The document describes the FaceIt module on European Professionalism. It discusses the goals of developing learning materials to help teacher trainees gain the knowledge, skills, and attitudes to become European teachers. The module covers four content areas: cultural diversity, cultural heritage, world citizenship, and European school concepts. It is based on e-learning models including Salmon's 5 stage model and will utilize a wiki for collaboration on a group project to design an ideal school. Unit 6 of the module involves students reflecting on themselves as reflective practitioners and collaboratively developing the design of an ideal school through a wiki platform.

1. FaceIt
Module
European PROFESSIONALISM (School Concepts in Europe)
Didactical framework
Heiko Vogl
2009-07-10
www.european-teachers.eu

2. Table of Contents
1 FaceIT Project ............................................................................................................................................................ 3
1.1 Project Details................................................................................................................................................... 4
1.2 Course – Model................................................................................................................................................. 4
1.3 Boland Model .................................................................................................................................................... 5
2 E-Learning Models .................................................................................................................................................... 7
2.1 Gilly Salmon’s 5 stage e-moderation model................................................................................................ 7
2.2 Technology-based classification of Back ................................................................................................... 9
2.3 Teaching modes ............................................................................................................................................... 9
3 Unit 6: Reflection and Collaboration - Personal Concepts .............................................................................. 11
3.1 List of the criteria for the Personal Concept task .................................................................................... 12
3.2 Why using a WikiWeb for collaboration? .................................................................................................. 13
3.3 Wiki collaboration .......................................................................................................................................... 15
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3. 1 FaceIT Project
The overall aim of the project: Face it is to develop content and a methodology to enable students of
teacher training colleges to acquire the knowledge and to develop the competences, skills and attitudes
required to become a European teacher. The learning materials will be developed around four content
areas:
1. European Identity / Cultural Heritage,
2. European and world Citizenship,
3. European diversity / Multiculturalism,
4. European Professionalism / School concepts in Europe.
The learning materials will be available in an e-learning environment on http://www.european-
teachers.eu/
The course materials will be developed around four content areas: cultural diversity, cultural heritage,
world citizenship and European school concepts.
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4. 1.1 Project Details
Project Number:
134362-LLP-1-2007-1-NL
Grant Agreement:
2007-3446 / 001-001
Sub-programme:
COMENIUS-CMP
1.2 Course – Model
Figure 1: Course – Model
The materials will be based on the characteristics of a European teacher as formulated by Michael
Schratz (see D.1), which can be summarized as follows:
1. European identity: A European Teacher sees himself/herself as someone with roots in one particular
country, but at the same time belonging to a greater European whole. This coexistence of national
identity and a transnational awareness provides a valuable perspective on questions of
heterogeneity. Diversity within unity is therefore a key-aspect of a developed European identity with
an open mind toward the world as a whole.
2. European knowledge: A European Teacher has some knowledge of other European education
systems and, possibly, of educational policy matters at an EU level. He/she has knowledge, has a
European approach to subject areas of European and world affairs and is aware of European history
(histories) and its (their) influence on contemporary European society.
3. European multiculturalism: A European Teacher engages with the multicultural nature of European
society, has a positive relationship with his/her own culture and is open towards other cultures.
He/she copes with the challenges of the multicultural aspects of the knowledge society.
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5. 4. European language competence: a European teacher speaks more than one European language
with differing levels of competence and is able to teach subjects in languages other than his/her first
language.
5. European professionalism: A European teacher has an education, which enables him/her to teach in
any European country. He/she has a European approach to subject areas in his/her teaching and
links up cross-curricular themes from a European perspective. He/she exchanges curricular content
and methodologies with colleagues from other European countries.
The course materials will be developed around four content areas: cultural diversity, cultural heritage,
world citizenship and European school concepts.
1.3 Boland Model
The Boland Model considers formal education as a system in a dynamic, changing social network. It is a
helpful tool in describing facts, trends and prospects. Of course it could describe significant, isolated
events, which occur in different countries. But a comparison of educational events, which take place in
several countries more or less simultaneously, is more successful by using a model.
It is a framework, which makes comparisons possible. By using this conceptual model as a framework, it
will create at least some coherence between specific, local and (at first sight) isolated events. The Boland
Model offers a framework for such an analysis.
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6. Figure 2: Boland Model
The model carries four components: (i) the rectangles in the centre, which refer to the primary school
system at three levels. (ii) the four triangles above, below and at the side representing affecting factors.
(iii) the circles around representing facts, which have an influence on educational processes, and finally
(iv) a horizontal line, which refers to changes over time.
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7. 2 E-Learning Models
The European PROFESSIONALISM Module is based on e-Learning models of
• Gilly Salmon
• Back
• Baumgartner
2.1 Gilly Salmon’s 5 stage e-moderation model
Figure 3: The 5 stage model1
The 5 stage model was researched and developed by Gilly Salmon. The FaceIT Module European
PROFESSIONALISM implements this model in the Moodle LMS Course.
1
http://www.atimod.com/e-moderating/5stage.shtml
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8. Stage 1 – Access and motivation
• Welcoming and encouraging
• Setting up system and accessing
The key questions in stage one for teachers and students are to access the Learning Management System
and be motivated to spend time and required work load.
Members have to be able to access and use the system and follow or contribute to discussions.Teachers
will need to motivate their students and support them in the system.
Stage 2 – Online socialisation
• Sending and receiving messages
• Familiarising and providing bridges between cultural, social and learning environments
Course members will adjust to online interaction. Some members will view Moodle as a new strange
setting. Module members recognise the need to identify with each other and to develop an online
behaviour. Introduction can provide benefits to participants.
Stage 3 – Information exchange
• Searching, personalising software
• Facilitating tasks and supporting use of learning materials
The interaction at this stage is around content or sharing of information. Members recognize how fast and
easy information exchange is. Module members begin to appreciate the broad range of information
available to them online. They need to develop strategies to deal with potential overload.
Stage 4 – Knowledge Construction
• Conferencing
• Facilitating process
At stage 4 members start to interact in participative ways. Module members respond to each others’
messages. They become involved in active learning.
At this stage participants start to interact with each other in participative ways. Participants respond to
each others' messages; many become involved in active learning.
Stage 5 – Development
• Provide links outside closed conferences
• Supporting, responding
Module members become responsible for their own learning. They need little additional support.
Participants and moderator are using a constructivist approach to learning.
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9. 2.2 Technology-based classification of Back
Figure Technology-
Figu re 4: Technology-based classification of Back
Back’s model is based on technologies and learning modes. It distinguishes between distributive,
interactive and collaborative e-learning technologies. Using distributive technologies for learning causes
teacher directed learning. The aim is to provide information. Interactive technologies provide self directed
learning. The aim is to acquire skills. A collaborative e-learning technology allows sharing data und
cooperation.
2.3 Teaching modes
Peter Baumgartner describes three prototypical modes of teaching and learning and their consequences
for the design of eLearning environments. He differentiates between transfer of knowledge mode I),
acquisition of knowledge (mode II) and construction of knowledge (mode III).
Based on this theoretical framework he developed the notion of “educational scenarios” and integrates
this concept into a three level perspective:
• scenarios
• interactions patterns
• usage of tools
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10. Figure 5: Teaching modes
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11. 3 Unit 6: Reflection and Collaboration - Personal Concepts
Figure 6: Unit 6
Unit 6 is the final unit of module European PROFESSIONALISM (School Concepts in Europe) and contains a
workload of 1 ECTS-Credit. This unit is spitted in to 5 activities and the final assessment.
Activities of unit 6
• Write down a brief description about how you see yourself as a reflective practitioner
• Read the article written by Barbara Larrivee entitled, ‘Meeting the Challenge of Preparing
Reflective Practitioners.’
• Watch the video from Teachers TV and read synopsis of the video.
Assignment of unit 6
• Writing a personal account of yourself as a reflective practitioner and include it in the portfolio.
Design a "ideal school" based on your own concept of what education should be.
• Work in groups (max. 8-10 students). Design your "ideal school" based on your own concept of
what education should be. Use the list of criteria to help you to complete this assignment. Use a
wikiweb for collaboration.
• Produce a promotion folder for this ideal school. Publish it in the forum and in the wikiweb.
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12. 3.1 List of the criteria for the Personal Concept task
Criteria group task (8-10 students) Evaluation Remarks
(insufficient-
sufficient-good-
excellent)
Description of the formal information of the school:
• Introduction to the school concept
• Accountability of the concept
• General information about the school
• Information about the pupils/students
• Information on the staff
Description of the identity, mission statement and
profile of the school:
• Philosophy
• Pedagogy
• Social vision
• Educational vision
General educational aims:
• Continuous process of development
• Handling values and standards
• Child centred education
• Intercultural education
• International/global education
Monitoring pupil’s progress:
• Monitoring system
• Problem solving structures
Content:
• Language and mathematics
• Musical-expressional/sports
World orientation/Science and culture/Primary
science
Social-emotional
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13. ICT
Religion
Internationality (including English language)
Personnel policy:
Teacher profiles
Lifelong learning
Career perspectives
Personal concepts (each individual member)
Brief reflection and evaluation of the group work
Marketing folder: layout and content
Reaction to the folders (on the forum)
Teacher’s assessment
3.2 Why using a WikiWeb for collaboration?
Figure 7: Teaching modes
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14. Figure 8: Teaching model
Based on Peter Baumgartner’s teaching model Wikis are one possible way to implement Teaching III into
the FaceIt framework and especially into the module European PROFESSIONALISM (School Concepts in
Europe).
There are some reasons why using a wiki for Unit 6
1. Every visitor can edit a Wiki site
Different from other content management systems there are no strict author rights. Everyone can
edit ever site any time. Every change on a wiki site is logged by the wiki-system. A history of every
change is stored. Different versions can be compared.
2. Creating and changing Wiki-sites is easy
Every site has an edit button to change from viewing to editing mode. Text will be inserted in a
simple textbox. Formatting happens by an easy to learn markup language. If something goes
wrong there is the history to set the wiki-site back to an old version.
3. Collaboration
More than one person can edit a Wiki at the same time. Depending on the Wiki-System there
should be different rules to prevent overwriting text. On same Wiki-Systems like MediaWiki, there
are synchronies writing on single sides possible, if these sides are partitioned by headings.
4. Cross collaboration between different groups of students
FaceIt provides one wikispace at wikispaces. This space can be reached by different groups on
http://youridealschool.wikispaces.com/. Everyone can see which ideal schools are developed by
students who are using this module.
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15. WikiW
Figure 9: Wiki Webs in relation to the didactical triangle
3.3 Wiki collaboration
There is a Wiki for this module implemented on http://youridealschool.wikispaces.com/. To edit the wiki
settings use the account.
Usnername: facit
Password: faceit12
To use the collaboration wiki each group member has to create a account at wikispaces.
Getting started to use the wiki at http://youridealschool.wikispaces.com/.
• Click on the edit button above to put your own content on this page.
• To invite new members, click on Manage Wiki and Invite People.
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16. • To change your wiki's colors or theme, click on Manage Wiki and Look and Feel.
• To set who can view and edit your wiki, click on Manage Wiki and Permissions.
Need Help?
• Click on the help link above to learn more about how to use your wiki.
To start collaboration do design your ideal school open the wiki and create a new site in this wiki with the
group name and year as site name. Include a link form the start site to your group site.
Example of the site name: alternative_school_braga_2009
The school side should include at least:
• Name of the school
• All members of the group and their role in the collaboration part
• table of contents
• promotion folder
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17. Sources
Baumgartner, P. (2004). The Zen Art of Teaching - Communication and Interactions in eEducation.”
Proceedings of the International Workshop ICL2004, Villach / Austria 29 September- 1 October 2004,
Villach, Kassel University Press.
Reinmann, G. (2005). Blended Learning in der Lehrerbildung. Lengerich: Pabst Science Publishers.
Salmon, G. (2004). „ The 5 stage model.“ http://www.atimod.com/e-moderating/5stage.shtml (accessed
June 2009)
Wikipatterns.“Assess Wiki-Ability.“ http://www.wikipatterns.com/display/wikipatterns/Assess+Wiki-
Ability (accessed June 2009)
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18. http://creativecommons.org/licenses/by-sa/3.0/at/
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