Presentation for the International Geographic Conference outlining the initial findings of the Erasmus+ funded project from the literature review and small scale survey of teachers.
Creating, Collaborating, and Computing in Math (CCC-M): A professional learning network for enhancing the teaching and learning of mathematics using digital tools
Strategy for Early and Preschool Education in Montenegro - Arijana Nikolic, M...unicefmne
Podgorica, Montenegro, 27 October, 2015 - Presentation from the international conference "Quality, inclusion and innovations – foundations for the future" organized by UNICEF and the Ministry of Education.
Since the 2012-2013 academic year, the Departament d'Ensenyament de la Generalitat de Catalunya started an upgrade program about Science, Technology and Mathematics (CTM) for secondary school STEM teachers with the collaboration of the Instituts de Ciències de l'Educació (ICE) of several Universities (UPC,UdG,UdL, URV), in order to foster science, technology and mathematical teachers' updated knowledge and didactics with the overall objective of facilitating the transfer of this training to their classrooms and to improve both their teaching and the development of students' competences and learning outcomes.
Creating, Collaborating, and Computing in Math (CCC-M): A professional learning network for enhancing the teaching and learning of mathematics using digital tools
Strategy for Early and Preschool Education in Montenegro - Arijana Nikolic, M...unicefmne
Podgorica, Montenegro, 27 October, 2015 - Presentation from the international conference "Quality, inclusion and innovations – foundations for the future" organized by UNICEF and the Ministry of Education.
Since the 2012-2013 academic year, the Departament d'Ensenyament de la Generalitat de Catalunya started an upgrade program about Science, Technology and Mathematics (CTM) for secondary school STEM teachers with the collaboration of the Instituts de Ciències de l'Educació (ICE) of several Universities (UPC,UdG,UdL, URV), in order to foster science, technology and mathematical teachers' updated knowledge and didactics with the overall objective of facilitating the transfer of this training to their classrooms and to improve both their teaching and the development of students' competences and learning outcomes.
CIESE develops and supports effective innovative curricula and professional development and conducts research in order to inspire, catalyze and strengthen scientific, technological, engineering and mathematics literacy for K-12 and higher education.
MA.R.CH Making Science Real in Schools: Best practices for creative STEM cla...Sofia Papadimitriou
On Wednesday 17 June 2015, the Creative Classrooms by the etwinning network and the Educational Radiotelevision co-organise the last Creative Classroom Expert Talk: a webinar to introduce the MARCH project - Making Science Real in Schools.
The one-hour webinar "Making Science Real in Schools: Best practices for Creative STEM Classrooms" will outline the goals of the MARCH project, the key findings of scope-analysis contucted in the farmework of the project and focus on best practices for Creative STEM Classrooms.
Technology Enhanced Activities for Learning Science for Children in Hospital ...Denise Whitelock
This research set out to construct a Roadmap for the role that technology can play in the teaching of science to chronically ill children. The modus operandi employed for this study was adapted from Gordon & Glenn's (2003) range of roadmap methodologies.
A presentation by Michaela Lindner-Fally and Sophie Wilson at the EUROGEO 2021 Annual Conference on April 23rd. This online event welcomes more than 180 participants from over 45 countries.
The presentation outlines the work achieved by the project on developing an innovative pedagogical approach to integrating GIS in the classroom. It also introduced the forthcoming activities to develop training for teachers.
CIESE develops and supports effective innovative curricula and professional development and conducts research in order to inspire, catalyze and strengthen scientific, technological, engineering and mathematics literacy for K-12 and higher education.
MA.R.CH Making Science Real in Schools: Best practices for creative STEM cla...Sofia Papadimitriou
On Wednesday 17 June 2015, the Creative Classrooms by the etwinning network and the Educational Radiotelevision co-organise the last Creative Classroom Expert Talk: a webinar to introduce the MARCH project - Making Science Real in Schools.
The one-hour webinar "Making Science Real in Schools: Best practices for Creative STEM Classrooms" will outline the goals of the MARCH project, the key findings of scope-analysis contucted in the farmework of the project and focus on best practices for Creative STEM Classrooms.
Technology Enhanced Activities for Learning Science for Children in Hospital ...Denise Whitelock
This research set out to construct a Roadmap for the role that technology can play in the teaching of science to chronically ill children. The modus operandi employed for this study was adapted from Gordon & Glenn's (2003) range of roadmap methodologies.
A presentation by Michaela Lindner-Fally and Sophie Wilson at the EUROGEO 2021 Annual Conference on April 23rd. This online event welcomes more than 180 participants from over 45 countries.
The presentation outlines the work achieved by the project on developing an innovative pedagogical approach to integrating GIS in the classroom. It also introduced the forthcoming activities to develop training for teachers.
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of 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, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
UIIN 2023 - Social Impact Through Digital Teaching.pdfDominikLappenkper
Presentation outlining the research results from the Erasmus+ project Digital Social Impact.
Key insights relate to the generation of social impact in a higher education context, leveraging digital technology.
Scientix 8th SPWatFCL Brussels 16-18 October 2015: Teachers like Quantum Spin...Brussels, Belgium
Presentation of the project "Quantum Spin-off" by Adina Nistor, held during the 8th Science Projects Workshop in the Future Classroom Lab, Brussels, 16-18 October 2015
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!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
1. GI Pedagogy
Innovative Pedagogies for Teaching with Geoinformation
Michaela Lindner-Fally
Secondary Geography,
BORG Oberndorf, AT
EUROGEO researcher
lindner.michaela@borgoberndorf.at
Sophie Wilson
Senior Lecturer Secondary Geography,
Institute of Education, St Mary’s University,
Twickenham, London. TW1 4SX.
sophie.wilson@stmarys.ac.uk
2. 2
Contents
About the project
Innovative Pedagogical Model for Teaching with GIS
Toolkit of innovative pedagogical approaches to teaching
with GIS
Teacher training course with innovative pedagogical
approaches to teaching with GIS
Case studies and digital exhibition of outcomes and
findings
Further discussion
3. About the Project
● Builds on GI-Learner E+ project (2015-2018)
● Project aim: Development of Pedagogies and Teacher
Training materials for Early Career and Trainee Teachers
● E+ project 2019-2022
● 6 Partner institutions including
experts from Belgium, Spain,
Romania, Austria, UK
3
3 Universities:
▪ St Mary’s University
▪ Ugent,
▪ UNED (Madrid)
2 Secondary schools
▪ Liceul Teoretic "Dimitrie Cantemir"
Iasi
▪ The Kings School, Ely
Professional Subject Association
▪ EUROGEO
Kick-off meeting at St Mary’s University
4. 4
An Innovative Pedagogical Model for Teaching
with GIS
1. Literature review
▪ Teaching with GIS
▪ Approaches to teaching with GIS
▪ Innovative Pedagogies
▪ Training teachers for GIS
▪ Recommendations for teacher
professional development
… for planning of teacher training courses (real needs, curriculum, involve
teachers, Rosenshine...)
… approaches for teacher training courses (various active learning
approaches, authentic learning contexts, enquiry driven…)
… pedagogies (critical thinking, spatial citizenship)
… practical recommendations based on student learning and tools
... and networking (communities of practice, support)
5. 5
2. Small-scale research survey of expert teachers
An Innovative Pedagogical Model for Teaching with
GIS
7. 7
Toolkit of innovative pedagogical approaches to
teaching with GIS
1. GI Pedagogy- project summary
2. What does this toolkit contain?
3. What is the power of GIS?
4. Setting out your pedagogical intent
9. 9
A teacher training course with
innovative pedagogical approaches to
teaching with GIS
• Draft module
• Review experiences of partner schools in trialling new approaches to
teaching with GIS (face to face?)
• Develop implementation plan for MOOC creation
• Design and develop MOOC content and implementation
How to organise? How many
schools - test group vs normal
school group?
What impact will online vs face to face
teaching have on the use of these innovative
pedagogies??
10. 10
Case studies and digital exhibition of outcomes
and findings
• a project conference to communicate, review, and evaluate different
approaches to teaching with GIS
• online 'exhibition' of teachers' findings
• share findings through journal publications
• use case studies to develop quality indicators
What impact will online vs face to face teaching
have on the use of these innovative pedagogies??
Need to review
11. Michaela Lindner-Fally
Secondary Geography,
BORG Oberndorf, AT
EUROGEO researcher
lindner.michaela@borgoberndorf.at
Sophie Wilson
Senior Lecturer Secondary Geography,
Institute of Education, St Mary’s University,
Twickenham, London. TW1 4SX.
sophie.wilson@stmarys.ac.uk
What next?
? How will the pandemic influence teaching/GI
pedagogies?
? What will the ‘new normal’ look like?
Any suggestions?
Thank you!
