6. ftelab.ie.ulisboa.pt
Lisbon University : 15 Master in Teaching
Institute of Education
• Visual Arts
• Biology and Geology
• Economics and Accounting
• Philosophy
• Physics and Chemistry
• History and Geography
• Informatics ( Computer Science)
• Mathematics
• English and German
• English and Spanish
• English and French
• Portuguese and German
• Portuguese and Spanish
• Portuguese and Classical Languages
• Portuguese and French
7. ftelab.ie.ulisboa.pt
3 years Degree in Computer Science
Informatics = 120 ECTS
2 years Master in Teaching
Computer Science = 120
ECTS
Teaching for 2 months in a real class
Year 1 Year 3Year 2
Programming, Architecture of
Computational Systems, Algorithms
and Data Structure, Graphic
Computation, OS, Introduction to AI,
HCI, Critical Thinking, …
Education
Didactics
CS
Research
methods
…
Professional
Practice
Year 5Year 4
Discussion of the Report
Model for Initial Teacher Education program at University of Lisbon
Example of Master in Teaching Informatics
8. ftelab.ie.ulisboa.pt
Model for Initial Teacher Education program at University of Lisbon
Example of Master in Teaching Informatics
2 years Master in Teaching Computer Science = 120 ECTS
Teaching for 2 months in a real class
Year 5Year 4
Discussion of the
Report
Education
Didactics
CS
Research
methods
…
Professional
Practice
9. ftelab.ie.ulisboa.pt
Student
implements the
scenario in a
real class
(at a secondary
school)
Student and
supervisor
prepare the
learning
scenario
(at FTE Lab)
Student prepares a
final analytic report
under supervision
and defends it in a
public session
January/February March / April / May / June. / July
Data collectionData collection Data analysis
Apllication of
instruments
Video for
dissemination video cases
11. Learning Scenarios
Design scenarios has been used in many areas as a way to think about future, anticipating problems
and predicting solutions to those problems.
Matos (2010) define learning scenario concept as ‘a hypothetical situation of teaching-learning
(purely imagined or with real substrate, widely changeable) composed of a set of elements that (i)
describes the context in which learning takes place, and (ii) the environment in which learning
happens’ (p.3).
Clark (2009) defines scenario-based learning as an instructional environment in which participants
solve carefully constructed, authentic job tasks or problems.
TEL@FTELab project adopts idea of learning scenario as key to planning teaching activities in
technology enhanced learning spaces.
ftelab.ie.ulisboa.pt
12. Why Learning Scenarios
ftelab.ie.ulisboa.pt
to stimulate change in habits of thinking and representing situations in
education and training
to develop competency that favour creative ways of dealing with
uncertainty and to anticipate the effects and impacts of actions both at
short and long term
to create contexts and practices that favour learning (assuming learning
and an integral part of social practice)
14. Learning Scenarios - Structuring Elements
ftelab.ie.ulisboa.pt
Organizational design of the contextual elements of the environment
(including rules, conceptions and material artefacts)
Roles and actors (responsibilities, ways of organizing the collective, ways of
interaction and communication)
Architecture of action and structure of the activity (teleological design of the
scenario including script, working strategies, proposals)
Reflection and regulation design (processes of reification of the material
learned, monitoring of the development of actors and of the context, critical
evaluation, products)
19. Final Remarks
ftelab.ie.ulisboa.pt
In the current scholar year, the students teachers are using this tool to
support the development of learning scenarios (e.g. informatics,
biology, mathematics and economics contents) to be implemented in a
secondary school.
At the end of each implementation a set of video case will be produced
for dissemination; it includes a detailed description of the learning
scenario as well as testimonials of the student teacher, supervisor, in-
service teacher and pupils involved.
20. Final Remarks
ftelab.ie.ulisboa.pt
The Guidebook is in continuous improvement process considering the
inputs of the implementation cycles and analysis.
Its expected that in few months a English version will be available online.
At the end of project in 2019, it is expected that a powerful tool will be
available to support teachers who are willing to adopt the learning
scenarios approach in their classes or educational practices and contexts.
Thanks!
Good morning to everyone. My name is João and I’m from Institute of Education of University of Lisbon.
The work i will presente to you was developed by Ana and Abel, our colegue João Filipe and my self. And is entitled “A GUIDEBOOK TOOL FOR LEARNING SCENARIOS DESIGN
IN INITIAL TEACHER EDUCATION”
This is our agenda for this presentation. In few minutes i will try cover all this points.
TEL@FTELab project was already presented to you by my colegue Ana and I will move foward this point.
Some context and Background about the initial Teacher training in University of Lisbon and the training model.
Some ideas about learning scenarios concept and characteristics and principles
Learning Scenarios Guidebook and Video cases
At the end i will talk about final remarks and next steps.
The tool i will present to you, the guidebook for Teachers about learning scenarios design was developd under the scope of TEL@FTELab project as one of the products of the project.
The project take the powerful ideas of technology Enhanced Learning, Future Learning Spaces design, Initial Teacher Education as powerful space to improve the change needs in education and to create and test new methodological aproaches in teaching and learning.
Taking this ideas we use Learning Scenarios as a way to plan learning activities and the 21st century skills.
The project use the TPACK framework as a tool to support the integration of digital technologies in the classrooms.
The Institute of Education are responsible of almost of totality onf initial Teacher training courses in University of Lisbon in collaboration with others faculties and institutes of University of Lisbon ( Faculty of Sciences, Faculty of Arts, Institute of Geography…) Now there are 15 courses running in the Institute of Education.
The Model of Initial Teacher Training Education programs in University of Lisbon was designed to training future basic and secondary teachers ( K10 – K18).
Firstly the students have a 3 year degree in one scientific area ( Mathematics, Informatics, Biology….) and they learn about core subjects ( example: Programming, Architecture of Computational Systems, Algorithms and Data Structure, Graphic Computation, OS, Introduction to AI, HCI, Critical Thinking,). This degree are attended in a faculty of science or informatic.
After that the students decide of kind of master course they want to attend. For example, a computer science master ( to have a computer science career) or a Master in Teaching Informatics ( to be a informatics Teacher in basic and secondary education). This courses are a 2 years training programs.
In this 2 years masters in initial teacher training at institute of education the students teachers learn about pedagogy, didactics, education, and start a supervised professional practice in real classes.
In the year five students will teaching for 2 months in a real school class and at the end they produce a final report to be discussed with a jury in public session.
The learning scenarios in students supervised professional practices.
Present the picture!
Read the slide!
Read the slide
Innovation - a scenario should demonstrate possible innovative activities and not provide prescriptive plans to teachers.
Transformation - a scenario should encourage teachers to experiment with changes in their pedagogical practices of teaching and assessment methods an transformative educational experiences with success.
Foresight - a scenario should be considered as a planning tool used to think on innovative ways of looking ahead and making appropriate decisions regarding uncertain conditions.
Imagination - a scenario should always be a source of inspiration and nurturing the creativity of the teacher.
Adaptability - a scenario should not be presented in a rigid way. It is up to the teachers to adapt it to their objectives and the characteristics of their students.
Flexibility - A scenario should provide options targeting different learning styles and individual teaching styles.
Amplitude - a scenario must be constructed to have a greater or lesser extent. The actors' role may be confined only to the level of operations and actions or intended to be active participants in the entire activity system. Scenarios may include multidisciplinary projects to be worked on by students over extended periods of time.
Collaboration - a scenario may contain elements to the accomplishment of collaborative activities (synchronous and asynchronous), including technological tools that facilitate sharing and collaborative construction of objects.
Ler o slide….
The guidebook is an online tool to support the learning scenarios design and is organized in four dimension based on the design and implementation process.
A brief description of the guidebook’s objectives, the concept of learning scenarios, and a set of resources about their design are presented. In a specific menu a set of examples of leaning scenarios developed in various subject areas are available for download.
For each dimension or Phase an explantion about phase, objectives, needs and forms of work are presented and a set of digital apps and tools are suggested to support the work in each phase.
Rapid view of GuideBook
Rápid view of Video cases
There are also four video cases examples developed in first cycle of piloting.
A video case example consists of a learning scenario description and presentation (in video animation), a set of metadata (e.g., school, students, topic, subject, student teacher and supervisor), a full and short version of scenario for download and a set of participants’ testimonials
Read the slide
Finaly as final remarks.
Read the slide
To finish you can see our channels where you can find more information about the projec and all the products.
Thank you for your attention.