This document summarizes opportunities available through the British Council, including eTwinning, Schools Online, and Comenius programs. eTwinning allows teachers across Europe to collaborate on projects and professional development. It offers free resources and a safe online environment. Schools Online provides an international collaboration area and information center with worldwide coverage. Comenius supports fully funded courses, seminars, conferences, and job shadowing opportunities for in-service teacher training focused on the EU. Contact information is provided for local eTwinning officers and other British Council representatives for further support.
Presentation of examples of modern scenarios with digital mediametamath
The document discusses modern teaching and learning methods using digital media. It presents examples of how professors in Saxonian universities are using technologies like digital texts, videos, simulations, and online surveys. Specific examples are given of uses like central distribution of materials, flexibility in timing with video lectures, and demonstrations with digital media. Implications for constructive alignment of learning outcomes, assessments and teaching activities are discussed. The use of social learning technologies like wikis, blogs, and video conferencing are also examined. Throughout, implications for integrating these methods into teaching projects are highlighted.
Technology acceptance of augmented reality and wearable technologies ilrn 201...Mikhail Fominykh
"Technology Acceptance of Augmented Reality and Wearable Technologies" #TAM at #iLRN2017
by Fridolin Wild, Roland Klemke, Paul Lefrere, Mikhail Fominykh and Timo Kuula
Paper presented at the 3rd Immersive Learning Research Network Conference in Coimbra, Portugal on 28 June 2017
Publication: https://link.springer.com/chapter/10.1007/978-3-319-60633-0_11
The Motivate-ing project continued recording data from the JISC SWaNI Motivate Project to include full academic year findings, and created a guide to the use of SMS and other messaging services in teaching & learning.This workshops aims to share and evaluate the findings, resources and guides developed.
Jisc conference 2012
'Digital bloom' is an abstract collection of digital stories which capture/reveal individual meanings of digital literacy. Users can see other people's stories and they can also add to them. During the demonstration, the participants could explore the installation, learn more about the project and would be able to add their own stories and understandings of digital literacy and create their own 'meadow'.
Jisc conference 2012
NL Teacher ICT competence framework presented at Ankara Conference 2013Ton Koenraad
This document summarizes instruments that support the integration of ICT in education, as developed through collaboration between Faculties of Education in the Netherlands. It describes the Dutch ICT standards for teachers, which were collaboratively developed to describe the knowledge, skills, and attitudes needed as well as define performance criteria. It also discusses models like the 4 in Balance Model, TPACK framework, and examples of how these standards and models have been applied in teacher education programs in the Netherlands.
Presentation of examples of modern scenarios with digital mediametamath
The document discusses modern teaching and learning methods using digital media. It presents examples of how professors in Saxonian universities are using technologies like digital texts, videos, simulations, and online surveys. Specific examples are given of uses like central distribution of materials, flexibility in timing with video lectures, and demonstrations with digital media. Implications for constructive alignment of learning outcomes, assessments and teaching activities are discussed. The use of social learning technologies like wikis, blogs, and video conferencing are also examined. Throughout, implications for integrating these methods into teaching projects are highlighted.
Technology acceptance of augmented reality and wearable technologies ilrn 201...Mikhail Fominykh
"Technology Acceptance of Augmented Reality and Wearable Technologies" #TAM at #iLRN2017
by Fridolin Wild, Roland Klemke, Paul Lefrere, Mikhail Fominykh and Timo Kuula
Paper presented at the 3rd Immersive Learning Research Network Conference in Coimbra, Portugal on 28 June 2017
Publication: https://link.springer.com/chapter/10.1007/978-3-319-60633-0_11
The Motivate-ing project continued recording data from the JISC SWaNI Motivate Project to include full academic year findings, and created a guide to the use of SMS and other messaging services in teaching & learning.This workshops aims to share and evaluate the findings, resources and guides developed.
Jisc conference 2012
'Digital bloom' is an abstract collection of digital stories which capture/reveal individual meanings of digital literacy. Users can see other people's stories and they can also add to them. During the demonstration, the participants could explore the installation, learn more about the project and would be able to add their own stories and understandings of digital literacy and create their own 'meadow'.
Jisc conference 2012
NL Teacher ICT competence framework presented at Ankara Conference 2013Ton Koenraad
This document summarizes instruments that support the integration of ICT in education, as developed through collaboration between Faculties of Education in the Netherlands. It describes the Dutch ICT standards for teachers, which were collaboratively developed to describe the knowledge, skills, and attitudes needed as well as define performance criteria. It also discusses models like the 4 in Balance Model, TPACK framework, and examples of how these standards and models have been applied in teacher education programs in the Netherlands.
Slides from ISD Digital Roadshow @IOE 29th June 2016, 'Digital capabilities'Moira Wright
Slide presentation from ISD Digital Roadshow @ IOE
Diana Laurillard, Professor of Learning with Digital Technologies in the London Knowledge Lab at UCL IOE
This document summarizes research on the impact of MOOCs on campus education at Delft University of Technology. It finds that at least 87% of the university's MOOCs were being used on campus, primarily to flip classrooms or supplement existing courses. Faculty reported that campus students benefited from using MOOC material, with improved grades and retention. The use of open educational resources increased as well. Overall, MOOCs positively impacted campus education by modernizing teaching approaches and resources.
This document discusses the Carpe Diem approach for designing flexible MOOCs. The Carpe Diem approach involves 6 stages: 1) Blueprint, 2) Storyboard, 3) Prototype, 4) Check Reality, 5) Review and Adjust, and 6) Action Plan. It notes two challenges for a video course team in applying this approach: 1) How to introduce the value of the Carpe Diem approach and 2) How to explain the specific nature of designing a MOOC. The document appears to be from a presentation on using the Carpe Diem approach for MOOC design.
Presentation for the EMOOCs conferences 2019, Naples, Italy. I describe why and how we created a Study Skills MOOC, and how we plan to maintain it now that our funding is over.
Keuzeproces en implementatie nieuwe leeromgeving: verandermanagement en onder...SURF Events
Erna Kotkamp, Senior Project Manager, laat tijdens deze interactieve presentatie zien hoe de TU Delft het aanbestedingstraject voor een nieuwe digitale leeromgeving heeft vormgegeven. Naast technische veranderingen, was ook het doel de kwaliteit van het onderwijs te verbeteren. Deze sessie gaat in op de praktijk van de best-value-tender, waarbij de focus lag op het vinden van een partner die de langetermijnonderwijsdoelstellingen van de TU Delft onderschrijft, die daarin mee wil denken en groeien. Leverancier D2L met het platform Brightspace paste het best bij de eisen en wensen van de TU Delft.
Ook aan de orde komen de organisatie- en supportstructuren die ervoor zorgen dat docenten, faculteitsmedewerkers en studenten bijdragen aan deze verandering. Een verandering met als doel op de lange termijn innovatief onderwijs te kunnen waarborgen met een stabiele basis. Denk hierbij aan aan flexibiliteit, mobile-friendly design of een responsief interface, maar ook aan pedagogische concepten zoals gepersonaliseerd, adaptief en interactief leren.
This document provides an overview of virtual internationalization through telecollaboration. It discusses the TILA project, which aimed to innovate foreign language teaching in secondary schools across Europe through integrating telecollaboration activities. The document outlines the goals and activities of TILA, including teacher training, development of digital tools and tasks for telecollaboration, and studies of the impact on students and teachers. Requirements for successful telecollaboration projects are also addressed, such as developing meaningful tasks and ensuring adequate integration into school curricula.
The document summarizes evaluation questionnaires from teachers, students, and parents involved in an Erasmus+ project between several European schools. Most respondents agreed that the project improved language skills, use of technology, knowledge of other cultures and educational systems, and motivation. Teachers said it increased cooperation, and most wanted to participate in future projects. Students enjoyed communicating with foreign partners and learning about other countries. Parents felt the project improved students' motivation, teamwork skills, and self-esteem while offering opportunities to use technology. Overall, the project was seen as beneficial to the school community.
Designing Active Learning in Moodle – a preview of the Learning Designer tools Eileen Kennedy, D. N. Dimakopoulos, Diana Laurillard
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
Evaluating teaching and learning in MOOCsJanine Kiers
This document discusses evaluating teaching and learning in MOOCs. It outlines the quality assurance cycle of designing, developing, running, and evaluating MOOCs. It describes using tools like student surveys, forum analysis, and platform data to gather feedback on aspects like student satisfaction, design, and activity. The document provides an example of evaluating student expectations, workload, and performance. It notes challenges in interpreting evaluation results due to issues like low response rates and student heterogeneity. Suggestions are made to standardize the implementation and interpretation of evaluations and to dedicate more time and resources to the evaluation process to improve courses and support.
ReOPEN project aims and objectives, along with the results are presented for target users: education providers, VET, HE and adult learning teachers and trainers, as well as IT specialists.
The ReOPEN project aims to create tools for developing and validating open online learning (OOL) courses in order to facilitate recognition of non-formal learning. The project will design a platform for OOL curriculum development with validation and recognition features. It will also train educators to design validated OOL courses, apply digital badges for credentials, and recognize non-formal learning in formal programs. Ultimately, the project seeks to establish partnerships to promote broader recognition of open learning across institutions.
This document summarizes a study on the role of coaching in telecollaborative language exchanges. It discusses how coaching was provided to 269 teachers through 550 hours of support before, during, and after telecollaborative sessions. Surveys of teachers found that coaching greatly improved their organizational, pedagogical, digital, and attitudinal competencies, especially in designing exchanges and using online tools. While the study had limitations due to sample size and being based on teacher perceptions, coaching was highly valued by teachers and helped provide necessary support for innovating their practices.
Manhattanville College transitioned from a traditional portfolio model to an electronic portfolio (ePortfolio) model to better engage 21st century learners. Faculty participated in teaching and learning circles to discuss ePortfolio pedagogy and design their first ePortfolios. Digication was selected as the ePortfolio platform. The initial implementation involved faculty development, training ePortfolio interns, and forming a plan to introduce ePortfolios into courses starting in fall 2010. Despite staffing changes, the efforts were successful with support from external organizations and resulted in plans to implement ePortfolios into the first-year program in fall 2011 and continue faculty development.
Greg Walker outlines key drivers for the iTunes U project in Welsh colleges including learners' expectations, accessibility of resources, and government priorities. The Welsh government's Digital Learning Program includes the National Digital Learning Council and Hwb learning platform. The project aims to provide initial teacher training (ITT) and continuing professional development (CPD) materials on iTunes U to increase collaboration, cataloging of resources, and confidence in digital content across colleges. Challenges include ensuring quantity and quality of content, copyright compliance, and cloud storage. The project will proceed through inception, development, assessment, and closure stages to establish a sustainable model for digital learning in FE colleges in Wales.
This document summarizes a presentation given at a CLIL conference in Utrecht on November 10, 2015. The presentation discussed using digital tools to facilitate collaboration between students across borders. It addressed which tools are safe for minors, how to design meaningful interaction tasks, integrating projects into blended learning, and the effects of such projects on students and teachers. Criteria for successful telecollaboration projects and examples of tasks were also covered.
The document discusses current problems and future prospects in e-teaching. It notes problematic assumptions that digital natives know how to study online and want to, and that students can study autonomously. It argues that teachers are central to knowledge construction and that their digital literacy is often basic. Reluctance to use IT comes from issues like workload and lack of support. Future prospects include improving computer literacy for teachers and students, developing materials through expert centers, and redefining teaching roles and workloads to better support e-teaching.
TU Delft Brightspace Matrix as Instructor ToolD2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
Track 1 (Course Design): TU Delft Brightspace Matrix as Instructor Tool, Margie Grob, Learning Developer, TU Delft, The Netherlands
The webinar "Step 2: Starting your eTwinning project" will begin at 16:30. Participants are advised to check their audio settings before it starts. The webinar will cover the process of starting an eTwinning project, finding inspiration from project kits, and project management and recognition. Participants will have the chance to ask questions and provide feedback.
Slides from ISD Digital Roadshow @IOE 29th June 2016, 'Digital capabilities'Moira Wright
Slide presentation from ISD Digital Roadshow @ IOE
Diana Laurillard, Professor of Learning with Digital Technologies in the London Knowledge Lab at UCL IOE
This document summarizes research on the impact of MOOCs on campus education at Delft University of Technology. It finds that at least 87% of the university's MOOCs were being used on campus, primarily to flip classrooms or supplement existing courses. Faculty reported that campus students benefited from using MOOC material, with improved grades and retention. The use of open educational resources increased as well. Overall, MOOCs positively impacted campus education by modernizing teaching approaches and resources.
This document discusses the Carpe Diem approach for designing flexible MOOCs. The Carpe Diem approach involves 6 stages: 1) Blueprint, 2) Storyboard, 3) Prototype, 4) Check Reality, 5) Review and Adjust, and 6) Action Plan. It notes two challenges for a video course team in applying this approach: 1) How to introduce the value of the Carpe Diem approach and 2) How to explain the specific nature of designing a MOOC. The document appears to be from a presentation on using the Carpe Diem approach for MOOC design.
Presentation for the EMOOCs conferences 2019, Naples, Italy. I describe why and how we created a Study Skills MOOC, and how we plan to maintain it now that our funding is over.
Keuzeproces en implementatie nieuwe leeromgeving: verandermanagement en onder...SURF Events
Erna Kotkamp, Senior Project Manager, laat tijdens deze interactieve presentatie zien hoe de TU Delft het aanbestedingstraject voor een nieuwe digitale leeromgeving heeft vormgegeven. Naast technische veranderingen, was ook het doel de kwaliteit van het onderwijs te verbeteren. Deze sessie gaat in op de praktijk van de best-value-tender, waarbij de focus lag op het vinden van een partner die de langetermijnonderwijsdoelstellingen van de TU Delft onderschrijft, die daarin mee wil denken en groeien. Leverancier D2L met het platform Brightspace paste het best bij de eisen en wensen van de TU Delft.
Ook aan de orde komen de organisatie- en supportstructuren die ervoor zorgen dat docenten, faculteitsmedewerkers en studenten bijdragen aan deze verandering. Een verandering met als doel op de lange termijn innovatief onderwijs te kunnen waarborgen met een stabiele basis. Denk hierbij aan aan flexibiliteit, mobile-friendly design of een responsief interface, maar ook aan pedagogische concepten zoals gepersonaliseerd, adaptief en interactief leren.
This document provides an overview of virtual internationalization through telecollaboration. It discusses the TILA project, which aimed to innovate foreign language teaching in secondary schools across Europe through integrating telecollaboration activities. The document outlines the goals and activities of TILA, including teacher training, development of digital tools and tasks for telecollaboration, and studies of the impact on students and teachers. Requirements for successful telecollaboration projects are also addressed, such as developing meaningful tasks and ensuring adequate integration into school curricula.
The document summarizes evaluation questionnaires from teachers, students, and parents involved in an Erasmus+ project between several European schools. Most respondents agreed that the project improved language skills, use of technology, knowledge of other cultures and educational systems, and motivation. Teachers said it increased cooperation, and most wanted to participate in future projects. Students enjoyed communicating with foreign partners and learning about other countries. Parents felt the project improved students' motivation, teamwork skills, and self-esteem while offering opportunities to use technology. Overall, the project was seen as beneficial to the school community.
Designing Active Learning in Moodle – a preview of the Learning Designer tools Eileen Kennedy, D. N. Dimakopoulos, Diana Laurillard
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
Evaluating teaching and learning in MOOCsJanine Kiers
This document discusses evaluating teaching and learning in MOOCs. It outlines the quality assurance cycle of designing, developing, running, and evaluating MOOCs. It describes using tools like student surveys, forum analysis, and platform data to gather feedback on aspects like student satisfaction, design, and activity. The document provides an example of evaluating student expectations, workload, and performance. It notes challenges in interpreting evaluation results due to issues like low response rates and student heterogeneity. Suggestions are made to standardize the implementation and interpretation of evaluations and to dedicate more time and resources to the evaluation process to improve courses and support.
ReOPEN project aims and objectives, along with the results are presented for target users: education providers, VET, HE and adult learning teachers and trainers, as well as IT specialists.
The ReOPEN project aims to create tools for developing and validating open online learning (OOL) courses in order to facilitate recognition of non-formal learning. The project will design a platform for OOL curriculum development with validation and recognition features. It will also train educators to design validated OOL courses, apply digital badges for credentials, and recognize non-formal learning in formal programs. Ultimately, the project seeks to establish partnerships to promote broader recognition of open learning across institutions.
This document summarizes a study on the role of coaching in telecollaborative language exchanges. It discusses how coaching was provided to 269 teachers through 550 hours of support before, during, and after telecollaborative sessions. Surveys of teachers found that coaching greatly improved their organizational, pedagogical, digital, and attitudinal competencies, especially in designing exchanges and using online tools. While the study had limitations due to sample size and being based on teacher perceptions, coaching was highly valued by teachers and helped provide necessary support for innovating their practices.
Manhattanville College transitioned from a traditional portfolio model to an electronic portfolio (ePortfolio) model to better engage 21st century learners. Faculty participated in teaching and learning circles to discuss ePortfolio pedagogy and design their first ePortfolios. Digication was selected as the ePortfolio platform. The initial implementation involved faculty development, training ePortfolio interns, and forming a plan to introduce ePortfolios into courses starting in fall 2010. Despite staffing changes, the efforts were successful with support from external organizations and resulted in plans to implement ePortfolios into the first-year program in fall 2011 and continue faculty development.
Greg Walker outlines key drivers for the iTunes U project in Welsh colleges including learners' expectations, accessibility of resources, and government priorities. The Welsh government's Digital Learning Program includes the National Digital Learning Council and Hwb learning platform. The project aims to provide initial teacher training (ITT) and continuing professional development (CPD) materials on iTunes U to increase collaboration, cataloging of resources, and confidence in digital content across colleges. Challenges include ensuring quantity and quality of content, copyright compliance, and cloud storage. The project will proceed through inception, development, assessment, and closure stages to establish a sustainable model for digital learning in FE colleges in Wales.
This document summarizes a presentation given at a CLIL conference in Utrecht on November 10, 2015. The presentation discussed using digital tools to facilitate collaboration between students across borders. It addressed which tools are safe for minors, how to design meaningful interaction tasks, integrating projects into blended learning, and the effects of such projects on students and teachers. Criteria for successful telecollaboration projects and examples of tasks were also covered.
The document discusses current problems and future prospects in e-teaching. It notes problematic assumptions that digital natives know how to study online and want to, and that students can study autonomously. It argues that teachers are central to knowledge construction and that their digital literacy is often basic. Reluctance to use IT comes from issues like workload and lack of support. Future prospects include improving computer literacy for teachers and students, developing materials through expert centers, and redefining teaching roles and workloads to better support e-teaching.
TU Delft Brightspace Matrix as Instructor ToolD2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
Track 1 (Course Design): TU Delft Brightspace Matrix as Instructor Tool, Margie Grob, Learning Developer, TU Delft, The Netherlands
The webinar "Step 2: Starting your eTwinning project" will begin at 16:30. Participants are advised to check their audio settings before it starts. The webinar will cover the process of starting an eTwinning project, finding inspiration from project kits, and project management and recognition. Participants will have the chance to ask questions and provide feedback.
This document summarizes an eTwinning Ambassador meeting for Wales and the South West region. It reviews the success of eTwinning in 2012, with significant increases in the number of projects and registrations over 2011. It discusses workshops and professional development opportunities held in 2012. It also outlines priorities for 2013, which include promoting eTwinning teams in schools, increasing active participation, and monitoring involvement to encourage quality and impact. The document proposes next steps such as follow-up activities and workshops, and discusses the 2013 workplan and professional development opportunities like the Lisbon conference.
This document summarizes upcoming CSS features like Box Alignment Level 3, CSS Grid Layout, CSS Shapes, CSS Feature Queries, and CSS Custom Properties. It explains what each feature does at a high level and provides example code snippets. The document also encourages developers to get involved by filing issues on browser bug trackers, requesting new features, and creating blog posts/demos to help drive adoption of these new CSS specifications.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/classmanagement
The reality for companies that are trying to figure out their blogging or content strategy is that there's a lot of content to write beyond just the "buy now" page.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides information about international collaboration opportunities through various European Union programs, including Erasmus, eTwinning, Comenius, and programs in the United States. It then discusses the eTwinning program in more detail, including how it allows teachers and students to connect online, collaborate on projects, and share ideas across Europe. The presentation concludes with questions about similar programs in the US and opportunities for teacher recognition.
This document discusses eTwinning, a program that connects teachers and students across Europe for online collaboration. It provides information on how eTwinning works, its benefits for students and teachers, and examples of projects between schools. Key points include that eTwinning allows teachers to find partners in other countries, develop projects in any subject area, and gives students opportunities to improve skills like communication and cultural awareness while working with international peers. The document encourages teachers to register and provides instructions on starting projects through the eTwinning portal.
This document provides information about international collaboration opportunities in Europe through various programs, including:
- The Erasmus program which facilitated over 200,000 student and teacher exchanges between 2009-2010.
- eTwinning, an online platform that connects over 200,000 teachers across Europe for collaborative projects.
- The Comenius program which invested €7 billion in European education and training between 2007-2013.
It then discusses the eTwinning program in more detail, outlining how it allows teachers and students to connect online, collaborate on projects, and develop international partnerships. Professional development opportunities for teachers through workshops and conferences are also summarized. Finally, it discusses other European programs that support vocational education and
Evaluation criteria for National Quality Labels which you can apply for in the last stages of an eTwinning project or when it is completed.
It is made up of six evaluation criteria and their descriptions. Although these criteria are common for all countries that participate in eTwinning, each National Service can define and interpret them in accordance with the context or national priorities.
The document discusses collaborative learning through eTwinning European school partnership projects. It describes how eTwinning brings authentic learning experiences by having students and teachers learn together with real people from other countries. Key aspects of collaborative eLearning identified include processual, dialogic, interactive learning centered around experiences and crossing curriculum boundaries. Successful eTwinning projects enhance student-centered teaching, unified learning across subjects, project-based learning, use of ICT, networking, and developing European dimensions.
This document discusses developing high quality online and blended learning courses for professionals. It outlines the EU's School Education Gateway program which provides extensive online teacher professional development. Effective online teacher PD incorporates reflection, authentic tasks, and communities of practice. The Conversational Framework models the learning process through different types of interactions. The Learning Designer tool allows teachers to design blended learning activities based on this framework and share their designs. The Blended and Online Learning Design MOOC will use these approaches to collaboratively build knowledge around online course design.
The document provides evaluation criteria for the eTwinning National Quality Label across 6 areas: 1) Pedagogical Innovation, 2) Curricular Integration, 3) Communication between Partner Schools, 4) Collaboration between Schools, 5) Use of Technology, and 6) Results, Impact and Documentation. Each criterion is scored on a scale from 0 to 5 based on evidence of implementation and quality of execution in the eTwinning project. The highest scores are reserved for projects that demonstrate original, interactive approaches and clear benefits for students, teachers, and communities.
Project design for effective integration in European projects. eTwinning-KA2 ...eTwinning España
This document provides guidance on designing effective European partnership projects. It discusses finding partners, planning project objectives and activities, collaborative work using eTwinning tools, ongoing communication, evaluation after the project, and dissemination of results. The goal is to help projects get richer by joining resources and experiences, and achieve faster dissemination and greater impact through good planning and continuous sharing of work.
Researching and Upscaling Virtual Exchange in University EducationSake Jager
Presentation on the Virtual Exchange projects EVOLVE and EVALUATE, given at the EAIE 2018 conference in Geneva by Robert O'Dowd, Sake Jager and Pilar Garces
The document describes an open online course aimed at building capacity around open education and open educational resources (OER) among universities in the South Mediterranean region. The course is delivered in a blended format with an initial face-to-face training week followed by 5 online modules covering topics like open licensing, finding and adapting OER, and incorporating open practices into teaching. Learners will complete a project to apply what they learn to their own teaching context. Local learning circles and facilitators help coordinate participation. The goal is to help educators understand and adopt open approaches as well as share resources.
This document discusses innovations and challenges in technology-enhanced learning from the perspective of teachers. It summarizes research from projects focusing on virtual mobility in higher education, open educational resources, and quality assurance. Key innovations highlighted include developing virtual mobility curriculum modules through international collaboration, and training teachers to create and integrate open educational resources into their courses through open licensing and collaboration. However, challenges also exist around differences in quality assurance requirements, contact hours, and understanding of collaboration between institutions.
The document outlines a rubric for evaluating eTwinning project plans according to several criteria:
1. Pedagogical Innovation - Activities are varied and foster student initiative, creativity, and autonomy. Higher scores indicate more interactive, collaborative approaches.
2. Curricular Integration - Contents and objectives are directly related to the curriculum and integrated into subject evaluations. Higher scores provide more detail on relation to curriculum.
3. Communication and Information Exchange - Communication processes consider exchanges between individuals and groups. Higher scores incorporate varied tools and address operational objectives.
This document summarizes a presentation about using open educational resources (OER) to renew education in the Netherlands. It discusses VO-content, a nonprofit organization set up by Dutch schools to share OER. In its first 4 years, 30% of Dutch secondary schools participated, reducing costs and innovating. Trends include personalization using learning analytics and the growing use of mobile devices. Challenges include collecting user data on open content and implementing open standards across organizations. The presentation aims to enhance cooperation and knowledge sharing to improve quality and accessibility of educational resources.
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.
The document discusses integrating applied learning into the curriculum. It defines applied learning as asking students to learn content and use it to solve problems or fulfill real needs. It lists the core characteristics as engaging learning environments that connect to the real world and allow for multiple approaches and solutions. It also discusses essential elements of applied learning projects, which include community connections, clear standards, assessment, and producing a valued product. The document advocates for applied learning as a way to empower essential learning and integrate core content with 21st century skills through meaningful student projects.
This document provides a methodology for creating a good eTwinning project. It begins with a survey to understand what affects project quality. General tips are provided, such as engaging a limited number of reliable partners and distributing tasks evenly. A 12-step methodology is outlined that includes planning the project, collaboration tools, pedagogical approaches, curricular integration, and evaluating and disseminating results. Examples from secondary school projects demonstrate collaboration and integrating projects into the curriculum. The document concludes with group work for designing examples of effective collaboration and activities.
eTwinning is a platform that offers professional development opportunities for teachers, including European workshops, annual conferences, contact seminars, national workshops, national conferences, learning events, and groups. Teachers can participate in short-term online learning events led by experts on topics like creative drama, math education, and more. eTwinning also provides groups where teachers can discuss topics, share practices, and find support. Participating in eTwinning projects provides opportunities for teachers to improve their skills and receive recognition through European eTwinning prizes and quality labels.
The document discusses incorporating technology and project-based learning into the language classroom. It proposes a new approach involving internet-based projects to promote autonomous learning. The approach includes analyzing current attitudes towards language learning, exploring the use of internet-based project learning, and discussing possible lesson plan implementations. Project-based learning principles are outlined, including integrating language skills, collaborative work, and incorporating self and peer evaluation. Developing an internet-based project in the classroom is a multi-step process involving agreeing on a theme, determining outcomes, structuring the project, and presenting and evaluating the final product.
2. Today’s aims:
Find out what eTwinning is all about
Project ideas – Kits and examples
Register or refine your eTwinning Profile
Start contacting teachers from across
Europe
Discover other British Council
opportunities
3. The Community for Schools in Europe
Facilitate collaboration between
teachers in different countries in
Europe
Collaborative curriculum projects
Sharing best practice
Professional development
4. What eTwinning offers:
Free resources
Safe online environment
No application form or lengthy admin
process
Could be your 1st step or could enhance
an existing link
Real context for learning and application
of ICT
5. Facts and Figures:
32 European Countries; over 180,000
European teachers; over 14,000 UK
teachers
6. Public Pages: project ideas and resources
Desktop: personal profile, partner-finding
tool, project registration
Twinspace: Your project’s
own virtual classroom with
communication tools and a
place to share your work for
your project
23. Quality Labels – Project
Requirements
1. The project must have common
goals and a shared plan.
2. It must be finished or in its last
stages.
3. The applying teacher must have
made significant contributions to
the project.
4. A certain degree of collaboration
must appear. The minimum to be
considered is using and reacting
to partners’ materials.
5. Project results must be visible.
24. Quality Labels – Criteria
The Criteria Indicators of a good project
Pedagogical Innovation Creativity: Pedagogical and methodological aspects of
and Creativity the project are original.
Innovation: The project has meant new ways of teaching
and learning for the students and teachers involved,
Curricular Integration The project is integrated in ordinary lesson plans
Use of Technology ICT tools used are appropriate according to the activities
and goals.
Sustainability and Sustainability in the school: the project is not an isolated
Transferability event but has become an integral part of the activities
and the educational objectives of the school
Transferability: aspects of the project can serve as a
model for other teachers and an example of good
practice.
Results and Benefits The extent of effects of the project results, including
dissemination outside the school. Educational and
pedagogical relevance of results and benefits.
27. Professional Development
Online Training Webinars
Workshops
Conferences
European partner finding events
Awards and recognition
www.britishcouncil.org/etwinning-
events.htm
29. Support
lauren.donovan@britishcouncil.org– Your local
eTwinning officer based in Cardiff
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CHRIS For the benefit of everyone, I am going to show the steps needed to 1.) register and 2.) login
CHRIS For the benefit of everyone, I am going to show the steps needed to 1.) register and 2.) login
VAL On this screen we are looking at “Find eTwinners”. This is where you can search for schools to partner with As you can see below, you can make: “ Quick Search” – use this if you already know the name of someone who is registered on eTwinning Use the extended search to search the database by “role”. “country”, “region”, “subject” etc
VAL This is a dummy search. We have searched for a school in Spain, who would like to do cross-curricular projects, aged 4-11
VAL We can easily learn a little bit more about Gloria from this page, she has included A profile photo On the right hand side, her “eTwinning life” She has noted that she is ready to start a project She last logged in quite recently so she is still active – this is a good thing to look for. You don’t want an inactive partner! Below this we have “My Journal”. There is a nice description from Gloria – you can see her page has attracted some replies. You can click on “Write a comment” to reply or just click ‘I like it’ Notice on the left, there is also a list of “My Contacts”. This is a bit like a Facebook or MySpace page. Every teacher on eTwining has this profile page. It is a good idea to keep yours updated and informative – more likely to attract partners this way. You can also click, on her school which is on blue text this lets you see who else from that school in registered and what projects they are
VAL This is always on the right hand side of the screen. You just click on this and it takes you to your eTwinning inbox. It’s a good way to communicate directly with teachers. How do you know if you have been sent a message? We’ll have a look on the next screen
VAL Here is a good top tip for you, check your notifications and make sure you are subscribed by clicking on the ‘subscribe button’ (Explain the notifications list)
CHRIS As well as searching for and contacting teachers directly, you can use more general searches, for example forums
Pause for questions before we move to next slide (Val – what was your experience of searching for and finding partners?)
JOHN Firstly, in the “Profile” section you should view your list of contacts. Click on “see all contacts” to expand the list
JOHN You will now see the complete list of all your contacts. You should check that your partner is listed in your contacts list. You will need your partner to be listed as a contact in order for you to submit your project.
Go to www.etwinning.net . Click on collaborate
You’ll see there’s a Project Gallery, short modules for projects (you may want a project idea for just a few hours activity), also you’ll find tips here for pupil collaboration. We’ll take a look at the project kits section - I’ll show you an example of one. Click on Project kits
As it explains on this screen shot, project kits are ready made guides - You’ll see that they are split into different categories and are rated by users, so click on a category or a title for more detail. For example, one of the most rated kits is ‘cooking and culture’ – click on the project title
KAREN We’ll take a break for a few seconds now for questions, before we have 3 concept check questions 30 second pause for them to take the mic. If no one does, moderator picks up mic to review chat box questions. 3 or 4 minute moderator review
JOHN When the project finishes or is nearing an end, we really encourage you to apply for a National Quality Label, this will be assessed.– if you are awarded with a QL, When you apply for a QL Your project must meet these 5 requirements before the National Support service will assess it. 1. The project must have common goals and a shared plan. 2. It must be finished or in its last stages. 3. The applying teacher must have made significant contributions to the project. 4. A certain degree of collaboration must appear. The minimum to be considered is using and reacting to partners ’ materials. 5. Project results must be visible.
JOHN These are all indicators of a good project. You will see these are all detailed on the document that Karen has shared with you earlier, as you may find these elements useful to discuss at the planning stage
JOHN This is the certificate you receive and can download this from your desktop. You’ll also receive a plaque at the end of the year and further to this you may then be put forward for a European Quality label or a National award, which could then be put forward for a European prize- prizes have included a trip to a european country for the class and their partner class or classes – lots of recognition!