SLIDESHOW Project Info
•
0 likes•136 views
SLIDEshow Erasmus+ Project Workshop Presentations Teacher Educator Training (C1) Vienna 17-19 Oct. 2018 Website: www.slideshowproject.eu eTwinning: twinspace.etwinning.net/65871
Report
Share
Report
Share
Download to read offline
Recommended
Bl managerers hca
This document discusses implementing blended learning at an educational institution. It recommends including a 10-50% online component in all publicly-funded learning programs. The institution implemented a 15% blended learning model called PAL with mixed results and is now evolving its model to SOLA. SOLA includes scheduled online learning and assessment of 1-2 hours per week for vocational courses. It outlines the key features and examples of SOLA modules. It also discusses planning considerations and defines roles to support blended learning.
Establishing your VLE across the organisation
Grantham College implemented a strategy to increase usage of its virtual learning environment (VLE) across the organization. By 2009, only 65% of courses were using the VLE, but usage was inconsistent. The college developed guidelines for mandatory and recommended VLE content. It also created a VLE awards scheme to recognize and incentivize high quality VLE course development. As a result of these efforts, VLE usage grew substantially between 2010-2011, with increased student and staff interaction on the VLE platform. Close collaboration between managers and support for staff skills development were key factors in the successful implementation of the college's VLE strategy.
Moving to higher ground in higher education? Changing our approach to teachin...
Áine Carey discusses Maynooth University Library's adoption of a functional teaching model. The library transitioned to this model to better meet the changing curriculum, information needs of a diverse student population, and develop critical skills. So far, the library has continued classroom instruction while facing challenges with fewer staff and a broader scope. The functional model has strengthened academic engagement and allowed mapping of classes to information literacy standards. Next steps include increased collaboration, workshops, and online resources to provide consistency while accommodating student diversity.
ALTNWESIG Embedding Technology Enhanced Learning by Dr Neil Ringan
The Learning and Research Technologies (LRT) team at Manchester Metropolitan University supports the adoption and embedding of technology enhanced learning across the institution. The LRT team develops, supports, and integrates a range of systems including the Moodle virtual learning environment, video streaming services, and mobile apps. The team is divided into those who support student and learning systems, and those in the learning innovation team who help staff effectively utilize technologies to support teaching. E-learning support officers are embedded in each faculty to help academic staff integrate learning technologies in their practice in a pedagogically focused way. The LRT team offers extensive training and resources to support staff adoption of technology enhanced learning.
BERTA - OER for teacher educators
The document outlines the Berta Project, which aims to (1) collate open educational resources (OERs) relevant for training teacher educators in quality online and distance education (ODeL) in Africa, (2) organize the OERs into a course format to empower teacher educators to adapt the resources for their contexts, and (3) develop the resource in consultation with stakeholders. The project methodology involves finding appropriate OERs, integrating them into a program organized into 4 thematic modules on program design, assessment, student support, and using ICT tools, and getting feedback from stakeholders through webinars and conferences. The final version will be published under a Creative Commons license for open use.
Open Online Teacher professional Development: how to recognize MOOCs for teac...
Presentation made at the EMINENT Project Event 2018 on the topic 'How to assess, certify and recognize learning in open online teacher professional development?'
Course conversion to OER April 2016
Presented at OER Global Conference 2016
Krakow, Poland, 12 April 2016
Doreen Mushi and Brenda Mallinson
Early Experiences of the Course Conversion to OER Process at Open University...
Early Experiences of the Course Conversion to OER Process at Open University...Open Education Global (OEGlobal)
1. The document summarizes early experiences with converting courses to open educational resources (OER) at the Open University of Tanzania (OUT) as part of a collaborative project with OER Africa.
2. An initial working retreat was held where OER support staff and lecturers participated in OER conversion activities and reflected on the process and barriers faced.
3. Key learnings included the need to revise OUT's OER conversion process to involve quality assurance and library personnel more, and to continue institutional support to fully implement OER and the upcoming OER policy at OUT.Recommended
Bl managerers hca
This document discusses implementing blended learning at an educational institution. It recommends including a 10-50% online component in all publicly-funded learning programs. The institution implemented a 15% blended learning model called PAL with mixed results and is now evolving its model to SOLA. SOLA includes scheduled online learning and assessment of 1-2 hours per week for vocational courses. It outlines the key features and examples of SOLA modules. It also discusses planning considerations and defines roles to support blended learning.
Establishing your VLE across the organisation
Grantham College implemented a strategy to increase usage of its virtual learning environment (VLE) across the organization. By 2009, only 65% of courses were using the VLE, but usage was inconsistent. The college developed guidelines for mandatory and recommended VLE content. It also created a VLE awards scheme to recognize and incentivize high quality VLE course development. As a result of these efforts, VLE usage grew substantially between 2010-2011, with increased student and staff interaction on the VLE platform. Close collaboration between managers and support for staff skills development were key factors in the successful implementation of the college's VLE strategy.
Moving to higher ground in higher education? Changing our approach to teachin...
Áine Carey discusses Maynooth University Library's adoption of a functional teaching model. The library transitioned to this model to better meet the changing curriculum, information needs of a diverse student population, and develop critical skills. So far, the library has continued classroom instruction while facing challenges with fewer staff and a broader scope. The functional model has strengthened academic engagement and allowed mapping of classes to information literacy standards. Next steps include increased collaboration, workshops, and online resources to provide consistency while accommodating student diversity.
ALTNWESIG Embedding Technology Enhanced Learning by Dr Neil Ringan
The Learning and Research Technologies (LRT) team at Manchester Metropolitan University supports the adoption and embedding of technology enhanced learning across the institution. The LRT team develops, supports, and integrates a range of systems including the Moodle virtual learning environment, video streaming services, and mobile apps. The team is divided into those who support student and learning systems, and those in the learning innovation team who help staff effectively utilize technologies to support teaching. E-learning support officers are embedded in each faculty to help academic staff integrate learning technologies in their practice in a pedagogically focused way. The LRT team offers extensive training and resources to support staff adoption of technology enhanced learning.
BERTA - OER for teacher educators
The document outlines the Berta Project, which aims to (1) collate open educational resources (OERs) relevant for training teacher educators in quality online and distance education (ODeL) in Africa, (2) organize the OERs into a course format to empower teacher educators to adapt the resources for their contexts, and (3) develop the resource in consultation with stakeholders. The project methodology involves finding appropriate OERs, integrating them into a program organized into 4 thematic modules on program design, assessment, student support, and using ICT tools, and getting feedback from stakeholders through webinars and conferences. The final version will be published under a Creative Commons license for open use.
Open Online Teacher professional Development: how to recognize MOOCs for teac...
Presentation made at the EMINENT Project Event 2018 on the topic 'How to assess, certify and recognize learning in open online teacher professional development?'
Course conversion to OER April 2016
Presented at OER Global Conference 2016
Krakow, Poland, 12 April 2016
Doreen Mushi and Brenda Mallinson
Early Experiences of the Course Conversion to OER Process at Open University...
Early Experiences of the Course Conversion to OER Process at Open University...Open Education Global (OEGlobal)
1. The document summarizes early experiences with converting courses to open educational resources (OER) at the Open University of Tanzania (OUT) as part of a collaborative project with OER Africa.
2. An initial working retreat was held where OER support staff and lecturers participated in OER conversion activities and reflected on the process and barriers faced.
3. Key learnings included the need to revise OUT's OER conversion process to involve quality assurance and library personnel more, and to continue institutional support to fully implement OER and the upcoming OER policy at OUT.Quality assurance and q fs astana (maguire) 9.vi.15
This document discusses quality assurance frameworks in Europe and Ireland's experience with quality assurance. It contains the following key points:
1) European standards and guidelines outline three layers of quality assurance - internal quality assurance, external quality assurance, and external quality assurance agencies.
2) Qualifications frameworks in Europe are based on learning outcomes and aim to integrate quality assurance.
3) In Ireland, quality and qualifications responsibilities were consolidated into a single agency called Quality and Qualifications Ireland (QQI).
4) QQI guidelines address important aspects of quality assurance like program design, learning outcomes, assessment strategies, and internal and external quality reviews.
Sola1
This document discusses implementing blended learning at Heart of Worcestershire College. It recommends including a 10-50% online component in all publicly-funded learning programs. The college implemented a blended learning program called SOLA, where vocational courses include 30-60 online learning hours per year. Key features of SOLA include Moodle courses with clear instructions, learning outcomes, resources, activities and assessments. Roles like coordinators, teachers, tutors and support staff are defined. Lessons learned include the importance of engaging content, monitoring engagement, staff skills development and quality assurance. Implementing blended learning led to improved success rates, savings, and student and staff skills. The college offers consultation, content and training to help other organizations implement blended learning
Mait cohortinfo may2013
This document provides information about Stockton University's Master of Arts in Instructional Technology (MAIT) program, including details about the MAIT cohort program. It describes the MAIT curriculum and certification opportunities. It also outlines the benefits of the MAIT cohort program, such as customized instruction, networking opportunities, and convenient scheduling. Information is provided about applying to the MAIT program and new affordable tuition rates for off-campus cohorts. Contact information is listed for questions about the MAIT program.
Sola1
This document discusses implementing blended learning at Heart of Worcestershire College. It recommends including a 10-50% online component in all publicly funded learning programs. The college implemented a blended learning program called SOLA which includes 30-60 hours of online learning per year for vocational courses. Key aspects of SOLA include Moodle courses, online content and activities, and assessments. Challenges discussed include engaging learners and staff. Support needed includes training, resources, and monitoring. Benefits seen include improved success rates and cost savings. The college is available for consultation, training, and content to support other organizations with blended learning.
Mesquite High School S Ta R Results
This document summarizes the STaR results for Mesquite High School across four focus areas: teaching and learning, educator preparation and development, leadership/administration, and infrastructure. It finds the school is at an early technology level, with teachers primarily using tech for supplemental instruction and management, and students for skill reinforcement. To improve, it needs to increase teachers' and students' use of technology to support higher-level skills like research, communication, and data analysis.
How Ministry of Education in Malaysia support smart school
This document discusses how the Ministry of Education in Malaysia supports the Smart School concept. It outlines several key actions taken between 2005-2020 including gathering stakeholders to create policy, establishing management teams, and incrementally decentralizing the system. It also details the infrastructure and technologies provided, such as establishing internet networks in schools, equipping schools with ICT devices, and developing educational software applications. Support structures are created to handle ICT issues through a ticketing system and multiple levels of technical support.
Sola
This document discusses implementing blended learning at Heart of Worcestershire College. It recommends including a 10-50% online component in all publicly-funded learning programs. The college implemented a blended learning program called SOLA, which includes 30-60 hours of online learning per year for vocational courses. SOLA features include Moodle courses, clear instructions, learning resources, activities and assessments. Key roles in supporting SOLA include coordinators, teachers, tutors and support staff. Lessons learned include the importance of engaging content, monitoring engagement, effective training, and quality assurance. Implementing blended learning led to improved success rates, savings, and student skills.
Linq 2013 session_green_2_trans_it
The TRANSIt project aims to help teachers develop skills to design cross-curricular activities that support key competency acquisition in students. It will create a training framework with three levels: raising awareness of administrative staff, identifying best practices, and designing competence-driven activities assessed through e-portfolios. The framework will be developed through stakeholder needs analysis and tested in workshops with teachers from innovative and rural schools across Europe. Main outcomes will include the training platform, competence and assessment frameworks, and a guide of good practices.
Sola managers
This document discusses implementing blended learning at Heart of Worcestershire College. It provides two models for blended learning: PAL, which aimed for a 15% reduction in face-to-face teaching through online content but met with mixed success, and SOLA, which mandates 30-60 hours per year of online learning for vocational programs. SOLA has clear roles for coordinators, teachers, tutors and support staff. It also discusses lessons learned around engaging learners and staff, providing training and support, ensuring quality, and managing the implementation of blended learning through strong leadership and adequate resourcing. Overall, the college saw an 11% improvement in success rates and efficiency savings after implementing blended learning.
Nets S P316 Teachers
The document outlines the development of the National Educational Technology Standards (NETS) project which aims to define standards for effective use of technology in K-12 education. It discusses the phases of standards development including standards for students, teachers, support systems, and assessment. It also outlines the essential conditions needed for successful technology integration and implementation of the NETS, such as access to technology, technical support, and professional development.
QAA at the Digital Apprenticeship Community Event
1. The Quality Assurance Agency (QAA) oversees quality assurance for higher education in the UK, including degree apprenticeships. The QAA has developed the UK Quality Code, which outlines 19 high-level expectations that all higher education providers must meet.
2. The UK Quality Code covers academic standards, quality of learning opportunities, and information about higher education provision. It applies to all modes of study, locations, and students in UK higher education. Degree apprenticeships must also meet the expectations of the Quality Code.
3. In July 2018, the QAA published new guidance on assuring quality in higher education apprenticeships. It highlights key considerations around academic standards, learning and teaching, assessment
Poster for the CASCADE project
The poster describes the CASCADE project undertaken by the University of Oxford within the JISC Curriculum Delivery Transformation programme.
S Ta R Chart
The document discusses a STaR Chart, which is a technology planning and evaluation tool required by the No Child Left Behind Act. The STaR Chart assesses a school's progress in 4 key areas related to technology: (1) Teaching and Learning, (2) Educator Preparation and Development, (3) Leadership/Administration/Support, and (4) Infrastructure. It is used to create technology plans, set goals and benchmarks, track student/teacher proficiency, and ensure progress towards NCLB's requirement of technology literacy by 8th grade.
Response to Intervention (RtI): Onalaska, Wis., High School
Onalaska High School implemented professional learning communities (PLCs) and a response to intervention model to improve student learning outcomes. Over time, they refined their use of PLCs, interventions, and assessments. Interventions included study halls, tutoring programs, and alternative schedules. Assessment practices also evolved from a focus on teaching to ensuring learning through common assessments. While progress was made, continued work was needed on communication, sustainability, grading policies, and assessment practices. The presentation provided examples of interventions and changes made at the school over 10+ years to transition to a learning culture through PLCs and response to intervention.
Response to Intervention (RtI): School District of Beloit, Wis.
The document discusses the district's implementation of Response to Intervention (RtI). It describes the multi-tiered system of support and problem-solving approach used to provide targeted, research-based academic and behavioral interventions based on frequent progress monitoring. Key aspects include establishing district and building RtI teams, using common assessments to identify students in need of Tier 2 or Tier 3 support, and ensuring collaboration time for staff to review data and student progress. Challenges have included allocating sufficient time and resources but successes include improved achievement scores.
Curriculum development 2
This document discusses curriculum development and different curriculum products that exist at the international, national, school, and classroom level, providing examples from Finland. It examines the functions of these curriculum products in steering education and quality assurance. Key factors that enable meaningful international comparisons of education systems are identified, such as governance, funding, and pedagogical approaches.
Supporting research software community through training
Software Sustainability Institute's training activities. Presentation given at the eResearch New Zealand 2016
STaR Chart
The STaR Chart Long-Range Plan for Technology 2006-2020 outlines key areas of focus including teaching and learning, educator preparation, leadership and infrastructure. The plan aims to improve academic achievement through the use of relevant technologies, collaboration, and research-based strategies across all subjects. It also seeks to develop educator preparation programs that model technology use, create technology-rich learning environments, and integrate technology throughout curricula. Additionally, the plan looks to support teaching and learning through data-driven decision making, technical assistance, and secure infrastructure with 24/7 digital access.
Iste Standards Presentation For Tech Day
The document discusses the ISTE (International Society for Technology in Education) organization and its mission to improve education through technology. ISTE develops standards called NETS that have influenced expectations for students' technology skills. The NETS standards outline six areas of technology literacy: creativity, communication, research, critical thinking, digital citizenship, and operations/concepts. An example is provided of a classroom lesson on the Battle of Thermopylae where students research and present information meeting several NETS standards through group work using historical texts, virtual displays, online resources, and media analysis.
Presentation quality vtt 6february2018_ossiannilsson
This document outlines guidelines for enhancing quality in open and online flexible learning. It discusses challenges in digital education and the need to "level up" practices. International frameworks like the UNESCO 2030 agenda and European Commission's digital education plan are referenced. The document then covers quality models and characteristics at the micro, meso, and macro levels. Stakeholders in quality are identified. Models and dimensions for evaluating quality in open, online, and flexible learning are presented.
SLIDEshow t_Mail in class
The tMAIL project aims to (1) implement innovative classroom practices that foster students' self-regulated learning and (2) develop a mobile app and courses to train primary school teachers on self-regulated learning. The app offers multiple short courses on self-regulated learning strategies delivered through a cross-curricular approach. Teacher progress and activities are tracked through dashboards and logs to personalize support. Information from the app is also available to teacher educators and policymakers to further adapt practices and policies.
Training teachers in competence based education - TRANSIt project explained
Training teachers in competence based education - TRANSIt project explainedEDEN Digital Learning Europe
The TRANSIt project aims to help teachers design cross-curricular activities to support students' acquisition of key competencies. The project will develop a holistic learning, assessment and recognition framework based on competency standards. This framework will link stages of competency attainment from individual to institutional levels. Teachers will participate in training modules addressing competency development, lesson planning, assessment, and collaboration. Participating teachers will provide feedback to evaluate the training program's effectiveness in supporting competency-based education.More Related Content
What's hot
Quality assurance and q fs astana (maguire) 9.vi.15
This document discusses quality assurance frameworks in Europe and Ireland's experience with quality assurance. It contains the following key points:
1) European standards and guidelines outline three layers of quality assurance - internal quality assurance, external quality assurance, and external quality assurance agencies.
2) Qualifications frameworks in Europe are based on learning outcomes and aim to integrate quality assurance.
3) In Ireland, quality and qualifications responsibilities were consolidated into a single agency called Quality and Qualifications Ireland (QQI).
4) QQI guidelines address important aspects of quality assurance like program design, learning outcomes, assessment strategies, and internal and external quality reviews.
Sola1
This document discusses implementing blended learning at Heart of Worcestershire College. It recommends including a 10-50% online component in all publicly-funded learning programs. The college implemented a blended learning program called SOLA, where vocational courses include 30-60 online learning hours per year. Key features of SOLA include Moodle courses with clear instructions, learning outcomes, resources, activities and assessments. Roles like coordinators, teachers, tutors and support staff are defined. Lessons learned include the importance of engaging content, monitoring engagement, staff skills development and quality assurance. Implementing blended learning led to improved success rates, savings, and student and staff skills. The college offers consultation, content and training to help other organizations implement blended learning
Mait cohortinfo may2013
This document provides information about Stockton University's Master of Arts in Instructional Technology (MAIT) program, including details about the MAIT cohort program. It describes the MAIT curriculum and certification opportunities. It also outlines the benefits of the MAIT cohort program, such as customized instruction, networking opportunities, and convenient scheduling. Information is provided about applying to the MAIT program and new affordable tuition rates for off-campus cohorts. Contact information is listed for questions about the MAIT program.
Sola1
This document discusses implementing blended learning at Heart of Worcestershire College. It recommends including a 10-50% online component in all publicly funded learning programs. The college implemented a blended learning program called SOLA which includes 30-60 hours of online learning per year for vocational courses. Key aspects of SOLA include Moodle courses, online content and activities, and assessments. Challenges discussed include engaging learners and staff. Support needed includes training, resources, and monitoring. Benefits seen include improved success rates and cost savings. The college is available for consultation, training, and content to support other organizations with blended learning.
Mesquite High School S Ta R Results
This document summarizes the STaR results for Mesquite High School across four focus areas: teaching and learning, educator preparation and development, leadership/administration, and infrastructure. It finds the school is at an early technology level, with teachers primarily using tech for supplemental instruction and management, and students for skill reinforcement. To improve, it needs to increase teachers' and students' use of technology to support higher-level skills like research, communication, and data analysis.
How Ministry of Education in Malaysia support smart school
This document discusses how the Ministry of Education in Malaysia supports the Smart School concept. It outlines several key actions taken between 2005-2020 including gathering stakeholders to create policy, establishing management teams, and incrementally decentralizing the system. It also details the infrastructure and technologies provided, such as establishing internet networks in schools, equipping schools with ICT devices, and developing educational software applications. Support structures are created to handle ICT issues through a ticketing system and multiple levels of technical support.
Sola
This document discusses implementing blended learning at Heart of Worcestershire College. It recommends including a 10-50% online component in all publicly-funded learning programs. The college implemented a blended learning program called SOLA, which includes 30-60 hours of online learning per year for vocational courses. SOLA features include Moodle courses, clear instructions, learning resources, activities and assessments. Key roles in supporting SOLA include coordinators, teachers, tutors and support staff. Lessons learned include the importance of engaging content, monitoring engagement, effective training, and quality assurance. Implementing blended learning led to improved success rates, savings, and student skills.
Linq 2013 session_green_2_trans_it
The TRANSIt project aims to help teachers develop skills to design cross-curricular activities that support key competency acquisition in students. It will create a training framework with three levels: raising awareness of administrative staff, identifying best practices, and designing competence-driven activities assessed through e-portfolios. The framework will be developed through stakeholder needs analysis and tested in workshops with teachers from innovative and rural schools across Europe. Main outcomes will include the training platform, competence and assessment frameworks, and a guide of good practices.
Sola managers
This document discusses implementing blended learning at Heart of Worcestershire College. It provides two models for blended learning: PAL, which aimed for a 15% reduction in face-to-face teaching through online content but met with mixed success, and SOLA, which mandates 30-60 hours per year of online learning for vocational programs. SOLA has clear roles for coordinators, teachers, tutors and support staff. It also discusses lessons learned around engaging learners and staff, providing training and support, ensuring quality, and managing the implementation of blended learning through strong leadership and adequate resourcing. Overall, the college saw an 11% improvement in success rates and efficiency savings after implementing blended learning.
Nets S P316 Teachers
The document outlines the development of the National Educational Technology Standards (NETS) project which aims to define standards for effective use of technology in K-12 education. It discusses the phases of standards development including standards for students, teachers, support systems, and assessment. It also outlines the essential conditions needed for successful technology integration and implementation of the NETS, such as access to technology, technical support, and professional development.
QAA at the Digital Apprenticeship Community Event
1. The Quality Assurance Agency (QAA) oversees quality assurance for higher education in the UK, including degree apprenticeships. The QAA has developed the UK Quality Code, which outlines 19 high-level expectations that all higher education providers must meet.
2. The UK Quality Code covers academic standards, quality of learning opportunities, and information about higher education provision. It applies to all modes of study, locations, and students in UK higher education. Degree apprenticeships must also meet the expectations of the Quality Code.
3. In July 2018, the QAA published new guidance on assuring quality in higher education apprenticeships. It highlights key considerations around academic standards, learning and teaching, assessment
Poster for the CASCADE project
The poster describes the CASCADE project undertaken by the University of Oxford within the JISC Curriculum Delivery Transformation programme.
S Ta R Chart
The document discusses a STaR Chart, which is a technology planning and evaluation tool required by the No Child Left Behind Act. The STaR Chart assesses a school's progress in 4 key areas related to technology: (1) Teaching and Learning, (2) Educator Preparation and Development, (3) Leadership/Administration/Support, and (4) Infrastructure. It is used to create technology plans, set goals and benchmarks, track student/teacher proficiency, and ensure progress towards NCLB's requirement of technology literacy by 8th grade.
Response to Intervention (RtI): Onalaska, Wis., High School
Onalaska High School implemented professional learning communities (PLCs) and a response to intervention model to improve student learning outcomes. Over time, they refined their use of PLCs, interventions, and assessments. Interventions included study halls, tutoring programs, and alternative schedules. Assessment practices also evolved from a focus on teaching to ensuring learning through common assessments. While progress was made, continued work was needed on communication, sustainability, grading policies, and assessment practices. The presentation provided examples of interventions and changes made at the school over 10+ years to transition to a learning culture through PLCs and response to intervention.
Response to Intervention (RtI): School District of Beloit, Wis.
The document discusses the district's implementation of Response to Intervention (RtI). It describes the multi-tiered system of support and problem-solving approach used to provide targeted, research-based academic and behavioral interventions based on frequent progress monitoring. Key aspects include establishing district and building RtI teams, using common assessments to identify students in need of Tier 2 or Tier 3 support, and ensuring collaboration time for staff to review data and student progress. Challenges have included allocating sufficient time and resources but successes include improved achievement scores.
Curriculum development 2
This document discusses curriculum development and different curriculum products that exist at the international, national, school, and classroom level, providing examples from Finland. It examines the functions of these curriculum products in steering education and quality assurance. Key factors that enable meaningful international comparisons of education systems are identified, such as governance, funding, and pedagogical approaches.
Supporting research software community through training
Software Sustainability Institute's training activities. Presentation given at the eResearch New Zealand 2016
STaR Chart
The STaR Chart Long-Range Plan for Technology 2006-2020 outlines key areas of focus including teaching and learning, educator preparation, leadership and infrastructure. The plan aims to improve academic achievement through the use of relevant technologies, collaboration, and research-based strategies across all subjects. It also seeks to develop educator preparation programs that model technology use, create technology-rich learning environments, and integrate technology throughout curricula. Additionally, the plan looks to support teaching and learning through data-driven decision making, technical assistance, and secure infrastructure with 24/7 digital access.
Iste Standards Presentation For Tech Day
The document discusses the ISTE (International Society for Technology in Education) organization and its mission to improve education through technology. ISTE develops standards called NETS that have influenced expectations for students' technology skills. The NETS standards outline six areas of technology literacy: creativity, communication, research, critical thinking, digital citizenship, and operations/concepts. An example is provided of a classroom lesson on the Battle of Thermopylae where students research and present information meeting several NETS standards through group work using historical texts, virtual displays, online resources, and media analysis.
Presentation quality vtt 6february2018_ossiannilsson
This document outlines guidelines for enhancing quality in open and online flexible learning. It discusses challenges in digital education and the need to "level up" practices. International frameworks like the UNESCO 2030 agenda and European Commission's digital education plan are referenced. The document then covers quality models and characteristics at the micro, meso, and macro levels. Stakeholders in quality are identified. Models and dimensions for evaluating quality in open, online, and flexible learning are presented.
What's hot (20)
Quality assurance and q fs astana (maguire) 9.vi.15
Quality assurance and q fs astana (maguire) 9.vi.15
How Ministry of Education in Malaysia support smart school
How Ministry of Education in Malaysia support smart school
Response to Intervention (RtI): Onalaska, Wis., High School
Response to Intervention (RtI): Onalaska, Wis., High School
Response to Intervention (RtI): School District of Beloit, Wis.
Response to Intervention (RtI): School District of Beloit, Wis.
Supporting research software community through training
Supporting research software community through training
Presentation quality vtt 6february2018_ossiannilsson
Presentation quality vtt 6february2018_ossiannilsson
Similar to SLIDESHOW Project Info
SLIDEshow t_Mail in class
The tMAIL project aims to (1) implement innovative classroom practices that foster students' self-regulated learning and (2) develop a mobile app and courses to train primary school teachers on self-regulated learning. The app offers multiple short courses on self-regulated learning strategies delivered through a cross-curricular approach. Teacher progress and activities are tracked through dashboards and logs to personalize support. Information from the app is also available to teacher educators and policymakers to further adapt practices and policies.
Training teachers in competence based education - TRANSIt project explained
Training teachers in competence based education - TRANSIt project explainedEDEN Digital Learning Europe
The TRANSIt project aims to help teachers design cross-curricular activities to support students' acquisition of key competencies. The project will develop a holistic learning, assessment and recognition framework based on competency standards. This framework will link stages of competency attainment from individual to institutional levels. Teachers will participate in training modules addressing competency development, lesson planning, assessment, and collaboration. Participating teachers will provide feedback to evaluate the training program's effectiveness in supporting competency-based education.Developing a strategy for flexible learning programmes at NorthTec
Case Study presented at Future Learning and the Digital Conference June 2013 Auckland, New Zealand
Developing a strategy for flexible learning programmes in your organisation:
• How to develop and implement an institute wide strategy
• How to lead change initiatives and embed them into institutional practice
• Ways to effectively use technologies to engage and inspire learners and create accessible learning opportunities
• Tips on how to effectively integrate technology strategically into teaching and learning
A roadmapfor implementingblendedlearningcue mar2014
iNACOL completed a roadmap for blended learning. These elements include leadership, professional development, teaching, operations/policy, content and technology. Each element is needed in order to have a successful implementation.
Teacher Competences Fostering Universal Design for Learning and Inclusion
Description of the themes and issues in UDL (Universal Design for Learning) as used in the Workshop in the LINQ Conference 2014 in Rethymnon, Greece on the EU Comenius UDLnet project.
Raising the Achievement of all Learners in Inclusive Education project
Raising the Achievement of all Learners in Inclusive Education projectEuropean Agency for Special Needs and Inclusive Education
The Agency's 'Raising the Achievement of All Learners in Inclusive Education' project (2014–2017) aimed to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners.Teacher Education for Inclusion project
This Agency project set out to examine the essential skills, knowledge and understanding, attitudes and values needed by everyone entering the teaching profession. The presentation compiled the recommendations from the project whose main question was: How are all teachers prepared via their initial education to be inclusive?
The Profile of Inclusive Teachers is an outcome of this project. This presentation briefly describes the four core values relating for teaching and learning, as well as main areas of teacher competence.
For more information, visit the project's web area: www.european-agency.org/agency-projects/teacher-education-for-inclusion
TTTNet - Teamwork, Training and Technology Network
TTTNet - Teamwork, Training and Technology NetworkTechnological Ecosystems for Enhancing Multiculturality
This document outlines the Teamwork, Training and Technology Network (TTTNET) project. The project involves 11 partner organizations across 7 European countries and Russia. The project aims to make science education more attractive and appealing to young learners by identifying innovative practices, supporting teachers, and influencing education policy. Key activities include collecting and sharing good practices, monitoring classrooms, hosting conferences, and developing recommendations to support science education. The EU supports the project to help develop skills needed for the modern knowledge economy.Teacher Professional Development with a wow-factor: Innovative and emerging p...
Presentation on emerging and innovative models of teacher professional development and other forms of professional learning. The study is conducted by the JRC, the European Commission.
The changing nature of learning management systems and the emergence of a dig...
The changing nature of learning management systems and the emergence of a dig...Charles Darwin University
A Webinar presented to Faculty and post graduate students at the Model Institute of Education & Research, Jammu, India.
Our digital ecologies are changing because the way we are wanting to teach is changing. We are seeing a much greater emphasis being placed on active, authentic and collaborative modes of teaching. Therefore we have had to find new tools to help us with these new tasks. But the reasons to engage with these new tools needs to be based on sound pedagogical foundations.Modelling openness: Developing the Digital Fluency course at OUT
It is recognised that more than ‘literacy’ is needed in today’s academic environment in order to take full advantage of the affordances of using ICTs for the full range of teaching and learning, research, and administrative duties and blended modes of provision.
In order to address this issue, OUT, in collaboration with Saide’s OER Africa initiative, has conceptualised a course on ‘Digital Fluency’ to be provided as an Open Educational Resource (OER) and made available for ODeL provision.
The move from literacy to fluency encompasses effective and ethical online communication, critical interpretation, quality resource creation and curation, knowledge co-construction, and an understanding of using all of these abilities to open up education – with all of these becoming increasingly standard and effortless over time.
Modelling Openness in Academic Professional Development: case study of develo...
Modelling Openness in Academic Professional Development: case study of develo...Open Education Global (OEGlobal)
This document summarizes the development of an Open Educational Resources (OER) digital fluency course for academics at the Open University of Tanzania (OUT). The goals were to develop a 5 module course on digital skills, convert existing OUT courses to OER, establish an OER repository, and conduct research. The course was developed iteratively over 3 years with input from OUT and other universities. It was piloted with academics and received positive feedback. Moving forward, OUT aims to further integrate OER into its practices and policies to promote open teaching and learning.National council for teacher education
The National Council for Teacher Education (NCTE) was established in 1973 as an advisory body and became a statutory body in 1995 to regulate and develop teacher education across India. Its objectives are to achieve coordinated development of teacher education through proper maintenance of norms and standards. NCTE regulates recognition of institutions, develops curriculum frameworks, and sets guidelines for qualifications and infrastructure standards. It works to prevent commercialization of teacher education and advises central and state governments on teacher education policies. NCTE oversees pre-service and in-service teacher training through institutions like DIETs and provides guidance on effective training strategies and evaluation.
Learning analytics futures: a teaching perspective
Talk given by Rebecca Ferguson on 22 November 2018 int Universita Ca'Foscario Venezia at the event Nuovi orizzonti della ricerca pedagogica: evidence-based learning e learning analytics
EDTECH 554 - Providing professional development for teachers copy
The document outlines a proposed professional development workshop for teachers on project based learning. The workshop will be conducted over 1.5 days by an outside organization. It will teach teachers the pedagogical underpinnings of project based learning and how to apply it across disciplines while integrating standards. Learning will be measured through pre/post assessments and surveys. The goals are for teachers to adopt a project based approach in their classrooms and move to tier 3 technology integration, with students actively engaged in individual and collaborative technology use. This workshop aims to improve teacher effectiveness and differentiate instruction to better serve all learners.
66
The document summarizes the LEAD-LAB Grundtvig Project, which aims to create an integrated model of personalized learning and self-directed learning to improve adult education in Europe. The project will identify best practices in personalization and self-learning, develop the LEAD-LAB model and guidelines for its application, define competencies for a new role of "Learning Personalization Trainer," and test an experimental course to train these trainers. The expected impact is to facilitate the development and transfer of innovative practices in adult education across Europe.
Educational use of technology
1. Instructional leaders can encourage effective use of technology in the classroom by discussing best practices, reviewing instructional strategies, conducting walkthroughs, and providing professional development on instructional technology.
2. Research shows that technology improves student performance when integrated into the curriculum, allows for collaboration, provides feedback, and is supported by teachers and administrators.
3. Instructional leaders must create a technology plan that ensures ubiquitous access to technology, connectivity, resources to support the system, policies around technology use, and assessment of effectiveness.
e-Learning Planning Framework | An introduction
The document introduces New Zealand's draft e-learning planning framework developed by the Ministry of Education. It was created to help schools self-review how they use information and communication technologies (ICTs) to support learning. The framework includes 5 dimensions, multiple strands within each dimension, and descriptors for different levels of maturity. It is intended to guide schools in building ICT capability. The document outlines how the framework was developed by reviewing other models and prioritizing New Zealand needs. It also provides examples of how schools may use and consult on the draft framework.
CPD/SLN/OLIS certificate programs - SLN SOLsummit
The document outlines plans for academic professional development programs through collaboration between several SUNY organizations. It discusses the goals and target audiences, proposed competency-based certificate programs, content sources, potential attendees, and format/delivery options. A timeline is provided for the initial phase of programs to be offered starting in Fall 2011, focusing on topics like online teaching, instructional technology, and library services.
OER uptake in adult education institutions
Some thoughts on how to embed OER and OEP in Adult Education. Presentation given in a webinar during the Open Education Week 2015.
Similar to SLIDESHOW Project Info (20)
Training teachers in competence based education - TRANSIt project explained
Training teachers in competence based education - TRANSIt project explained
Developing a strategy for flexible learning programmes at NorthTec
Developing a strategy for flexible learning programmes at NorthTec
A roadmapfor implementingblendedlearningcue mar2014
A roadmapfor implementingblendedlearningcue mar2014
Teacher Competences Fostering Universal Design for Learning and Inclusion
Teacher Competences Fostering Universal Design for Learning and Inclusion
Raising the Achievement of all Learners in Inclusive Education project
Raising the Achievement of all Learners in Inclusive Education project
TTTNet - Teamwork, Training and Technology Network
TTTNet - Teamwork, Training and Technology Network
Teacher Professional Development with a wow-factor: Innovative and emerging p...
Teacher Professional Development with a wow-factor: Innovative and emerging p...
The changing nature of learning management systems and the emergence of a dig...
The changing nature of learning management systems and the emergence of a dig...
Modelling openness: Developing the Digital Fluency course at OUT
Modelling openness: Developing the Digital Fluency course at OUT
Modelling Openness in Academic Professional Development: case study of develo...
Modelling Openness in Academic Professional Development: case study of develo...
Learning analytics futures: a teaching perspective
Learning analytics futures: a teaching perspective
EDTECH 554 - Providing professional development for teachers copy
EDTECH 554 - Providing professional development for teachers copy
More from slideshowproject
Activities using e-Tools and Classroom Observation - Projects
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
Learning by doing - SOLE
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
Setting up for success - SRL in your school
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
Using digital tools to support SRL
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
What is Self Regulated Learning?
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
SRL Good Practices? 2 examples from Doukas School
SLIDEshow Erasmus+ Project
Teacher Educator Training (C1)
Vienna 17-19 Oct. 2018
Collecting Good Practices
Website: www.slideshowproject.eu
eTwinning: twinspace.etwinning.net/65871
SRL Practice Framework
SRL Practice Framework
Intellectual Output 2
SLIDEshow Project
https://www.slideshowproject.eu/
https://twinspace.etwinning.net/65871/
Scientific evidence reveals different effective ways to support student self-regulated learning (SRL). In order to facilitate the transfer of these effective SRL classroom practices, a practice framework entailing based on most recent evidence relating to effective SRL promotion strategies is developed. This document consists of a practice framework (including teacher competences and qualities) for teachers and teacher educators who wish to be successful in supporting their students’ SRL. By linking the practice framework to the European Qualification Framework (EQF), SLIDEshow integrates scientific and policy materials for the benefit of practice. The EQF very strongly emphasises the attribute of independence in the acquisition and execution of competences. The eight levels of competence described in the EQF, starting at a completely dependent behaviour (i.e. dependencies on instruction and supervision) to complete independence and being a driver or innovator in the domain, can be a good fit for SRL, because of the self-management capacities that are intrinsic to it.
The SRL practice is innovative in the sense that it aims to support the integration of SRL by clearly outlining what competences are crucial for supporting students’ SRL and how this connects to existing frameworks (the EQF). By framing SRL instruction within a broader context (EQF) familiar to many educational systems, we intend to support the integration of SRL instruction in a ‘connected’, structural manner. Teachers and schools face a myriad of challenges and proposed solutions/innovations, often quickly following each other and being implemented in rather isolated ways. Next, the SRL practice framework will be applicable for both teachers and teacher educators. The focus on teacher educators is considered innovative, as most programs focus on teachers mainly.
Finally, the SRL practice framework will be used as a common framework for the SLIDEshow project as a whole and will be used for evaluation purposes later on in the project. Also, the framework will inform the design of the objectives, content, and approach of the teacher educator training (IO4). Finally, the framework will be used to analyse and identify the good practices concerning the integration of SRL in classroom practice (IO5).
This document is composed as following: first, a background for this document is given, secondly, a list of SRL instructional competences is given based on an extensive literature review. The competences are explored in depth. Thirdly, the SRL practice framework is integrated in the EQF, a practical approach is used, explaining the competences at the different levels of the EQF.
SLIDEshow eTwinning Networking
SLIDEshow Erasmus+ Project
Workshop Presentations
Teacher Educator Training (C1)
Vienna 17-19 Oct. 2018
Website: www.slideshowproject.eu
eTwinning: twinspace.etwinning.net/65871
SLIDEshow SRL Supports - What is out there
SLIDEshow Erasmus+ Project
Workshop Presentations
Teacher Educator Training (C1)
Vienna 17-19 Oct. 2018
Website: www.slideshowproject.eu
eTwinning: twinspace.etwinning.net/65871
SLIDEshow SRL Theoretical Background
SLIDEshow Erasmus+ Project
Workshop Presentations
Teacher Educator Training (C1)
Vienna 17-19 Oct. 2018
Website: www.slideshowproject.eu
eTwinning: twinspace.etwinning.net/65871
Collecting Good Practices in SRL
SLIDEshow Erasmus+ Project
Workshop Presentations
Teacher Educator Training (C1)
Vienna 17-19 Oct. 2018
Website: www.slideshowproject.eu
eTwinning: twinspace.etwinning.net/65871
Learning Analytics for SRL
SLIDEshow Erasmus+ Project
Workshop Presentations
Teacher Educator Training (C1)
Vienna 17-19 Oct. 2018
Website: www.slideshowproject.eu
eTwinning: twinspace.etwinning.net/65871ation for SLIDEshow project, Vienna Oct.2018
Personalised Evidence Based Practice Framework
SLIDEshow Project
Intellectual Output 3
This report aims to outline a practice for (self-) assessment of teachers’ abilities to support self-regulated learning (SRL) and to personalise instruction to the individual needs of students in their classes. It is particularly looking at the role that learning data plays as evidence for learning, progress, and achievement. Parallel to the SRL practice framework (IO2)1, this project output (IO3) will clearly describe the necessary data competences with the goal of equipping teachers with the skills and hands-on-experiences with using learner data for the support of their own personal SRL as well as their students’ SRL.
More from slideshowproject (13)
Activities using e-Tools and Classroom Observation - Projects
Activities using e-Tools and Classroom Observation - Projects
Recently uploaded
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcAzure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Recently uploaded (20)
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
SLIDESHOW Project Info
- 1. SLIDEshow Showcasing Self-regulated Learning Implemented through Data-driven Education
- 2. Erasmus+ Key Action 2 • Erasmus + program • Key action 2: Cooperation for Innovation and the Exchange of Good Practices • Strategic partnerships for school education • Promote innovation & exchange of experience and know-how
- 3. Problem statement • Importance and positive impact of self-regulated learning (SRL) • SRL as key competences • Barriers for translation of policy into practice
- 4. SLIDEshow • Holistic, multi-stakeholder approach • Learning analytics to personalize instructional practices • More effective integration of SRL in education across Europe.
- 5. Target groups • Teachers (primary & lower secondary) • Teacher educators • Pre-service teacher educators (including school mentors responsible for internships) • In-service teacher educators (including mentors) • School staff responsible for professional development within their school • Policy makers at micro, meso, macro level • SRL researchers
- 6. Objectives • Raising awareness of the importance of SRL for primary and lower secondary education with teachers, teacher educators, policy makers, and researchers • Establishing a Europe wide multi-stakeholder SRL network • Designing research-based high-quality tools supporting the introduction of SRL into classroom practice • Developing good practices of SRL implementation • Building teachers’ and teacher educators’ competences to foster SRL and to use learning analytics for SRL instruction • Increasing students’ SRL skills
- 7. Principles • Use the tMAIL tools to mainstream SRL across EU • Multi-stakeholder approach • Use power of technologies (learning analytics) to personalize education and learning • Roger’s innovation adoption framework • Phase 1 – innovators (partners) • Phase 2 – early adopters (associated partner network) • Phase 3 – early and late majority (exploitation)
- 8. Aims 1. Increase effectiveness of SRL teaching by allowing teachers to personalize SRL teaching IO1 (assessment toolkit) & IO2 (SRL competence framework) • Map existing SRL assessment instruments • Translate into teacher instruments • Integrate in tMAIL app & on SLIDEshow online platform Underlying aims: personalize SRL support; evidence- based SRL support; bridge research & practice
- 9. Aims 2. Build teachers’ and teacher educators’ personalised evidence-based SRL teaching competences IO3 (framework) & IO4 (teacher educator training) • Training for teacher educators to: • develop teacher competence to support SRL, use learner data and personalize instruction • develop teacher educators’ own competences to support (teacher) SRL, use learner data, and personalize instruction
- 10. Aims 3. Building a Europe wide multi-stakeholder SRL network and enabling sharing of good practices IO5 (good practices), IO6 (publications), IO7 (platform) • Collect good practices of SRL support & evidence-based personalization of teaching • Three evidence papers (multi-stakeholder approach) • Interactive multi-media platform
- 12. Project partners
- 13. Follow us! slideshowproject.eu facebook.com/EUSLIDEshow twitter.com/EU_SLIDEshow