Testing the course

When the materials for the course were ready, testing phase started in December 2012. The aims were to find out if the course meets the expectations and needs of the trainers and their trainees as well as to collect specific ideas and recommendations for the improvement of the course. The plan was to test the overall structure of the course, the content of the course, the content of the selected units which respondents covered during the testing phase, the choice of particular tasks, clarity of instructions and appropriateness of materials. All partners agreed to get responses from at least 10 trainees per country, however the feedback we received exceeded our expectations (over 400 responses). The modes tested included a face-to-face course, self-study and Moodle variants.

Both primary and secondary school teachers as well as teacher trainees took part in piloting. After each unit they completed an evaluation form. Most of them appreciated the structure of the course, indicating that both theoretical and practical units are included. When asked which elements of the course need improvement, 85% of respondents stated there is no need for any change. The remaining pointed out that more time than planned is needed to complete the tasks. The overall feedback was very positive, both the trainers and trainees found the material useful and informative.

They assessed tasks as well prepared, clear, varied and relevant to their teaching context. They emphasized that all units were useful and appreciated additional materials and model answers. When asked for general comments, they stated: ?It is great that every unit brings up something new and interesting to reflect on?, ? ?It must be one of the best taught courses I've ever had?.Since the feedback was so positive, the authors of the course decided not to remove any units or tasks from the units but to mark some of the tasks and steps as optional. In this way, the choice of material needed to illustrate a particular point on the agenda could be a matter of trainer?s personal preference, tailored to his/her trainees? particular needs. Although the course remains a 30-hours structure, when treated as a resource material it allows many more hours of work both for experienced teachers and inexperienced teacher trainees.

?It was an amazing and very insightful course; I have learnt a lot of useful things that I will try to use to my dyslexic pupils' advantage.?(Varvara Perdikari)

?This online course was a really great experience for me. Different people, different contexts, one common thing: Dyslexia.?(Vasiliki Sioziou)

?I can honestly say, that it has been a life learning and changing experience. Thanks for the inspiration.?(Maria Byrne)

Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP         © 2012 DysTEFL – Project Coordinator: University of Lodz
Grant agreement number: 2011-3631/001-001

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.