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Teachers are lifelong learners too EDEN 2005 ANNUAL CONFERENCE

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

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Teachers are lifelong learners too EDEN 2005 ANNUAL CONFERENCE

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  1. Teachers are lifelong learners tooEDEN 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

  2. 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. The eLenespirit: (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. 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. 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. Tools for TT: COMPETICE

  7. Tools for TT: COMPETICE

  8. Tools for TT: COMPETICE

  9. http://www.mathonline.it Tools for TT: Math onLine B Path BTraining online for high school maths teachers

  10. 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

  11. 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 1 – Technology puzzle Learning to use technology 2 – Back behind the desk The teacher as a student The teacher as online tutor 3 – Start teaching again The teacher as skilled online teacher

  12. Guidelines for TT - Key Issue: Institutional Environment human symbolic-cultural Country level political structural University level Department level Teacher level

  13. Guidelines for TT - Key Issue: Institutional Environment University level human symbolic-cultural symbolic-cultural 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? political structural political Are there power games about resources? structural 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?

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