The document provides details about the 2009 Connecting Classrooms International Education Expo in East Asia. The expo aimed to develop lasting relationships between schools in the UK and East Asia through collaborative curriculum projects. It was organized by the British Council and involved schools from Great Britain, Taiwan, Japan, Korea, Indonesia, Malaysia, Thailand, and Vietnam. The 5-day expo included teaching and learning activities in different regions of Taiwan focused on themes like science, climate change and global citizenship. It also included curriculum development workshops and an international expo showcase.
Presentation by Professor Simon Haslett at the University of Wales Annual Moderators Conference at City Hall, Cardiff (Wales, UK), on Friday 15th April 2011. Simon Haslett is Professor of Physical Geography and Dean of the School of STEM at the University of Wales.
Developing an online course on telecollaboration for teachers: A reflection o...Angelos Konstantinidis
Telecollaboration is flourishing yet there are still few courses in higher education that offer to in-service teachers the fundamental theoretical and practical knowledge necessary to organise and conduct a telecollaborative project in their own educational settings. This paper aims to provide a resource to teacher educators and course designers who seek to design a course on telecollaboration in higher or post-secondary education. Through reflective practice (Bolton, 2018) and adhering to the principles of educational design research (McKenney & Reeves, 2012), the process of design and development of an online master’s course for language teachers is described. The article begins by describing the context and discussing the underlying rationale and overall course aims and learning outcomes, while the syllabus and assessment tasks are reviewed next. Course evaluation throughout the years is briefly reported as well as other outcomes. The study concludes by pondering on the challenges faced.
The Student-Inquirer Identity During the Master Thesis in an Online UniversityAngelos Konstantinidis
When students are conducting their research project as part of their studies, they can be better prepared for the societal and professional challenges of the future. This study contributes to the research of the inquirer identity by elaborating a model for the assessment of student-inquirer identity skills in light of the development of a master thesis in an education-related field in an online university. The model presents student-inquirer identity as a dynamic multiplicity of ten skills related to the five phases of the practice of inquiry (search and focus, understand and explore, design and implement, interpret/evaluate and reflect, write and present). Based on the model, a questionnaire that measures students’ inquiry skills during the development of the master thesis was constructed. The questionnaire is comprised of ten sub-scales with 42 Likert-type items in total. 154 students of the Universitat Oberta de Catalunya responded to the questionnaire. Findings revealed that, overall, online students develop inquiry skills to a moderate extent while conducting their master thesis.
Presentation by Professor Simon Haslett at the University of Wales Annual Moderators Conference at City Hall, Cardiff (Wales, UK), on Friday 15th April 2011. Simon Haslett is Professor of Physical Geography and Dean of the School of STEM at the University of Wales.
Developing an online course on telecollaboration for teachers: A reflection o...Angelos Konstantinidis
Telecollaboration is flourishing yet there are still few courses in higher education that offer to in-service teachers the fundamental theoretical and practical knowledge necessary to organise and conduct a telecollaborative project in their own educational settings. This paper aims to provide a resource to teacher educators and course designers who seek to design a course on telecollaboration in higher or post-secondary education. Through reflective practice (Bolton, 2018) and adhering to the principles of educational design research (McKenney & Reeves, 2012), the process of design and development of an online master’s course for language teachers is described. The article begins by describing the context and discussing the underlying rationale and overall course aims and learning outcomes, while the syllabus and assessment tasks are reviewed next. Course evaluation throughout the years is briefly reported as well as other outcomes. The study concludes by pondering on the challenges faced.
The Student-Inquirer Identity During the Master Thesis in an Online UniversityAngelos Konstantinidis
When students are conducting their research project as part of their studies, they can be better prepared for the societal and professional challenges of the future. This study contributes to the research of the inquirer identity by elaborating a model for the assessment of student-inquirer identity skills in light of the development of a master thesis in an education-related field in an online university. The model presents student-inquirer identity as a dynamic multiplicity of ten skills related to the five phases of the practice of inquiry (search and focus, understand and explore, design and implement, interpret/evaluate and reflect, write and present). Based on the model, a questionnaire that measures students’ inquiry skills during the development of the master thesis was constructed. The questionnaire is comprised of ten sub-scales with 42 Likert-type items in total. 154 students of the Universitat Oberta de Catalunya responded to the questionnaire. Findings revealed that, overall, online students develop inquiry skills to a moderate extent while conducting their master thesis.
Bringing Educational Resources For Teachers in Africa - BERTAicdeslides
MOOCs4D, Quality online education, quality in education, OER and teacher education, train the teachers trainers, ICDE, International Council for Open and Distance Education
Global monitoring of the unesco oer recommendation oe global_connect2021Ebba Ossiannilsson
OEGlobal 2021 in collaboration with University Nantes, FR, 27 September -1 October 2021. My session today 27 September 2021 on behalf of ICDE OER Advocacy Committee on Global Monitoring of the UNESCO OER Recommendation
Global Monitoring of the UNESCO OER Recommendation
Ebba Ossiannilsson, Jane-Frances Obiageli Agbu, Cengiz Hakan Aydin, Melinda de la Pena Bandalaria, Daniel Burgos, Xiangyang Zhang, Rosa Leonor Ulloa Cazarez, Mpine Makoe, Cristine Gusmão, Yi Yang, Constance Blomgren and Trish Chaplin-Cheyne
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
OER, and OEP for access, equity, equality, quality, inclusiveness, and empowering lifelong learning. Presentation from the OER Advocacy at ÌCDE LLLS2019, Lillehammer, Norway
Expand Access and Support Innovation with OER: Community College Consortium ...Una Daly
James Glapa-Grossklag, president of CCCOER, Dean College of the Canyons, CA; Lisa Storm, instructor at Hartnell College, CA; Preston Davis, Director of Extended Learning Institute at Northern Virginia Community College; James Sousa, Instructor at Phoenix Community College in Maricopa District, AZ. present innovative OER projects at their colleges that are saving students significant costs in textbooks and instructional materials with high-quality faculty developed OER.
"Towards digital thinking and practices: Experiences of Sri Lankan teachers and students" - Presentation made at the ICDE Virtual Global Conference Week 2021 - 28.10.2021
Our presentation today 28 September 2021 at OEGlobal2021 on Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond.
Christian M. Stracke, Aras Bozkurt, Daniel Burgos, Jon Mason, Ebba Ossiannilsson, Ramesh Chander Sharma, Marian Wan, Jane-Frances Obiageli Agbu, Karen Cangialosi, Grainne Conole, Glenda Cox, Fabio Nascimbeni, Chrissi Nerantzi, María Soledad Ramírez Montoya, Cleo Sgouropoulou, Jin Gon Shon, Pierre Boulet, Andreia Inamorato dos Santos, Stephen Downes, Robert Farrow, Vanessa Proudman, Zeynep Varoglu, Martin Weller, Junhong Xiao, Gema Santos-Hermosa, Özlem Karakaya, Vi Truong & Cécile Swiatek
Learning-Centred OEP@OUSL - Presentation made at the Panel Discussion "Region in Focus: Open Education in Asia" at Open Education for a Better World (OE4BW) EDUSCOPE on 02 July 2020
Expanding the School of Open: Affiliate ShowcaseJane Park
Speakers: Jane Park, Simeon Oriko (School of Open Kenya), Delia Browne (Copyright 4 Educators, National Copyright Unit of Australia), Maarten Zeinstra (Open GLAM, CC Netherlands), Liuping (eXtreme Learning Challenge, CC China Mainland), Maria Juliana (Copyright for Librarians in Spanish, CC Colombia), SooHyun Pae (P2PU translation, CC Korea)
Description: The School of Open is a community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, research, and science. Creative Commons affiliates will present their School of Open projects and courses, including the School of Open Kenya Initiative, School of Open in German, Copyright for Educators, Open data for GLAMs, and more. We will hold a panel discussion on lessons learned and how to scale the initiative globally in online, offline, and multilingual settings. What do affiliates want to achieve through the School of Open? What are affiliate priorities around “open” education and awareness building?
Bringing Educational Resources For Teachers in Africa - BERTAicdeslides
MOOCs4D, Quality online education, quality in education, OER and teacher education, train the teachers trainers, ICDE, International Council for Open and Distance Education
Global monitoring of the unesco oer recommendation oe global_connect2021Ebba Ossiannilsson
OEGlobal 2021 in collaboration with University Nantes, FR, 27 September -1 October 2021. My session today 27 September 2021 on behalf of ICDE OER Advocacy Committee on Global Monitoring of the UNESCO OER Recommendation
Global Monitoring of the UNESCO OER Recommendation
Ebba Ossiannilsson, Jane-Frances Obiageli Agbu, Cengiz Hakan Aydin, Melinda de la Pena Bandalaria, Daniel Burgos, Xiangyang Zhang, Rosa Leonor Ulloa Cazarez, Mpine Makoe, Cristine Gusmão, Yi Yang, Constance Blomgren and Trish Chaplin-Cheyne
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
OER, and OEP for access, equity, equality, quality, inclusiveness, and empowering lifelong learning. Presentation from the OER Advocacy at ÌCDE LLLS2019, Lillehammer, Norway
Expand Access and Support Innovation with OER: Community College Consortium ...Una Daly
James Glapa-Grossklag, president of CCCOER, Dean College of the Canyons, CA; Lisa Storm, instructor at Hartnell College, CA; Preston Davis, Director of Extended Learning Institute at Northern Virginia Community College; James Sousa, Instructor at Phoenix Community College in Maricopa District, AZ. present innovative OER projects at their colleges that are saving students significant costs in textbooks and instructional materials with high-quality faculty developed OER.
"Towards digital thinking and practices: Experiences of Sri Lankan teachers and students" - Presentation made at the ICDE Virtual Global Conference Week 2021 - 28.10.2021
Our presentation today 28 September 2021 at OEGlobal2021 on Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond.
Christian M. Stracke, Aras Bozkurt, Daniel Burgos, Jon Mason, Ebba Ossiannilsson, Ramesh Chander Sharma, Marian Wan, Jane-Frances Obiageli Agbu, Karen Cangialosi, Grainne Conole, Glenda Cox, Fabio Nascimbeni, Chrissi Nerantzi, María Soledad Ramírez Montoya, Cleo Sgouropoulou, Jin Gon Shon, Pierre Boulet, Andreia Inamorato dos Santos, Stephen Downes, Robert Farrow, Vanessa Proudman, Zeynep Varoglu, Martin Weller, Junhong Xiao, Gema Santos-Hermosa, Özlem Karakaya, Vi Truong & Cécile Swiatek
Learning-Centred OEP@OUSL - Presentation made at the Panel Discussion "Region in Focus: Open Education in Asia" at Open Education for a Better World (OE4BW) EDUSCOPE on 02 July 2020
Expanding the School of Open: Affiliate ShowcaseJane Park
Speakers: Jane Park, Simeon Oriko (School of Open Kenya), Delia Browne (Copyright 4 Educators, National Copyright Unit of Australia), Maarten Zeinstra (Open GLAM, CC Netherlands), Liuping (eXtreme Learning Challenge, CC China Mainland), Maria Juliana (Copyright for Librarians in Spanish, CC Colombia), SooHyun Pae (P2PU translation, CC Korea)
Description: The School of Open is a community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, research, and science. Creative Commons affiliates will present their School of Open projects and courses, including the School of Open Kenya Initiative, School of Open in German, Copyright for Educators, Open data for GLAMs, and more. We will hold a panel discussion on lessons learned and how to scale the initiative globally in online, offline, and multilingual settings. What do affiliates want to achieve through the School of Open? What are affiliate priorities around “open” education and awareness building?
College Learning for Sustainability Champions ProgrammeESD UNU-IAS
College Learning for Sustainability Champions Programme
Case Study Presentation
Ms. Rebecca Louise Petford, RCE Scotland
Europe Regional Meeting 2019
13-14 September, 2019, Heraklion, Greece
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
AERA 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
East, M., Tolosa, C., Barbour, M. K., & Owen, H. (2019, April). Learning an Asian language in a primary online learning program. A paper presentation at the annual meeting of the American Education Research Association, Toronto, ON.
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.
Change in Japanese Tertiary Education: Implementing Content and Language Inte...Ted O'Neill
Abstract: Higher education in Japan is going through a period of profound change. As universities attempt to respond to the needs of students and society, some are looking abroad for new approaches. One example is a recent surge in interest in Content and Language Integrated Learning (CLIL) in tertiary education. This is closely related to government initiatives for globalisation in education, competition amongst universities for both local and international students, and growth of English Medium of Instruction (EMI) at the undergraduate level. These pressures will also be familiar to university educators around Asia and elsewhere. CLIL offers an approach to preparing students to study specific academic content while also improving language skills. However, much of the early work in developing CLIL took place in European primary and secondary education, so how does CLIL fit in this new environment? The understanding and application of this approach necessarily changes as it travels to other contexts, but its implementation promises deep effects on the identities of learners and institutions.
School of Education 102047 Learning Environments Cr.docxanhlodge
School of Education
102047 Learning Environments
Credit Points: 10
1708
Bachelor of Arts (Pathway to Teaching Birth-5/Birth-12)
WESTERN SYDNEY UNIVERSITY ACKNOWLEDGES TRADITIONAL OWNERS
With respect for Aboriginal cultural protocol and out of recognition that its campuses occupy their
traditional lands, Western Sydney University acknowledges the Darug, Gundungurra, Tharawal (also
historically referred to as D’harawal) and Wiradjuri peoples and thanks them for their support of its work
in their lands (Greater Western Sydney and beyond).
UNIT COORDINATOR: KUMARA WARD
Spring 2016
1 0 2 0 4 7 L E A R N I N G E N V I R O N M E N T S S P R I N G 2 0 1 6
HOW TO USE THIS LEARNING GUIDE
ICON KEY
Reading
Activity
Important Information
Deadline
Online Activity
Warning
Hint
Toolkit
Checklist
This Learning Guide supplements the unit outline and is designed to help you
navigate through the unit. It will help you focus on what you need to do for classes
and the various assessment tasks. You should consult the relevant sections of the
Learning Guide as you plan your study – it will highlight the main things that you
should be getting out of the resources available and provide guidance on teaching
activities and class preparation.
The Learning Guide also offers some study tips to assist you in developing the skills
and techniques of an effective learner at university level. In addition to acquiring
information and skills relevant to this unit, you should also focus on developing the
habits and tools of a successful university student. As an adult learner you need to
take control of your own learning and ensure your own success. This learning guide is
specifically designed to help you achieve this.
A standard set of icons is used throughout the learning guide to make navigation
easier. Use the icons to quickly identify important information, things you need to do
and hints for doing them.
ACADEMIC STAFF
Unit Coordinator
Dr Kumara Ward
Phone: 02 4736 2048
Campus: Kingswood
Building J, Room G.11
Email:
[email protected]
Mail: School of Education
University of Western Sydney
Locked Bag 1797
Penrith NSW 2751
Tutors
Katina Dimoulias
Available on campus by appointment.
Email:
[email protected]
Director of Program
(Early Childhood)
Leonie Arthur
Phone: 02 9772 6329
Campus: Bankstown
Building 4, Room G. 19
Email:
[email protected]
Administration Officer
Name: Vanessa Lane
Phone: 029772 6561
Campus: Bankstown
Building: 1
Room 1.1.180
Email:
[email protected]
CONSULTATION ARRANGEMENTS
vUWS Use vUWS to contact your Unit Coordinator.
Phone Phone your Tutor or Unit Coordinator or Administration Officer.
On Campus
By appointment with the Tutor or Unit Coordinator during the semester. Full-time
teaching staff display their schedule next to their office door.
T H I S L E A R N I N G G U I D E I S D E.
Interdisciplinary science ed project ViCEPhEC 2016 VMurphy & CMcDonnellclairemcdonnell5
These are our slides from our oral presentation at ViCEPhEC 2016 on an interdisciplinary undergraduate science education project run in collaboration with primary schools. See more about the conference at: http://www.southampton.ac.uk/chemistry/news/events/2016/08/vice-phec/programme-vice-phec.page
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
3. 2
4
What is Connecting Classrooms
Participating Countries in East AsiaOverview
4. What is Connecting Classrooms?
2
4
IDEA
British Council Connecting Classrooms builds lasting
partnerships between groups of schools in the UK and around
the world.
IDEA
Through these partnerships, the
programme develops trust and
understanding between different
communities, and gives young people
the skills and cultural awareness they
need to live and work in a global society.
5. What is Connecting Classrooms?
2
4
Collaborative curriculum projects
Enable learners to interact across Geographical boundaries to enhance
their understanding of each others societies, languages and cultures.
6. Participating Countries in East Asia Region
2
4Great Britain Taiwan Japan Korea
Indonesia Malaysia Thailand Vietnam
7. 2
4
Objectives
Organisers and Sponsors
Date and Venue
Programme Outline
Participant numbers
Themes
Programme
8. Objectives
2
4
Develop & Build lasting
relationships with UK & EA
education & curriculum
experts
Embed the International
Dimension as a Whole School
Policy in Schools in the UK &
EA
Improve the opportunities for Young
British and East Asian people
through greater awareness of
Cultures & Global Issues
Build a network of experienced &
skilled educators to support and
develop our education programmes
9. Organisers and Sponsors
2
4
Key Organisers:
- British Council
- Ministry of Education, Taiwan
Co-organisers:
- Department of Education, Taipei City Government
- Education Bureau, Taipei County Government
- Department of Education, Changhua County Government
- Bureau of Education, Tainan City Government
- Education Bureau, Kaohsiung City Government
- Department of Education, Hualien County Government
- Taipei Municipal San-Min Junior High School
- Taipei County San-Chong High School
- Changhua Arts Senior High School
- Tainan Municipal Ho-Shun Junior High School
- Kaohsiung Municipal Dai-Yi Junior High School
- Hualien County Chi-An Junior High School
Contributor:
- National Chi Nan University
10. Date & Venue
2
4
Date: 25 ~ 30 Nov. 2009
Venue:
25- 27 Nov: Taipei City, Taipei County, Changhua County, Tainan City,
Kaohsiung City, or Hualien County, depending on the themes students and
teachers are assigned to.
28- 30 Nov: Chientan Youth Activity Centre, Taipei City
11. Programme outline
2
4
Date Area Theme Activity
25 Nov. 6 regions Arrival Students and teachers arrive at the assigned regions
26 Nov. 6 regions
Teaching and
Learning Day
Learning activities in communities
27 Nov. 6 regions
Teaching and
Learning Day
Teaching and learning activities
28 Nov. Taipei City
International
Cooperation Day
International Curriculum Development Meeting
Teachers Professional Training Workshops
International Expo’ on Global Citizenship & Learning
(Preparation Day)
29 Nov. Taipei City
International
Dimension in
Education Day
International Expo’ on Global Citizenship & Learning
International Conference on Global Learning
British Council Connecting Classrooms Gala Reception
30 Nov. Taipei City Departure Students & teachers & VIPs to depart from Taipei
12. Numbers of Participants
2
TA
Country
T1 - leaders T2 - influencers T3 - direct aspirants Total
Policy
makers
Others
LA
representatives
Teachers Students BC Staff
UK 8 16 24
Japan 1 6 6 13
Thailand 2 1 6 4 13
Korea 2 1 5 11 12 2 28
Vietnam 2 7 8 1 18
Malaysia 2 6 6 4 1 19
Indonesia 2 6 4 12
Taiwan 3 25 36 36 100
Sub-total 11 5 31 86 90 4
Grand-total 16 117 94 227
13. Themes Allocation
2
4
Taipei County
Tomorrow’s World
Taipei City
Sports and Health
Changhua County
Science and Invention
Tainan City
Climate Change
Kaohsiung City
Environmental Science
Hualien County
Global Citizenship
14. 2
4
Day Zero: Arrival
Day One: Teaching and Learning Day
Day Two: Teaching and Learning Day
Day Three: International Cooperation Day
Day Four: International Dimension in Education Day
Day Five: Departure
Days Plan
15. 2
4
Participants:
Teachers & students from the UK and East Asia
countries
Venue:
Taipei City, Taipei County, Changhua County,
Tainan City, Kaohsiung City, or Hualien County,
depending the themes students and teachers
choose.
Arrival Time:
Highly suggest that the participants better arrive
on the morning of 25th
, leaving them more time
for recovery from time differences.
Participants:
Teachers & students from the UK and East Asia
countries
Venue:
Taipei City, Taipei County, Changhua County,
Tainan City, Kaohsiung City, or Hualien County,
depending the themes students and teachers
choose.
Arrival Time:
Highly suggest that the participants better arrive
on the morning of 25th
, leaving them more time
for recovery from time differences.
Meet TaiwanMeet Taiwan
Day Zero – 25th
Arrival
16. 2
4
Participants:
Teachers & students from the UK and East Asia
countries
Venue: 6 regions
Time: 09:00 ~ 17:00
Activity: Teachers and students will participate
in community-based activities or field trips
planned by each region.
Example: For participants joining Kaohsiung
City, they visit Chouchai Wetland Park in the
morning while discussing the bottle ecosystem
project in the afternoon.
Tips: Participants should learn the basic
knowledge of the topic they are going to do in
advance before arrival.
Participants:
Teachers & students from the UK and East Asia
countries
Venue: 6 regions
Time: 09:00 ~ 17:00
Activity: Teachers and students will participate
in community-based activities or field trips
planned by each region.
Example: For participants joining Kaohsiung
City, they visit Chouchai Wetland Park in the
morning while discussing the bottle ecosystem
project in the afternoon.
Tips: Participants should learn the basic
knowledge of the topic they are going to do in
advance before arrival.
ContentContent
Day One – 26th
Teaching &
Learning Day
17. 2
4
Participants:
Teachers & students from the UK and East Asia
countries
Venue: 6 regions
Time: 09:00 ~ 17:00
Activity: Teachers and students learn and
discuss the project. They also need to prepare
presentation works for expo stands. Later in the
evening, they travel to Chientan Youth Activity
Centre in Taipei
Example: For Kaohsiung City participants, they
will create their own bottle ecosystems for the
stands after group discussion.
Participants:
Teachers & students from the UK and East Asia
countries
Venue: 6 regions
Time: 09:00 ~ 17:00
Activity: Teachers and students learn and
discuss the project. They also need to prepare
presentation works for expo stands. Later in the
evening, they travel to Chientan Youth Activity
Centre in Taipei
Example: For Kaohsiung City participants, they
will create their own bottle ecosystems for the
stands after group discussion.
ContentContent
Day Two – 27th
Teaching &
Learning Day
18. 2
4
Day Three – 28th
International
Cooperation Day
1
2
3
4
Event I: Teachers Professional
Training Workshops
Time: 08:30-17:15
Format: workshops with parallel
sessions
Event II: International Curriculum
Development Meeting
Time: 09:00-17:00
Event III: International Expo’ on
Global Citizenship & Learning
(Preparation Day)
Time: 10:00- 17:00
19. 2
4
Teachers Professional Training WorkshopsTeachers Professional Training Workshops
Time: 08:30-17:15
Participants: 116 teachers from UK and East Asia
countries
Trainers: 7 lectures (3 from UK, 2 from EA countries,
and 2 from Taiwan)
Themes:
+ Taiwan Ministry of Education Secondary School Exchange
International Programme
+ Developing the International School Award in your school
+ Innovative use of ICT for joint curriculum projects
+ Curriculum design and an integrated approach to learning
+ Connecting Classrooms case studies
Time: 08:30-17:15
Participants: 116 teachers from UK and East Asia
countries
Trainers: 7 lectures (3 from UK, 2 from EA countries,
and 2 from Taiwan)
Themes:
+ Taiwan Ministry of Education Secondary School Exchange
International Programme
+ Developing the International School Award in your school
+ Innovative use of ICT for joint curriculum projects
+ Curriculum design and an integrated approach to learning
+ Connecting Classrooms case studies
20. 2
4
Time Sessions Sessions Sessions Sessions
0900-1030 Developing the
International
School Award in
your school
Innovative use of ICT for
Joint Curriculum Projects
Connecting Classrooms case study:
impact of international dimension to
individual learner outcomes led by
teachers from Taiwan, Japan and
Korea
ICT presentations led
by ICT technology
companies (sponsors)
1030-1045 Break
1045-1215 Curriculum design
and an integrated
approach to
learning
Taiwan Ministry of
Education Secondary
School Exchange
International Programme
CC case study: impact of
international dimension to individual
learner outcomes led by teachers
from UK.
ICT presentations led
by ICT technology
companies (sponsors)
1215-1400 Lunch
1400-1530 Developing the
International
School Award in
your school
Innovative use of ICT for
Joint Curriculum Projects
CC case study: impact of
international dimension to individual
learner outcomes led by teachers
from Taiwan, Japan and Korea
ICT presentations led
by ICT technology
companies (sponsors)
1530-1545 Break
1545-1715 Curriculum design
and an integrated
approach to
learning
CC case study: impact of
international dimension to
individual learner
outcomes led by teachers
from Thailand, Indonesia,
Malaysia, and Vietnam
Taiwan Ministry of Education
Secondary School Exchange
International Programme, SSEI
ICT presentations led
by ICT technology
companies (sponsors)
1715-1730 Closing remarks
Workshop Agenda
21. 2
4
International Curriculum Development MeetingInternational Curriculum Development Meeting
Core
International Curriculum Development MeetingInternational Curriculum Development Meeting
Led by UK & EA curriculum experts and facilitated by
BC
Time: 09:00-17:00
Participants: 15 (6 from UK, 6 from EA, 3 from
Taiwan)
Themes:
+ Review of the international work we have done so far in 2 years of
running Connecting Classrooms in East Asia
+ Current strategies and policies on international education in the UK
and 7 East Asian countries
+ Planning the future of Connecting Classrooms in East Asia and UK –
strategies for partnerships, sustainability and expansion
Led by UK & EA curriculum experts and facilitated by
BC
Time: 09:00-17:00
Participants: 15 (6 from UK, 6 from EA, 3 from
Taiwan)
Themes:
+ Review of the international work we have done so far in 2 years of
running Connecting Classrooms in East Asia
+ Current strategies and policies on international education in the UK
and 7 East Asian countries
+ Planning the future of Connecting Classrooms in East Asia and UK –
strategies for partnerships, sustainability and expansion
22. 2
4
Meeting Agenda
Time Activity Facilitators Aims
0900 – 0915 Review of the international
work we have done so far in
12-18 months of Connecting
Classrooms in East Asia
David
Mathias
Participants have opportunity to
see teachers’ and students’ work
on international dimension first
hand
1000 – 1030 Break
1030 – 1230 Current strategies and policies
on international education in
the UK and 7 East Asian
countries (three small group
sessions repeated twice)
British
Council
Participants have Opportunity to
present & discuss their countries’
International Education strategies
1230 – 1330 Lunch NA
1330 – 1630 Planning the future of
Connecting Classrooms in East
Asia and UK – strategies for
partnerships, sustainability and
expansion
TBC Curriculum experts help British
Council shape the future
programme for Connecting
Classrooms in the UK & East Asia
to be relevant for our learners’
needs
1630 – 1645 Summary of outcomes in
plenary
TBC Record action points for follow-up
after meeting
23. 2
4
International Expo’ on Global Citizenship & LearningInternational Expo’ on Global Citizenship & Learning
Preparation Day: Students organise Partner-fair-style
stands to show the work they have done throughout
2009 with fun learning activities for parents and children
attending Expo.
Time: 10:00-17:00
Participants: All students and some teachers from UK
and East Asia countries
Stand allocation: 8 stands in total. 6 are students’
exhibit stands; one is for Moe SSME programme; one is
for sponsor
Tips: Participants can use the time slot for group
discussions & learning, and stand set-ups
Preparation Day: Students organise Partner-fair-style
stands to show the work they have done throughout
2009 with fun learning activities for parents and children
attending Expo.
Time: 10:00-17:00
Participants: All students and some teachers from UK
and East Asia countries
Stand allocation: 8 stands in total. 6 are students’
exhibit stands; one is for Moe SSME programme; one is
for sponsor
Tips: Participants can use the time slot for group
discussions & learning, and stand set-ups
24. 2
4
Day Four – 29th
International Dimension
in Education Day
1
2
3
4
Event I: International Expo’ on
Global Citizenship & Learning
Time: 09:00-17:00
Event II: International Conference
on Global Learning
Time: 09:00-17:00
Event III: British Council
Connecting Classrooms Gala
Reception
Time: 19:00- 21:30
25. 2
4
International Expo’ on Global Citizenship & LearningInternational Expo’ on Global Citizenship & Learning
Time: 09:00-17:00
Participants: All students and some teachers from UK
and East Asia countries
Stand allocation
+ Global Citizenship
+ Climate Change
+ Sports and Health
+ Environmental Science
+ Tomorrow’s World
+ Science and Invention
+ MoE, SSME Programme
+ ICT (sponsor)
Time: 09:00-17:00
Participants: All students and some teachers from UK
and East Asia countries
Stand allocation
+ Global Citizenship
+ Climate Change
+ Sports and Health
+ Environmental Science
+ Tomorrow’s World
+ Science and Invention
+ MoE, SSME Programme
+ ICT (sponsor)
26. 4
International Curriculum Development MeetingInternational Curriculum Development Meeting
International Curriculum Development Meeting-Part 1International Curriculum Development Meeting-Part 1
Led by UK & EA curriculum experts and facilitated by BC
Time: 09:00-17:00
Participants: All teachers and senior ministry/curriculum
authority participants
Themes:
+ Key-note speeches on the relevance of internationalising education
+ Presentations on developing Global Citizens from
Led by UK & EA curriculum experts and facilitated by BC
Time: 09:00-17:00
Participants: All teachers and senior ministry/curriculum
authority participants
Themes:
+ Key-note speeches on the relevance of internationalising education
+ Presentations on developing Global Citizens from
27. 2
4
Curriculum Development Meeting Agenda
Time Activity Facilitators Aims
08:30–09:00
Registration
09:00–09:15
Opening remarks by
MoE, Taiwan and BC
David Mathias Participants have opportunity to see teachers’ and students’
work on international dimension first hand
09:15–10:15
Key-note speech on
Global Learning
UK
Curriculum
Expert (TBC)
Demonstrate impact and relevance of developing an
international dimension in schools for learners in the UK
10:15–10:40
Key-note speech on
Global Learning
East Asia
Curriculum
Expert (TBC)
Demonstrate impact and relevance of developing an
international dimension in schools for learners in East Asia
10:40–11:00 Break
11:00–11:25
Key-note speech on
Global Learning
Taiwan
Curriculum
Expert (TBC)
Demonstrate impact and relevance of developing an
international dimension in schools for learners in Taiwan
11:25–11:50
Presentation on
developing Global
Citizens
UK Teacher Demonstrate how presenter has developed learners’ Global
Citizenship skills through involvement in Connecting
Classrooms
11:50–1215
Presentation on
developing
Global Citizens
EA Teacher Demonstrate how presenter has developed learners’ Global
Citizenship skills through involvement in Connecting
Classrooms
1215–1315 Lunch
28. 4
International Curriculum Development MeetingInternational Curriculum Development Meeting
International Curriculum Development Meeting-Part 2International Curriculum Development Meeting-Part 2
Led by UK & EA curriculum experts and facilitated by
BC
Time: 13:15-17:00
Participants: Selected students, all teachers and senior
ministry/curriculum authority participants
Themes:
+ Presentations on being a Global Citizen
+ Panel discussion with key education contacts from UK, EA & Taiwan
+ Panel discussion with key education contacts and teachers from UK,
EA & Taiwan & selected student representatives from UK, EA &
Taiwan
Led by UK & EA curriculum experts and facilitated by
BC
Time: 13:15-17:00
Participants: Selected students, all teachers and senior
ministry/curriculum authority participants
Themes:
+ Presentations on being a Global Citizen
+ Panel discussion with key education contacts from UK, EA & Taiwan
+ Panel discussion with key education contacts and teachers from UK,
EA & Taiwan & selected student representatives from UK, EA &
Taiwan
29. 2
4
Curriculum Development Meeting Agenda
Time Activity Facilitators Aims
1315–1400 Tour Students Guided tour to students’ exhibitions
1400–1520
Presentations on
being a Global
Citizen
UK & EA
Taiwan
student group
Demonstrate how learners
have developed their
Global Citizenship skills through involvement in
Connecting Classrooms
1520–1535 Break
1535–1605
Panel discussion
with key education
contacts from UK,
EA & Taiwan
TBC Opportunity for audience involvement in
conference – open discussions on issues on
Global Learning (Topic TBC)
1605–1640
Panel discussion
with key education
contacts and
teachers, and
selected student
representatives from
UK, EA & Taiwan
TBC Opportunity for audience involvement in
conference – open discussions on issues on
Global Learning from three perspectives. (Topic
TBC)
1640–1700 Close TBC
30. 2
4
Connecting Classrooms Gala ReceptionConnecting Classrooms Gala Reception
Time: 19:00 – 21:30
Venue: The Grand Hotel, Taipei City
Participants: All participants
Agenda:
+ Presentation of ‘I’m a Global Citizen’ Competition Award winners
+ Launch of the ISA in participating countries
+ Dinner reception
+ A multi-media look-back over project highlights
+ Cultural entertainment performed by students of participating nations
+ Close Global Learning in the 21st Century: Connecting Classrooms;
Connecting Cultures
Time: 19:00 – 21:30
Venue: The Grand Hotel, Taipei City
Participants: All participants
Agenda:
+ Presentation of ‘I’m a Global Citizen’ Competition Award winners
+ Launch of the ISA in participating countries
+ Dinner reception
+ A multi-media look-back over project highlights
+ Cultural entertainment performed by students of participating nations
+ Close Global Learning in the 21st Century: Connecting Classrooms;
Connecting Cultures
40. Transport
4
Date
Items
Vehicle
type
Task
lead
25th
-Pick up teachers and students at airports
-Arrange transport to THSRC Taoyuan Station
-THSRC Taoyuan Stations to local train stations in 6 regions
Bus
High-speed Rail
BC
25th
- Local train stations to hotel Bus
Lead
school
26th
~
27th -Transport during teaching and learning days Bus
Lead
school
27th
-From 6 regions to Taipei Chientan Youth Activities Center
High-speed Rail
MRT
BC
28th
-Chientan to the Grand Hotel (Round trip) Bus BC
30th -Chientan to Taiwan Taoyuan International Airport
-Chientan back to 6 regions
Bus
High-speed Rail
BC
42. Food & Beverage
4
Date Meal Task lead/ type
25th
All BC regional managers
26th
Breakfast Lead school / hotel buffet
Lunch Lead school / lunch box
Dinner Lead school / Welcome dinner
27th
Breakfast Lead school / hotel buffet
Lunch Lead school / lunch box
Dinner Meal Allowance
28th
Breakfast BC / hotel buffet
Lunch BC / Lunch box
Dinner Meal Allowance
29th
Breakfast BC / hotel buffet
Lunch BC / Lunch box
Dinner BC / Buffet at The Grand Hotel
30th
Breakfast
BC / hotel buffet