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Continuous professional development for secondary education teachers to adopt NGDLE platforms

This presentation was created for EDUCON 2020 by Dimitris Pantazatos

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Continuous professional development for secondary education teachers to adopt NGDLE platforms

  1. 1. Continuous Professional Development for Secondary Education Teachers to adopt Next Generation Digital Learning Environment Platforms D. Pantazatos1, M. Grammatikou1, I. Barth2, S. Lariccia3, V. Maglaris1 1 National Technical University of Athens (GREECE) 2 Tel Aviv University (ISRAEL) 3 Sapienza Università di Roma (ITALY) EDUCON2020 – IEEE Global Engineering Education Conference 29/04/2020
  2. 2. What is a CPD for teachers? Continuous Professional Development (CPD) for teachers is a planned, continuous and lifelong process whereby teachers try to develop their personal and professional qualities and to improve their professional knowledge and skills. A ‘well-structured CPD can lead to successful changes in teachers’ practice, school improvement and improvements in students' achievements. Although the benefits, status and effectiveness of CPD have been well- documented, it was observed that it is important to understand not just whether benefits or changes occur, but who benefits and how these benefits accrue, and not just what is effective, but who is defining effective and by what measure. As a result, they differentiate between three types of impacts of the possible benefits of CPD: CPD that leads to changes in students', teachers' or school practices seen as desirable by either teachers or head teachers is understood as having direct impacts. CPD that enhances a teacher's status or career prospects, and even salary, is considered as imparting indirect benefits to teachers. CPD that increases recruitment or retention is considered as imparting indirect benefits to the school. 2
  3. 3. Aspects of the implemented CPD It was designed to help high school teachers to bridge the High School – University gaps as part of the Up2University (Up2U) European Commission innovation project. It focused on a comprehensive e-learning platform based in the NGDLE architecture as a potentially powerful way to enhance teaching and learning, as well as to develop the skills and digital competencies that students need in order to better prepare for university. It was implemented as part of the pilot activities of the Up2U project in eight countries to date (Germany, Greece, Hungary, Italy, Lithuania, Poland, Portugal and Spain) by the project partners. Although key aspects of proposed CPD were identical for all participating countries, each project partner was free to modify the proposed structure, based on each country’s local context and needs. 3
  4. 4. First Steps towards developing the CPD As a first step towards identifying which skills and competencies are needed for bridging the High School – University gaps, we collected and cross-referenced the views of school teachers and university lecturers (275 high school teachers and 97 University lecturers), across eight countries to identify in which areas they perceived the widest gaps. The general picture that emerged from this survey in the schools, is a lack of adequate preparation and dissemination of innovative practices that effectively exploit digital technologies to enhance teaching and learning. 4
  5. 5. CPD Goals & Target Population CPD Goals Empowerment of high school teachers to make informed decisions about how to integrate student-centered teaching methods and technological tools in order to help their students acquire core competencies they need to succeed at university. Motivation of teachers to become involved and contribute to the development of the learning platform. Demonstration of effective ways of expanding learning beyond the classroom by integrating formal and informal learning, for example, by utilizing video-based instruction and curating OERs to support flipped classroom models (DigCompEdu Area 2). Encouragement of teachers to create communities of practice where ideas for the project and best practices can be shared across curriculum areas, schools and countries (DigCompEdu Area 1 - 1.2) Target Population The target was differentiated according to their attitudes towards integrating new technologies and teaching models in their classrooms: Reluctant to move out of their comfort zones, try new teaching methods and trust new technologies (DigCompEdu A Levels). Moderately motivated to use and/or experiment with the above (DigCompEdu B levels). Very motivated to use and/or experiment with the above (DigCompEdu C Levels). 5
  6. 6. CPD Structure Module 1 – Introduction and Orientation to main components of the NGDLE Module 2 – Hands-on implementation and practice: Teachers who have chosen to continue to the second module, applied what they learned in Module 1 in their own classrooms, with their own students. Module 3 – Teachers who submitted their Module 2 assignment for assessment are able to proceed to the third and final module. This module follows a Cascade or ‘train-the-trainer’ model to facilitate scaling up to the project’s goal of reaching 1,500 high schools across participating EU countries and beyond. 6
  7. 7. Evaluation of the CPD Tools for direct and indirect assessment of CPD participants were designed and developed by the project partners in collaboration with internationally recognized experts in the field of assessment in order to investigate the impact of two large-size pilots on students and teachers in the pilot countries. Teachers’ assignments Learning Analytics – Moodle tracking of CPD participants Teacher questionnaires before and after CPD Pre-CPD questionnaire Post-CPD questionnaire 7
  8. 8. Teachers’ Participation in Module 1 Activities Teachers Participated in Module 1 Activities since the beginning of the project Country Schools Teachers Germany 2 10 Greece 70 220 Hungary 14 75 Italy 86 124 Lithuania 370 790 Poland 56 70 Portugal 7 50 Spain 15 30 8 Visits in the central e-learning platform instance from 1st of September 2019 to 15th of December 2019 Visits in the Lithuanian e-learning platform from September 2019 to 15th of December 2019
  9. 9. First Evaluation Results from the CPD Module 1 activities The first module of the first large-scale iteration of the CPD activities was in progress until the COVID19 crisis. However, some initial results from the pre- and post-CPD questionnaires for the first module are available from Greece. The responses were scaled to a Likert scale from 1 to 5 (1-not at all, 5-extremely). 25 School teachers have answered pre- and post- CPD questionnaires, According to the participants, their experience from the first module of the CPD activities can be described as follows: The training learning content and support materials, were both helpful (4.6 out of 5 in the Likert scale) and applicable to their classroom teaching (4.0) Regarding the learning approach and methods, the participants found them helpful (4.5) and also applicable to their classroom teaching (4.1) Regarding the CPD training, teachers think that it provided enough hands-on opportunities to use the learning platform (4.0). It also seems that this training has provided a considerable amount of opportunities to exchange ideas with people who teach the same subject areas (3.5) and solutions to closing high school gaps that are practical and doable in terms of time and effort that need to be invested. (3.8). Their overall experience with the CPD Module 1 was quite good (4.2 out of 5) while the 91% of the participants would recommend this module to somebody else. 9
  10. 10. Conclusions A large-scale CPD requires a scalable and flexible strategy, especially when it is organized in different countries. The initial results, after the end of the first CPD Module, are quite encouraging regarding the successful implementation of the large-scale CPD activities. Final evaluation data from all the pilot countries will provide a comprehensive view of the strengths and possible weaknesses. 10
  11. 11. THANK YOU FOR YOUR ATTENTION! #up2universe 11