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Presenting an European project about how to improve science and mathematics learning bringing inquiry and connections to the world of work into the classroom
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The document discusses the MaScil project, which aims to promote inquiry pedagogies in mathematics and science teaching through teacher education and professional development across 17 European countries. The project's main goal is to support inquiry-based learning in the classroom using tasks that connect maths and science concepts to the real world. It provides resources like a task repository and communities of practice to help teachers learn about and implement inquiry pedagogies.
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This keynote suggests that with the move to models of school based teacher training, that trainee teachers and NQTs find the CPD on offer unsuitable to their needs. Here I suggest that harnessing their desire co-create with their peers and develop solutions to real-time issues can be scaffolded and mediated through simple technology such as augmented reality, and I present a model to take the work forward.
1) Cath Gp share Ed Research (Virt netk) Gi Ped Nov 22.pdf
The GI Pedagogy project aims to develop innovative pedagogies and teacher training materials for teaching with geographic information systems (GIS). The project is led by St Mary's University in partnership with universities and schools in other European countries. An innovative pedagogical model was developed based on literature about effective teaching with GIS and cognitive science. This model informed a toolkit of pedagogical approaches organized around the TPACK framework. The project will also create case studies, a digital exhibition, and an online teacher training course to disseminate resources for integrating GIS into geography education.
Presentation of examples of modern scenarios with digital media
The document outlines modern teaching and learning methods using digital media. It discusses examples where digital formats are used for lectures, seminars, and learning support. Specific examples discussed include using video lectures for flexibility, simulations or games for demonstrations, e-examinations in test centers, and role-playing with social media like Twitter. The document also addresses implications for projects, like which formats to use, what contents and activities are planned, and which materials will be used beyond texts. Constructive alignment of learning outcomes, assessments, and teaching activities is discussed along with formulating measurable learning outcomes. Social learning through forums, wikis, blogs and video conferencing is also covered.
Presentation of examples of modern scenarios with digital media
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.
GI Pedagogy - SW-MF Eurogeo presentation 22 April 21.pdf
This document outlines a project to develop innovative pedagogies and teacher training materials for teaching with geoinformation (GI). The project aims to build on previous work by developing a model for GI pedagogy, a toolkit of teaching approaches using GI, and a teacher training course. It will also involve case studies and sharing findings through publications and an online exhibition. The goal is to help early career and trainee teachers integrate GI into geography education effectively.
GI Pedagogy - SW-MF Eurogeo presentation 22 April 21.pdf
This document outlines a project to develop innovative pedagogies and teacher training materials for teaching with geoinformation (GI). The project aims to build on previous work by developing a model for GI pedagogy, a toolkit of teaching approaches using GI, and a teacher training course. It will also involve case studies and sharing findings through publications and an online exhibition. The goal is to help early career and trainee teachers integrate GI into geography education effectively.
GI Pedagogy Project
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.
Aims of VET and the VETteach project
Introduction into Aims of Vocational education and VETteach Erasmus + project from 2020-2022. Involved in the project were Sweden, Norway, Finland, Germany, Spain and Switzerland.
Visual data-enriched design technology for blended learning
Presentation at Tallinn University.
Archimedes Foundation fellow - Research visit during 3 months at TLU.
Learning analytics is the most known type of data collected from specific technological environments that allow educators to evaluate how students are learning within a learning context. However, there are more types of data available, less-explored, that may contribute to better design educational practices. These include design analytics, which are the metrics of design decisions and related aspects that inform learning designs. Laia Albó, from Universitat Pompeu Fabra, will talk about how visual representations, authoring support, and design analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. This presentation is based on her PhD thesis work, defended in November 2019.
Voce 6 5 06
VOCE is a proposed virtual professional development project that aims to improve math and science education in K-12 classrooms. It would provide online courses and resources to guide teachers in implementing research-based teaching strategies like authentic pedagogy and learning progressions. The goal is to raise student achievement levels through effective, sustained professional development that is affordable and accessible to entire school districts. VOCE would offer various online tools and activities to help teachers collaborate, design lessons, and analyze student work to improve instruction.
Gi Pedagogy: Geo Decade 2020 2030
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.
Linq 2013 session_green_2_establish
The ESTABLISH project aims to promote inquiry-based science education across Europe by developing teaching resources and providing teacher training. It involves partners from 11 countries and will create 18 inquiry units on topics in biology, chemistry, physics and general science. The project expects to develop a large team of science teachers skilled in inquiry-based methods and identify suitable models for pre-service and in-service teacher education programs. It also aims to promote classroom inquiry involving stakeholders from science, industry and education.
Gi Pedagogy _IGC Geo Decade 2020-2030.pdf
This document outlines a project to develop innovative pedagogies and teacher training materials for teaching with geoinformation (GI). The project involves 6 partner institutions and aims to create an innovative pedagogical model, toolkit of teaching approaches using GI, and a teacher training course. It will also feature case studies and a digital exhibition of outcomes. The goal is to equip early career and trainee teachers with skills for teaching critical thinking and spatial citizenship using GI tools.
Scientix 4th SPNE Barcelona 16 April 2015: Engage
The document describes the ENGAGE project which aims to equip students for active engagement in science through inquiry-based science education. The goals are to help teachers address contemporary science issues, develop their practice for responsible research and innovation, and provide students with skills to engage with science issues. The project will create an online teacher community and open curriculum materials dealing with science dilemmas. It focuses on developing students' science-society knowledge, inquiry skills, and ability to evaluate claims, consider values, and communicate ideas.
Covid and some learning designs tva
This document summarizes a presentation about moving teaching online during COVID-19. It discusses the University of Liverpool's experience with e-learning and focuses on on-campus taught programs. It introduces the concept of "Hybrid Active Learning" which combines synchronous small group teaching and asynchronous online content. Key aspects of Hybrid Active Learning discussed are using synchronous time for active learning, maximizing the on-campus experience, and streamlining assessments. The document also covers learning design principles, tools to engage students, and tips for online teaching.
Svava etwinning in teacher education
Presentation from a pilot project: eTwinning in teacher education, in the semingar Erasmus+ TCA: Enhancing student mobility in Teacher Education, held at Icelandair Hotel Reykjavik Natura 3.-4. December 2019
Honours+ Programme Information
Learn more about the new Honours+ Excellence programme for bachelor honours students, kicking off November 2015!
PBL in engineering
The document discusses problem-based learning (PBL) in engineering education. It describes the origins of PBL in medical education at universities like McMaster in the late 1960s. It then discusses how PBL was adapted for engineering education, particularly through the Aalborg model in Denmark. Key aspects of PBL discussed include using real-world problems to stimulate self-directed learning, teachers acting as facilitators rather than lecturers, interdisciplinary learning, and emphasis on developing problem-solving skills. Research is cited showing benefits of PBL for skills development, deep learning, and motivation of students. Factors in successful implementation and management of change to PBL are also examined.
Promoting excellence in STEM education, Andrea van Bruggen
This document discusses promoting excellence in STEM education through enrichment programs. It describes two such programs: the Junior College Utrecht program, a collaboration between Utrecht University and 27 schools offering research modules to talented students, and the Willem van Oranje College program offering challenging projects. It provides an example JCU module on membranes and antibiotic resistance that uses inquiry-based learning. The document recommends differentiating instruction and open-ended assignments to challenge excellent students, and cooperating with other teachers and external experts to develop high-quality materials for excellence programs.
Cilt cymru
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.
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Mascil presentation scientix barcelona15
- 2. www.mascil-project.eu Prof. Dr. Katja Maass Freiburg University
- 4. www.mascil-project.eu Mathema'cs and Science for life Why? • Different way of teaching and learning maths and science • Prepare for challenges and current educaFonal needs • Solve problems and adapt to new situaFons Inquiry in the classroom can be a solu'on
- 5. www.mascil-project.eu Mathema'cs and Science for life Main goal Promote and support inquiry pedagogies through teacher educaFon and PD
- 6. www.mascil-project.eu IBL + WoW Meaning and purpose authenFcity, relevance Guidelines repository of tasks MaScil Key ingredients IBL tasks with connecFons with the world of work (WoW) Maths and science learning For students For teachers
- 7. www.mascil-project.eu MaScil Key ingredients Teacher Professional Development (PD) Build on previous successful experiences Based on Research about effecFve PD Learning communiFes CommuniFes of pracFce Tool kit Flexibility versaFlity Pre-‐service In-‐service On-‐line Face to face
- 8. www.mascil-project.eu MaScil Key ingredients ExisFng networks and communiFes of pracFce Problem of the month (PoM) Teachers’ communicaFon IBL and WoW tasks Published and distributed Teachers-‐ students across Europe exchange strategies and results
- 10. www.mascil-project.eu Thank you for your a@en'on! Speaker: mromero@ujaen.es Coordinator: maass@ph-‐freiburg.de