presentation by Kristina D.C. Hoeppner, Gilbert Busana, Charles Max, Robert A.P. Reuter at
ED-MEDIA 2009 in Honolulu, 24 June 2009. The last slide was changed to reflect the new address of the study program where up-to-date information can be found.
1. Integrating ICT
in Pre-service Teacher Training
Kristina D.C. Hoeppner, Gilbert Busana, Charles Max, Robert A.P. Reuter
ED-MEDIA in Honolulu, 24 June 2009
3. developing experts in learning
enhancing interactions
Conceiving a New Program
building a learning community
4. participating in the
community beyond school
transdisciplinarity
Sociocultural Approach to Learning
reflecting on learning
interrelating theoretical
knowledge with field activities
5. Making the familiar
strange
Understanding the
learning context Culture as a resource
for learning
6. Acting in meaningful
activities
Understanding the
learning context Individual pathways of
learning development
Creating and producing
Understanding and together
conceiving learning
in context Developing autonomous
learners
7. Planning long-term
learning in context
Understanding the Learning with:
learning context
younger children
older children
Understanding and
conceiving learning
in context
8. Planning long-term
learning in context
Understanding the
learning context
Understanding and
conceiving learning
in context
9. Social Media
Paradigm shift
Moodle
Decotec (document sharing)
Web 1.0
ICT Rooms
<1996 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
BScE
founded
(adapted from Busana, Reuter, & Schandeler, 2008)
show how digital media are integrated into the Bachelor in Educational Sciences at the University of Luxembourg
necessitates to look at the structure of the program and then how these media are used for learning purposes
BScE founded in 2005 to replace the old teacher training program that had existed before the University of Luxembourg came into existence in 2003.
founded on the sociocultural approach to learning
main objective: developing experts in learning
recognizes the importance of building a learning community that consists of students, faculty, and internship mentors
that enhance the interactions among all its members to enrich their learning and teaching
founded on the sociocultural approach to learning
main objective: developing experts in learning
recognizes the importance of building a learning community that consists of students, faculty, and internship mentors
that enhance the interactions among all its members to enrich their learning and teaching
founded on the sociocultural approach to learning
main objective: developing experts in learning
recognizes the importance of building a learning community that consists of students, faculty, and internship mentors
that enhance the interactions among all its members to enrich their learning and teaching
founded on the sociocultural approach to learning
main objective: developing experts in learning
recognizes the importance of building a learning community that consists of students, faculty, and internship mentors
that enhance the interactions among all its members to enrich their learning and teaching
founded on the sociocultural approach to learning
main objective: developing experts in learning
recognizes the importance of building a learning community that consists of students, faculty, and internship mentors
that enhance the interactions among all its members to enrich their learning and teaching
BScE founded on the sociocultural approach to learning...
engaging students in training activities that allow them to learn on a transdisciplinary basis,
to reflect on their learning, but also
to participate in community activities beyond school.
All these activities do not lose sight of the academic background and strive to interrelate theoretical considerations with field work
BScE founded on the sociocultural approach to learning...
engaging students in training activities that allow them to learn on a transdisciplinary basis,
to reflect on their learning, but also
to participate in community activities beyond school.
All these activities do not lose sight of the academic background and strive to interrelate theoretical considerations with field work
BScE founded on the sociocultural approach to learning...
engaging students in training activities that allow them to learn on a transdisciplinary basis,
to reflect on their learning, but also
to participate in community activities beyond school.
All these activities do not lose sight of the academic background and strive to interrelate theoretical considerations with field work
BScE founded on the sociocultural approach to learning...
engaging students in training activities that allow them to learn on a transdisciplinary basis,
to reflect on their learning, but also
to participate in community activities beyond school.
All these activities do not lose sight of the academic background and strive to interrelate theoretical considerations with field work
BScE founded on the sociocultural approach to learning...
engaging students in training activities that allow them to learn on a transdisciplinary basis,
to reflect on their learning, but also
to participate in community activities beyond school.
All these activities do not lose sight of the academic background and strive to interrelate theoretical considerations with field work
BScE founded on the sociocultural approach to learning...
engaging students in training activities that allow them to learn on a transdisciplinary basis,
to reflect on their learning, but also
to participate in community activities beyond school.
All these activities do not lose sight of the academic background and strive to interrelate theoretical considerations with field work
BScE founded on the sociocultural approach to learning...
engaging students in training activities that allow them to learn on a transdisciplinary basis,
to reflect on their learning, but also
to participate in community activities beyond school.
All these activities do not lose sight of the academic background and strive to interrelate theoretical considerations with field work
BScE founded on the sociocultural approach to learning...
engaging students in training activities that allow them to learn on a transdisciplinary basis,
to reflect on their learning, but also
to participate in community activities beyond school.
All these activities do not lose sight of the academic background and strive to interrelate theoretical considerations with field work
transdisciplinary curriculum lines
Next to the semester topics, the transdisciplinary curriculum lines (TCLs) mark a logically linked series of modules emphasising a specific issue from a transdisciplinary focus throughout all semesters of the programme.
transdisciplinary curriculum lines
Next to the semester topics, the transdisciplinary curriculum lines (TCLs) mark a logically linked series of modules emphasising a specific issue from a transdisciplinary focus throughout all semesters of the programme.
transdisciplinary curriculum lines
transdisciplinary curriculum lines
Next to the semester topics, the transdisciplinary curriculum lines (TCLs) mark a logically linked series of modules emphasising a specific issue from a transdisciplinary focus throughout all semesters of the programme.
TCL 1: Becoming a teacher in a learning community: Analysing and coaching personal and professional development
TCL 2: Researching Learning and Context: Analysing ongoing learning processes and professional practice at school
TCL 3: Learning as practice: Pedagogical, didactical, psychological and gender perspectives on learning processes
TCL 4: Educating the generations of tomorrow: Pedagogical, psychological, political, sociological and gender perspectives on educational processes
TCL 5: Schooling in a multicultural society: Sociological, political, pedagogical and gender perspectives on school and society at large
TCL 6: Signs and signifying practices: Pedagogical and didactical perspectives on an interdisciplinary field of learning
TCL 7: Inquiring minds
TCL 8: Developing interest: Finding and deepening areas of personal interest
developing a new program at the beginning of the 21st century entails the inclusion of ICT
with the help of the following timeline, I want to illustrate the development of inclusion of ICT in the BScE
starts before 2005 because of the roots of the BScE in the teacher training college
ICT rooms are offered to students and teachers to work individually but also for classes
static web content was provided
2002 paradigm shift from solely providing resources to students (knowledge transmission) to constructing knowledge collaboratively using an in-house developed tool, Decotec (Development of Expertise in a Collaborative Open Technology enriched Educational Context)
lack of funding however reduced this system to a document management system that students use as file repository to put their work online and allow teachers access to it.
2005 installation of Moodle on faculty level on recommendation by our ed tech teachers --> developed into the central hub last winter semester
since 2007 more and more social media tools are integrated, mostly in individual classes, but starting with the e-portfolio system Mahara, which can also double as social networking site, BA wide
developing a new program at the beginning of the 21st century entails the inclusion of ICT
with the help of the following timeline, I want to illustrate the development of inclusion of ICT in the BScE
starts before 2005 because of the roots of the BScE in the teacher training college
ICT rooms are offered to students and teachers to work individually but also for classes
static web content was provided
2002 paradigm shift from solely providing resources to students (knowledge transmission) to constructing knowledge collaboratively using an in-house developed tool, Decotec (Development of Expertise in a Collaborative Open Technology enriched Educational Context)
lack of funding however reduced this system to a document management system that students use as file repository to put their work online and allow teachers access to it.
2005 installation of Moodle on faculty level on recommendation by our ed tech teachers --> developed into the central hub last winter semester
since 2007 more and more social media tools are integrated, mostly in individual classes, but starting with the e-portfolio system Mahara, which can also double as social networking site, BA wide
developing a new program at the beginning of the 21st century entails the inclusion of ICT
with the help of the following timeline, I want to illustrate the development of inclusion of ICT in the BScE
starts before 2005 because of the roots of the BScE in the teacher training college
ICT rooms are offered to students and teachers to work individually but also for classes
static web content was provided
2002 paradigm shift from solely providing resources to students (knowledge transmission) to constructing knowledge collaboratively using an in-house developed tool, Decotec (Development of Expertise in a Collaborative Open Technology enriched Educational Context)
lack of funding however reduced this system to a document management system that students use as file repository to put their work online and allow teachers access to it.
2005 installation of Moodle on faculty level on recommendation by our ed tech teachers --> developed into the central hub last winter semester
since 2007 more and more social media tools are integrated, mostly in individual classes, but starting with the e-portfolio system Mahara, which can also double as social networking site, BA wide
developing a new program at the beginning of the 21st century entails the inclusion of ICT
with the help of the following timeline, I want to illustrate the development of inclusion of ICT in the BScE
starts before 2005 because of the roots of the BScE in the teacher training college
ICT rooms are offered to students and teachers to work individually but also for classes
static web content was provided
2002 paradigm shift from solely providing resources to students (knowledge transmission) to constructing knowledge collaboratively using an in-house developed tool, Decotec (Development of Expertise in a Collaborative Open Technology enriched Educational Context)
lack of funding however reduced this system to a document management system that students use as file repository to put their work online and allow teachers access to it.
2005 installation of Moodle on faculty level on recommendation by our ed tech teachers --> developed into the central hub last winter semester
since 2007 more and more social media tools are integrated, mostly in individual classes, but starting with the e-portfolio system Mahara, which can also double as social networking site, BA wide
developing a new program at the beginning of the 21st century entails the inclusion of ICT
with the help of the following timeline, I want to illustrate the development of inclusion of ICT in the BScE
starts before 2005 because of the roots of the BScE in the teacher training college
ICT rooms are offered to students and teachers to work individually but also for classes
static web content was provided
2002 paradigm shift from solely providing resources to students (knowledge transmission) to constructing knowledge collaboratively using an in-house developed tool, Decotec (Development of Expertise in a Collaborative Open Technology enriched Educational Context)
lack of funding however reduced this system to a document management system that students use as file repository to put their work online and allow teachers access to it.
2005 installation of Moodle on faculty level on recommendation by our ed tech teachers --> developed into the central hub last winter semester
since 2007 more and more social media tools are integrated, mostly in individual classes, but starting with the e-portfolio system Mahara, which can also double as social networking site, BA wide
developing a new program at the beginning of the 21st century entails the inclusion of ICT
with the help of the following timeline, I want to illustrate the development of inclusion of ICT in the BScE
starts before 2005 because of the roots of the BScE in the teacher training college
ICT rooms are offered to students and teachers to work individually but also for classes
static web content was provided
2002 paradigm shift from solely providing resources to students (knowledge transmission) to constructing knowledge collaboratively using an in-house developed tool, Decotec (Development of Expertise in a Collaborative Open Technology enriched Educational Context)
lack of funding however reduced this system to a document management system that students use as file repository to put their work online and allow teachers access to it.
2005 installation of Moodle on faculty level on recommendation by our ed tech teachers --> developed into the central hub last winter semester
since 2007 more and more social media tools are integrated, mostly in individual classes, but starting with the e-portfolio system Mahara, which can also double as social networking site, BA wide
developing a new program at the beginning of the 21st century entails the inclusion of ICT
with the help of the following timeline, I want to illustrate the development of inclusion of ICT in the BScE
starts before 2005 because of the roots of the BScE in the teacher training college
ICT rooms are offered to students and teachers to work individually but also for classes
static web content was provided
2002 paradigm shift from solely providing resources to students (knowledge transmission) to constructing knowledge collaboratively using an in-house developed tool, Decotec (Development of Expertise in a Collaborative Open Technology enriched Educational Context)
lack of funding however reduced this system to a document management system that students use as file repository to put their work online and allow teachers access to it.
2005 installation of Moodle on faculty level on recommendation by our ed tech teachers --> developed into the central hub last winter semester
since 2007 more and more social media tools are integrated, mostly in individual classes, but starting with the e-portfolio system Mahara, which can also double as social networking site, BA wide
typical classes: 5 sessions a semester (20 contact hours) plus 56 self-study hours
primary tool: mail and Moodle, some still use Decotec
social interactions in Pause Caf&#xE9;
Media 1: Learning with New Media: making sense of digital tools; reflect on their use and discuss advantages and disadvantages
Media 2: Multimedia Educational Tools: publishing in online journal
(Learning 2) Sociocultural Perspectives on Learning: writing of articles for a book that is available online
Mediating Learning Experiences
presenting the study program and explaining it to current and prospective students
(videos play simultaneously; taken out for size reasons for Slideshare; video at http://www.youtube.com/watch?v=zArMRELYxxk)
become responsible authors
learn how to learn by constructing knowledge within contextualized authentic activities
act in a community of learners while conducting collaborative research projects and exchanging ideas and experiences with fellow students
grow and develop through learning processes that are supported by teachers and internship mentors, but also fellow students, e.g. portfolio
become responsible authors
learn how to learn by constructing knowledge within contextualized authentic activities
act in a community of learners while conducting collaborative research projects and exchanging ideas and experiences with fellow students
grow and develop through learning processes that are supported by teachers and internship mentors, but also fellow students, e.g. portfolio
become responsible authors
learn how to learn by constructing knowledge within contextualized authentic activities
act in a community of learners while conducting collaborative research projects and exchanging ideas and experiences with fellow students
grow and develop through learning processes that are supported by teachers and internship mentors, but also fellow students, e.g. portfolio
become responsible authors
learn how to learn by constructing knowledge within contextualized authentic activities
act in a community of learners while conducting collaborative research projects and exchanging ideas and experiences with fellow students
grow and develop through learning processes that are supported by teachers and internship mentors, but also fellow students, e.g. portfolio
become responsible authors
learn how to learn by constructing knowledge within contextualized authentic activities
act in a community of learners while conducting collaborative research projects and exchanging ideas and experiences with fellow students
grow and develop through learning processes that are supported by teachers and internship mentors, but also fellow students, e.g. portfolio
become responsible authors
learn how to learn by constructing knowledge within contextualized authentic activities
act in a community of learners while conducting collaborative research projects and exchanging ideas and experiences with fellow students
grow and develop through learning processes that are supported by teachers and internship mentors, but also fellow students, e.g. portfolio
become responsible authors
learn how to learn by constructing knowledge within contextualized authentic activities
act in a community of learners while conducting collaborative research projects and exchanging ideas and experiences with fellow students
grow and develop through learning processes that are supported by teachers and internship mentors, but also fellow students, e.g. portfolio
become responsible authors
learn how to learn by constructing knowledge within contextualized authentic activities
act in a community of learners while conducting collaborative research projects and exchanging ideas and experiences with fellow students
grow and develop through learning processes that are supported by teachers and internship mentors, but also fellow students, e.g. portfolio
missing faculty support because no learning technologies center on faculty or university level --> ed tech working group on BScE level --> others on campus benefit from it as well
training issues (for student research projects):
particularly in video, audio and image editing --> needed for their projet de d&#xE9;couverte (semester research project)
also bibliographic reference management, e.g. Zotero
person solely responsible for training sessions for students and teachers would be nice
technical issues:
campus tech support does not only have to deal with our issues
Google Docs: copying from Word into a template causes problems, track changes in Word are better
archival versions of Moodle at the end of each academic year
missing faculty support because no learning technologies center on faculty or university level --> ed tech working group on BScE level --> others on campus benefit from it as well
training issues (for student research projects):
particularly in video, audio and image editing --> needed for their projet de d&#xE9;couverte (semester research project)
also bibliographic reference management, e.g. Zotero
person solely responsible for training sessions for students and teachers would be nice
technical issues:
campus tech support does not only have to deal with our issues
Google Docs: copying from Word into a template causes problems, track changes in Word are better
archival versions of Moodle at the end of each academic year
missing faculty support because no learning technologies center on faculty or university level --> ed tech working group on BScE level --> others on campus benefit from it as well
training issues (for student research projects):
particularly in video, audio and image editing --> needed for their projet de d&#xE9;couverte (semester research project)
also bibliographic reference management, e.g. Zotero
person solely responsible for training sessions for students and teachers would be nice
technical issues:
campus tech support does not only have to deal with our issues
Google Docs: copying from Word into a template causes problems, track changes in Word are better
archival versions of Moodle at the end of each academic year
missing faculty support because no learning technologies center on faculty or university level --> ed tech working group on BScE level --> others on campus benefit from it as well
training issues (for student research projects):
particularly in video, audio and image editing --> needed for their projet de d&#xE9;couverte (semester research project)
also bibliographic reference management, e.g. Zotero
person solely responsible for training sessions for students and teachers would be nice
technical issues:
campus tech support does not only have to deal with our issues
Google Docs: copying from Word into a template causes problems, track changes in Word are better
archival versions of Moodle at the end of each academic year
missing faculty support because no learning technologies center on faculty or university level --> ed tech working group on BScE level --> others on campus benefit from it as well
training issues (for student research projects):
particularly in video, audio and image editing --> needed for their projet de d&#xE9;couverte (semester research project)
also bibliographic reference management, e.g. Zotero
person solely responsible for training sessions for students and teachers would be nice
technical issues:
campus tech support does not only have to deal with our issues
Google Docs: copying from Word into a template causes problems, track changes in Word are better
archival versions of Moodle at the end of each academic year
missing faculty support because no learning technologies center on faculty or university level --> ed tech working group on BScE level --> others on campus benefit from it as well
training issues (for student research projects):
particularly in video, audio and image editing --> needed for their projet de d&#xE9;couverte (semester research project)
also bibliographic reference management, e.g. Zotero
person solely responsible for training sessions for students and teachers would be nice
technical issues:
campus tech support does not only have to deal with our issues
Google Docs: copying from Word into a template causes problems, track changes in Word are better
archival versions of Moodle at the end of each academic year
missing faculty support because no learning technologies center on faculty or university level --> ed tech working group on BScE level --> others on campus benefit from it as well
training issues (for student research projects):
particularly in video, audio and image editing --> needed for their projet de d&#xE9;couverte (semester research project)
also bibliographic reference management, e.g. Zotero
person solely responsible for training sessions for students and teachers would be nice
technical issues:
campus tech support does not only have to deal with our issues
Google Docs: copying from Word into a template causes problems, track changes in Word are better
archival versions of Moodle at the end of each academic year
missing faculty support because no learning technologies center on faculty or university level --> ed tech working group on BScE level --> others on campus benefit from it as well
training issues (for student research projects):
particularly in video, audio and image editing --> needed for their projet de d&#xE9;couverte (semester research project)
also bibliographic reference management, e.g. Zotero
person solely responsible for training sessions for students and teachers would be nice
technical issues:
campus tech support does not only have to deal with our issues
Google Docs: copying from Word into a template causes problems, track changes in Word are better
archival versions of Moodle at the end of each academic year
missing faculty support because no learning technologies center on faculty or university level --> ed tech working group on BScE level --> others on campus benefit from it as well
training issues (for student research projects):
particularly in video, audio and image editing --> needed for their projet de d&#xE9;couverte (semester research project)
also bibliographic reference management, e.g. Zotero
person solely responsible for training sessions for students and teachers would be nice
technical issues:
campus tech support does not only have to deal with our issues
Google Docs: copying from Word into a template causes problems, track changes in Word are better
archival versions of Moodle at the end of each academic year
missing faculty support because no learning technologies center on faculty or university level --> ed tech working group on BScE level --> others on campus benefit from it as well
training issues (for student research projects):
particularly in video, audio and image editing --> needed for their projet de d&#xE9;couverte (semester research project)
also bibliographic reference management, e.g. Zotero
person solely responsible for training sessions for students and teachers would be nice
technical issues:
campus tech support does not only have to deal with our issues
Google Docs: copying from Word into a template causes problems, track changes in Word are better
archival versions of Moodle at the end of each academic year
for pre-service teacher training
better integration of internship mentors also via ICT
continue with the portfolio beyond the university courses when students enter the teaching profession
Moodle is the central hub, but other digital media are used on a varying scale because one system is not capable of serving all needs of a modern study program
the media use becomes more distribute because there is not one system that fits all
Interacting with electronic media for learning is an integral part of the study program and an important competency to develop for future teachers