FaceIt


                       Module
European PROFESSIONALISM (School Concepts in Europe)
                Didactical fra...
Table of Contents
1     FaceIT Project ......................................................................................
1    FaceIT Project
The overall aim of the project: Face it is to develop content and a methodology to enable students of
...
1.1   Project Details
Project Number:
134362-LLP-1-2007-1-NL
Grant Agreement:
2007-3446 / 001-001
Sub-programme:
COMENIUS-...
4. European language competence: a European teacher speaks more than one European language
    with differing levels of co...
Figure 2: Boland Model


The model carries four components: (i) the rectangles in the centre, which refer to the primary s...
2      E-Learning Models
The European PROFESSIONALISM Module is based on e-Learning models of
       •    Gilly Salmon
   ...
Stage 1 – Access and motivation
    •   Welcoming and encouraging
    •   Setting up system and accessing
The key question...
2.2       Technology-based classification of Back




Figure Technology-
Figu re 4: Technology-based classification of Bac...
Figure 5: Teaching modes




                           www.european-teachers.eu
                                         ...
3    Unit 6: Reflection and Collaboration - Personal Concepts




Figure 6: Unit 6
Unit 6 is the final unit of module Euro...
3.1       List of the criteria for the Personal Concept task
Criteria group task (8-10 students)                     Evalu...
ICT
Religion
Internationality (including English language)
Personnel policy:
Teacher profiles
Lifelong learning
Career per...
Figure 8: Teaching model
Based on Peter Baumgartner’s teaching model Wikis are one possible way to implement Teaching III ...
WikiW
Figure 9: Wiki Webs in relation to the didactical triangle



3.3       Wiki collaboration
There is a Wiki for this ...
•   To change your wiki's colors or theme, click on Manage Wiki and Look and Feel.
    •   To set who can view and edit yo...
Sources
Baumgartner, P. (2004). The Zen Art of Teaching - Communication and Interactions in eEducation.”
Proceedings of th...
http://creativecommons.org/licenses/by-sa/3.0/at/




            www.european-teachers.eu
                               ...
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Wiki: Didactical Module Concept Faceit Unit6

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Wiki: Didactical Module Concept Faceit Unit6

  1. 1. FaceIt Module European PROFESSIONALISM (School Concepts in Europe) Didactical framework Heiko Vogl 2009-07-10 www.european-teachers.eu
  2. 2. Table of Contents 1 FaceIT Project ............................................................................................................................................................ 3 1.1 Project Details................................................................................................................................................... 4 1.2 Course – Model................................................................................................................................................. 4 1.3 Boland Model .................................................................................................................................................... 5 2 E-Learning Models .................................................................................................................................................... 7 2.1 Gilly Salmon’s 5 stage e-moderation model................................................................................................ 7 2.2 Technology-based classification of Back ................................................................................................... 9 2.3 Teaching modes ............................................................................................................................................... 9 3 Unit 6: Reflection and Collaboration - Personal Concepts .............................................................................. 11 3.1 List of the criteria for the Personal Concept task .................................................................................... 12 3.2 Why using a WikiWeb for collaboration? .................................................................................................. 13 3.3 Wiki collaboration .......................................................................................................................................... 15 www.european-teachers.eu 2
  3. 3. 1 FaceIT Project The overall aim of the project: Face it is to develop content and a methodology to enable students of teacher training colleges to acquire the knowledge and to develop the competences, skills and attitudes required to become a European teacher. The learning materials will be developed around four content areas: 1. European Identity / Cultural Heritage, 2. European and world Citizenship, 3. European diversity / Multiculturalism, 4. European Professionalism / School concepts in Europe. The learning materials will be available in an e-learning environment on http://www.european- teachers.eu/ The course materials will be developed around four content areas: cultural diversity, cultural heritage, world citizenship and European school concepts. www.european-teachers.eu 3
  4. 4. 1.1 Project Details Project Number: 134362-LLP-1-2007-1-NL Grant Agreement: 2007-3446 / 001-001 Sub-programme: COMENIUS-CMP 1.2 Course – Model Figure 1: Course – Model The materials will be based on the characteristics of a European teacher as formulated by Michael Schratz (see D.1), which can be summarized as follows: 1. European identity: A European Teacher sees himself/herself as someone with roots in one particular country, but at the same time belonging to a greater European whole. This coexistence of national identity and a transnational awareness provides a valuable perspective on questions of heterogeneity. Diversity within unity is therefore a key-aspect of a developed European identity with an open mind toward the world as a whole. 2. European knowledge: A European Teacher has some knowledge of other European education systems and, possibly, of educational policy matters at an EU level. He/she has knowledge, has a European approach to subject areas of European and world affairs and is aware of European history (histories) and its (their) influence on contemporary European society. 3. European multiculturalism: A European Teacher engages with the multicultural nature of European society, has a positive relationship with his/her own culture and is open towards other cultures. He/she copes with the challenges of the multicultural aspects of the knowledge society. www.european-teachers.eu 4
  5. 5. 4. European language competence: a European teacher speaks more than one European language with differing levels of competence and is able to teach subjects in languages other than his/her first language. 5. European professionalism: A European teacher has an education, which enables him/her to teach in any European country. He/she has a European approach to subject areas in his/her teaching and links up cross-curricular themes from a European perspective. He/she exchanges curricular content and methodologies with colleagues from other European countries. The course materials will be developed around four content areas: cultural diversity, cultural heritage, world citizenship and European school concepts. 1.3 Boland Model The Boland Model considers formal education as a system in a dynamic, changing social network. It is a helpful tool in describing facts, trends and prospects. Of course it could describe significant, isolated events, which occur in different countries. But a comparison of educational events, which take place in several countries more or less simultaneously, is more successful by using a model. It is a framework, which makes comparisons possible. By using this conceptual model as a framework, it will create at least some coherence between specific, local and (at first sight) isolated events. The Boland Model offers a framework for such an analysis. www.european-teachers.eu 5
  6. 6. Figure 2: Boland Model The model carries four components: (i) the rectangles in the centre, which refer to the primary school system at three levels. (ii) the four triangles above, below and at the side representing affecting factors. (iii) the circles around representing facts, which have an influence on educational processes, and finally (iv) a horizontal line, which refers to changes over time. www.european-teachers.eu 6
  7. 7. 2 E-Learning Models The European PROFESSIONALISM Module is based on e-Learning models of • Gilly Salmon • Back • Baumgartner 2.1 Gilly Salmon’s 5 stage e-moderation model Figure 3: The 5 stage model1 The 5 stage model was researched and developed by Gilly Salmon. The FaceIT Module European PROFESSIONALISM implements this model in the Moodle LMS Course. 1 http://www.atimod.com/e-moderating/5stage.shtml www.european-teachers.eu 7
  8. 8. Stage 1 – Access and motivation • Welcoming and encouraging • Setting up system and accessing The key questions in stage one for teachers and students are to access the Learning Management System and be motivated to spend time and required work load. Members have to be able to access and use the system and follow or contribute to discussions.Teachers will need to motivate their students and support them in the system. Stage 2 – Online socialisation • Sending and receiving messages • Familiarising and providing bridges between cultural, social and learning environments Course members will adjust to online interaction. Some members will view Moodle as a new strange setting. Module members recognise the need to identify with each other and to develop an online behaviour. Introduction can provide benefits to participants. Stage 3 – Information exchange • Searching, personalising software • Facilitating tasks and supporting use of learning materials The interaction at this stage is around content or sharing of information. Members recognize how fast and easy information exchange is. Module members begin to appreciate the broad range of information available to them online. They need to develop strategies to deal with potential overload. Stage 4 – Knowledge Construction • Conferencing • Facilitating process At stage 4 members start to interact in participative ways. Module members respond to each others’ messages. They become involved in active learning. At this stage participants start to interact with each other in participative ways. Participants respond to each others' messages; many become involved in active learning. Stage 5 – Development • Provide links outside closed conferences • Supporting, responding Module members become responsible for their own learning. They need little additional support. Participants and moderator are using a constructivist approach to learning. www.european-teachers.eu 8
  9. 9. 2.2 Technology-based classification of Back Figure Technology- Figu re 4: Technology-based classification of Back Back’s model is based on technologies and learning modes. It distinguishes between distributive, interactive and collaborative e-learning technologies. Using distributive technologies for learning causes teacher directed learning. The aim is to provide information. Interactive technologies provide self directed learning. The aim is to acquire skills. A collaborative e-learning technology allows sharing data und cooperation. 2.3 Teaching modes Peter Baumgartner describes three prototypical modes of teaching and learning and their consequences for the design of eLearning environments. He differentiates between transfer of knowledge mode I), acquisition of knowledge (mode II) and construction of knowledge (mode III). Based on this theoretical framework he developed the notion of “educational scenarios” and integrates this concept into a three level perspective: • scenarios • interactions patterns • usage of tools www.european-teachers.eu 9
  10. 10. Figure 5: Teaching modes www.european-teachers.eu 10
  11. 11. 3 Unit 6: Reflection and Collaboration - Personal Concepts Figure 6: Unit 6 Unit 6 is the final unit of module European PROFESSIONALISM (School Concepts in Europe) and contains a workload of 1 ECTS-Credit. This unit is spitted in to 5 activities and the final assessment. Activities of unit 6 • Write down a brief description about how you see yourself as a reflective practitioner • Read the article written by Barbara Larrivee entitled, ‘Meeting the Challenge of Preparing Reflective Practitioners.’ • Watch the video from Teachers TV and read synopsis of the video. Assignment of unit 6 • Writing a personal account of yourself as a reflective practitioner and include it in the portfolio. Design a "ideal school" based on your own concept of what education should be. • Work in groups (max. 8-10 students). Design your "ideal school" based on your own concept of what education should be. Use the list of criteria to help you to complete this assignment. Use a wikiweb for collaboration. • Produce a promotion folder for this ideal school. Publish it in the forum and in the wikiweb. www.european-teachers.eu 11
  12. 12. 3.1 List of the criteria for the Personal Concept task Criteria group task (8-10 students) Evaluation Remarks (insufficient- sufficient-good- excellent) Description of the formal information of the school: • Introduction to the school concept • Accountability of the concept • General information about the school • Information about the pupils/students • Information on the staff Description of the identity, mission statement and profile of the school: • Philosophy • Pedagogy • Social vision • Educational vision General educational aims: • Continuous process of development • Handling values and standards • Child centred education • Intercultural education • International/global education Monitoring pupil’s progress: • Monitoring system • Problem solving structures Content: • Language and mathematics • Musical-expressional/sports World orientation/Science and culture/Primary science Social-emotional www.european-teachers.eu 12
  13. 13. ICT Religion Internationality (including English language) Personnel policy: Teacher profiles Lifelong learning Career perspectives Personal concepts (each individual member) Brief reflection and evaluation of the group work Marketing folder: layout and content Reaction to the folders (on the forum) Teacher’s assessment 3.2 Why using a WikiWeb for collaboration? Figure 7: Teaching modes www.european-teachers.eu 13
  14. 14. Figure 8: Teaching model Based on Peter Baumgartner’s teaching model Wikis are one possible way to implement Teaching III into the FaceIt framework and especially into the module European PROFESSIONALISM (School Concepts in Europe). There are some reasons why using a wiki for Unit 6 1. Every visitor can edit a Wiki site Different from other content management systems there are no strict author rights. Everyone can edit ever site any time. Every change on a wiki site is logged by the wiki-system. A history of every change is stored. Different versions can be compared. 2. Creating and changing Wiki-sites is easy Every site has an edit button to change from viewing to editing mode. Text will be inserted in a simple textbox. Formatting happens by an easy to learn markup language. If something goes wrong there is the history to set the wiki-site back to an old version. 3. Collaboration More than one person can edit a Wiki at the same time. Depending on the Wiki-System there should be different rules to prevent overwriting text. On same Wiki-Systems like MediaWiki, there are synchronies writing on single sides possible, if these sides are partitioned by headings. 4. Cross collaboration between different groups of students FaceIt provides one wikispace at wikispaces. This space can be reached by different groups on http://youridealschool.wikispaces.com/. Everyone can see which ideal schools are developed by students who are using this module. www.european-teachers.eu 14
  15. 15. WikiW Figure 9: Wiki Webs in relation to the didactical triangle 3.3 Wiki collaboration There is a Wiki for this module implemented on http://youridealschool.wikispaces.com/. To edit the wiki settings use the account. Usnername: facit Password: faceit12 To use the collaboration wiki each group member has to create a account at wikispaces. Getting started to use the wiki at http://youridealschool.wikispaces.com/. • Click on the edit button above to put your own content on this page. • To invite new members, click on Manage Wiki and Invite People. www.european-teachers.eu 15
  16. 16. • To change your wiki's colors or theme, click on Manage Wiki and Look and Feel. • To set who can view and edit your wiki, click on Manage Wiki and Permissions. Need Help? • Click on the help link above to learn more about how to use your wiki. To start collaboration do design your ideal school open the wiki and create a new site in this wiki with the group name and year as site name. Include a link form the start site to your group site. Example of the site name: alternative_school_braga_2009 The school side should include at least: • Name of the school • All members of the group and their role in the collaboration part • table of contents • promotion folder www.european-teachers.eu 16
  17. 17. Sources Baumgartner, P. (2004). The Zen Art of Teaching - Communication and Interactions in eEducation.” Proceedings of the International Workshop ICL2004, Villach / Austria 29 September- 1 October 2004, Villach, Kassel University Press. Reinmann, G. (2005). Blended Learning in der Lehrerbildung. Lengerich: Pabst Science Publishers. Salmon, G. (2004). „ The 5 stage model.“ http://www.atimod.com/e-moderating/5stage.shtml (accessed June 2009) Wikipatterns.“Assess Wiki-Ability.“ http://www.wikipatterns.com/display/wikipatterns/Assess+Wiki- Ability (accessed June 2009) www.european-teachers.eu 17
  18. 18. http://creativecommons.org/licenses/by-sa/3.0/at/ www.european-teachers.eu 18

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