E-Learning as an Opportunity

for the Public Administration

Milena Casagranda1, Luigi Colazzo1, Andrea Molinari1, and Sara Tomasini2

1
Department of Information and Management Sciences University of Trento
2
Laboratory of Maieutics University of Trento
Via Inama 5 - 38122 Trento (Italy)
Tel.: +39{0461 28}3111,2144,2344,3197; Fax: 2327
{milena.casagranda,luigi.colazzo,andrea.molinari,
sara.tomasini}@unitn.it

Abstract. In this paper we will describe the results of a learning project in the
Public Administration, highlighting the methodological approach based on a
blended training model in a context that has never experienced this type of ac-
tivities. The observations contained in the paper will be focused on the evalua-
tion results of this experience and the redesign elements in term of alternation
between the classroom and distance training, methodologies, the value and use
of the e-learning platform and learning evaluation. The elements that emerge
will also provide the basis for the design of future teaching actions for this con-
text (in which at this moment we are involved). The objective is to identify a
learning model, related also to the use of technological tools that are able to
support lifelong learning and to define dynamics and process relating to facili-
tating learning activities of teachers and tutors.

1 Introduction
In this paper we will report our experience in managing a distance learning initiative
that, from 2007 until 2009, has been conducted together with the Department of Inno-
vation of the Autonomous Province of Trento (PAT). We believe that this experience
represents an interesting opportunity to understand the exact applicability of distance
learning to the public sector, due to the number of subjects involved, the temporal
extension of the project, the extension of topics faced during distance learning ses-
sions and the involvement of the organization in all the activities of distance learning.
The first project, started in 2007, has been called Esperto - E-learning for the devel-
opment of e-procurement in Trentino.The methodological approach tested during the
project has been a blended approach. The second project, that substantially is a prose-
cution of the previous one in terms of structuring and philosophy, is called Elle3 -
Life Long Learning. It aims at the development of an integrated environment to
design, manage and enlarge the learning resources available for the PAT. For this
reason, some training courses have been chosen from the courses catalogue of the
PAT: a) an introductory course on Microsoft Excel, largely used in the public ad-
ministration offices; b) a course on safety issues in building sites;c) a specific course
on using the ERP software for purchasing; d) a course on certified Electronic mail.

M.D. Lytras et al. (Eds.): TECH-EDUCATION 2010, CCIS 73, pp. 431438, 2010.
Springer-Verlag Berlin Heidelberg 2010
432 M. Casagranda et al.

We involved in these activities approximately 1.500 people, with different amount of

course engagement: some courses were short (4 hours), others were much longer
(10 days).

2 Objectives of the Distance Learning Initiative

In public administrations, e-learning has been successfully tested all around the
world: conferences and journals report many different experiences of successful e-
learning usage in public bodies [1] [2] [3]. However, at least from our perspective,
some dark points need to be clarified. First of all, there must be an extensive usage of
these technologies, not just isolated experimentations devoted to simply solve logistic
problems when huge numbers of people must be trained. Second, the distance learn-
ing activities must have a continuity in the organization, not be just a spot about new
technologies used by some experimenter. In this sense, the idea of life-long learning
could be an interesting perspective especially in a workplace that normally does not
see a relevant turnover. As a third element, technologies and methodologies used are
not neutral: there must be a closer look to what is really needed, depending on the
target, on the content, on the context, on the technology available, on money available
for training purposes. Our two projects have clearly demonstrated the relevance of
these elements and their correct mix. In both cases, the objectives of the educational
approach have been the following [4] [5]: a) extensive usage of e-learning technolo-
gies b) attention paid not only to course details or learning achievements, but also on
the methodological experimentation, with the objective of a life-long learning; c)
design of evaluation processes in which the responsibility of obtained results is
equally distributed among teachers and learners.
The project focus is the experimentation of a formative model that pays attention to
different life-long learning aspects. The first aspect is related to the proactive in-
volvement of participants through all the steps of the learning process. A second as-
pect that has been tested during the projects is the extensive usage of collaborative
approach through group activities in classroom and in distance-learning. Group activi-
ties used during exercises and simulations allowed participants to discuss the devel-
opment of new professional practices, but also to find new collaboration spaces even
outside the classroom, by exchanging and matching respective professional and or-
ganizational experiences. A third element is the usage of distance learning techniques
and tools with a blended approach, that has been set to 70% of time in the classroom,
and 30% in remote classrooms connected through video-conference to the central
room where the teacher was presenting live the lecture. The reason for this choice has
been carefully evaluated, and is not easily extensible to different contexts and situa-
tions. The last aspect is the usage of an evaluation model through all the learning
project: before the course, at the beginning of the course , during the lectures, at the
closing of the course and as follow-up after few months from the closing.
In the first course, distance learning has been realized through video-conferencing
tools, by creating remote meeting points deployed in crucial geographical points of
our Province and equipped with professional VC stations. This allowed to divide the
classroom in sub-groups, avoid movements on the territory, strengthen the process of
creation of a learning community, (paradoxically) increase the direct discussion with