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Pilots results- lessons learned Up2University project

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  1. 1. PILOTS RESULTS: USAGE AND LESSON LEARNT WITHIN THE FIRST PILOTS IN EUROPE Mary Grammatikou1, Dimitris Pantazatos1, Ingrid Barth2, A. Corleto3, N. Sansone4, M. Zimniewicz5 1 National Technical University of Athens (GREECE) 2 Tel Aviv University (ISRAEL) 3 Consortium GARR (ITALY) 4 Sapienza Università di Roma (ITALY) 5 PSNC (POLAND) EDULEARN 2019
  2. 2. 21st Century Skills for Academic Learners The necessary and effective skills for the academic learner, are: Critical Thinking & Problem Solving Communication & Collaboration Information, Media & Technology Literacy Self-Direction Learning to learn By using the appropriate teaching models, the learner may improve these skills and this process will even encourage the development of necessary digital competences for better and successful functioning in the technological world of the 21st century www.up2university.eu 2
  3. 3. About Up2U Up2U focuses on a specific learning context and very formative period represented by secondary schools that in most European countries provide education to children between the ages of 11 and 19 The aim is to develop an innovative ecosystem that facilitates more open, effective and efficient co-design, co-creation and use of digital content, tools and services specially adapted for personalised, collaborative or experimental learning by students preparing for university. www.up2university.eu 3
  4. 4. Learning Platform Services Single Sign-On (SSO) Moodle LMS OpenEdX Learning Locker (Learning Record Store) OwnCloud (File Sync&Share) CERNBox (File Sync&Share) SWAN (Rich notebooks) SeLCont (Synchronization of e-learning videos) KnockPlop (WebRTC meeting service) eduOER PODDIUM Up2U OER Repository (Dspace) CommonSpaces www.up2university.eu 4
  5. 5. Learning Platform Support Services Matomo (Website Analytics) Squash Up2U CDN Up2U GitHub Repository: https://github.com/up2university www.up2university.eu 5
  6. 6. Pilots www.up2university.eu 6
  7. 7. Pilot Countries www.up2university.eu 7
  8. 8. Pilots methodology Continuous Professional Development Module 1 – Introduction and orientation to main components of Up2U NGDLE Module 2 – Hands-on implementation and practice Module 3 – This Module follows a cascade or ‘train-the-trainer’ model www.up2university.eu 8
  9. 9. Learning Scenario Template www.up2university.eu 9
  10. 10. Lessons Learned from Differences between Pilot Countries Central instance vs. multi-tenancy of Moodle Feedback from the CPD as input to MVP (Minimum Viable Product) Similar way of organizing learning content between the pilot countries www.up2university.eu 10
  11. 11. Lessons Learned from the CPD Integration of Module 1 and 2 from the CPD Further engagement of Parents and other stakeholders Module 1 has to be implemented as a fully online course Each school should have some teachers that are eager to support their colleagues regarding the usage of the Learning Platform www.up2university.eu 11
  12. 12. Lessons Learned from the Independent Users ‘Getting Started’ user guides and tutorials as well as easily accessible content is really useful for independent users. Independent students seems to require additional enrichment content for self-directed learning www.up2university.eu 12
  13. 13. Lessons Learned regarding the Learning Platform from the Various Data Sources Learning platform is expected to provide an easy way on how teachers can create content. Moodle provides various data and reports for each course that can be used by teachers. All the tools that have been integrated on the Learning Platform have to provide translations to the pilots’ national languages. www.up2university.eu 13
  14. 14. Lessons Learned from OERs According to a pre-pilot needs analysis, surveys conducted in eight countries in the first year of the project, very few teachers are using OERs. We concluded on the CPD modules need to guide subject area teachers on: Where to find OERs related to their subject area and how to integrate OERs into their classroom practice. Advantages of curating vs. re-inventing the wheel by creating OERs very similar to OERs other teachers have already developed. How to store OERs to create learning paths. How to upload and share the scenarios they create as OERs. www.up2university.eu 14
  15. 15. Lessons Learned from Learning Analytics The majority of the tools that are integrated with the Learning Platform, do not provide Learning Analytics data as xAPI statements During the first iteration of the pilot activities, the users were trained on the test instance of the Learning Platform. The dashboard functionality included in the free version of Learning Locker provides limited queries. Learning Locker cannot be accessible for all school teachers involved in the Pilots A better review and a comparison of the xAPI statements produced by Moodle, Common Spaces and other tools should be performed. www.up2university.eu 15
  16. 16. Conclusions Creation of Professional Learning Communities (PLCs) is fundamental to sustaining innovation in schools. ‘Train the trainer’ model empowers teachers to provide their colleagues with ongoing long-term support which ensures continued teacher development. Further engagement of additional stakeholders at multiple levels is needed for the successful implementation of the pilot activities The exceptionally broad range of strengths and resources of the different countries needs to be more effectively utilised in order to engage additional communities and ensure top-down support www.up2university.eu 16
  17. 17. THANK YOU FOR YOUR ATTENTION! dpantazatos@netmode.ntua.gr #up2universe www.up2university.eu 17

Editor's Notes

  • H5P and VPL (Virtual Programming Lab) have also been integrated with Moodle
  • Matomo is used for all the services
    Squash is used for Quality assurance
    Up2U CDN is used for
  • How the technology is being used to connect the pedagogy with the pilots
  • CPD helps secondary school teachers to become familiar with the advanced platform and develop the skills and digital competences they need in order to better prepare their students for university. CPD consists of three consecutive modules.

    CPD consists of three Modules:
    Module 1: Introduction and Orientation to main components of Up2U NGDLE: technological tools and teaching methods that effectively support Up2U Skills

    Module 2: Teachers will implement what they learnt in Module 1 in their own classrooms, with their own students
    Assignment for Module 2: Submitting for analysis a video clip of a lesson that uses Up2U tools to develop Up2U Core Skills

    Module 3: ‘Train the trainer’ – teachers who finish their Module 2 assignments can continue to Module 3 which will equip them to train new teachers and encourage additional schools to participate in Up2U
  • (Before the lessons learned)

    One of the conclusions from the engagement with schools so far is that school innovation must be flexible, responsive to local needs, embedded in local contexts and open to the schools’ environments to better meet the needs of teachers and students, rather than using a ‘one-size-fits-all’ approach.
    Also, in order to handle pre-pilot CPD and pilots according to local needs, it needs to bear in mind that pilot countries are using the Up2U Application Toolbox and other supporting contents and technology in very diverse ways, as described below.

    Greece, Italy, Poland, Portugal, and Spain use the instance of the Toolbox, while Hungary, Lithuania, and CERN have set up their own instances of the Toolbox
    All pilot countries will provide online questionnaires to participating teachers to ensure ongoing data collection regarding their suggestions on possible changes they would like to see
    Access to types of learning content on Moodle: The pilot countries have organized access to learning content in the central instance of Moodle in similar ways. The instance is split into country-level course categories that are managed by relevant national pilot coordinators


  • 1. Modules 1 and 2 should be integrated into one Module, in order to save time between the modules
  • Teachers who didn’t participated in CPD activities and maybe students
    In order to smooth their transition to university can also use the Learning Platform. Maybe University as a Hub. Some courses in ‘gateway’ subjects like Mathematics and English as a Foreign Languages.
  • 1.
    2.However, some teachers think that these kind of analytics will not have any effect.
    3.
  • 1.
    2. As a result only a little of useful data was collected
    3. Although useful to produce interesting charts and to show some correlation between the trends of different types of activities, has clear limitations. A real query language is still missing
    4. You can just show to them the results of some predefined queries.
    5. A way of uniquely identifying the Actor should be agreed upon.



  • These PLCs can be organised according to subject areas or inter-disciplinary and a key aspect of their role is to facilitate the levels of sustained motivation required to cope with the challenges of change.
    The ‘train the trainer’ model empowers teachers to provide their colleagues with ongoing long-term support which ensures continued teacher development.
    3. Ensure buy-in at all levels of the policy-making and decision-taking hierarchy including education ministries, district-level administrators and school principals to mobilise ‘top-down’ support for the project in partner countries.
    4. As well as to provide the tools and content to meet the needs of these additional communities.
  • Description

    Pilots results- lessons learned Up2University project

    Transcript

    1. 1. PILOTS RESULTS: USAGE AND LESSON LEARNT WITHIN THE FIRST PILOTS IN EUROPE Mary Grammatikou1, Dimitris Pantazatos1, Ingrid Barth2, A. Corleto3, N. Sansone4, M. Zimniewicz5 1 National Technical University of Athens (GREECE) 2 Tel Aviv University (ISRAEL) 3 Consortium GARR (ITALY) 4 Sapienza Università di Roma (ITALY) 5 PSNC (POLAND) EDULEARN 2019
    2. 2. 21st Century Skills for Academic Learners The necessary and effective skills for the academic learner, are: Critical Thinking & Problem Solving Communication & Collaboration Information, Media & Technology Literacy Self-Direction Learning to learn By using the appropriate teaching models, the learner may improve these skills and this process will even encourage the development of necessary digital competences for better and successful functioning in the technological world of the 21st century www.up2university.eu 2
    3. 3. About Up2U Up2U focuses on a specific learning context and very formative period represented by secondary schools that in most European countries provide education to children between the ages of 11 and 19 The aim is to develop an innovative ecosystem that facilitates more open, effective and efficient co-design, co-creation and use of digital content, tools and services specially adapted for personalised, collaborative or experimental learning by students preparing for university. www.up2university.eu 3
    4. 4. Learning Platform Services Single Sign-On (SSO) Moodle LMS OpenEdX Learning Locker (Learning Record Store) OwnCloud (File Sync&Share) CERNBox (File Sync&Share) SWAN (Rich notebooks) SeLCont (Synchronization of e-learning videos) KnockPlop (WebRTC meeting service) eduOER PODDIUM Up2U OER Repository (Dspace) CommonSpaces www.up2university.eu 4
    5. 5. Learning Platform Support Services Matomo (Website Analytics) Squash Up2U CDN Up2U GitHub Repository: https://github.com/up2university www.up2university.eu 5
    6. 6. Pilots www.up2university.eu 6
    7. 7. Pilot Countries www.up2university.eu 7
    8. 8. Pilots methodology Continuous Professional Development Module 1 – Introduction and orientation to main components of Up2U NGDLE Module 2 – Hands-on implementation and practice Module 3 – This Module follows a cascade or ‘train-the-trainer’ model www.up2university.eu 8
    9. 9. Learning Scenario Template www.up2university.eu 9
    10. 10. Lessons Learned from Differences between Pilot Countries Central instance vs. multi-tenancy of Moodle Feedback from the CPD as input to MVP (Minimum Viable Product) Similar way of organizing learning content between the pilot countries www.up2university.eu 10
    11. 11. Lessons Learned from the CPD Integration of Module 1 and 2 from the CPD Further engagement of Parents and other stakeholders Module 1 has to be implemented as a fully online course Each school should have some teachers that are eager to support their colleagues regarding the usage of the Learning Platform www.up2university.eu 11
    12. 12. Lessons Learned from the Independent Users ‘Getting Started’ user guides and tutorials as well as easily accessible content is really useful for independent users. Independent students seems to require additional enrichment content for self-directed learning www.up2university.eu 12
    13. 13. Lessons Learned regarding the Learning Platform from the Various Data Sources Learning platform is expected to provide an easy way on how teachers can create content. Moodle provides various data and reports for each course that can be used by teachers. All the tools that have been integrated on the Learning Platform have to provide translations to the pilots’ national languages. www.up2university.eu 13
    14. 14. Lessons Learned from OERs According to a pre-pilot needs analysis, surveys conducted in eight countries in the first year of the project, very few teachers are using OERs. We concluded on the CPD modules need to guide subject area teachers on: Where to find OERs related to their subject area and how to integrate OERs into their classroom practice. Advantages of curating vs. re-inventing the wheel by creating OERs very similar to OERs other teachers have already developed. How to store OERs to create learning paths. How to upload and share the scenarios they create as OERs. www.up2university.eu 14
    15. 15. Lessons Learned from Learning Analytics The majority of the tools that are integrated with the Learning Platform, do not provide Learning Analytics data as xAPI statements During the first iteration of the pilot activities, the users were trained on the test instance of the Learning Platform. The dashboard functionality included in the free version of Learning Locker provides limited queries. Learning Locker cannot be accessible for all school teachers involved in the Pilots A better review and a comparison of the xAPI statements produced by Moodle, Common Spaces and other tools should be performed. www.up2university.eu 15
    16. 16. Conclusions Creation of Professional Learning Communities (PLCs) is fundamental to sustaining innovation in schools. ‘Train the trainer’ model empowers teachers to provide their colleagues with ongoing long-term support which ensures continued teacher development. Further engagement of additional stakeholders at multiple levels is needed for the successful implementation of the pilot activities The exceptionally broad range of strengths and resources of the different countries needs to be more effectively utilised in order to engage additional communities and ensure top-down support www.up2university.eu 16
    17. 17. THANK YOU FOR YOUR ATTENTION! dpantazatos@netmode.ntua.gr #up2universe www.up2university.eu 17

    Editor's Notes

  • H5P and VPL (Virtual Programming Lab) have also been integrated with Moodle
  • Matomo is used for all the services
    Squash is used for Quality assurance
    Up2U CDN is used for
  • How the technology is being used to connect the pedagogy with the pilots
  • CPD helps secondary school teachers to become familiar with the advanced platform and develop the skills and digital competences they need in order to better prepare their students for university. CPD consists of three consecutive modules.

    CPD consists of three Modules:
    Module 1: Introduction and Orientation to main components of Up2U NGDLE: technological tools and teaching methods that effectively support Up2U Skills

    Module 2: Teachers will implement what they learnt in Module 1 in their own classrooms, with their own students
    Assignment for Module 2: Submitting for analysis a video clip of a lesson that uses Up2U tools to develop Up2U Core Skills

    Module 3: ‘Train the trainer’ – teachers who finish their Module 2 assignments can continue to Module 3 which will equip them to train new teachers and encourage additional schools to participate in Up2U
  • (Before the lessons learned)

    One of the conclusions from the engagement with schools so far is that school innovation must be flexible, responsive to local needs, embedded in local contexts and open to the schools’ environments to better meet the needs of teachers and students, rather than using a ‘one-size-fits-all’ approach.
    Also, in order to handle pre-pilot CPD and pilots according to local needs, it needs to bear in mind that pilot countries are using the Up2U Application Toolbox and other supporting contents and technology in very diverse ways, as described below.

    Greece, Italy, Poland, Portugal, and Spain use the instance of the Toolbox, while Hungary, Lithuania, and CERN have set up their own instances of the Toolbox
    All pilot countries will provide online questionnaires to participating teachers to ensure ongoing data collection regarding their suggestions on possible changes they would like to see
    Access to types of learning content on Moodle: The pilot countries have organized access to learning content in the central instance of Moodle in similar ways. The instance is split into country-level course categories that are managed by relevant national pilot coordinators


  • 1. Modules 1 and 2 should be integrated into one Module, in order to save time between the modules
  • Teachers who didn’t participated in CPD activities and maybe students
    In order to smooth their transition to university can also use the Learning Platform. Maybe University as a Hub. Some courses in ‘gateway’ subjects like Mathematics and English as a Foreign Languages.
  • 1.
    2.However, some teachers think that these kind of analytics will not have any effect.
    3.
  • 1.
    2. As a result only a little of useful data was collected
    3. Although useful to produce interesting charts and to show some correlation between the trends of different types of activities, has clear limitations. A real query language is still missing
    4. You can just show to them the results of some predefined queries.
    5. A way of uniquely identifying the Actor should be agreed upon.



  • These PLCs can be organised according to subject areas or inter-disciplinary and a key aspect of their role is to facilitate the levels of sustained motivation required to cope with the challenges of change.
    The ‘train the trainer’ model empowers teachers to provide their colleagues with ongoing long-term support which ensures continued teacher development.
    3. Ensure buy-in at all levels of the policy-making and decision-taking hierarchy including education ministries, district-level administrators and school principals to mobilise ‘top-down’ support for the project in partner countries.
    4. As well as to provide the tools and content to meet the needs of these additional communities.
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