Teachers are lifelong learners too EDEN 2005 ANNUAL CONFERENCE Helsinki, June 21st 2005 Deborah Arnold, Vidéoscop - Université Nancy 2, FR Matteo Uggeri, Politecnico di Milano - Centro METID, IT Wilfried Admiraal, University of Utrecht - IVLOS Institute, NL Eija Ristimaki, Helsinki University of Technology / FVU, FI
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Teachers are lifelong learners too EDEN 2005 ANNUAL CONFERENCE Helsinki, June 21st 2005 Deborah Arnold, Vidéoscop - Université Nancy 2, FR Matteo Uggeri,
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Teachers are lifelong learners tooEDEN 2005 ANNUAL CONFERENCE
Matteo Uggeri, Politecnico di Milano - Centro METID, IT
Wilfried Admiraal, University of Utrecht - IVLOS Institute, NL
Eija Ristimaki, Helsinki University of Technology / FVU, FI
2/13
eLene-TT: how did it all start?
The Ramboll Report: – we received their visit and we were used as case studies
An idea from one of the institutes involved:– work together on a common project…
We had to meet (before the report was finished)– http://www.elearningeuropa.info/extras/pdf/virtual_models.pdf
THE NAME…
3/13
The eLene spirit: (h)eLene: a (h)uman e-learning network
A year of collaborative informal work; 3 face to face project development meetings:
– Milan (Nov 03)
– Bremen (Feb 04)
– Nancy (May 04)
Find a common topic, or several…
4/13
eLene-TT: Analysis
Literature, practices, needs
Some conclusions:– teacher training workplace learning
Needs:– Pedagogical approaches
– Collaboration between teachers
– Technological support
– Content design
Institutional environment (more on this later…)
Criteria for designing TT actions and selecting appropriate tools
5/13
eLene-TT: Tools for teacher training
An example: COMPETICE (from France): – a self assessment tool for skills analysis,
– National Ministry of Education project to support Campus Numériques,
– all key players in e-learning from decision-making level to students, so including HE teachers…
Another example: Math Online B (from Italy):– 1 part face to face talking to teachers,
– then they do something by themselves or accompanied by someone from our staff (METID),
– they play the role of students,
– then go off on their own, teach with students,
– after come back to METID and discuss their experience in a party.
– We want to make them as independent as possible.
6/13
Tools for TT: COMPETICE
7/13
Tools for TT: COMPETICE
8/13
Tools for TT: COMPETICE
9/13
http://www.mathonline.it
Path B
Training
online for
high school
maths
teachers
Tools for TT: Math onLine B
10/13
Tools for TT: Math onLine B
Goals:
– training about e-learning issues and about the role of tutor (models,
technology, didactical aspects)
– giving the opportunity to experience directly the tutor activities in MathOnLine
(role, skills and management of synchronous and asynchronous activities)
Topics:
– the e-learning models: teaching and learning implications
– the role of tutor: technological issues, methodologies and management of the
process
– the content providing for e-learning
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Tools for TT: Math onLine B
The path:
Design and length: – 4 weeks – 50 hours with
4 afternoons on site (16 hours) 3 online activities (34 hours)
Editions:– 2003: from September to October– 2004: from March to April– 2005: from September to October
Learning to usetechnologyLearning to usetechnology
The teacher as astudentThe teacher as astudent
1 – Technology puzzle
The teacher asonline tutorThe teacher asonline tutor
3 – Start teaching again
The teacher asskilled online teacherThe teacher asskilled online teacher
2 – Back behind the desk
12/13
Country level
Teacher level
University level
Department level
structuralpolitical
symbolic-culturalhuman
Guidelines for TT - Key Issue: Institutional Environment
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structural
Are there power games about resources?
political
political
symbolic-culturalhuman
University level
Does your university perform distance learning with e-learning?For how many students?Is there any pedagogical training?Is there an official strategy of the university on e-learning? (or a strategic scheme of e-learning development)What is the ICT culture of the university?
Organisation- What is the status of the university? (private / public)- Is there a teachers’ development skills unit at your university?- Is there an e-learning unit at your university?
Ressources
- Do teachers have access to good equipment easily?- Is there money for e-learning activities?
Responsibilities
- Who is responsible for the ICT strategy?- Who is responsible for TT?- Who is responsible for TT concerning e-learning ?- WHO says what has to be done?- WHO decides what resources are to be used?- WHO decides the constraints?- WHO validates?
symbolic-cultural
structural
Guidelines for TT - Key Issue: Institutional Environment