The materials will be based on the characteristics of a European teacher as formulated by Michael Schratz, which can be summarized as follows: 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. 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. 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. 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.
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.
ROME Rostocker Modell for designing von E-Learning-Courses Based on German industry standard Phase 1 : Analyse Phase 2 : Rahmenkonzept Phase 3 : Detailkonzepte Phase 4 : Umsetzung Phase 5 : Einführung Phase 6 : Durchführung
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.
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.
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
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).
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. 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. 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. 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.
