21C Teachers' competences and the request for new learning resources Leo Højsholt-Poulsen UNIC The Danish IT Centre for Education and Research Denmark.

21C Teachers' competences and the request for

new learning resources

Leo Højsholt-PoulsenUNI•C

The Danish IT Centre for Education and Research

Denmark

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Pedagogical ICT competences and learning resources

• 21C teachers must have the competences to use ICT and digital learning resources in education

• National, and several European and international strategies for the professional development of teachers (on ICT)

• It all comes down to simple questions:– What do we want the teachers to learn?– How do they learn this?– How do we evaluate/assess

if they have learned what they are supposed to?

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International Society for Technology in Education

National Educational Technology Standards (NETS)

• ISTE NETS for Teachers (NETS•T)

• ISTE NETS for Students (NETS•S)

• See cnets.iste.org

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NETS for Teachers Curriculum and Content Area StandardsPerformance indicators

• Technology operations and conceptsTeachers demonstrate a sound understanding of technology operations and concepts.

• Planning and designing learning environments and experiencesTeachers plan and design effective learning environments and experiences supported by technology.

• Teaching, learning, and the curriculumTeachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning.

• Assessment and evaluationTeachers apply technology to facilitate a variety of effective assessment and evaluation strategies.

• Productivity and professional practiceTeachers use technology to enhance their productivity and professional practice.

• Social, ethical, legal, and human issuesTeachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice.

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• Basic ICT skills • Insight into the impact of ICT on

– the role of teachers and students– the pedagogical and organizational development of the school– on the development of the subjects

• Insight into and experience with team-based work in a net-based learning environment.

The Pedagogical ICT Licence

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Main areas and competencies, 1

Basic ICT skills

• Use the computer as a personal tool, for individual work, for preparation and learning

• Use different networks, e.g. local area network, e-conferences, intranet or the like

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Main areas and competencies, 2

Research and collaboration competencies with ICT

• Collect, evaluate, summarize, put into perspective and present information with ICT

• Work systematically and process-oriented in electronic learning environments

• Master different methods of work with ICT

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Main areas and competencies, 3

Pedagogical and didactic ICT competencies

• Plan, complete and evaluate ICT-integrated training

• Reflect on learning processes with ICT

• Relate to the development of a school with regard to application of ICT

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EPICT – European Pedagogical ICT Licence®

A European standard that•Ensures adequate ICT-integration

- at all levels across all subjects • Is economically feasible, a sustainable model•Of even and high quality• Is distributed across the country

via distributed course organization•Applies E-learning, blended approach

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Modern ICT and media teacher training

• ICT always with a pedagogical rationale

• ICT, Internet and media as means, method and topic

• use ICT as a personal tool and apply ICT pedagogically in education

• Process and product

• School based (local collaboration)

• Teacher teams (peer learning)

• Close and parallel to daily practice, concrete and relevant assignments

• Keywords: school development, process and teamwork

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The Pedagogical ICT Licence

EPICT – European Pedagogical ICT Licence®

• Denmark, Norway, Hungary, Greece, Italy, Iceland, UK, Ireland, Austria (pilots/scaled)

APICT – African Pedagogical ICT Licence• Ghana, Uganda, Cameroon – pilots

AusiPICT – Australian Pedagogical ICT Licence• Tasmania, pilot

• Controlled internationally by the EPICT Group (UNI•C is Secretariat)

• Read more at EPICT.EU

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• A number of independent studies: It works!

• Most recent study in the Nordic countriesRamboll Management, May 2006E-learning Nordic 2006- Impact of ICT on education8000 respondents from Sweden, Norway, Finland and Denmark

• ”ICT generally has a positive impact on the teaching and learning situation.

• However, some people expected that ICT could in some ways revolutionise the teaching and learning processes at school, and compared with this view, the impact must be seen as more limited.”

”Impact of ICT on teaching and learning processes”

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•MANY titles•FEW users

Digital learning resources

The learning ressourceof the 21 Century:

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Standard softwarePresentations toolsLaboratory softwareInformation softwareSearch toolsEducational (subject oriented) softwareBig programs (courseware)Software with books and TV (and vice

versa)Totally integrated software: TV/computerMy software

“Types of software for learning” (LHP 1997)

Virtual learning environments – Learning management systems ?

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Include content• to help beginners

Be open• to allow for new content

A new digital learning resource should

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Defining a learning resource

• Peder Skyum-Nielsen, University of Southern Denmark has given 13 questions often used in the description of learning resources:

• ” Who says [or understands] what to [from] whom with which intention, in which medium and dependent on which conditions, at what time and place and under the influence of which teacher persona and teaching methods and controlled by which formal regulations, and with which selection and use of concepts, with which verbal and textual practice, with which para- and non-verbal communications … and with what overall effect? ”

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“Digital learning resources as systemic innovation”

Any digital resource that is actually used by teachers and learners for the purpose of learning

System-wide impact

New ideas that work(A UK Cabinet Office paper)

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New study by• OECD’s Centre for Educational Research and Innovation, CERI • First phase: Nordic countries and Switzerland

Case studies – which DLRs have documented systemic impact?• National educational portals• Other suggestions from Denmark:

– Learning resources not designed for learning– Subscriptions to digital learning resources– Unconventional learning resources– Government policies and initiatives– User-driven content and exchange (e.g. lektion.se)– VLE – LMS ?

• Final report and conference late 2008

“Digital learning resources as systemic innovation”

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Learning resources for schools are paid by ‘public’ moneyNumerous national support programmes.

Public support to digital learning resources• To providers?• To end-users?

In some countries Government provides a free set of digital learning resources, e.g.:

• Korea ( - www.edunet4u.net) • Hungary ( - sdt.sulinet.hu)

Digital learning resources – Public vs. Private

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Google is not enough

• Repositories address the missing knowledge of users about opportunities and resources(“where are the learning resources”) from content providers (“where are the users”)

• Repositories are key disseminators of information of available learning resources.

• In repositories users search or browse for relevant resources (text books, websites, digital learning objects etc.) among the vast supply on the market.

Repositories help finding the learning resources

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Repository functionality overview

External bases with collections and materials

Producers: Register, update, upload, search, read statistics on usage

Teachers, librarians, students etc.: Search, browse, download (upload, comment)

Repository

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• The national repository of Danish learning resources• Materialeplatformen

– 20.000 learning resources of all types (books – digital media – museum exhibits etc.)

– from professional publishers to teachers

• Learning resources from Danish museums and science centres• E-Museum

• The national link repository• Fagenes Infoguide

- 10.000 links to websites for education- categorized by type of school and subject- evaluated by experienced teachers

- There are many different types of educational repositories in various countries

What is an educational repository? - the Danish situation illustrates the broad concept of educational repositories

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•EdReNe brings together members from– web-based repositories of learning resources with– content owners and– other stakeholders within education

•The members share, develop and document strategies, experiences, practices, solutions, advice, procedures etc. on the organisation, structuring and functionality of repositories.

•The overall goal is to improve the provision of and access to learning resources.

EdReNe – Educational Repositories Network

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EdReNe – thematic network of central actors

• UNI•C (Denmark)

• EUN – European Schoolnet (Europe)

• EENET - European Expert's Network for Education and Technology (Europe)

• Menon Network (Europe)

• EDEN - European Distance and E-Learning Network (Europe)

• FWU - Institut für Film und Bild in Wissenschaft und Unterricht (Germany)

• EAPC - Public Administration School of Catalunya (Spain)

• TLF - Tiger Leap Foundation (Estonia)

• UNI-LJ-FMF, Faculty of Mathematics and Physics, Uni. of Ljubljana (Slovenia)

• ITC - Centre of IT in Education (Lithuania)

• MSU - The Swedish National Agency for School Improvement (Sweden)

• ENIS Austria (Austria)

• NCTE –National Centre for Technology in Education (Ireland)

• Kennisnet – Sticting Kennisnet Ict op School (The Netherlands)

• Becta - British Educational Communications and Technology Agency (UK)

• CNDP - Centre National de Documentation Pédagogique (France)

• Giunti Interactive Labs (Italy)

• BFU- Brancheforeningen for undervisningsmidler (Denmark)

• bit media eLearning solutions (Austria)

• AIE - Associazione Italiana Editori (Italy)

• EduLearn (Portugal)

• sDae - Sociedad Digital De Autores Y Esitores (Spain)

• IML - Umeå University Department of Interactive Media and Learning (Sweden)

Associated members

• Utdanning.no (Norway)

• Utdanningsdirektoratet (Norway)

• VETAMIX (Finland)

• Lektion.se (Sweden)

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EdReNe arranges (2007 – 2009)

4 strategic seminars • where decision makers meet and exchange information

– feedback from expert workshops will be presented, discussed and condensated

10 expert workshops• for expert level representatives and invited external experts

- specific aspects of repository “life” will be discussed- 4 sub-themes:

• Repositories and resources, general level• Standards and interoperability• Engagement of producers and users, operational level• Rights issues

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A basic list of issues sets the agenda

•How do you establish a repository of learning resources together with producers and users

•Everyday organisation and management of a repository•Optimising number of titles and users •Quality frameworks and criteria•Networking repositories•Functionalities and features of a repository•Pedagogical metadata and links to curriculum•Management of IPR screening and clearance •Role of repositories in the new web environment

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Next workshop in First series of expert workshopsWS 3.1 - Issues that top the agenda

Repositories and resources, general level - First workshopBrussels, Belgium, 4 – 5 December 2007

• Quality assurance strategies (editorial policies, technical quality assurance)

• Connecting and cooperating with existing repositories• What are the additional benefits of repositories in a Google world• Identifying successful policy actions

(government support, public-private partnerships)• Metadata only or content repository? Pros and cons of hosting content• Sustainability of a repository in the long term• Barriers to cooperation and interoperability = Language?

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Do you wish to join EdReNe?

• EdReNe invites all stakeholders interested in sharing experiences and opinions on repositories of learning resources to join the network as associated members.

• An associate member participatesin the work and events as any other member.

• Consult www.edrene.org

• Contact [email protected] or [email protected]

The network is co-funded by the European Union, through the eContentplus programme