1. Sofoklis Sotiriou Pavlos Koulouris Ellinogermaniki Agogi ‘From MUSE to NEMED, ZEUS, and RURAL WINGS’ Distance in-service training for multigrade school teachers

2. Main points Multigrade schools: an important role in providing access to ‘Education for All’ in remote and disadvantaged rural areas. Multigrade schools: an important role in providing access to ‘Education for All’ in remote and disadvantaged rural areas. Our focus: support and in-service-training opportunities promised to the multigrade school teacher by developments in educational technologies. Our focus: support and in-service-training opportunities promised to the multigrade school teacher by developments in educational technologies. Current and emerging tendencies of broadband access provision for multigrade schools (e.g. satellite network services). Current and emerging tendencies of broadband access provision for multigrade schools (e.g. satellite network services). The potential for catalysing change and development in the school and in the local community more widely. The potential for catalysing change and development in the school and in the local community more widely.

3. Provision of in-service training to teachers working in remote rural schools: Provision of in-service training to teachers working in remote rural schools: a need a need a challenge (geographical, organisational, socio-economical reasons) a challenge (geographical, organisational, socio-economical reasons)

4. MUSE: MUltigrade School Education (Socrates / Comenius 2.1)

5.  The partnership Plus 4 multigrade schools (pilot sites) in Greece, Finland, and Spain. Ellinogermaniki Agogi (Gr) University of Aegean (Gr) Pedagogical Institute (Gr) Cadiz University (Es) Institute of Education (UK) Chydenius Institute (Fi)

6.  Aims and objectives To develop a programme of in-service training for teachers in multigrade schools. To enhance teachers’ professional skills, including their ability to develop lesson plans in accordance with the specific needs of their work environment. To develop an innovative dedicated web portal supporting the provision of continuous in-service training and support to the teachers. To encourage and support communication between the isolated remote school environment and the wider educational community.

7.  Training programme

8.  NEMED: continuing the MUSE A network, aiming to support further exchange of knowledge, experience and good practice, in the framework of Socrates / Comenius 3. Partners: UNIVERSITY OF AEGEAN (Greece) ELLINOGERMANIKI AGOGI (Greece) INSTITUTE OF EDUCATION - UNIVERSITY OF LONDON (UK) CHYDENIUS INSTITUTE (Finland) UNIVERSITY OF BARCELONA (Spain) UNIVERSITY OF LISBON (Portugal) UNIVERSITY OF CYPRUS (Cyprus) UNIVERSITY OF LECCE (Italy) POLYTECHNIC UNIVERSITY OF BUCHAREST (Romania) EOTVOS LORAND UNIVERSITY (Hungary) EUROPEAN DISTANCE EDUCATION NETWORK (UK) ORIENTE (Austria)

9. Satellite data communications: Satellite data communications: an advanced and reliable channel for broadband access to the Information Society in geographically disadvantaged and isolated areas an advanced and reliable channel for broadband access to the Information Society in geographically disadvantaged and isolated areas a promising way out of the problem of multigrade school teachers’ isolation. a promising way out of the problem of multigrade school teachers’ isolation.

10. Let’s exploit the broadband possibilities offered by satellite telecommunications in order to afford richer, multimodal online learning experiences that would not be feasible through the standard terrestrial connectivity nowadays usually available in remote areas. Let’s exploit the broadband possibilities offered by satellite telecommunications in order to afford richer, multimodal online learning experiences that would not be feasible through the standard terrestrial connectivity nowadays usually available in remote areas.

11. Funded by the e-Learning programme of the Greek government (GSRT) ZEUS

12. OTE HELLAS SAT INTRACOM ELLINOGERMANIKI AGOGI UNIVERSITY OF AEGEAN Q-PLAN  The partnership

13. Advanced telecommunication channels are used, such as satellite systems, for the provision of high quality training to multigrade school teachers in the Greek countryside. Training is piloted in a network of ten schools, situated in remote, both insular and mountainous, areas of the country.

14. ZEUS System Architecture

17. A multitude of training material formats: Video Presentations Study texts Websites

18. Let’s explore the potential of such initiatives to reach beyond the individual teachers receiving the training, by fostering digital culture among all rural citizens and thus bridging the digital divide. Let’s explore the potential of such initiatives to reach beyond the individual teachers receiving the training, by fostering digital culture among all rural citizens and thus bridging the digital divide. Let’s go ‘global’ (i.e. beyond Europe) Let’s go ‘global’ (i.e. beyond Europe)

19. RURAL WINGS: Wings for a rural Information Society FP6-Space Argentina Belgium Canada Chile Colombia Cyprus Estonia Finland France Germany Greece Israel Peru Poland Romania Spain Sweden Turkey UK USA

20.  The partnership UoPGermanyUniversity of Potsdam NETFinlandKarjalan Nettinikkarit Ltd FORTHNETGreeceFORTHnet ERCBelgiumEuropean Resuscitation Council TELEMEDICINEFranceTelemedicine Technologies BGUIsraelBen Gurion University – Center For Futurism In Education FOURIERIsraelFourier Systems Ltd GBTurkeyGoerceada Belediyesi PBFPolandProgress & Business Foundation UoFChileUniversity of La Frontera – Instituto De Informática Educatica FVG Colombia Fundación Volvamos A La Gente IEPPeruInstituto De Estudios Peruanos UNSAArgentinaNational University of Salta CCDColombiaCorporación Colombia Digital

21. ICCS Greece Institute of Communication and Computer Systems ASTRIUM France EADS Astrium AVANTI United Kingdom Avanti Communications EMS Canada EMS Technologies MIT/ML-2B1 USA MIT Media Lab – 2B1 Foundation EUTELSAT France EUTELSAT EA Greece Ellinogermaniki Agogi INSEAD France Insead IIE –MULTIMEDIA Sweden Institute For International Education / Multimedia – Stockholm University EDEN United Kingdom European Distance And E-Learning Network CRC Canada Communication Research Center Q-Plan Greece Q-PLAN S.A. HELLAS SAT Cyprus HELLAS SAT Consortium LTD AU Canada Athabasca University UB Spain University of Barcelona, Department of Didactics and Educational Organisation FORTH Greece Institute of Computer Science, Foundation for Research and Technology UPB Romania Universitatea "Politehnica" din Bucuresti A&O Estonia Alfa – Omega Communications Progress TV France Progress TV UoA Greece University of Aegean

22. Overview Strategic objectives addressed: End- to-end satellite telecommunications systems for tele-education applications Strategic objectives addressed: End- to-end satellite telecommunications systems for tele-education applications Developing an advanced learning platform through satellite DVB-RCS access technologies, promoting a user-centred methodological approach.

23. Main aims To support the creation of a new culture in rural communities promoting digital literacy and reducing resistance to the use of new technologies To offer stimulating and creative learning environments to support vibrant user communities To attempt an extended implementation in dozens of pilot sites in 18 countries worldwide To catalyse satellite broadband take up in Europe and beyond Ultimately, to transfer knowledge and adjust these practices in different knowledge spaces (at school, at work, at home) as a mean for interaction between user needs and technological developments.

24.  Innovation Technology: Both upload AND download link Both upload AND download link Content: Learning@school Learning@school Learning@work Learning@work Learning@home Learning@home Methodology: Emphasizing guided self-initiative by users / trainees Emphasizing guided self-initiative by users / trainees

25. Satellite coverage

26. Country# of pilot sites Greece30 Spain10 Sweden10 France5 Romania10 Cyprus5 Estonia7 Finland10 Poland10 UK10 Israel6 Canada10 Chile10 Colombia10 Argentina10 Peru10 Turkey5 S. Africa10 TOTAL168

27. VERDI BARRD SCHOOLSAT MUSE RIA ZEUS TWISTER RURAL WINGS RCST USER DEMAND TECHNOLOGY PUSH RURAL WINGS in relation to previous projects The project will push the current boundaries further by providing a platform that integrates contextual information into new learning settings. The geographical coverage of the project will help bring together experiences from different countries and cultures.

28. Satellite network Remote area LAN Satellite terminal @ INTERNET backbone PLATFORMS CONTENT LEARNING HUB WIRED AND/OR WIRELESS LAN END USERS terminals DVB-RCS hub TWO WAY EXCHANGE OF DATA -FDW LINK DVB/MPEG2 DATAFORMAT (45Mb/s) -RTN LINK USING MULTI-FREQ.TDMA (2Mb/s) System Architecture

29.  Learning hubs  The Learning Hub will provide a ‘lab’ where innovative ideas can be tried out

30.  Learning community (wi-fi local network)  Establishment of a wireless (Wi-Fi) communications infrastructure.  The new technology facilitates flexible interpersonal communication patterns.  Project evolves to “learning networks and communities”

31. An in-depth knowledge and modular development of the DVB-RCS technology how it needs to be configured to provide the standard of service that customers demand, expect and are willing to pay for. Greater awareness amongst the general public of the possibilities satellite systems provide promotion of the DVB-RCS technology and awareness of its suitability for bridging the digital divide An exciting and compelling range of educational tools that make the full use of broadband characteristics (speed, interactivity, personalization, always-on etc) Representing a significant value added service that could help drive the uptake of satellite broadband. Main Results

32. Rural schools could function as places of lifelong learning for the whole community, providing the local labour force and citizens of all ages with fast Internet access to opportunities for knowledge and creativity. Rural schools could function as places of lifelong learning for the whole community, providing the local labour force and citizens of all ages with fast Internet access to opportunities for knowledge and creativity. The rural teacher would then take on an extra role, as an agent of change and catalyst for the penetration of the Information Society in the remote rural communities. The rural teacher would then take on an extra role, as an agent of change and catalyst for the penetration of the Information Society in the remote rural communities.