The MED Italian Association was founded in 1996 and has over 300 members who work in media education. It conducts research and promotes media education events. Key issues include defining media education concepts, teacher training, and collaboration with schools and media professionals. The association's mission involves studying media education practices in schools, evaluating programs, and conducting European projects and local action research. Future goals are to establish formal teacher training, introduce network culture and media competencies in schools, and promote media education action research.
Problem and Project Based Learning in Social StudiesAlynethLawas
Problem-based learning entails using critical thinking to investigate problems that do not have a definitive answer. While in project-based learning, students are challenged to establish a plan and create a product that answers the problem. How can these approaches assist in the facilitation of learning in social studies?
Presentation at THE DIGITAL UNIVERSITY
A SYMPOSIUM IN CELEBRATION OF CHEC’S 20TH ANNIVERSARY
30 OCTOBER 2013
CO-HOSTED BY THE UNIVERSITY OF THE WESTERN CAPE
Problem and Project Based Learning in Social StudiesAlynethLawas
Problem-based learning entails using critical thinking to investigate problems that do not have a definitive answer. While in project-based learning, students are challenged to establish a plan and create a product that answers the problem. How can these approaches assist in the facilitation of learning in social studies?
Presentation at THE DIGITAL UNIVERSITY
A SYMPOSIUM IN CELEBRATION OF CHEC’S 20TH ANNIVERSARY
30 OCTOBER 2013
CO-HOSTED BY THE UNIVERSITY OF THE WESTERN CAPE
21st century innovation in learning - implications for learning in teacher ed...EduSkills OECD
This presentation was given by Dr. Anne Sliwka of the University of Heidelberg at the CERI Conference on Innovation, Governance and Reform in Education on 4 November 2014 during session 3.d: 21st Century Pedagogies: Making Change Happen.
Problem-based Learning engages students in the process of critical thinking in an attempt to analyze and evaluate problems that have no definite response as they were provided a problem with preliminary information only. On the other hand, in Project-based Learning, students are assigned or provided with a complex problem with prospective solutions and exploring opportunities where they are tasked to build a plan and construct a product that addresses the problem after studying the given problem.
Technology tools used for PBL in social studiesMariePeafiel
Social Studies is comprise of complex ideas, concepts and problems. Using PBL as an approach in teaching Social Studies maximizes its complexity into simple ideas. Moreover, encouraging students to collaborate and formulate solutions on societal issues. With the emergence of technology, these helps classes become more entertaining as well as engaging.
11 ways of looking at technology adoption in theclassroom (Invited talk @ ITD...lprisan
In this talk, I look quickly at several studies we've done over the years, which deal with the gap between research-driven educational technology proposals and what is actually used every day in our classrooms. It focuses especially on one of our latest studies at EPFL, in which we examine the effects, pros and cons of using a social media app (SpeakUp) in a face-to-face university lecture.
Invited opening talk for University of Brighton Pedagogic Research Conference, February 2017
https://staff.brighton.ac.uk/clt/Pages/Events/enhancing%20higher%20education.aspx
How to Develop a Teaching and Learning Ecosystem That Is Truly Student Centred?Mantas Pupinis
A presentation delivered in a in the EU-CONEXUS international staff training week. EU-CONEXUS is one of the 17 European Universities funded by the European Commission’s flagship European Universities Initiative. It gathers 6 leading universities focusing on smart urban coastal sustainability.
21st century innovation in learning - implications for learning in teacher ed...EduSkills OECD
This presentation was given by Dr. Anne Sliwka of the University of Heidelberg at the CERI Conference on Innovation, Governance and Reform in Education on 4 November 2014 during session 3.d: 21st Century Pedagogies: Making Change Happen.
Problem-based Learning engages students in the process of critical thinking in an attempt to analyze and evaluate problems that have no definite response as they were provided a problem with preliminary information only. On the other hand, in Project-based Learning, students are assigned or provided with a complex problem with prospective solutions and exploring opportunities where they are tasked to build a plan and construct a product that addresses the problem after studying the given problem.
Technology tools used for PBL in social studiesMariePeafiel
Social Studies is comprise of complex ideas, concepts and problems. Using PBL as an approach in teaching Social Studies maximizes its complexity into simple ideas. Moreover, encouraging students to collaborate and formulate solutions on societal issues. With the emergence of technology, these helps classes become more entertaining as well as engaging.
11 ways of looking at technology adoption in theclassroom (Invited talk @ ITD...lprisan
In this talk, I look quickly at several studies we've done over the years, which deal with the gap between research-driven educational technology proposals and what is actually used every day in our classrooms. It focuses especially on one of our latest studies at EPFL, in which we examine the effects, pros and cons of using a social media app (SpeakUp) in a face-to-face university lecture.
Invited opening talk for University of Brighton Pedagogic Research Conference, February 2017
https://staff.brighton.ac.uk/clt/Pages/Events/enhancing%20higher%20education.aspx
How to Develop a Teaching and Learning Ecosystem That Is Truly Student Centred?Mantas Pupinis
A presentation delivered in a in the EU-CONEXUS international staff training week. EU-CONEXUS is one of the 17 European Universities funded by the European Commission’s flagship European Universities Initiative. It gathers 6 leading universities focusing on smart urban coastal sustainability.
This one hour video will showcase a selection of different free-to-use tools and services for annotating, cutting and searching video that you can use in your university or college. Presenters in this webinar will describe not only the tool but also how it can and is being used in higher education settings and will provide links for further information about the specific tools presented.
The Christopher Stevens Youth Network/CE2.0 –iEARN Jordan Workshop
February 23rd, 2013
iEARN-Jordan conducted a training workshop on February 23rd, 2013 as part of the Christopher Stevens Youth Network: Global Connections 2.0. Fifteen educators from Jordan, Kuwait and the USA participated in the workshop. Ms. Khitam Al-Utaibi, iEARN-Jordan Representative delivered the training on two parts. The first part of the workshop was about learning what is iEARN and take a tour in some of the 300 online projects. After teachers were introduced to iEARN, they had hands on training on some of the essential aspects in Project-Based Learning as well as engaging teachers in some activities related to building skills in grouping strategies, debate strategies and tuning protocols in projects. iEARN International celebrates this year its 25th Anniversary and iEARN-Jordan celebrated this occasion with all participants in the presence of all attendees with a cake that has the logos of the US Department of State, iEARN-Jordan, GCE and the iEARN International logo for the 25th Anniversary.
Creativity and critical thinking practices: experience of Russia – Marina Pin...EduSkills OECD
This presentation was given by Marina Pinskaya at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
The presentation shares the first results of the Open Educators Factory project, focussing on the relation between openness and networking and on the importance of keeping in mind different entrance points towards openness
Learning analytics futures: a teaching perspectiveRebecca Ferguson
Talk given by Rebecca Ferguson on 22 November 2018 int Universita Ca'Foscario Venezia at the event Nuovi orizzonti della ricerca pedagogica: evidence-based learning e learning analytics
Presentation of the workshop "RRI Tools" by Viola Pinzi, held during the 9th Science Projects Workshop in the Future Classroom Lab, Brussels, 6-8 November 2015
Research in Distance Education: impact on practice conference, 27 October 2010. Opening keynote by Dr Josie Taylor of the Open University: Open Educational Resources and Learning Spaces: research questions.
These slides were showed during the M&L webinar: New formats and applications of video in higher education on 16 March 2017. Find out more about the webinar: http://association.media-and-learning.eu/portal/event/ml-webinar-new-formats-and-applications-video-higher-education
These slides were showed during the M&L webinar: New formats and applications of video in higher education on 16 March 2017. Find out more about the webinar: http://association.media-and-learning.eu/portal/event/ml-webinar-new-formats-and-applications-video-higher-education
These slides were showed during the M&L webinar: New formats and applications of video in higher education on 16 March 2017. Find out more about the webinar: http://association.media-and-learning.eu/portal/event/ml-webinar-new-formats-and-applications-video-higher-education
Slides from the M&L Webinar: Defining Video Pedagogy and activating interaction.
Many people argue that video has a huge potential in terms of learner engagement, that by including quizzes and opportunities for interaction through video it is much easier to involve learners even in remote learning contexts. During this webinar we will be discussing this topic and sharing good practice on learner engaging as well as attempting to define different types of video pedagogies.
To find out more about this webinar and watch the recording, please visit: http://association.media-and-learning.eu/portal/event/ml-webinar-defining-video-pedagogy-and-activating-interaction-0
Slides from the M&L Webinar: Defining Video Pedagogy and activating interaction.
Many people argue that video has a huge potential in terms of learner engagement, that by including quizzes and opportunities for interaction through video it is much easier to involve learners even in remote learning contexts. During this webinar we will be discussing this topic and sharing good practice on learner engaging as well as attempting to define different types of video pedagogies.
To find out more about this webinar and watch the recording, please visit: http://association.media-and-learning.eu/portal/event/ml-webinar-defining-video-pedagogy-and-activating-interaction-0
Slides from the M&L webinar: 4K, 3D and other video-related developments.
Is 4K video just another hype or does it offer new possibilities in education. During this webinar we will be discussing 4K as well as 3D and several other new developments of particular interest to the higher education community.
To find out more about this webinar and watch the recording: http://association.media-and-learning.eu/portal/event/4k-3d-and-other-video-related-developments
Slides from the M&L webinar: 4K, 3D and other video-related developments.
Is 4K video just another hype or does it offer new possibilities in education. During this webinar we will be discussing 4K as well as 3D and several other new developments of particular interest to the higher education community.
To find out more about this webinar and watch the recording: http://association.media-and-learning.eu/portal/event/4k-3d-and-other-video-related-developments
Slides from the M&L Webinar Talking Heads: The changing nature of learning and what learners expect these days in terms of media.
Meet Pedro De Bruyckere from Arteveldehogeschool, Belgium and Alison Preston from Ofcom in the UK during this one hour video which takes a look at the changing nature of learning and learners. Alison and Pedro are both keynote speakers at the Media & Learning Conference and during this webinar they will provide an introduction to their talks.
To find out more and watch the recording of this webinar, visit http://association.media-and-learning.eu/portal/event/ml-webinar-talking-heads-changing-nature-learning-and-what-learners-expect-these-days-terms-me
Slides from the M&L Webinar Talking Heads: The changing nature of learning and what learners expect these days in terms of media.
Meet Pedro De Bruyckere from Arteveldehogeschool, Belgium and Alison Preston from Ofcom in the UK during this one hour video which takes a look at the changing nature of learning and learners. Alison and Pedro are both keynote speakers at the Media & Learning Conference and during this webinar they will provide an introduction to their talks.
To find out more and watch the recording of this webinar, visit http://association.media-and-learning.eu/portal/event/ml-webinar-talking-heads-changing-nature-learning-and-what-learners-expect-these-days-terms-me
This one hour webinar is aimed at everyone involved in providing video based services in higher education who is interested in how these services can be successfully implemented on a campus-wide basis. Issues that our speakers will discuss include how academics and students can be supported in creating their own video-based resources, how quality and production values are dealt with and the management of technical and human resources to support these types of services.
With the spread of MOOCs and online multimedia repositories, the barrier to learning resides less and less in the access to learning materials. However, most learning materials including lectures are neither transcribed nor translated into languages other than the original because of the lack of effective solutions giving accurate results and as a consequence language barriers are often difficult to overcome for many current and potential users.
In the context of the ever-growing landscape of digital learning materials and resources, the solution to this problem may depend on high-quality automatic translation and transcription systems. In this one-hour webinar we will explore the topic with Jorge Civera from the Universitat Politècnica de València in Spain who is part of an expert team developing automatic educational transcription and translation systems and Ruth Kerr from the University of Naples “Federico II”, Italy who is experienced in delivering MOOCs using this system through the EMMA platform. Is it possible to obtain a reliable high-quality translation from an automatic translation system and what are the strengths and weaknesses of such a process? Can such automatic systems improve the translated content through interaction with a reviewer?
Renee Hobbs is an American educator, scholar and well known advocate for media literacy education. She is a Professor in the Harrington School of Communication and Media at the University of Rhode Island, where she directs the Media Education Lab. One of Renee’s more recent initiatives is the highly successful Mind over Media resource for teachers and others interested in exploring propaganda with students. During this webinar, Renee will be talking about the background to this initiative and why she believes it is important for students to learn how to recognise propaganda and to develop a responsible attitude to it in their daily lives
Video-supported learning is becoming an increasingly important part of contemporary education. Many universities and digital libraries have incorporated video into their instructional materials and Massive Open Online Courses (MOOCs) are becoming increasingly important. Mirroring the widespread adoption of video-based learning systems, in the last decade there has been an increase in research on the topic and many empirical studies have been conducted.
In this one-hour webinar we will explore the topic with Niels Brouwer (Radboud University Nijmegen, The Netherlands) and Blair Stevenson (Oulu University of Applied Sciences, Finland) who will describe some of their recent research activities on this topic.
Should researchers focus on users’ viewing behaviour and satisfaction levels in relation to streaming educational video? Does current research indicate the most effective ways to present students with media-based learning content and if this is the case what are which are they?
This one hour webinar is aimed at everyone involved in providing video based services in higher education who is interested in how these services can be successfully implemented on a campus-wide basis. Issues that our speakers will discuss include how academics and students can be supported in creating their own video-based resources, how quality and production values are dealt with and the management of technical and human resources to support these types of services.
This one hour webinar is aimed at everyone involved in providing video based services in higher education who is interested in how these services can be successfully implemented on a campus-wide basis. Issues that our speakers will discuss include how academics and students can be supported in creating their own video-based resources, how quality and production values are dealt with and the management of technical and human resources to support these types of services.
A major shift is taking place in education largely influenced by new technological and pedagogical trends. For example, classrooms are increasingly opening up to rich media content, subject experts, and to peer learning. Video is a key contributor to the shift, acting as a powerful agent that adds value and enhances the quality of the learning experience. The impact of video in education can be observed in key three areas: engagement, knowledge transfer and memory / interactivity with content.
The one-hour webinar will focused on the question: how is the use of video in education evolving and what trends should we expect for the near future? Specifically, we will hear from two individuals immersed in the field: Michal Tsur from Kaltura and Matthew McCurdy from Sonic Foundry.
Many universities and colleges are encouraging students to deliver assignment and projects using video. Often these types of materials are part of the assessment process. Presenters in this webinar will include academics in different university settings who will describe how they go about making video part of the student’s workload and how they deal with challenges related to quality, storage and assessment.
This one hour webinar that took place on Thursday 10 September is aimed at everyone involved in providing video based services in higher education. We invited 3 experienced practitioners to tell up about their plans and the challenges they face for the coming year, they are:
Carlos Turró Ribalta, Head of Media Services department, Universitat Politécnica de Valencia, Spain
Thorleif Hallén, Senior Adviser/Manager Educational Technologies, UNINETT, Norway
Daniel Tan, Group Chief Learning Officer at the Taylor's Education Group, Malaysia
The main topics our panel is planning to discuss are:
Beyond campus wide implementation – How to get campus wide use?
Flipped videos or lecture capture – What path do we follow?
User Generated content – How do we manage it?
From note-taking to mind maps – how is the learning process changing?
Learning on the move – How is it done and what are the results?
Video segmentation – How to reuse the material in other courses?
Given the extent to which blended learning approaches are increasingly commonplace in universities and college all over Europe, it is not surprising that the use of video continues to grow. But how do you get the mix right? And more importantly, how can you create a balance between the different tools and activities? Join our speakers to talk about this important subject.
The recording of the webinar will be uploaded on this website within a few days time.
Watch the recording of the M&L Webinar: New assessment strategies in the media-rich class with Andrew Whitworth, University of Manchester, UK and Brendan Calandra, Georgia State University, USA.
This webinar was held on 15 January 2015, supported by the Media & Learning Association.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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M&L 2012 - Media Education Association - by Alberto Parola
1. MED
Media Education Association (Italy)
Media & Learning 2012
Alberto Parola
Faculty of Education - University of Turin (Italy)
MED Vice-President
2. • The ME Italian Association was born in 1996 in Italy.
• It has more than 300 members in Italy;
• It includes school teachers, university researchers
and professors, media experts, media producers,
media territory operators, that reflect on Media
education contents, on good practices and good
productions;
• It’s a group that carries out studies and ME research ;
• … and promotes ME learning …
3.
4. Med challenges:
• ME concepts’ definition (web democracy, e-citizenship, media competences,
media educator, etc.)
• Promote ME events on the local, national and international level
• Eu project (es. On Air - www.onair.medmediaeducation.it)
• Teaching innovation
• Teachers training
• Tools for teachers
• Focus on languages (digital and expression)
• Collaboration with media professionals (Tv producers, journalists, web content
developers etc…)
• Collaboration with schools
• Design ME curriculum
• Experimental (and action) research
• Developing connections between different scientific fields…
5. MED mission (last 6 years)
• Documentation of “Media education activities” in school;
• Study on paths’ efficacy (On Air project, 2008-2010)
• Second curriculum step ... (11-14 years, under construction,
2013) after the “First steps in media education (2006) ... (5-10
years)
• Other European projects (2010-2012)
• Action research in local contexts (always)
• Our Magazine: “Media education: studi, ricerche, buone
pratiche (from 2010 ...)
• Collaboration with ministry of education
• Collaboration with other associations
• International collaboration (USA, Europe, China etc.)
8. • 13 media education paths for
primary school
• The schools, in Italy, have are
being implemented some paths
and evaluted their efficacy
9. Other current MED Eu project
On Air - European Media Education Project
(www.onair.medmediaeducation.it)
and …
• News and You
• Energy BITS (www.energybits.eu/it)
• Game paddle
10.
11. Three most important issues
to be tackled in the future …
1. Create a “teachers continuous formal training”
2. Introduce into the school the
– “network culture”,
– the “media competences culture” (not just “technology
culture”),
– the “observation and documentation culture” and …
– the “media competences evaluation culture”
1. Promote and funding the “ME action research”
12. MED perspectives …
• We can work together on the individual points that I have
shown before;
• We have already done something together, such as sharing
ideas, visiting our Summer Schools, exchanging perspectives
about our magazines;
• In the future we can do many things together such as:
– Reflecting on the “media education needs” in some “changing way“ countries;
– Doing comparative research;
– Finding new research ways on media education (quantitative and qualitative);
– To participate in new European research projects;
– Any other ideas?
13. Thank you for your attention!
alberto.parola@unito.it
14. MED model
Media competences Reading skills area Writing skills area Critical thinking skills area User skills area
Competences
model
Resources
Interpretative strategies
Action structures
Self-regulation structures
16. Role of teachers
The teacher-researcher
• We would like think about
teacher who applies the
techniques and strategies of
educational research in
classroom (Parola, Regia
educativa, Aracne, Roma,
2012)
• Is it a sustainable role?
• If we want to change the
School, we need to achieve
this goal
17. Med method
(in research and training)
• In twenty years, we were able to carry out
experiments and research in many schools of our
country, thanks to the introduction of the media in
school as "objects of study and analysis“.
• With the media education the class turns into a
“ideas and creativity laboratory “ as well as in an
environment where learning becomes more effective
and the kids express themselves with so much
motivation.
18. The basics of Action-Research:
1. cooperation between the researcher and the
group
2. prompting awareness
3. contributing to the solution of difficult
situations
4. enhancing social awareness
19. Action-research: spiral chart
4 Carrying out
the action
5
Monitoring
General plan
3
1 Initial idea
2
Research
6 Sharing and
Reflecting
Action hypothesis
7
New action
hypothesis
20. Explaining the A-R chart
• As can be seen, action-research follows a “spiral” method and a
series of phases that tend to effectively influence a particular
context from the initial idea to the new action.
• The other phases include research, i.e. analysing the context and its
actors, outlining a general plan and carrying out the action.
• Moreover, once the active phase is completed, it has to be
monitored. A moment of sharing and reflection together with the
group has to follow, in order to go on with new action-hypotheses.
• Med, for example, works in this way.
21. The school opens up to the territory
• Heads of schools and teachers take on a more active
role in starting relationships with various bodies in
order to design special educational programmes
together;
• Pupils are involved in projects with different roles:
classes become editing groups and the school an
editor and a complex and vital structure that informs
the territory and the families about the educational
plan.
22. A chart that relates a network of partners engaged in
Action-Research to promote education research
Tv
Production Radio
Press
Trainee University
Local School networks s
bodies Web Tv
Web Radio
USP e USR
Out-of-school
MED
Italian Association
for Media Education Media educators
23. Bibliography
• Ceretti F., Felini D., Giannatelli R., Primi passi nella media
education, Trento, Erickson, 2006.
• Ferri P., Nativi digitali, Milano, Mondadori, 2011.
• Jenkins H., Fans, Bloggers, and Gamers: Exploring
Participatory Culture, New York: New York University Press,
2006.
• Parola A., Ranieri M., Media education in action, Firenze, FUP,
2010.
• Parola A., Territori mediaeducativi, Trento, Erickson, 2008.
• Trinchero R., Manuale di ricerca educativa, Milano, Franco
Angeli, 2002.
24. Teachers training
• Teacher training has now become very urgent:
– for future teachers
– for newly recruited teachers
– for old teachers who “need to update” their skills
– …
• The recent Italian school reform is based primarily on cuts
and no on innovation;
• We must proceed with local training and intercepting national
educational planes oriented to languages training.
25. The role of the teacher
• We are working on teachers training to make
them able to not just transmit knowledge and
skills but also competences (in line with the
requests of the European Union).
• To promote competences theachers have to plan
specific activities (modules/programmes that are
closely linked to traditional teaching), they
should be able to document and evaluate them
according to the planned goals.
26. The teacher needs to design project
and elaborate hypotheses!
• Can the teacher design his/her
activities, makes hypothesis about
students' learning, experimenting new
teaching methods and monitoring
their efficacy?
• In essence, we need a “researcher
teacher” who is not satisfied to assign
ratings, but who observes the learning
dynamics and the learning processes,
with the same school colleagues and
other schools colleagues who can
repeat and observe the same paths in
other contexts.