Mihai Bizoi:
"Three FP7 projects at University of Valahia: PROFILES http://www.profiles-project.eu ; IRRESISTIBLE http://www.irresistible-project.eu ; ENGAGE http://www.engagingscience.eu "
Curricula in a Modern Technical and Vocational High SchoolPremier Publishers
In this article, a proposal for the curricula of technical and vocational high schools which would be based upon learning outcomes and student-centrism is presented. In the beginning, the trends in the European Union are presented and then a suggestion properly configured to Greek reality is presented. Researches show that the most of students opting for technical and vocational education have learning difficulties and school problems and therefore need different teaching approaches and more support on a personal level. Literature review verifies that the most appropriate learning environments and contexts to support the curricula in STVE in Greece, according to the particular characteristics of the student population should be student-centered environments and contexts (student-centered curricula). Also, literature review verifies that the form of the books that will support the proposed curricula in STVE in Greece should be student-centered. Taking into consideration the literature review, proposals four new curricula are given by the author.
State of the art analysis of MOOC provisions for the EU labour marketRobert Farrow
Presentation given at the Huis van de Nederlandse Provincies (HNP) in Brussels for the European MOOC Consortium: Labour Markets project. The slides summarise the outcome of a rapid assessment of evidence about the provision of Massive Open Online Courses in the European area.
Research methods in open education: insights from the Global OER Graduate Ne...Robert Farrow
Presentation from the ALT Summer Summit 2020 describes the GO-GN Research Methods Handbook which supports researchers working in the field of open education
Curricula in a Modern Technical and Vocational High SchoolPremier Publishers
In this article, a proposal for the curricula of technical and vocational high schools which would be based upon learning outcomes and student-centrism is presented. In the beginning, the trends in the European Union are presented and then a suggestion properly configured to Greek reality is presented. Researches show that the most of students opting for technical and vocational education have learning difficulties and school problems and therefore need different teaching approaches and more support on a personal level. Literature review verifies that the most appropriate learning environments and contexts to support the curricula in STVE in Greece, according to the particular characteristics of the student population should be student-centered environments and contexts (student-centered curricula). Also, literature review verifies that the form of the books that will support the proposed curricula in STVE in Greece should be student-centered. Taking into consideration the literature review, proposals four new curricula are given by the author.
State of the art analysis of MOOC provisions for the EU labour marketRobert Farrow
Presentation given at the Huis van de Nederlandse Provincies (HNP) in Brussels for the European MOOC Consortium: Labour Markets project. The slides summarise the outcome of a rapid assessment of evidence about the provision of Massive Open Online Courses in the European area.
Research methods in open education: insights from the Global OER Graduate Ne...Robert Farrow
Presentation from the ALT Summer Summit 2020 describes the GO-GN Research Methods Handbook which supports researchers working in the field of open education
This presentation, given on 30/9/20 to OpenEdColloquium20 at Nelson Mandela University, South Africa, highlights the GO-GN Research Methods Handbook. The Handbook provides a guide to research methodology for researchers working in the field of open education.
Computers and Learning Research Group: Research methods in open education: I...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook is being developed by members of the network who are researchers in open education, and will serve as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
To contextualise this approach, an accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined but not fully explored.
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
2021 researchcolloqium south africa_22september2021_ossiannilsson_finalEbba Ossiannilsson
2021 Research Colloquium hosted by South African Department of Higher Education and Training Research Colloquium. My presentation on Blended learning: State of the nation
Open Education Research: Insights from the Global OER Graduate Network (GO-GN)Robert Farrow
This presents an overview of the Global OER Graduate Network (GO-GN) Research Methods Handbook. The aims of the GO-GN are:
- to raise the profile of research into open education,
- to offer support for those conducting PhD research in this area, and
- to develop openness as a process of research.
More than 100 doctoral and post-doctoral researchers form the core of the network with more than 200 experts, supervisors, mentors and interested parties forming a community of practice.
The Handbook was developed by members of the network who are researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
To contextualise this approach, an accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be described. Theoretical perspectives will be outlined (though not fully explored).
The Handbook benefits from a range of illustrations (courtesy of Bryan Mathers) which are intended to make the Handbook more relatable and accessible. Reflections on the process of creating the visual journey will be shared.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Learning Outcomes:
- Delegates will benefit from an overview of research methods in open education
- Processes of open collaboration to produce a manuscript will be shared
- Supporting critical reflection on practice
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
PGR Conference Edinburgh Napier: PhD year 1: my first baby steps by Chrissi N...Chrissi Nerantzi
Developing a flexible collaborative learning framework for open cross-institutional Academic Development courses
at postgraduate level
Postgraduate Research Conference, Edinburgh Napier University 3 April 2014
Challenging talented high school students: the case of Junior College UtrechtJunior College Utrecht
Invited talk by Sanne Tromp, director of the Junior College Utrecht, at the conference Talent development and creativity in Science in educations in the Nordic countries, 15 sep 2010, Soro, Denmark.
Enhancing Research Communities Through Open Collaboration: The GO-GN Guide to...Robert Farrow
Research plays a key role in our understanding of open education, and is highlighted in the Recommendation on Open Educational Resources (OER) (UNESCO, 2019) as essential for describing the impact of open education; building awareness among key stakeholders; enhancing quality; and forming connections and communities.
The Global OER Graduate Network (GO-GN) is a network of PhD candidates and experts around the world whose research projects include a focus on open education. The Network has more than 300 global members who form a community of practice and support. GO-GN is currently funded through the OER programme of The William and Flora Hewlett Foundation and administered by the Open Education Research Hub from the Institute of Educational Technology at The Open University, UK.
One central aim for the Network is supporting research in the emergent area of open education, and our researchers are encouraged to explore openness as a research vector. The resources produced by the Network reflect this. Last year, GO-GN produced a well-received guide to Research Methods in Open Education (Farrow et al., 2020) which was recognised as a winner in the Open Education Awards for Excellence.
In 2021 GO-GN publishes a companion volume. The GO-GN Guide to Conceptual Frameworks (Farrow et al., 2021) again combines an accessible narrative and visual style with real-life insights gleaned from practising researchers who are using these theories, concepts and models in cutting edge work.
This presentation provides an overview of the new guide and the open, collaborative production process, emphasizing practical strategies for completing research projects. It will be of interest to anyone who conducts research and/or forms policy in the open education space, but particularly for doctoral level researchers.
Handbook for the integration of the gender perspective in teaching and researchSUPERA project
Presentation held by Maria J. Pando - Canteli and Pilar Rodriguez (Universidad de Deusto) during the SUPERA Final Conference, organised by SUPERA on 25 March 2022.
This presentation, given on 30/9/20 to OpenEdColloquium20 at Nelson Mandela University, South Africa, highlights the GO-GN Research Methods Handbook. The Handbook provides a guide to research methodology for researchers working in the field of open education.
Computers and Learning Research Group: Research methods in open education: I...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook is being developed by members of the network who are researchers in open education, and will serve as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
To contextualise this approach, an accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined but not fully explored.
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
2021 researchcolloqium south africa_22september2021_ossiannilsson_finalEbba Ossiannilsson
2021 Research Colloquium hosted by South African Department of Higher Education and Training Research Colloquium. My presentation on Blended learning: State of the nation
Open Education Research: Insights from the Global OER Graduate Network (GO-GN)Robert Farrow
This presents an overview of the Global OER Graduate Network (GO-GN) Research Methods Handbook. The aims of the GO-GN are:
- to raise the profile of research into open education,
- to offer support for those conducting PhD research in this area, and
- to develop openness as a process of research.
More than 100 doctoral and post-doctoral researchers form the core of the network with more than 200 experts, supervisors, mentors and interested parties forming a community of practice.
The Handbook was developed by members of the network who are researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
To contextualise this approach, an accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be described. Theoretical perspectives will be outlined (though not fully explored).
The Handbook benefits from a range of illustrations (courtesy of Bryan Mathers) which are intended to make the Handbook more relatable and accessible. Reflections on the process of creating the visual journey will be shared.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Learning Outcomes:
- Delegates will benefit from an overview of research methods in open education
- Processes of open collaboration to produce a manuscript will be shared
- Supporting critical reflection on practice
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
PGR Conference Edinburgh Napier: PhD year 1: my first baby steps by Chrissi N...Chrissi Nerantzi
Developing a flexible collaborative learning framework for open cross-institutional Academic Development courses
at postgraduate level
Postgraduate Research Conference, Edinburgh Napier University 3 April 2014
Challenging talented high school students: the case of Junior College UtrechtJunior College Utrecht
Invited talk by Sanne Tromp, director of the Junior College Utrecht, at the conference Talent development and creativity in Science in educations in the Nordic countries, 15 sep 2010, Soro, Denmark.
Enhancing Research Communities Through Open Collaboration: The GO-GN Guide to...Robert Farrow
Research plays a key role in our understanding of open education, and is highlighted in the Recommendation on Open Educational Resources (OER) (UNESCO, 2019) as essential for describing the impact of open education; building awareness among key stakeholders; enhancing quality; and forming connections and communities.
The Global OER Graduate Network (GO-GN) is a network of PhD candidates and experts around the world whose research projects include a focus on open education. The Network has more than 300 global members who form a community of practice and support. GO-GN is currently funded through the OER programme of The William and Flora Hewlett Foundation and administered by the Open Education Research Hub from the Institute of Educational Technology at The Open University, UK.
One central aim for the Network is supporting research in the emergent area of open education, and our researchers are encouraged to explore openness as a research vector. The resources produced by the Network reflect this. Last year, GO-GN produced a well-received guide to Research Methods in Open Education (Farrow et al., 2020) which was recognised as a winner in the Open Education Awards for Excellence.
In 2021 GO-GN publishes a companion volume. The GO-GN Guide to Conceptual Frameworks (Farrow et al., 2021) again combines an accessible narrative and visual style with real-life insights gleaned from practising researchers who are using these theories, concepts and models in cutting edge work.
This presentation provides an overview of the new guide and the open, collaborative production process, emphasizing practical strategies for completing research projects. It will be of interest to anyone who conducts research and/or forms policy in the open education space, but particularly for doctoral level researchers.
Handbook for the integration of the gender perspective in teaching and researchSUPERA project
Presentation held by Maria J. Pando - Canteli and Pilar Rodriguez (Universidad de Deusto) during the SUPERA Final Conference, organised by SUPERA on 25 March 2022.
Presentation of Airina Volungeviciene, Vytautas Magnus University, EDEN Senior Fellow for the Open Education Week's first day webinar on "OER and Open Pedagogies – Best Practices" - 2 March 2020, 13:00 CET
More information and recordings of the discussion are available: http://www.eden-online.org/eden_conference/oer-and-open-pedagogies-best-practices/
Opening teaching and learning through OER and OEP - presentation at "The Belt and Road' International Community for OER at Open Education Learning week. Smart Learning Institute of Beijing Normal University
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
Unit 8 - Information and Communication Technology (Paper I).pdf
Mihai Bizoi: "Three FP7 projects at University of Valahia: PROFILES, IRRESISTIBLE, ENGAGE"
1. THREE FP7 PROJECTS AT
VALAHIA UNIVERSITY:
PROFILES, IRRESISTIBLE, ENGAGE
Mihai Bizoi, PhD
Valahia University of Targoviste, Romania
2. Where are we from?
Location:
ü Targoviste
ü Residence of Dambovita
County
ü Situated at 80 km North-
West of Bucharest
ü The ancient capital of
Valahia Principality
3. TARGOVISTE – THE CULTURAL CAPITAL OF
WALLAHIA
§ Targoviste has a
special place in the
history of Romanians:
§ t h e p r i n c e l y
residence,
§ the capital of Wallachia
§ the main economical,
political, military ,
cultural and religious
centre of the area
§ for three hundred
years (between 15th
and 17th centuries).
5. VALAHIA UNIVERSITY OF TARGOVISTE -
STRUCTURE
" In the beginning the Valahia University
was formed of two faculties and a
university college with a number of 14
specializations and about 700 students;
" Nowadays the structure is composed
by:
" 9 faculties organized in conformity
with Bologna system: about 7200
students (face-to-face studies,
distance learning, lifelong learning
programmes).
6. VALAHIA UNIVERSITY OF TARGOVISTE -
FIGURES
" Faculties
" Departments
Faculty of
Economics
Faculty of
Humanities
Faculty of Law and
Socio-Political
Sciences
Faculty of Sciences
and Arts
Faculty of Orthodox
Theology and
Educational
Sciences
Faculty of Electrical
Engineering,
Electronics and
Information Science
Faculty of
Environmental
Engineering and
Food Science
Faculty of Materials
Engineering and
Mechanics
Faculty of Political
Sciences, Letters
and Communication
Distance and
Lifelong
Learning
Department
Teacher Training
Department
University
Doctoral Studies
School
Foreign
Languages
Studies
Department
7. VALAHIA UNIVERSITY OF TARGOVISTE -
FIGURES
" 32 license degree programs (3 - 4 years)
" 33 master degree programs (3 - 4 semesters)
" 6 directions for doctoral studies
" 33 post-university study programs of specialization
8. VALAHIA UNIVERSITY OF TARGOVISTE -
FIGURES
" 303 full time academic staff
(professors, associate
professors, lecturers,
assistants, researchers);
" 82 partial time academic
staff (professors, associate
professors, lecturers,
assistants, researchers);
Professor, 43
Associate
professor, 67
Assistant, 47
Lecturer, 142
Preparator, 4
Professor, 40
Preparator, 0
Associate
professor, 6
Lecturer, 24
Assistant, 12
9. VALAHIA UNIVERSITY OF TARGOVISTE -
FIGURES
" 7200 students involved in face-to-face studies, distance learning,
lifelong learning programmes in all forms of studies.
Students
Distribu5on
in
2012/2013
100%
80%
60%
40%
20%
0%
1368
5394
382
Doctorate
Master
Bachelor
10. VALAHIA UNIVERSITY OF TARGOVISTE -
FIGURES
Scientific and Technological Multidisciplinary Institute with the
following 14 research centers:
• Research Center "Applied Sciences and Technologies"
• Research Center for electrical engineering, electronics and information
technology
• Research Center „Department energy-environment”
• Centre for research and studies in accounting and finance
• Center for research and studies in Management and Marketing
• The research of the history of international relations and cultural studies
"Grigore Gafencu"
• Research Center "Academic School of material science"
• Research Center "Nanomaterials for micro-Mechanical"
• Research and expertise centre of the natural resources and environment
• Biotechnology and applied engineering sciences
• Center for the study of the environment, habitat, activities and free time driving
• Interdisciplinary research centre-Science-Faith Mission "of St. Paul"
• Centre for research in social sciences
• Interdisciplinary Centre for scientific research "Dumitru Staniloae"
11. VALAHIA UNIVERSITY OF TARGOVISTE
INTERNATIONAL RELATIONS
" Contracts of collaboration with 57 universities (France, Italy,
Greece, Spain, Portugal, United Kinghdom, Canada,
Belgium, Germany, Finland, Denmark, Ucrain, United States,
Israel, Croatia, Algeria, Kazahstan, Bosnia-Hertegovina,
Latvia, Lithuania, Poland, Republic of Moldavia) and research
institutes (JINR Dubna, CNAM Paris);
12. Previous collaboration with University
of Tallinn
" International projects:
" TRANSVERSAL LLP-KA3 511733–LLP–1-2010-1–FI-KA3–KA3MP (2010-2013) -
“CoCreat: Enabling Creative Collaboration through Supportive
Technologies” (http://www.cocreat.eu/ => http://cocreat.wordpress.com/)
13. Other European Projects (closed)
• SUSTAIN - Sustaining Development in Early School Education
(LLP COMENIUS CME, 518321-LLP-1-2011-1-TR-COMENIUS-
CMP), 2011-2013;
• NTSE - Nano-Tech Science Education (LLP KEY ACTIVITY 3
PROGRAMME: INFORMATION AND COMMUNICATION
TECHNOLOGIES (ICT), 511787-LLP-1-2010-1-TR-KA3-
KA3MP), 2010-2013;
• BSI - Broad Sweeps of Imagination: A New Method to Teach a
Foreign Language (COMENIUS CMP 134405 - LLP - 1 - 2007 -
1 – TR), 2007-2009;
• VccSSe - Virtual Community Collaborating Space for Science
Education (COMENIUS 2.1. 128989 - 2006 – RO), 2006 –
2009;
• FISTE – A Future Way For In-Service Teacher Training Across
Europe (108766 - 2004 – RO – COMENIUS - 2.1.), 2004-2008.
14. PROFILES
• Professional Reflection Oriented Focus on Inquiry-based
Learning and Education through Science - PROFILES
(SEVENTH FRAMEWORK PROGRAMME 5.2.2.1 -
SiS-2010-2.2.1 Grant agreement no.: 266589), 2010-2014.
• Project coordinator: Claus Bolte (Division of Chemistry
Education of Freie Universität Berlin)
• Local coordinator in Romania: Gabriel Gorghiu (Valahia
University)
• The objective of the project is to promote Inquiry-Based
Science Education (IBSE) through “raising the self-efficacy
of science teachers to take ownership of more effective
ways of teaching students, supported by
stakeholders” (PROFILES Consortium, 2010).
16. Aims
• The PROFILES project aims, through needs-driven,
professional development for teachers and teacher self-reflection
to promote enhanced scientific literacy of students.
• PROFILES promotes the use of an “education through science”
approach (with an IBSE – inquiry-based science education
focus), while stressing the need to strengthen student
motivation and the teacher being a member of a professional
community of practice. PROFILES sets out to achieve this aim
through an innovative approach to a professional
development provision for science teachers which identifies
the teacher as a learner, a reflective practitioner, a
disseminator of good practice as well as professional in
facilitating relevant and meaningful student learning.
17. Specific objectives
Specific objectives of the PROFILES project are:
• establish a well managed, collaborative and well monitored
consortium, which is able to introduce PROFILES ideas into a
multitude of individual educational systems and cultures.
• ensure improved students’ science learning by offering innovative
learning opportunities for pre- and in-service teachers and teacher
educators as well as for students within the school, teacher education
institutions and non-formal education centres.
• take into account stakeholder’s views in seeking effective ways to
raise teacher ownership (and hence self-efficacy) of innovative
science teaching approaches and practices, particularly related to
inquiry-based approaches and student centred teaching.
• develop methods for dissemination of project ideas and successes on
a wide scale within Europe (and beyond) and promote networking to
raise teacher awareness Europe-wide.
18. Workpackages
• Description of Work of the PROFILES project includes 8
Work Packages:
Work Package Short title Coverage
1 Management and
evaluation
Project management and evaluation.
2 Partner Support Professional support and guidance for partners in
meeting and interpreting project goals and actions.
3 Stakeholders Bridging a potential gap between science education
researchers, teachers, and local actors (various
levels of stakeholders) through networking and co-operation.
4 Learning
Environment
Support
Preparing needs-related teacher training
programme materials plus identification of
appropriate IBSE-related teaching modules which
can be modified and enhanced for use in
developing the self-efficacy of teachers in meeting
the PROFILES aim.
19. Workpackages
• Description of Work of the PROFILES project includes 8
Work Packages:
Work
Short title Coverage
Package
5 Teacher professional
development
Planning and Implementation of the (longitudinal)
teacher training programme and inter-related
classroom interventions through which teachers
try out new ideas and approaches leading to
teacher self efficacy in PROFILES intentions.
6 Teacher Ownership Building on WP5 and, through self-reflection,
reflective case studies (e.g. action research) and
evaluation, raise the effectiveness and impact of
the (longitudinal) teacher training programme with
a special goal of teacher ownership of PROFILES
practices.
20. Workpackages
• Description of Work of the PROFILES project includes 8
Work Packages:
Work
Package
Short title Coverage
7 Student Gains Evaluating the effectiveness and impact of the teacher
professional development programme/intervention and
the development of teacher ownership on the
PROFILES aim by focussing on student outcomes, both
cognitive and affective.
8 Dissemination
and Networking
Dissemination of PROFILES outcomes on a national,
international and worldwide level and the establishment
of PROFILES teachers’ networks which are interrelated
to other teachers’ networks operating on a local, regional
national or Europe-wide scale.
21. Information
• PROFILES Webpage: http://www.profiles-project.eu/
• PROFILES Dissemination:
http://www.profiles-project.eu/Dissemination/index.html
• In Romania – PROFILES National Webpage:
http://profiles.ssai.valahia.ro/
• PROFILES Romanian Newsletters:
http://profiles.ssai.valahia.ro/pg/expages/read/Diseminare/
• PROFILES Romanian Facebook page
https://www.facebook.com/profilesprojectro
22. IRRESISTIBLE
• IRRESISTIBLE - Including Responsible Research and
innovation in cutting Edge Science and Inquiry-based Science
education to improve Teacher's Ability of Bridging Learning
Environments, FP7-SCIENCE-IN-SOCIETY-2013-1, SiS.
2013.2.2.1-1, no. 612367, 2013-2016.
• Project coordinator: Jan Apotheker (University of Groningen);
• Local coordinator (Romania): Gabriel Gorghiu (Valahia
University)
• IRRESISTIBLE is a project on teacher training, combining
formal and informal learning focused on Responsible Research
and Innovation.
• The project bringing Responsible Research and Innovation into
the classroom.
23. IRRESISTIBLE Partners (14/10)
Netherlands University of Groningen (coordination)
Finland University of Helsinki
University of Jyväskylä
Germany IPN
Deutsches Museum
Greece University of Crete
Eugenides Foundation
Israel Weizmann Institute of Science
Italy University of Bologna
University of Palermo
Poland Jagiellonian University
Portugal Universidade de Lisboa
Romania Valahia University Targoviste
Turkey Bogazici University
24. IRRESISTIBLE Topics
• Healthy ageing (Netherlands)
• Genomics and oceanography (Portugal)
• Oceanography and climate change (Germany)
• Climate change (Finland)
• Renewable energy sustainability (Israel)
• Solar energy and specific nanomaterial (Romania)
• Nanoscience (Turkey)
• Nanoscience applications (Greece)
• Nanotechnology (Italy)
• Nanotechnology (catalysis) (Poland)
25. RRI: six key issues
• Engagement: joint participation of researchers, industry
and civil society in the research and innovation process
• Gender equality: unlocking the full potential of society
• Science education: creative education to foster the
future needs of society
• Ethics: Including societal relevance and acceptability of
research and innovation outcomes
• Open access: free, online access to the results of publicly
funded research
• Governance: the responsibility of policy makers to
develop harmonious models for RRI
26. Project course
• In each of the ten countries a Community of Learners
(CoL) will be formed to develop a thematic module.
• These groups comprise of school teachers, education
experts from universities, exhibition experts from
museums / science centers and researchers from the
thematic field.
• The material developed will be used by the CoLs teachers
with their students.
• Additionally the students will visit relevant university labs
and translate results from their programme into an exhibit,
that sheds light on the relationship between research and
society.
28. Project course
• After phase I of the project there will be ten modules on
various RRI-topics that have been tested in five to ten
classes each.
• In phase II, the teachers from the first phase will each
train five colleagues.
• The teaching modules will also be available online in
different languages.
• The best exhibits from the project will be presented to the
European public during a special session at an
international conference.
• Ultimately, this project will teach almost ten thousand
students to consider the social impact of scientific
research.
29. Information
• Project webpage: www.irresistible-project.eu
• Local webpage (Romania):
http://irresistible.ssai.valahia.ro
• Facebook page Romania:
https://www.facebook.com/pages/Irresistible-Project-
Romania
30. ENGAGE
• ENGAGE - Equipping the Next Generation for Active
Engagement in Science, FP7-SCIENCE-IN-SOCIETY-
2013-1, SiS.2013.2.2.1-1, no. 612269,
2014-2017;
• Project coordinator: Tony Sherborne (Sheffield Hallam
University)
• Local coordinator (Romania): Laura Monica Gorghiu
(Valahia University)
• Web site: http://www.engagingscience.eu
31. Engage Partners (14 / 12)
Country Participant Organisation Name
UK Centre for Science Education – Sheffield Hallam University (Coordinator)
UK Knowledge Media Institute – The Open University
Greece Institute of Applied and Computational Mathematics, Foundation for
Research and Technology
Germany Innovation in Learning Institute
Italy eXact learning Solutions
France Traces
Romania Valahia University Targoviste
Israel Weizmann Institute
Spain Universitat de Barcelona
Norway Vestfold University College
Netherlands Biotechnology & society department, Delft University of Technology
Switzerland School of High Pedagogy of Freiburg
Lithuania Lithuanian University of Educational Sciences
Cyprus Department of Science Education, University of Nicosia
32. Aims
• To help teachers address contemporary science issues
and applications relevant to students;
• To develop teachers’ beliefs, knowledge and classroom
practice for ‘RRI’;
• To provide students a strong foundation to engage in
science issues they will meet during their lives.
Online Teacher's community built around:
• Science-in-the-news and Open curriculum materials;
• Massive Open Online Courses for just-in-time learning;
• Brokering system for creating school-scientist
partnerships.
33. The Engage “RRI curriculum”
Evidence
Technology
Argumentation
Sources
(media)
Reliability &
Validity
Values
Probability &
risk
Cost-benefit
analysis
Ethical
perspectives
Scope
Soc/Econ/Env
Effective
communication
Argument
Structure
34. Teachers in Engage
• Three-stage path which will propel teachers in their own inquiry
to become expert with RRI:
1. Adopt, combines exciting learning materials, online
community and online courses and workshops for
coaching and feedback.
2. Adapt, offers expert’s toolkit of examples, explanations,
anecdotes and activities to help students learn effectively.
3. Transform, provides open-ended Projects put teachers
and students into partnership with practising scientists, to
learn about RRI directly.
