Linq 2013 session_green_2_so_nette
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The document discusses the problem of small subject-related research topics in teacher education having few researchers. It proposes creating online courses and social networks to facilitate cooperation between researchers, teachers, and student teachers across Europe. This would allow professional development, cultural knowledge exchange, and collection of research data on topics like using home science experiments in science education. The goal is to establish 20 online networks in different fields to gather data and provide guidelines for supporting teacher development and research through online courses.
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This document outlines an Erasmus+ funded research project called "Gi-Pedagogy" that is investigating innovative pedagogical approaches to teaching geography with Geographic Information Systems (GIS). The project involves universities and schools from several European countries. The project aims to develop an innovative pedagogical model for teaching with GIS, a toolkit of approaches, and a teacher training course to provide teachers with skills for using GIS. The COVID-19 pandemic has presented both opportunities and challenges for the project, such as facilitating online collaboration but reducing opportunities for in-person engagement.
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This poster summarizes research on an open online course called FDOL132 for the professional development of teachers in higher education. A PhD study used FDOL132 as a case study to investigate learners' experiences in the course. Preliminary findings from surveys and interviews found that participants valued group work but found it challenging. They appreciated working with colleagues from different disciplines and countries but faced barriers like language and commitment levels. The research aims to develop a framework for collaborative learning in open cross-institutional courses.
Online Learning and Open Educational Practices in Tallinn University
The document discusses online learning and open educational practices at Tallinn University. It provides background information on Tallinn University, including its history and structure. It then discusses online learning at the university, noting that online learning was used primarily for blended courses before COVID-19. During the pandemic in Spring 2020, all courses had to move online quickly. Surveys of students and lecturers found that most preferred a blended model. The document concludes by discussing some examples of open educational practices at Tallinn University, including the use of open learning environments like blogs, open badges for assessment, and an open study information system.
Implementing openness in a private online course theory, practice, and reflec...
Implementing openness in a private online course theory, practice, and reflec...University of Nottingham / MA in Digital Technologies for Language Teaching
This document discusses implementing elements of openness in a private online course. It describes a pedagogical model used in a fee-based professional development program for teachers that integrated personal learning environments and networks (PLEs/PLNs) to foster openness. Through PLEs/PLNs, students could connect their formal learning to informal networks, sharing work beyond the program boundaries. This increased open connections, teaching, curricula, dialogue and use of open resources. Reflections found PLEs/PLNs provided an effective vehicle for openness within a private context by expanding the community of inquiry.Erasmus++
This document summarizes Anita Lasić's presentation about her involvement in Erasmus+ projects as the leader of EU projects and Erasmus+ team at Don Mihovil Pavlinović Primary School in Podgora, Croatia. It provides details on several projects the school has participated in since 2008, including Spaceship Santa Maria from 2011-2013, Life on PromethEUs from 2014-2016, and the current project Approaching Better Teaching from 2018-2021. It also lists some of the activities and outcomes of participating in Erasmus+ projects for both teachers and students.
Mooc iceland 2016
This presentation discusses the use of MOOCs at the University of Iceland. It provides background on early online education efforts in Iceland dating back to the 1990s. It also summarizes the results of a 2013 working group that recommended exploring MOOC integration. The presentation outlines a 2014 trial that linked courses in linguistics, statistics, education and distance education to MOOCs. It discusses challenges encountered and student feedback. Upcoming work on an Icelandic language MOOC and the European HOME project on MOOCs are also mentioned. The presentation concludes with recommendations around supporting MOOCs for small language communities and linking them to communities of practice.
Just a buzz: Exploring collaborative learning in an open course for professio...
This document summarizes research on an open online course called FDOL132 for the professional development of teachers in higher education. A survey of participants found that the majority valued group work, feedback, and recognition for their studies. Interviews revealed that participants found groups challenging due to language barriers and commitment levels but appreciated learning from colleagues internationally. Time constraints were a significant challenge. Overall, participants reported a valuable learning experience from the course and examples of applying what they learned in practice, though facilitators' active engagement and support was important for participation.
Erasmus+
This document summarizes Anita Lasic's presentation about Erasmus+ projects. It discusses several projects she has led at Don Mihovil Pavlinović Primary School in Podgora, Croatia since 2008. These include the Spaceship Santa Maria project from 2011-2013, the Life on PromethEUs project from 2014-2016, and the current Approaching Better Teaching project from 2018-2021 involving four partner schools. The presentation outlines the objectives and activities of these projects, including student debates, handbooks produced, and staff training events. It also lists perceived benefits of participating in Erasmus+ projects for both teachers and students.
Can research data improve how we live, learn, act? - Andreassen, Jetten, Lag,...
Can research data improve how we live, learn, act? - Andreassen, Jetten, Lag,...IL Group (CILIP Information Literacy Group)
The document summarizes a workshop on using open data in teaching and the role of libraries. It discusses how open data can engage students in research processes. The UDIT project aims to encourage using open research data in teaching and sharing teaching materials. The workshop covered the UDIT module and platform, demonstrated teaching activities using open data, and discussed future collaboration and promotion of open science practices.EmpOERing students and academics through large-scale open content initiatives
1. The document summarizes a presentation on major open educational resource (OER) initiatives in Europe based on research from the POERUP project.
2. It describes differences between countries in areas like education systems, internet access, e-learning use, and policy support for OER. Emerging themes around OER include shifting from development to practice and community building.
3. Participants engaged in a debate on the potential impact of OER on students and academics in Europe and brainstormed ways to increase OER benefits for students and challenges to uptake.
Gi Ped in uncertain times.pdf
This 3 year project aims to develop innovative pedagogical approaches for teaching geography with Geographic Information Systems (GIS) to support early career and trainee teachers. The project involves universities and schools in several European countries. It focuses on developing an innovative pedagogical model for GIS teaching, a toolkit of approaches, a teacher training course, and case studies. The COVID-19 pandemic has impacted the project by requiring meetings and some engagement to move online, which presents challenges and opportunities. Planning is needed to ensure the pedagogical approaches and resources developed will still be relevant and accessible in the uncertain future educational context.
EMINENT 2013 - Helsinki, Finland, 4-5 December 2013
Workshop "Teacher professional development and STEM: How to engage pupils better?" by Dr. Àgueda Gras-Velázquez
Some Experiences with Cooperative Freedom and Transparency in the MPEL Master...
Some Experiences with Cooperative Freedom and Transparency in the MPEL Master...Morten Flate Paulsen
This document summarizes Morten Flate Paulsen's experience teaching an online course at Universidade Aberta in Portugal. Some key points:
1. Paulsen taught an online course on e-learning processes to about 20 master's students per semester. He emphasized cooperative freedom, transparency, and using Web 2.0 tools.
2. Students published their coursework, including annotated bibliographies and learning objects, on open blogs and websites. This allowed their work to be visible to anyone online.
3. Paulsen wanted to demonstrate cooperative freedom, online teaching techniques, and transparency through the course. However, having students' work be so openly accessible made some tutors and students uncomfortable.
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Some experiences Some Experiences with Cooperative Freedom and Transparency i...Mestrado em Pedagogia do eLearning
This document summarizes Morten Flate Paulsen's experience teaching an online course at Universidade Aberta in Portugal. Some key points:
1. Paulsen taught an online course on e-learning processes to about 20 master's students per semester. He emphasized cooperative freedom, transparency, and using Web 2.0 tools.
2. Students published their coursework, including annotated bibliographies and learning objects, on open blogs and websites. This allowed their work to be visible to anyone online.
3. Paulsen wanted to demonstrate cooperative freedom, online teaching techniques, and transparency through the course. However, having students' work be so openly accessible made some tutors and students uncomfortable.
4.Localising OER and MOOCs
Presentation of Module 4 on how to adapt open educational resources in different cultural contexts and how to promote readiness to adopt open educational resources.
Aberta mortenpaulsen
Morten Flate Paulsen taught an online course at Universidade Aberta in Portugal on cooperative freedom and transparency in online learning. The course had students publish their work openly on blogs and learning platforms to demonstrate these concepts. Students created learning objects, annotated bibliographies, and participated in online discussions. Their work was distributed across many websites and difficult to overview. While this extreme transparency provided opportunities for feedback, many tutors and students may not be comfortable with such openness. Paulsen hopes to continue collaborating with UA and other universities on international online courses.
Open Education and Teaching Profession in 2030
The document discusses open education and the teaching profession in 2030. It provides historical context on open education, from correspondence courses to massive open online courses (MOOCs). The document then outlines five scenarios for what the teaching profession could look like in 2030 based on emerging technologies and trends: 1) a centralized European education network, 2) a decentralized social network approach, 3) use of intelligent agents and recommendations, 4) diversified teaching careers using remote presence and analytics, and 5) informal peer learning camps. The final section poses discussion questions about which scenarios are desirable or undesirable and what needs to be done to influence the future of teaching.
Oeb2013
The document discusses the essential role of teachers in online learning. It argues that developing digital competence, leading learners to autonomy, and online learning communities can help teachers' continuous professional development. Specifically, it notes that (1) digital competence involves confident and critical use of technology, (2) leading learners to autonomy means applying knowledge to solve complex problems, and (3) online learning communities provide mutual support and reflection among teachers. The document emphasizes that the teacher's preparations, interventions, and presence are key to ensuring an effective educational experience in online learning.
English, science and social media
The document describes an English and science summer program held in July 2014 for students and pupils in Timișoara, Romania. The program used content and language integrated learning (CLIL) to teach English and science concepts to students through hands-on activities, experiments, crafts, and games. Social media and technology were utilized to communicate about the program, share content, and promote collaboration between organizers, students, and participants. Feedback indicated that using social media and interactive activities benefited learning and engagement for both educational content and 21st century skills.
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EuroVersity is a 3-year network of 19 core partners across 10 EU countries and 1 partner in Israel. It aims to collect examples of good practice in teaching and learning in virtual worlds, facilitate transferring this knowledge to new contexts, and establish standards for virtual world education. EuroVersity seeks to contribute to innovation and quality in education by sharing knowledge and resources through its online spaces like a website, wiki, and virtual worlds like Second Life.
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The document discusses the iQu project at Heinrich Heine University Düsseldorf. The iQu project aims to improve teaching quality across the university by linking various stakeholders through different action fields like academic feasibility, educational development, and eLearning. It provides general information about the university, including its founding date and faculties. Key aspects of the iQu project are increasing the use of digital technologies and online learning to enhance classroom teaching and provide more opportunities for independent study.
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The document discusses quality assurance in higher education in Kazakhstan. It notes that Kazakhstan aims to meet international standards through the Bologna Process while also meeting national priorities for education. Quality assurance is seen as an essential tool to help universities transition to a knowledge society. The presentation recommends strengthening cooperation between universities and industry and using quality assurance systems to both monitor quality and provide recommendations for enhancement through an approach that balances operational and developmental management.
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Linq 2013 session_green_2_so_nette
- 1. 1 Social Networks in Teacher Education Jan Folkert Deinum LINQ conference 2013LINQ conference 2013
- 2. 22.05.2013 2 Acknowledgement This project has been funded with support from the European Commission. This presentation reflects the views only of the presenter, and the Commission cannot be held responsible for any use which may be made of the information contained therein. LINQ conference 2013
- 3. 22.05.2013 3 The problem In teacher education many small subject related research topics with few researchers Example 1: presentism in history education Example 2: how to use home science experiments/experience in science education Many interested teachers, throughout Europe Difficult to gather research data from different countries Teachers have little access to research Teachers have little access about teaching their subject in other countries LINQ conference 2013
- 4. 22.05.2013 4 The solution Researchers, teachers and student teachers throughout EU cooperate together in an online course Aims: Professional development of (student) teachers Exchange (cultural) knowledge Collecting research data The online course will be open (free accessible) The researcher opens access to knowledge about topic The cooperation will be closed in a „social network“ In future hopefully: gathering data via open course LINQ conference 2013
- 5. 22.05.2013 5 The problem In teacher education many small subject related research topics with few researchers Example 1: presentism in history education Example 2: how to use home science experiments/experience in science education Many interested teachers, throughout Europe Difficult to gather research data from different countries Teachers have little access to research Teachers have little access about teaching their subject in other countries LINQ conference 2013
- 6. 22.05.2013 6 Proposed results 20 online courses/social networks in different fields (math, history, foreign languages, special education etc.) Guidelines for researchers how to support professional development of teachers and gather research data at the same time via online courses Analysis of learning results of involved (student teachers) LINQ conference 2013
- 7. 22.05.2013 7 Thanks Further Information: www.sonette.org (from June 1, 2013) Comments, Questions, Criticism j.f.deinum@rug.nl LINQ conference 2013