This document summarizes lessons learned from pilots of the Up2U learning platform in several European countries. Key findings include: the importance of teacher training and support for successful platform adoption; the need for multilingual content and tools; and limited learning analytics capabilities of integrated tools. Overall, the pilots demonstrated the value of collaboration between stakeholders but also identified areas for improving content creation and sharing of open educational resources.
Open Education. A Modern Approach to Teaching and LearningKOED
Prezentacja Richarda Baraniuka (Connexions / Rice University) z konferencji "Otwarta edukacja w Polsce", zorganizowanej 23 kwietnia 2009 roku w Sejmie RP przez Koalicję Otwartej Edukacji (KOED).
Key note "Developing MOOCs for continuous professional training and developm...Olivier Bernaert
Can MOOCs become a long-term answer to the challenges of employment and productivity ?
How can the pedagogical challenges be addressed in terms of efficiency?
How can one ensure the accreditation of the skills acquired?
How can MOOCs address the shortage of highly-qualified professionals in the digital sector (IT, data management, etc.)?
Are MOOCs and/or SPOCs (Small Private Online Courses) an effective answer for training staff within an organization?
Sefi 2015-IFP School-MOOC and Serious Game An Educational Approach on Transfe...Olivier Bernaert
The past years have seen the exponential growth of the number of Massive Open Online Courses (MOOCs). Many universities made the move to predominantly address positioning and students’ selection concerns. Nonetheless, the components used in a MOOC are still pretty much the same as the ones used in online education: lecture, videos, forums and quizzes.
As an application school in engineering for the energy and transportation sectors, IFP School launched its first MOOC on November 2014. In this paper, we describe how the school challenged the current practices with the design and implementation of a Serious Game over a three weeks period of the online course. This pedagogical innovation facilitates knowledge transfer through situational learning. The Serious Game allows the learners to put their knowledge into practice and to face situations they would face in the industry in their future careers.
The paper is organized in two parts. First, we review the main steps of the project: the educational objectives, the instructional design, the content development, the Serious Game usage and the learners’ qualitative feedback. For its first edition, the MOOC has a 31% retention rate on the total number of registered people, a high score considering that the average completion rate for a MOOC is around 10%. According to the MOOC survey, the majority of users considers the Serious Game to be the main positive asset of the course. In addition, partly due to the Serious Game implementation, 49% of the registered people are students under 25 year olds considering that in France, the average for other MOOCs is between 15 and 19%. In a second part, we discuss the characteristics of the Serious Game as it has been implemented in the IFP School MOOC. In particular, we use typological studies on gamification and also multimedia learning to understand if all or part of the components are exclusively related Serious Games theories and principles. Finally, we conclude with the interest of gamification in an application school like IFP School.
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
Open Education. A Modern Approach to Teaching and LearningKOED
Prezentacja Richarda Baraniuka (Connexions / Rice University) z konferencji "Otwarta edukacja w Polsce", zorganizowanej 23 kwietnia 2009 roku w Sejmie RP przez Koalicję Otwartej Edukacji (KOED).
Key note "Developing MOOCs for continuous professional training and developm...Olivier Bernaert
Can MOOCs become a long-term answer to the challenges of employment and productivity ?
How can the pedagogical challenges be addressed in terms of efficiency?
How can one ensure the accreditation of the skills acquired?
How can MOOCs address the shortage of highly-qualified professionals in the digital sector (IT, data management, etc.)?
Are MOOCs and/or SPOCs (Small Private Online Courses) an effective answer for training staff within an organization?
Sefi 2015-IFP School-MOOC and Serious Game An Educational Approach on Transfe...Olivier Bernaert
The past years have seen the exponential growth of the number of Massive Open Online Courses (MOOCs). Many universities made the move to predominantly address positioning and students’ selection concerns. Nonetheless, the components used in a MOOC are still pretty much the same as the ones used in online education: lecture, videos, forums and quizzes.
As an application school in engineering for the energy and transportation sectors, IFP School launched its first MOOC on November 2014. In this paper, we describe how the school challenged the current practices with the design and implementation of a Serious Game over a three weeks period of the online course. This pedagogical innovation facilitates knowledge transfer through situational learning. The Serious Game allows the learners to put their knowledge into practice and to face situations they would face in the industry in their future careers.
The paper is organized in two parts. First, we review the main steps of the project: the educational objectives, the instructional design, the content development, the Serious Game usage and the learners’ qualitative feedback. For its first edition, the MOOC has a 31% retention rate on the total number of registered people, a high score considering that the average completion rate for a MOOC is around 10%. According to the MOOC survey, the majority of users considers the Serious Game to be the main positive asset of the course. In addition, partly due to the Serious Game implementation, 49% of the registered people are students under 25 year olds considering that in France, the average for other MOOCs is between 15 and 19%. In a second part, we discuss the characteristics of the Serious Game as it has been implemented in the IFP School MOOC. In particular, we use typological studies on gamification and also multimedia learning to understand if all or part of the components are exclusively related Serious Games theories and principles. Finally, we conclude with the interest of gamification in an application school like IFP School.
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
Evaluation of the Virtual Mobility Learning HubSilviu Vert
Paper presented at the 22nd International Conference on Human-Computer Interaction (HCII 2020).
Evaluation of the Virtual Mobility Learning Hub
Diana Andone, Silviu Vert, Vlad Mihaescu, Daniela Stoica, Andrei Ternauciuc
Politehnica University of Timisoara, Romania
Open Educational Resources for Bridging High School – University Gaps in Acad...Up2Universe
This presentation was prepared for INTED2020 conference about the difficulties high school studies have to face when learning English. This results in an inadequate level of English when they enter the university thus they fail to succeed.
A practical guide to IT security-Up to University projectUp2Universe
This booklet is meant to help teachers and system administrators in high schools when it comes to IT security, digital identity and cybersecurity. The content is universal although it was elaborated under the Up to University project.
Facilitating curation of open educational resources through the use of an app...Up2Universe
This abstract was submitted to the INTED 2018 conference(March 5-7, 2018 Valencia, Spain). The paper focuses on the curation of open educational resources (OER).
This slideshow was presented during the OEB 2018 conference (December 05-07, 2018 Berlin, Germany). The talk focuses on community building and engagement.
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!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Pilots results- lessons learned Up2University project
1. PILOTS RESULTS: USAGE AND
LESSON LEARNT WITHIN THE FIRST
PILOTS IN EUROPE
Mary Grammatikou1, Dimitris Pantazatos1, Ingrid Barth2, A. Corleto3, N.
Sansone4, M. Zimniewicz5
1 National Technical University of Athens (GREECE)
2 Tel Aviv University (ISRAEL)
3 Consortium GARR (ITALY)
4 Sapienza Università di Roma (ITALY)
5 PSNC (POLAND)
EDULEARN 2019
2. 21st Century Skills for Academic
Learners
The necessary and effective skills for the academic learner, are:
Critical Thinking & Problem Solving
Communication & Collaboration
Information, Media & Technology Literacy
Self-Direction
Learning to learn
By using the appropriate teaching models, the learner may
improve these skills and this process will even encourage the
development of necessary digital competences for better and
successful functioning in the technological world of the 21st
century
www.up2university.eu 2
3. About Up2U
Up2U focuses on a specific learning context and very formative
period represented by secondary schools that in most
European countries provide education to children between the
ages of 11 and 19
The aim is to develop an innovative ecosystem that facilitates
more open, effective and efficient co-design, co-creation and
use of digital content, tools and services specially adapted for
personalised, collaborative or experimental learning by students
preparing for university.
www.up2university.eu 3
8. Pilots methodology
Continuous Professional
Development
Module 1 – Introduction and
orientation to main components
of Up2U NGDLE
Module 2 – Hands-on
implementation and practice
Module 3 – This Module follows
a cascade or ‘train-the-trainer’
model
www.up2university.eu 8
10. Lessons Learned from Differences
between Pilot Countries
Central instance vs. multi-tenancy of Moodle
Feedback from the CPD as input to MVP (Minimum Viable
Product)
Similar way of organizing learning content between the pilot
countries
www.up2university.eu 10
11. Lessons Learned from the CPD
Integration of Module 1 and 2
from the CPD
Further engagement of Parents
and other stakeholders
Module 1 has to be implemented
as a fully online course
Each school should have some
teachers that are eager to support
their colleagues regarding the
usage of the Learning Platform
www.up2university.eu 11
12. Lessons Learned from the
Independent Users
‘Getting Started’ user guides and
tutorials as well as easily
accessible content is really useful
for independent users.
Independent students seems to
require additional enrichment
content for self-directed learning
www.up2university.eu 12
13. Lessons Learned regarding the
Learning Platform from the Various
Data Sources
Learning platform is expected to
provide an easy way on how
teachers can create content.
Moodle provides various data and
reports for each course that can
be used by teachers.
All the tools that have been
integrated on the Learning
Platform have to provide
translations to the pilots’ national
languages.
www.up2university.eu 13
14. Lessons Learned from OERs
According to a pre-pilot needs analysis, surveys conducted in eight
countries in the first year of the project, very few teachers are
using OERs. We concluded on the CPD modules need to guide
subject area teachers on:
Where to find OERs related to their subject area and how to integrate
OERs into their classroom practice.
Advantages of curating vs. re-inventing the wheel by creating OERs very
similar to OERs other teachers have already developed.
How to store OERs to create learning paths.
How to upload and share the scenarios they create as OERs.
www.up2university.eu 14
15. Lessons Learned from Learning
Analytics
The majority of the tools that are
integrated with the Learning Platform, do
not provide Learning Analytics data as
xAPI statements
During the first iteration of the pilot
activities, the users were trained on the
test instance of the Learning Platform.
The dashboard functionality included in
the free version of Learning Locker
provides limited queries.
Learning Locker cannot be accessible for
all school teachers involved in the Pilots
A better review and a comparison of the
xAPI statements produced by Moodle,
Common Spaces and other tools should
be performed.
www.up2university.eu 15
16. Conclusions
Creation of Professional Learning Communities (PLCs) is
fundamental to sustaining innovation in schools.
‘Train the trainer’ model empowers teachers to provide their
colleagues with ongoing long-term support which ensures
continued teacher development.
Further engagement of additional stakeholders at multiple
levels is needed for the successful implementation of the pilot
activities
The exceptionally broad range of strengths and resources of
the different countries needs to be more effectively utilised in
order to engage additional communities and ensure top-down
support
www.up2university.eu 16
17. THANK YOU FOR YOUR
ATTENTION!
dpantazatos@netmode.ntua.gr
#up2universe
www.up2university.eu 17
Editor's Notes
H5P and VPL (Virtual Programming Lab) have also been integrated with Moodle
Matomo is used for all the services
Squash is used for Quality assurance
Up2U CDN is used for
How the technology is being used to connect the pedagogy with the pilots
CPD helps secondary school teachers to become familiar with the advanced platform and develop the skills and digital competences they need in order to better prepare their students for university. CPD consists of three consecutive modules.
CPD consists of three Modules:
Module 1: Introduction and Orientation to main components of Up2U NGDLE: technological tools and teaching methods that effectively support Up2U Skills
Module 2: Teachers will implement what they learnt in Module 1 in their own classrooms, with their own students
Assignment for Module 2: Submitting for analysis a video clip of a lesson that uses Up2U tools to develop Up2U Core Skills
Module 3: ‘Train the trainer’ – teachers who finish their Module 2 assignments can continue to Module 3 which will equip them to train new teachers and encourage additional schools to participate in Up2U
(Before the lessons learned)
One of the conclusions from the engagement with schools so far is that school innovation must be flexible, responsive to local needs, embedded in local contexts and open to the schools’ environments to better meet the needs of teachers and students, rather than using a ‘one-size-fits-all’ approach.
Also, in order to handle pre-pilot CPD and pilots according to local needs, it needs to bear in mind that pilot countries are using the Up2U Application Toolbox and other supporting contents and technology in very diverse ways, as described below.
Greece, Italy, Poland, Portugal, and Spain use the instance of the Toolbox, while Hungary, Lithuania, and CERN have set up their own instances of the Toolbox
All pilot countries will provide online questionnaires to participating teachers to ensure ongoing data collection regarding their suggestions on possible changes they would like to see
Access to types of learning content on Moodle: The pilot countries have organized access to learning content in the central instance of Moodle in similar ways. The instance is split into country-level course categories that are managed by relevant national pilot coordinators
1. Modules 1 and 2 should be integrated into one Module, in order to save time between the modules
Teachers who didn’t participated in CPD activities and maybe students
In order to smooth their transition to university can also use the Learning Platform. Maybe University as a Hub. Some courses in ‘gateway’ subjects like Mathematics and English as a Foreign Languages.
1.
2.However, some teachers think that these kind of analytics will not have any effect.
3.
1.
2. As a result only a little of useful data was collected
3. Although useful to produce interesting charts and to show some correlation between the trends of different types of activities, has clear limitations. A real query language is still missing
4. You can just show to them the results of some predefined queries.
5. A way of uniquely identifying the Actor should be agreed upon.
These PLCs can be organised according to subject areas or inter-disciplinary and a key aspect of their role is to facilitate the levels of sustained motivation required to cope with the challenges of change.
The ‘train the trainer’ model empowers teachers to provide their colleagues with ongoing long-term support which ensures continued teacher development.
3. Ensure buy-in at all levels of the policy-making and decision-taking hierarchy including education ministries, district-level administrators and school principals to mobilise ‘top-down’ support for the project in partner countries.
4. As well as to provide the tools and content to meet the needs of these additional communities.