Your SlideShare is downloading. ×
The Inter-Orthodox Center of the Church of Greece (DKEE) online courses using the moodle platform: presentation of a primary and secondary education teachers’ training good practice
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Introducing the official SlideShare app

Stunning, full-screen experience for iPhone and Android

Text the download link to your phone

Standard text messaging rates apply

The Inter-Orthodox Center of the Church of Greece (DKEE) online courses using the moodle platform: presentation of a primary and secondary education teachers’ training good practice

410
views

Published on

Ioanna Komninou, Konstantinos Antoniou, Xanthi Chouliara and Maria Frentzou.

Ioanna Komninou, Konstantinos Antoniou, Xanthi Chouliara and Maria Frentzou.

Published in: Education, Technology

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
410
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
4
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. The Inter-Orthodox Center of the Church of Greece(DKEE) online courses using the moodle platform: presentation of a primary and secondary education teachers’ training good practice Ioanna Komninou Konstantinos Antoniou Xanthie Chouliara Maria Frentzou DKEE- Interorthodox Center of the Greek Church
  • 2. The Interorthodox Center of the Church of Greece• was established in 1969• offers on site teacher training and development courses since2009• started developing online courses using Moodle in 2010• trained over 1000 teachers in using web 2.0 tools, podcasting,online presentations, blogs and innovative teaching and learningtechniques such as creative thinking• is working under the supervision of the Institute of EducationalPolicy (former Pedagogical Institute) and the Greek Ministry ofEducation• was awarded in 2012 with the “Excellency and Innovation” awardby the Greek Ministry of Education
  • 3. Designing the DKEE Online CoursesTarget group: primary and secondary education teachers Designing took into consideration researches, case studies and previous implementations of online training of teachers in Greece, Europe and the US Most of the data was gathered from surveys conducted by the Greek National Support Service for eTwinners, in 2007 and more systematically in 2010. The implementation of the first online eTwinning courses, the online training in the eTwinning action and the online courses offered by the European Schoolnet (EUN), have been a valuable experience for the overall design of the DKEE’s training, since the instructors who designed the courses for DKEE played an active role in the above mentioned surveys and implementations of the above mentioned on line training courses.
  • 4. The ADDIE model was used• and included the following phases:- - analysis- - design- - development- - implementation- - evaluation
  • 5. DKEE aims (1)- to materialize the vision of "The New School“ to offer Lifelong Learning opportunities for teachers- to support the implementation of the “New Curricula”- to promote innovative practices for the optimal and most effective classroom teaching
  • 6. DKEE aims (2)- to familiarize teachers with synchronous and asynchronus online learning in order to use them in their everyday teaching, European projects, school projects and also for their own academic development.- to promote technologies already used in schools in Europe, the US and Australia
  • 7. Instructional Models appliedA variety of educational models were used in these online courses, taking into consideration the course content, the needs and the skills of the participantsThe most successful were the social models like LT (Learning Together) and STAD
  • 8. •  Organizing the digital classroom (1)• - The absence of face to face contact was taken into account• - Before participating, all trainees were aware of the aims and objectives, the required time for completion of activities, the most important dates, the required software and hardware and the necessary ICT skills• - A simple and repetitive structure was selected
  • 9. • Organizing the digital classroom (2)• Each course was organized into fixed layout modules:• 1. learning stimulus• 2. objectives• 3. presentation of the learning material• 4. assignments• 5. reflection• The repetition of this layout was easily "recognizable" by participants who felt that there was a logical sequence .
  • 10. • Technologies (1)• - they were aiming to give access to all participants• - the course material was designed to be accessible even over low-speed dial up services• Instructors chose the Moodle platform of the Greek School Network (GSN) which is a free service for all Greek teachers
  • 11. • Technologies (2)• Moodle was used to:- organize the courses on the platform,- create a digital library,- plan the activities,- announce upcoming events- host online discussions,- enhance collaborative learning. 
  • 12. • Technologies (3)• The moodle platform offers tools:• - to create a register• - to record the progress of learners• - to post assignments for evaluation• - to form work groups and allow access to assessment tests and self-assessment techniques• - to develop courses for a variety of teaching methods such as role playing or "competitive" techniques.
  • 13. • Technologies (4)• Synchronous videoconferences with experts were hosted on and recorded with "Wiziq"•• Rich multimedia learning objects were developed with "eXe", and "Articulate" (presenter and engage) and exported in a SCORM format, highly compatible with Moodle
  • 14. • The role of educators (1)• The instructors are experts in online learning and adult education and undertook several roles during DKEE seminars• - They designed and created an interactive learning environment• - They promoted interactive networked socialization• - They were “present” for all participants and set up the learning pace• - They helped learners built up knowledge and skills through workgroups
  • 15. • The role of the educators (2)• They have the double role of educator and researcher• The trainers timed all video, audio files and electronic books or articles the participants had to review• If participants encountered problems the instructors contacted them through e-mail or instant messages via moodle, to help them
  • 16. In the DKEE courses we used a complex development and evaluation model• Apart from the model proposed by Laurillard, Scardamalia and Bereiter (Scardamalia,. & Bereiter, 1994) identified 3 characteristics of such a dialogue of knowledge construction: 1.The center of the learning process are more the problems and the deeper understanding, rather than the mechanical reproduction of knowledge. 2. The learning activity is decentralized free construction of knowledge, with particular emphasis on collaborative learning, where questions and reflections aim at a deeper understanding. 3. The knowledge affects the wider community and it is not limited to trainers and trainees.
  • 17. Evaluation Method- Evaluation Model In the case of the DKEE online courses, we used as many of the classical methods that could be adapted: ​- we asked the trainees of the pilot implementation of the courses to test the platform and its use and to report their observations,- we daily checked the trainees activities in the courses and we gave an online evaluation questionnaire in each course, using the Likert scale.
  • 18. The Benefits of the DKEE Courses (1)Regarding all the above, the benefits from thistype of training are sufficient and this wasproven by the findings of the quantitativeevaluation
  • 19. The Benefits of the DKEE Courses (2)1.The courses corresponded to the needs of thetrainees. 81% of the trainees thought that theprogramme corresponded totally to theirexpectations and 17% found it quite sufficient.2. According to the evaluation the instructors, fulfilledtheir tasks: 74% of the trainees judged that theirneeds have been totally covered and 21% found itsufficient in a big extent.
  • 20. The Benefits of the DKEE Courses (3)3. As for the efficiency of the electronic platform(moodle), 57% judged that it covered totally the needsof the course whereas 23% judged that the platformhas been quite sufficient for the needs.4. The educational material has been appropriate forthe needs of the course: 81% said that they were verysatisfied; whereas 17% answered that they were quitepleased.
  • 21. The Benefits of the DKEE Courses (4)5. On participants’ time management: 48% managedtheir time very effectively, whereas 29% answered thatthey managed their time quite effectively.6. Trainees have been very positive concerning theattendance of future courses: 88% said they woulddefinite attend more DKEE courses and 11% said theywould most likely do so
  • 22. Sustainability• Regarding the re-implementation of the courses for other teachers, 87% said they would recommend it by all means to other teachers and 13% said they would agree to the re-implementation of all the courses for all teachers.
  • 23. Conclusion• - Online learning is gaining ground in teacher professional development• - Skilled e-learning professionals (instructional designers, content developers, facilitators etc.) are required to design and offer high quality online courses• - The Moodle platform meets all requirements to host a rich online learning environment• - The case study of DKEE online courses shows that online learning can provide high quality professional development
  • 24. Thank you!