UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
FCL-ITE Teachmeet 31 Jan 2020
1. The Future Classroom and
Initial Teacher Education
Online Teachmeet
Sharing experiences of ITElab project and ITE good practice
31 January 2020, 2 pm CET
Host: Bart Verswijvel
OPEN ACCESS
https://eun2.adobeconnect.com/itelab
itelab.eun.org fcl.eun.org
#itelab_eu
6. Extending the learning space
• Building content from the ITE Lab Modules into existing courses:
• Developing Personal Learning Network (PLN)
• Skype in the Classroom: https://education.skype.com/
• eTwinning: https://www.etwinning.net/en/pub/index.htm
7. Creating new learning spaces: Future classroom Lab
• Designing for learning in lesson
planning
• Changing concepts of teaching and
learning – fostering active student
learning
Foto: Kjell Inge Søreide
Foto: Kjell Inge Søreide
12. Future perspective for ITELab in eTwinning TTI:
- Create an embedded system to
promote ITELab in eTwinning via TTI
- Use TTI as a means of building networks
between the universities participating in
ITELab.
- Tutoring new universities who want to
become part of this network.
14. This project has been funded with support from the European Commission.
The Networked Teacher - Teaching in the 21st Century
BEHIND THE SCENES
WITH A MOOC
MODERATOR
31 January 2020
#ITElab_eu
ARJANA BLAZIC
15. This project has been funded with support from the European Commission. 15
MODERATORS
@abfromz
MODERATORS
@bartverswijvel
MOOC Moderators
16. This project has been funded with support from the European Commission.
MOOCs for STUDENT TEACHERS
1ST MOOC – SPRING 2019
PILOT MOOC – SPRING 2018
2ND MOOC – AUTUMN 2019
When?
How many participants?
17. This project has been funded with support from the European Commission.
COURSE STRUCTURE
+ extra week to finish tasks
4 Units - open every Monday
18. This project has been funded with support from the European Commission.
ACTIVITIES
19. This project has been funded with support from the European Commission.
ACTIVITIES
20. This project has been funded with support from the European Commission.
LIVE EVENTS
21. This project has been funded with support from the European Commission.
WEBINARS
22. This project has been funded with support from the European Commission.
TWITTER CHATS
23. This project has been funded with support from the European Commission.
TWITTER CHATS
24. This project has been funded with support from the European Commission.
LIVE EVENTS
25. This project has been funded with support from the European Commission.
WHAT THE PARTICIPANTS SAY
26. This project has been funded with support from the European Commission.
THANK YOU!
Arjana Blazic
@abfromz
28. This project has been funded with support from the European Commission.
ITELab – Innovating ITE curricula
AUTUMN PILOT TEACH-MEET
University of Perugia, Italy
January 31st 2020
29. This project has been funded with support from the European Commission. 29
• The Autumn Pilot 2020 was slightly different from the previous two.
• We only had 5 students, 2 taking Module B and 3 taking Module C (this was an issue with the
timing, as in the Autumn Term our students have the majority of lessons and training in schools).
• As two of them were outside Italy for Erasmus, we decided to «meet» online, once a week for a
quick explanation of the tasks and to give them tips and answers if they had doubts.
• They had the email of their tutor (Alessia) and they could contact her at any moment if they
needed
ITELAB AUTUMN PILOT – MODULES B & C -WHAT WE LEARNED
30. This project has been funded with support from the European Commission. 30
Even though the experience was fairly different from the previous two, we can confirm that
tutoring the students, making them aware that they weren’t alone and that they could rely on
the support of the people involved in the ITELab project, was a turning key.
Also, flexibility is another key: the fact that they could work around the tasks, that they could
personalize them and expand them was essential to make them feel more comfortable with
the situation.
The two students who took Module B were part of the Spring Pilot 2019 group and they wanted
to further their experience.
They worked together and created an online Portfolio: this is the link: https://teachers.pb.studio
ITELAB AUTUMN PILOT – MODULES B & C -WHAT WE LEARNED
31. This project has been funded with support from the European Commission. 31
26 students from our University attended the MOOC «The Networked Teachers»
14 were Italian and 12 were Spanish
The Italian group was made of Psychology and Education Sciences (future educators outside
schools) courses
The Spanish group was made of future teachers
For all of them was the first time taking a MOOC
They all loved the fact that they could manage the how and when of their learning and not
being bound by time and space
THE EXTRAORDINARY SUCCESS OF THE MOOC
32. This project has been funded with support from the European Commission. 32
The «winning points»:
The chance to share their experiences with their peers which strenghtened the idea of a very
varied community of practices made by people coming from different fields which was
essential for personal and professional growth;
Not having to sit in traditional frontal lesson settings but taking tips and ideas and working
around them in a more personal and creative way – which is something that almost never
happens in «traditional» Universities
Being open to changes taking into account the diversities at play, getting out of one’s own
comfort zones and limits, and engaging with different realities
The different use of social networks. Twitter was the most cited example: for many, it was a
surprise to know that a social like Twitter could be used as a learning tool. This, in turn,
promoted a new kind of digital competence and awareness
THE EXTRAORDINARY SUCCESS OF THE MOOC
33. This project has been funded with support from the European Commission. 33
40. 40
ITELab (Initial Teachers Education Lab) is a Knowledge Alliance project
between higher education institutions and industry to foster innovation and
knowledge exchange in initial teacher education (ITE). Project number:
575828-EPP-1-2016-1-BE-EPPKA2-KA. It is co-funded under the European
Commission’s Erasmus+ Programme from January 2017 to December 2019.
This publication was created with the financial support of the Erasmus+
Programme of the European Union. This publication reflects the views only of
the authors and the European Commission cannot be held responsible for
any use that may be made of the information contained herein.
itelab.eun.org #ITELab_eu
42. Susana Colaço, susana.colaco@ese.ipsantarem.pt
Neusa Branco, neusa.branco@ese.ipsantarem.pt
Cristina Novo, cristina.novo@ese.ipsantarem.pt
Teachmeet
Polytecnic Institute of Santarém (PIS) –
School of Education
43. Teachmeet
INNOVATIVE LEARNING ENVIRONMENT - PIS
2015
•study the FCL model and search partners and industry partners to learn
with their experience: Steelcase and Promethean
•plan of the first FCL-room (ICT Competence Center and Steelcase)
•implementation of Fablab-PIS model
2016
•first works in Active Education Space Room: electrical instalation
2017
•implementation of Active Education Space - ITELab
•study the model and implementation of ScienceMath CreativeLab
2018
•study the model and implementation of Digital Literacy room
56. MOOC (positive)
• Flexible Schedule
• Interesting Content
• Extras (Twitter Night, TeachMeet)
• Learning by doing (not Learing by Listening)
OVERALL CONCLUSION
• STILL A GREAT EXPERIENCE!
• ESPECIALLY WHEN THEY HAD CONTACT WITH
PEOPLE FROM OTHER COUNTRIES OR WHEN
THEY GOT THE READ OR HEAR THEIR
PERSPECTIVE AND EXPERIENCES.
• MORE GDPR COMPLIANT TOOLS
• MORE CONNECTION WITH PEOPLE
• MAKING AT LEAST ONE EXTRA EVENT MANDATORY
• „OPEN“ SHARED CLASSROOMS (LOWER THRESHOLD)
RECOMMENDATIONS FROM
OUR PARTICIPANTS
ITELab TeachMeet Friday 31st January 2020
56
STUDENT FEEDBACK
MOOC (negative)
• Working Alone (mostly)
• Usability Concerns (GDPR /DSGVO)
• Framing of some Tasks (uploading Video)
• Their Overall Distrust of “BIG TECH“
57. What is our Obligation to
Society as Educators?
3
1
2
Addressing the Social-Media-
Problem
Addressing the Privacy-
Problem
Addressing the Knowledge-
Gap (for old and young)
57ITELab TeachMeet Friday 31st January 2020
58. AutoplaySnap StreaksBrain Hacking
Our Attention is Finite, the Internet is not –
Maximal Interaction with Minimal Responsibility
Demokratiebildung OBS Gehrden Januar 2020 58
Percived Relevancy through Likes, Shares and Followers!
63. OULU UNIVERSITY TEACHER
TRAINING SCHOOL
TEACHER TRAINING SCHOOL OF
THE UNIVERSITY OF EASTERN
FINLAND
TAMPERE UNIVERSITY TEACHER TRAINING
SCHOOL
64. FCLab.fi: Goals
• The development of the physical learning environment:
spaces, learning zones, furniture, materials…
• Implementation and development of educational
technology and pedagogy
• Research, experimental pilots and other development
work
• School culture, new pedagogical models, leadership
skills, resource centers
• Student teacher training and the professional
development of teachers
70. ITELab informed teaching and learning practices
• Current
• Future plans
Principles
• Integrated
• Embedded in (social) practices
• Authentic activities
• Diversity of teaching and learning strategies and assessment
• Supporting digital skills of a teacher and learners
31. 01. 2020 Andreja Istenič Starčič University of Primorska
71. Digital storytelling
Students
• Media literacy &
Responsible use: PIU
• Multimodal content
development applying
digital storytelling
• Online learning resources
PROFESSIONAL
PEDAGOGICAL STUDENTS‘
DIGITAL SKILS
Teaching, Management
Guidance
Collaborative learning
Self-regulated learning
Communication
Collaboration
Refflective practices
Professional development
Communication
Content development
Responsible media use
Problem solving
Information and media literacyTeacher
• Teaching and learning
• Lesson plan
• Selection of online learning resources
• Multimodal content design
• Collaboration, Self-regulated
• Padlet
• Testing in a classroom with pupils
(Integrated placement in schools)
31. 01. 2020 Andreja Istenič Starčič University of Primorska
72. Teaching in authentic classroom using educational
technology supported by video reflections
• Lesson study
• Educational technology use
• Multimodal content design
• Principles
• Integrated
• Embedded in (social) practices
• Authentic activities
• Diversity of teaching and learning strategies and assessment
• Supporting digital skills of a teacher and learners
31. 01. 2020 Andreja Istenič Starčič University of Primorska
73. References
• Istenič Starčič, A., Lebeničnik, M (2020) Investigation of university students‘
perceptions of their educators as role models and designers of digitalised
curriculum (In press), Human technology https://humantechnology.jyu.fi/
• Lebeničnik, M & Istenič Starčič, A (2020). Examining the contemporary
digital divide of university students with specific reference to students with
special educational needs (In press, British journal of educational
technology https://onlinelibrary.wiley.com/journal/14678535
• Istenic Starcic, A. (2019). Human learning and learning analytics in the age
of artificial intelligence. British journal of educational technology, 50(6),
2974-2976. https://onlinelibrary.wiley.com/doi/full/10.1111/bjet.12879
31. 01. 2020 Andreja Istenič Starčič University of Primorska
74. ITELab informed teaching and learning practices
• Current
• Future plans
Principles
• Integrated
• Embedded in (social) practices
• Authentic activities
• Diversity of teaching and learning strategies and assessment
• Supporting digital skills of a teacher and learners
31. 01. 2020 Andreja Istenič Starčič University of Primorska
75. Digital storytelling
Students
• Media literacy &
Responsible use: PIU
• Multimodal content
development applying
digital storytelling
• Online learning resources
PROFESSIONAL
PEDAGOGICAL STUDENTS‘
DIGITAL SKILS
Teaching, Management
Guidance
Collaborative learning
Self-regulated learning
Communication
Collaboration
Refflective practices
Professional development
Communication
Content development
Responsible media use
Problem solving
Information and media literacyTeacher
• Teaching and learning
• Lesson plan
• Selection of online learning resources
• Multimodal content design
• Collaboration, Self-regulated
• Padlet
• Testing in a classroom with pupils
(Integrated placement in schools)
31. 01. 2020 Andreja Istenič Starčič University of Primorska
76. Teaching in authentic classroom using educational
technology supported by video reflections
• Lesson study
• Educational technology use
• Multimodal content design
• Principles
• Integrated
• Embedded in (social) practices
• Authentic activities
• Diversity of teaching and learning strategies and assessment
• Supporting digital skills of a teacher and learners
31. 01. 2020 Andreja Istenič Starčič University of Primorska
77. References
• DigiCompEDu https://ec.europa.eu/jrc/en/digcompedu
• Istenič Starčič, A., Lebeničnik, M (2020) Investigation of university students‘
perceptions of their educators as role models and designers of digitalised
curriculum (In press), Human technology https://humantechnology.jyu.fi/
• Lebeničnik, M & Istenič Starčič, A (2020). Examining the contemporary
digital divide of university students with specific reference to students with
special educational needs (In press, British journal of educational
technology https://onlinelibrary.wiley.com/journal/14678535
• Istenic Starcic, A. (2019). Human learning and learning analytics in the age
of artificial intelligence. British journal of educational technology, 50(6),
2974-2976. https://onlinelibrary.wiley.com/doi/full/10.1111/bjet.12879
31. 01. 2020 Andreja Istenič Starčič University of Primorska
78. What’s next?
• More webinars
• Course at the Future Classroom Lab
(10-11 June 2020)
Future Classroom Capacity Building for Student Teachers and Lecturers
More information?
fcl.eun.org
Bart Verswijvel - bart.verswijvel@eun.org
• Free MOOC for (student) teachers
(Autumn 2020)
The networked teacher – Teaching in the 21st Century
(europeanschoolnetacademy.eu
