14th WMO Symposium on Education and Training
World Meteorological Organization
The Symposium on Education and Training (SYMET) is organized by the WMO Education and Training Office once every four years to assist the international community in meeting current meteorological and hydrological education and training challenges and those that are foreseen to arise over the next five to ten years.
This year, the theme of SYMET will be “Education and Training in a Period of Rapid Change”, chosen to emphasize the challenges we all face in confronting the rapidly progressing technology, service delivery expectations, globalization of the meteorological enterprise, growth in urban environments, and impacts of climate change, among others.
More info: https://etrp.wmo.int/course/view.php?id=220
Filter displayed posters (69 keywords)
Exploration and Practice of "Cloud Teaching" Mode on the Background of Coronavirus Pandemic Epidemic Prevention and Control
Liyao Zou; Xiuping Yao; Qiguang Wang; Miaoqing Suo; Yunhao Shi
Sharing the knowledge on Oceans – WMO’s Earth System approach for Early Warning
R Venkatesan Sid Thurston
Action Learning: A break trough to bring learning to the work place
Noer Nurhayati, Adityawarman, Roro Y Purwanti, Ratih Prasetya
Action Learning is a process that involves a small group working on real problems, taking action, and learning as individuals, as a team, and as an organization. Action learning is not the same with training. There is no knowledge transfer from lecturer to participants in action learning . It is more a process where participants learn from each other and by working in the project. Here coaching plays an important role, in which all team members are encouraged to reveal their creative thinking and learn to be a good listener and also an examiner.
The poster will present a different approach in integrated learning within our organization. With Action Learning we bring learning to work instead of conducting learning activities in an isolated environment. The idea is how we can elevate learning through discussions and problem solving activities in these meetings. As a pilot project, we worked with 7 team members from BMKG’s Centre for Public Weather Services for six months, resulting in a new product of “Specific Services Platform with High Resolution”
Eumetcal’s approach to fulfil our European Education and Training needs
Heleen ter Pelkwijk (KNMI), Fabienne Werder (MeteoSwiss), Tomislav Marekovic (DHMZ) and Tsvet Ross-Lazarov (COMET)
The Eumetcal 2 Programme Management Group supports the Eumetcal community to achieve the above stated goal through 1) The facilitation of collaborations 2) Running a Eumetcal Expert Centre with two major goals. First, offer a virtual space where the community can find answers to their everyday questions about education and training. Second, support members to overcome their challenges in transitioning their classroom training into online format. Through online formats, education and training programs be maintained in today’s world. 3) Providing the community with useful tools and with accompanied support, as they implement their training activities. 4) Fostering and supporting an active community of practice which shares knowledge across organisations to deliver high-quality and cost-effective training.
With all the activities mentioned above, The Eumetcal 2 programme Management Group aims to create a central place where: • members can easily share and exchange (e-) learning materials in which the learners are actively involved and which are aligned with the WMO Competency standards. • employees of Member States can enroll themselves to each other’s training courses • members can easily adapt the shared materials to meet their own needs and translate them into their own language, and offer it to their employees • members can find experts and/or organisations who will assist them in implementing their training activities in instances where there is no in-house knowledge or limited time
Simply put, with the Eumetcal 2 Programme we create a place where members can ask questions and find answers to all meteorological education and training related needs, so that they are able to accomplish the training goals of their organisations.
Remote delivery of SWFP training workshops in 2021 - Experience and lessons learned
Ata HUSSAIN and Cyrille HONORÉ
World Climate Research Programme (WCRP) Academy
Angela Maharaj, Chris Lennard, Narelle van der Wel
The objective of the Academy is to determine the requirements for climate research education and to build enabling mechanisms. One mechanism will be an online marketplace for climate science training, which connects climate scientists who are seeking training in a particular field with relevant training providers. The Academy will also identify training gaps and advocate for those needs to be met. This will be achieved through an annual climate training stocktake survey, aiming to keep track of and respond to the rapid changes we observe in the education and training space around climate variability and change.
This poster provides information on the WCRP Academy Climate Training Stocktake Survey 2021: https://www.wcrp-climate.org/academy-survey
We invite you to take part!
Enhance public alerting for emergencies using the CAP standard
Summary of the Online Phase Training on Numerical Weather Prediction at RTC-Algeria for Sub-Saharan Africa
Online learning has the potential to ensure learners from all geographical regions have access to education, thereby addressing issues of inequalities and contributing toward Sustainable Development Goal (SDG) 4. The COVID-19 outbreak stimulated an outbreak of online learning in many institutions in Sub-Saharan Africa. However, disparities in the access to digital infrastructure had a negative impact, with many teachers suffering from burnout and students lamenting limited information and communication technology (ICT) resources, inadequate access to affordable and reliable internet, power outages, and anxiety over academic outcomes. Despite the challenges, many institutions have developed novel technological innovations and inventions to bridge the digital divide in Sub-Saharan Africa. The review gives an overview of the challenges, prospects, and practical implications of online learning in the region in order to inform policymakers, educators, and researchers about the future of education in Sub-Saharan Africa. “Michael Agyemang Adarkwah”
On this topic, the poster provides a summary of a new experience of Online Training in RTC-Algeria for 14 WMO African members
Hydro-climatological Education and Training in sub-Saharan Africa: Prospects and constraints
The Flipped Classroom Application in Vocational Training
New approaches to enhance training in RIII and RIV (Spanish speaking countries)
Moira Doyle, Marines Campos, Marcela Perez
CALMet - a valuable network for the worldwide Meteorological Education and Training Community
Heleen ter Pelkwijk (KNMI), Marinés Campos (SMN) and Vesa Nietosvaara (EUMETSAT)
This year’s CALMet XIV was kindly hosted by Servicio Meteorológico Nacional, Argentina. Due to the pandemic and the worldwide travel restrictions we had to organise this conference in a fully virtual environment. We have chosen for a 'flipped-learning' approach. This meant that all conference material was available for the participants to explore some time before the Conference started. During the Conference week, Monday 27 September to Friday 1st of October 2021, we dedicated a limited amount of time to live plenary sessions format and had asynchronous forums and online opportunities for social interactions with the help of the web tool, Wonder.
CALMet brings together educators, trainers and managers from universities, research institutions, and National Meteorological and Hydrological Services. This year, the CALMet XIV Theme was “Bringing Together the Best of Online to Learning” and the outreach of this conference was enormous compared to previous CALMet Conferences. During this conference, 259 people from 55 countries logged into our Conference Moodle environment and took part in the programme. We had five wonderful days of active interaction in 14 live sessions and over 40 discussions going on in the discussion forums around the forced switch from classroom to online sessions, providing multilingual training, providing training for people in climate services, to observers and people providing extreme weather forecasts and training people with the help of simulators. Next to that there were be some plenary sessions on pedagogical topics which were very useful to us all.
This poster will tell you more about CALMet and this year's online CALMet XIV Conference Event.
Reaction of the WMO RTC Network to the Required Rapid Changes in Education and Training
(1) Mustafa ADIGUZEL, Scientific Officer (2) Patrick PARRISH, Independent Researcher
Based on the annual reports of the WMO RTCs from 2016 to 2020, on average, the RTCs and their associated components offer around 500 courses and serve about 3’000 international participants each year.
Annual reports of the RTCs also showed that the number of short-term, face-to-face courses offered by WMO RTCs decreased by almost 48%, while distance learning courses increased by 47% in 2020 compared to 2019. Consequently, the total number of international participants increased by 197% over 2019.
Although the number of face-to-face short courses and the number of international participants decreased, with the dramatic increase in distance learning courses, the number of international participants served in 2020 reached 5’755, which was more than double number served in 2016, which showed 2’629.
A rapid survey conducted after the first months of the pandemic revealed that there was a sharp increase in the demand for online training. The shift to virtual modes of delivery demonstrated the relatively untapped potential of distance learning as a suitable means of delivery.
In addition to this great support in meeting the needs of Members, distance learning also provides more opportunities for female participants and a better gender balance compared to both short-term and long-term face-to-face courses of RTCs.
WMO Marine Services Course: Innovation, Keeping Pace with Rapid Changes
Sarah Grimes, Misa Funaki, Patrick Parrish, Bruce Muller, NaYeon Kim
Note that while the course was designed in the context of marine services, the framework and approach can easily be refocused for use in developing improvement plans for any service area.
Development of education for climate enlightenment in Ukraine within the framework of the EU ERASMUS+ project of ‘Multilevel Local, Nation- and Regionwide Education and Training in Climate Services, Climate Change
Sergej Zilitinkevich, Sergiy Stepanenko, Enric Aguilar, Hanna Lappalainen, Oleg Shabliy, Inna Khomenko
How to Break Ice in Online International Training
CHEN Jinyang，ZHANG Yi
According to CMATC, a well-designed icebreaker has never been an easy task due to class size, time zone and internet connection. Fortunately, the availability of online collaboration tools such as Padlet makes it possible for us to enable ice-breaking and efficient learning in an online community.
Videos, photos, pictures, letters, messages, emails, posts, dialogues, conversations, …… all these can be shared, communicated and made on the gadget on a one-to-one, one-to-all and all-to-all basis. By assigning a variety of interactive pre-, in- and post-training tasks/activities on the Padlet, such as self-introduction, sharing in-session photos and personal review videos, the facilitator is in a position to contribute to the communication between and among different actors for mutual understanding, in-process sharing, and post-training review and reflection. These exercises serve to keep users from feeling isolated or even virtual, instead making them find themselves in a seemingly real-world community or setting.
The Padlet-based icebreakers, which have been practiced in all 15 courses in CMATC from 2020 to 2021 successfully, can be characterized as follows: First, it is an easy solution to online icebreaking. Second, its accessibility to messages posted results in unparalleled convenience. Third, being fit for a large class, it meets both trainers’ and trainees’ needs in a rapidly changing landscape. So the initiative and attempt to try emerging tools are seen as what is set to happen in the coming years in this connection.
Work together and achieve more
Maintaining and developing competencies in pandemic times
Alexandru Hozoc, Paul Bugeac
Online courses in Meteorology and Climate at the University of Reading
Delivering and Evaluating International Synchronous Training Activities
Elizabeth Page, Alan Bol, Wendy Gram, Paul A. Kucera
COMET’s classroom courses have expanded to include initial forecaster training and development of BIP-M level competencies. With the pandemic, these courses moved to online and blended learning methods of training delivery. A flipped classroom approach has been used with video lectures recorded days or weeks prior to the course. English subtitles have been added to assist the less English-fluent participants and online polling questions were embedded. Live sessions with the students focused on applications of the topics covered in the lectures with hands-on case studies and current weather scenarios. As technology has evolved, COMET has taken advantage of options that include more interactive engagement of students, closed captioning, and automated simultaneous interpretation of the presentations given in English. The poster will provide examples of innovative training methods that were developed to meet the virtual training challenges during the pandemic.
Making the Switch: Lessons learned moving meteorologist training online at BMTC
This resource recounts some of the pitfalls of moving to fully online or blended meteorological education including online exams and a shift to open book assessment, building interactivity and engagement, pastoral care, operational training, catering to both online and face to face learners simultaneously, learner technology, and remote teaching for ESL learners.
Responding to a pandemic - ECMWF's move to virtual training
Sarah Keeley, Becky Hemingway and Chris Stewart
Delivering the courses online posed challenges both for participants and trainers; learning how to interact with new technology and making sure that learning objectives were still met as trainer-participant interactions were reduced in a virtual world. In this poster we present: the different ways we have delivered our courses; the new tools we have used and the lessons we have learned for delivering courses in the future
Development of Online Modules on Severe Wind Hazard and Risk Assessment for Tropical Cyclone Forecasters
Lambrento, John Carlo R., Cinco, Thelma A., Monteverde, Ma. Cecilia A., Estrebillo, Loren Joy D., Dolendo, John Mark I., Timbal, Karlo J., Canlas, Andrea M.
Challenges and opportunities in training and learning during the Covid-19 pandemic: Flash Flood Guidance System (FFGS) with global coverage example
Ms. Petra Mutic and Dr. Hwirin Kim
Since then, this initiative has been providing extensive training to hydrologists, meteorologists and disaster managers around the world on the use of FFGS.
To effectively transition from a formerly in-person or hybrid learning approach to a fully online one during the Covid-19 pandemic, WMO and project partners developed and published the electronic learning FFGS Training platform, a one-stop shop for FFGS trainers and trainees to access distance learning resources from home, including the hands-on training material, FFGS Simulators for operational forecasters, regional forums, case studies and online courses related to flash flood forecasting and early warning system. The training resources were developed by various individuals, projects and organizations.
This pandemic has highlighted the importance of expanding e-learning opportunities, to ensure that no one is left behind. Learners have freedom to access the FFGS Training platform anytime and anywhere, irrespective of challenges such as the pandemic outbreak.
The first assessment showed that the training platform provides the following: (i) Greater access to training for a broader audience, especially for those who live far from the training location or experience restricted mobility; (ii) Opportunity for trainers and trainees to revisit the training material later on for a refresher; (iii) Reduced training costs for the organization of the training events; (iv) Time saved from reduced traveling to training locations; (v) Training content can be updated more readily and shared with participants; (vi) Increased familiarity among trainees and trainers with a broader range of training materials and technologies; (vii) Participants in self-paced distance learning are able to access training content at a time and in a location convenient for them.
On the other side, training without face-to-face classroom interaction is a still common challenge for all. Other challenges include handling technical issues and the lack of infrastructure (e.g., low-quality network connections) and the need for development of online teaching skills for the trainers. Despite widespread closures, the FFGS training program reached more than 1,000 hydrologists, meteorologists and disaster managers during the Covid-19 pandemic through a variety of distance approaches.
Knowing that the pandemic is ongoing and future waves could come, WMO and project partners continue to build the capacity of National Meteorological and Hydrological Services (NMHSs) to issue flash flood warnings and alerts, and by doing so, mitigate the adverse impacts of hydrometeorological hazards.
Together, partners are utilizing this opportunity to learn from the pandemic and reforms that transform learning systems to be more inclusive and responsive to the needs of all learners and trainers.
A Review of Meteorological International Online Training Held by CMATC
Remote learning: a challenge during pandemics
Octavian Paul BUGEAC
Training and Retraining Hydrologists for the Hydrometeorological Service of Ukraine: Present State and New Challenges
Viacheslav Manukalo, Valentyn Khilchevskyi, Vasyl Grebin
ONLINE TRAININGS IN CLIMATE-ORIENTED EDUCATION
Alexander Mahura 1, Valeriya Ovcharuk 2, Tetyana Kryvomaz3, Hanna Lappalainen1, Katja Lauri1, Inna Khomenko2, Oleg Shablii2, Veljo Kabin4, Marek Frankowicz5, Yurii Rashkevych6, Larisa Sogacheva7, Putian Zhou1,7, Antti Mäkelä7, Svitlana Krakovska8, Laura Riuttanen1, Svyatoslav Tyuryakov1,7, Irina Bashmakova1
Education and Training Board
WMO Education and Training Office
The overall objective of the WMO Education and Training Board is to strengthen coordination and sustainability of education and training efforts by providers on meteorology, hydrology and related environmental disciplines, to meet the growing needs of Members. The Education and Training Board is not intended to have legislative authority, but rather be a sounding entity formed by education and training providers, with the view of having a structured platform for discussion and sharing of ideas that can contribute to improving capacity development.
The concept of an WMO Education and Training Board stems in part from the WMO Global Campus initiative which is based upon WMO's tried and tested practice of linking Members’ existing facilities to create a coordinated, distributed network from the existing specialist WMO-related education and training institutions. As with other WMO networking initiatives such as observations and communications, the Global Campus establishes a network the disparate institutions and defines a mechanism for collaboration that allows sharing of education and training resources and knowledge. An underlying premise is ensuring that all Members can contribute to, and benefit from, the proposed networking arrangements.
Digital Open Badges: Micro-credentials for learning achievements
Patrick Parrish (Independent), Elena Rapisardi (CNR - IBE) , Eduard Podgaiskii (RSHU) , Vieri Tarchiani (CNR - IBE), Mustafa Adiguzel (WMO ETR)
Open Badges are a widely used, flexible method for issuing online “micro-credentials” that can demonstrate accomplishments, development of skills, recognized qualities, and potentially even interests. They can be used to demonstrate the growing achievements that an individual accomplishes in both formal and informal contexts. They provide both motivation and a way to signal otherwise unrecognized accomplishments. In universities around the world, Open Badges are being adopted for demonstrating the developed skills and general competencies that underlie a diploma or a still ongoing educational experience. They are also being used in continuing professional development contexts. For the WMO Global Campus initiative, we propose that Open Badges can be a method of demonstrating development of the competencies and skills related to WMO competency standards. This poster will define and demonstrate badges, pose challenges for implementation in WMO contexts, and suggest some initial and potential future uses.
Evaluating the impacts of training: Building on our experiences and supporting our community
Luciane Veeck (1), Barbara Bourdelles (2), Patrick Parrish (3), Daniela Schroeter (4), Alan Bol (5), Vieri Tarchiani (6), Marina Baldi (6), Moussa Waongo (7), Leah Yeddes (1)