Technology to provide educational practitioners with the expertise they need (original) (raw)
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Methodological Framework for Innovative Classroom Trainings
Designing Future Innovative Learning Spaces project (Design FILS) funded by European Union’s Erasmus+ KA2 - Cooperation for innovation and the exchange of good practices under grant agreement number 2019-1-TR01-KA201-076567, 2020
Often stereotyped, traditional teaching is characterized by a pedagogical delivery model taking place in a standardized and fixed classroom. Current teaching practices show that many teachers want to shift to a different paradigm with less pedagogical sameness, facilitating personalized, student-centered and active learning, while aiming at building future skills. In this study, the different parameters are explored to bring active learning into practice. The physical design of the space as well as the use of educational technology are critical components that support active learning pedagogy. The academic literature on the three pillars of active learning – pedagogy, space design and technology – forms the theoretical and methodological basis to define strategies and recommendations on the key aspects of teaching in future innovative learning spaces.
2019
This report is Deliverable D3.2 connected to task 3.3 in the 3rd work package and is part of MS3 of the LEA project. The leader of the work package is Otto-von-Guericke-University, who also compiled the deliverable. Task 3.3 aims to detect the barriers which prevent the use of learning technology in schools as well as the competencies needed by students and teachers. The use of digital learning technology has great potential for the school sector. It can promote individual and lifelong learning via the use of special learning environments and prepare content in a form that would be difficult or impossible to implement with conventional means. This is accompanied by new methodological approaches that enable or simplify forms of collaborative work. Nevertheless, the implementation of learntech in schools is not always possible without issues. There are certain barriers, both on the part of teachers and students, which must be identified and overcome. For this reason, the full potentia...
DesignFils: Methodological Framework for Innovative Classroom Trainings
European Commission, 2021
This publication is part of Designing Future Innovative Learning Spaces project (Design FILS) funded by European Union's Erasmus+ KA2-Cooperation for innovation and the exchange of good practices under grant agreement number 2019-1-TR01-KA201-076567. - Often stereotyped, traditional teaching is characterized by a pedagogical delivery model taking place in a standardized and fixed classroom. Current teaching practices show that many teachers want to shift to a different paradigm with less pedagogical sameness, facilitating personalized, student-centered and active learning, while aiming at building future skills. In this study, the different parameters are explored to bring active learning into practice. The physical design of the space as well as the use of educational technology are critical components that support active learning pedagogy. The academic literature on the three pillars of active learning – pedagogy, space design and technology – forms the theoretical and methodological basis to define strategies and recommendations on the key aspects of teaching in future innovative learning spaces. Keywords: active learning pedagogy, learning space design, educational technology.
Innovative Learning Environments
Many of the modern learning environments being built today promote and support a range of pedagogies including delivering, applying, creating, communicating and decision-making. Modern learning environments support strengths-based teaching and can offer students and teachers flexibility, openness and access to resources. Providing teachers with an open, flexible learning environment can lead to the development of a robust, continuously improving community of practice. Modern learning environments that align better with what we know about the brain and student learning can facilitate traditional pedagogies such as direct instruction if needed, but they typically offer students and teachers much more: Flexibility: the ability to combine two classes into one for team-teaching, split a class into small groups and spread them over a wider area or combine different classes studying complementary learning areas. Openness: modern learning environments traditionally have fewer walls, more glass and often use the idea of a learning common (or hub) which is a central teaching and learning space that can be shared by several classes. They provide opportunities to observe and learn from the teaching of others and be observed in return. Access to resources (including technology): typically a learning common is surrounded by breakout spaces allowing a range of different activities, such as reading, group work, project space, wet areas, reflection, and presenting. There is often a mixture of wireless and wired technology offering access as and when students need it, within the flow of their learning. Working in an open, flexible learning environment where inquiries are shared, interventions devised collaboratively and reflections based on both self and peer observations, leads to a more robust, continuously improving community of practice.
ICT-supported learning processes
Teacher Education, Facing the …
It was our privilege to welcome you at the Vrije Universiteit Brussel for the 33 rd annual conference of the ATEE. We worked hard to make these five days both productive and enjoyable.
The Global Classroom Video Conferencing Model and First Evaluation -Weitze and Ørngreen
This paper presents and discusses findings about how students, teachers, and the organization experience a start--up--project applying video conferences between campus and home. This is new territory for adult learning centers. The paper discusses the transition to this eLearning form and discusses pedagogical innovativeness, including collaborative and technological issues. The research is based on the Global Classroom Model as it is implemented and used at an adult learning center in Denmark (VUC Storstrøm). VUC Storstrøms (VUC) Global Classroom Model is an approach to video conferencing and eLearning using campus--based teaching combined with laptop solutions for students at home. After a couple of years of campus--to--campus video streaming, VUC started a fulltime day program in 2011 with the support of a hybrid campus and videoconference model. In this model the teachers and some of the students are present on campus in the classroom, while other students are participating simultaneously from their home using laptops. Although the Global Classroom Model is pedagogically flexible, the students are required to attend according to regulations from the Ministry of Children and Education to pass their exams. Evaluations show that the students are happy with the flexibility this model provides in their everyday life. However, our findings also show several obstacles. Firstly technical issues are at play, but also the learning design of the lessons, as well as general organizational and cultural issues. All these matters need to be taken into consideration when implementing the Global Classroom Model. Through the start--up period of a PhD study and through a research--based competence development project with senior researchers, we have gained knowledge about the experiences, challenges, and potentials of the teaching and learning within the Global Classroom Model. Both studies are action research studies with a user-centered approach. In this paper we focus on the students experience and on the organizational issues related to the transition to the Global Classroom Model as well as on the continued development of the teachers' educational designs. The research is based on interviews, on utterances in feedback sessions, and on the observed interaction taking place.
Design of Learning Activities – Pedagogy, Technology and Delivery Trends
ICST Transactions on e-Education and e-Learning, 2014
There are many questions that must be addressed in the design of teaching-learning situations/scenarios. They include: how to adapt content/activities to learner´s specific needs; how to plan corrective feedback; how to fit teaching-learningassessment techniques to a specific educational context; how to choose the educational tools more appropriate to a teaching-learning-assessment method; how to choose a language to express a pedagogical model; how to adequate the teaching-learning-assessment activities deployment to a specific educational format (distance, face-to-face or blending learning). Currently, educators, teachers included, are faced with those questions and therefore the development of teaching-learning systems is vital to help them in the design of learning situations in order to alleviate their burden in preparing lessons or teaching-learning activities. This paper presents an overview of a set of mechanisms that can help educators taking informed decisions when designing teaching-learning scenarios. To this end, a survey of the most relevant computer-based teaching-learning systems since 1960 along with developments in the learning and the instruction domains are presented. In addition, reflections on educational material design, teaching-learning activities more specifically, are also introduced. Those considerations aim at bridging the gap between relevant theoretical aspects and the teachers' daily activities in the design of teaching-learning scenarios. Finally, this paper introduces our proposed model for automatic recommendation of teaching-learning techniques to support teachers in designing of teaching-learning activities.