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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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Presentation on theme: "Teachers are lifelong learners too EDEN 2005 ANNUAL CONFERENCE Helsinki, June 21st 2005 Deborah Arnold, Vidéoscop - Université Nancy 2, FR Matteo Uggeri,"— Presentation transcript:

1 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

2 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 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 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 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 6/13 Tools for TT: COMPETICE

7 7/13 Tools for TT: COMPETICE

8 8/13 Tools for TT: COMPETICE

9 9/13 Path B Training online for high school maths teachers Tools for TT: Math onLine B

10 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

11 11/13 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 use technology The teacher as a student 1 – Technology puzzle The teacher as online tutor 3 – Start teaching again The teacher as skilled online teacher 2 – Back behind the desk

12 12/13 Country level Teacher level University level Department level structuralpolitical symbolic-culturalhuman Guidelines for TT - Key Issue: Institutional Environment

13 13/13 structural Are there power games about resources? 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


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