.elearning-textiles.co.uk [2]. Each module has an opening page with links
to credits which presents an overview of the module. Each subject is divided
into topics that are ordered into as logical and sensible pedagogical order as
possible. Each topic starts with an overview of the content and a clearly stated
Bul. Inst. Polit. Iai, t. LVI (LX), f. 3, 2010 69

learning outcome shown in Fig. 1.



Fig. 1 Learning outcome.

The layout of each page has been standardised to show text on the left
hand side of the page and graphics, photographs, videos and animations on the
right hand side as shown in Fig. 2. Videos and animations will be displayed.
Each of the asset containers may be repositioned on the screen to enhance the
display. Selected graphics may be enlarged to display the content more clearly.
The resolution of the screen may also be easily changed using the zoom features
provided within commercial internet browsers.
The text has been authored to present information in digestible
chunks comprising main points that the learner needs to know. Where
necessary the learner may use the mouse to click on the main points to bring
onto the screen expansion points which provide supplementary information or
descriptions or explanations as shown in Fig. 3. Some pages also contain a
narrative text.
The system is fully interactive with the learner able to navigate
forwards or backwards through the content.
The real benefit of the system is the ability to be able to provide the
learner with not only graphics and photographs but videos and animations (Fig. 4)
that illustrate and demonstrate principles, concepts and applications of the
principles explained. Unlike in a formal teaching situation where the
presentation is controlled by the teacher, the videos and animations can
conveniently be played repeatedly by the learner within their own exclusive
70 Mirela Blaga, Dan Dorin and S.C. Harlock

learning environment.


Fig. 2 Page layout.


Fig. 3 Expansion point.
Bul. Inst. Polit. Iai, t. LVI (LX), f. 3, 2010 71


Fig. 4 Video presentation.

Where appropriate, hypertext links (Fig. 5) on specific text are included
to take the learner to related pages in the same or other topics to provide them
with further information.


Fig. 5 Hyperlink.
72 Mirela Blaga, Dan Dorin and S.C. Harlock

A history function maintains a list of pages visited which is displayed in
a window which can be used to navigate back to the original page (Fig. 6).
Links are also included to websites or other resources such as tables of
information or printable files (Fig. 7).


Fig. 6 History window.


Fig. 7 Resources link.
Bul. Inst. Polit. Iai, t. LVI (LX), f. 3, 2010 73

A browseable glossary of over 200 terms is also included with direct
links from the text where appropriate. A bibliography of text books, research
publications and websites enables the learner to consult other sources of
information. At the end of each topic is a set of multiple choice questions that
the learner can attempt (Fig. 8). These serve to help the learner assess their
knowledge and focus on important content.


Fig. 8 Exercises examples.

4. Conclusions

The project requires each of the modules to be tested by 15 technicians
to evaluate their suitability as an education and training resource. The
developments of the e-Learning modules in textiles and apparel have been
encouraged by the support obtained from evaluations performed by the target
user groups as the following samples confirm.
There is no doubt that e-Learning offers many benefits in terms of providing
cost-effective education and training that suits both the time conscious needs of the
learner and the employer when used to support training in the workplace.
It is essential therefore, that e-Learning tools, such as those in the eLiTA
suite of modules, are developed if the workforce is to be recruited, educated and
trained to the level required to enable companies within the EU compete globally.

Received: July 28, 2010 *Gheorghe Asachi Technical University of Iai,
Department of Knitting and Ready-Made Clothing

e-mail: mblaga@tex.tuiasi.ro
**Media Innovations Ltd, UK
74 Mirela Blaga, Dan Dorin and S.C. Harlock

R E F E R E N C E S

1.
*
*
*
TEXTAG Final Evaluation Report for KLITRA Ltd, February Glendevon
Associates (2009).
2. www.elearning-textiles.co.uk
3. Blaga M., Harlock S., The eLiTA (e-Learning in Textiles & Apparel) Project, In:
International Conference in Virtual Learning, Iai, October (2009).




PROIECTUL TEXTILES & APPAREL e-LEARNING

(Rezumat)

Lucrarea prezint un rezumat al proiectului European educaional, bazat pe
sistemul de nvare on-line (e-Learning) i modularizat pe aplicaii specifice
tehnologiilor textile i de confecii. Proiectul se bazeaz pe modulele dezvoltate ntr-un
proiect anterior, existente n limbile ceh, francez, turc, lituanian i englez. Se
prezint principalele caracteristici ale modulelor i explicaii privind modul n care
acestea sunt integrate ntr-un sistem unitar de educaie continu, on-line. Proiectul
eLiTA are ca scop principal actualizarea continutului acestor module de nvare i
traducerea lor n limbile rilor partenere, respectiv n greac, romn, sloven i
portughez. Rezultatele se concretizeaz ntr-un instrument de nvare existent pe
Internet, cu un coninut tehnic cuprinztor, cu posibilitatea autoinstruirii i autoevalurii
de ctre utilizatorii rspndii pe teritoriul Europei (www.elearning-textiles.co.uk).