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.

1. tMAIL in class

2. What is the tMAIL project?
• European project
• Erasmus+, KA3
• 9 partners
• 5 countries
• 11/2015-10/2017

3. Problem statement
• Difficult integration of SRL support in (primary)
education
• Difficulties in personalising practices and policies
• Barriers at different levels:
• Teachers
• Teacher educators
• Policy

4. • Objectives:
1) implement and mainstream innovative practices in the
educational sector
2) implement primary classroom practices that foster
students’ SRL
• Consequently:
1) mobile app (software which can deliver any type of course)
2) mobile course / content (on self-regulated learning)
tMAIL objectives

5. Target groups

6. The tMAIL app
• Offers a training on SRL for primary school teachers
• Multiple short courses
• Cross-curricular approach
• Three types of courses
• Introduction courses
• SRL strategies
• Influences

7. Main menus

8. • All course modules
• Introduction courses on SRL
• Each SRL strategy has its own course
• Categories: before, during and after learning
• Context courses
Catalog

13. • Courses based on teachers’ personal profile
• Courses categorized in themes
• Recommendations based on interest, beliefs,
knowledge, skills and confidence
Themes

16. • See how teachers are learning and integrating
SRL  self-reflection
• Two dashboard:
• Progress
• Diary
Dashboard

20. • All things done in the app
• Course list
Activity

22. • Personalisation
• Collaboration
• Experimentation
• Self-reflection
• Teacher self-regulation
• Multistakeholder approach
Principles behind the app

23. “One size does not fit all”
– Offering increased flexibility in learning (choose which and
how many courses you follow, decide yourself on the order, place,
time, and pace of learning)
– Offering tools that help you take most out of your
learning depending on your SRL beliefs, knowledge and
confidence.
(e.g. dashboard, themes-menu)
Personalisation

24. “Alone we are smart, together we are brilliant.”
(S. Anderson)
• It is not just you and your mobile device. It is about a
community.
• The app encourages you to share your experiences with
others.
Collaboration

25. “No one ever learned to play the piano without
exercising.” (Edel Maex)
• That’s why the app invites you to actually try out some
things in your classroom.
• Simply reading the courses most likely won’t lead to actual
changes in your classroom practice.
• Self-reflection is crucial
Experimentation & self-reflection

26. “Practice what you preach”
• When we want our students to self-regulate, we may as well
start with ourselves. Be ready to use your own self-
regulation skills ;-). We’ll walk our talk!
Teacher self-regulation

27. • In order to support self-reflection, and personalise learning,
the app collects some information about learning
– For example: beliefs, knowledge and confidence to teach SRL
• This information is available also to:
– Teacher educators (if you invite them)
– Policy makers (but only anonymized!)
Multistakeholder approach

28. • Why?
– Teacher educators can use the information to
personalise their support to your specific needs and
interests
– Policy makers can use the information to adapt their
policy support to the needs of specific groups of
teachers (e.g. novices) or schools.
Multistakeholder approach

29. App information
• The app stores different types of information
• Some information can be used by teacher
educators
• Teacher educator platform

30. Information types

31. Type 1: personal information
• Name
• E-mail address
• Nationality
• # years of teaching experience
• Teaching grade + age of students

33. Type 3: learning diary
• Assesses translation of what was learned into their
classroom practice + facilitates teachers’ reflection
• Self-report

34. Type 4: course input/interactions
• Collects qualitative information through the courses
• Requires good knowledge of the mobile courses

35. Type 4: course input (1)

36. Type 5: Uploads
Uploaded materials,
evidence or examples of
experimentation

37. Type 6: Logs
• Teachers’ interactions with the app
• Frequency and time of log-ins
• Courses started
• Courses finished
• Time spent on courses
• Time spent on pages
• …

38. Teacher educator platform
• App information of teachers is made available on a
secured teacher educator platform.
• Access the tMAIL Teacher Educator Monitoring
Platform here or copy paste the following link into
your browser: https://tmail-project-
eu.appspot.com.

40. • To connect teachers with their teacher educator,
teachers need to send an invitation to their teacher
educator from within the app.
• The platform shows different types of information
which can be used to:
• deepen and challenge teacher learning,
• facilitate collaborative learning, and
• adapt the trainings to the group’s or individuals’ needs.
Teacher educator platform

41. • Teacher educators can use the platform to monitor the
learning activities of their teacher trainees, which will
then enable them to personalize their support.
• The manual for data driven practices explains how to
use the teacher educator platform
• The implementation plan explains how teacher
educators (which can be school-based teachers as well)
can support a group of teachers who use the tMAIL app
for learning about SRL.
Teacher educator platform

42. Life after tMAIL
SLIDEshow
• Continuation of tMAIL
• Further dissemination of the app (also in other
countries) and a training for teacher educators
• Build a EU wide SRL network to exchange materials
and expertise

43. Explore!
Apple store Play store