Presentation from a pilot project: eTwinning in teacher education, in the semingar Erasmus+ TCA: Enhancing student mobility in Teacher Education, held at Icelandair Hotel Reykjavik Natura 3.-4. December 2019
eTwinning Teacher Training Initiative - Bruxelles meeting 23-25 May 2018, presentation of the TTI in Italy, model, practices and monitoring. Future steps and challages.
ICT & Teacher Education Innovation: focus on EU IWB projects iTILT & SMARTVETTon Koenraad
Invited by Nevsehir university Faculty of Education in Turkey to present TELLConsult's experiences with Technology & Language Teacher Education and the results of the EU projects iTILT and SMARTVET as reported at the ISNITE 2013 Symposium in Ankara.
eTwinning Teacher Training Initiative - Bruxelles meeting 23-25 May 2018, presentation of the TTI in Italy, model, practices and monitoring. Future steps and challages.
ICT & Teacher Education Innovation: focus on EU IWB projects iTILT & SMARTVETTon Koenraad
Invited by Nevsehir university Faculty of Education in Turkey to present TELLConsult's experiences with Technology & Language Teacher Education and the results of the EU projects iTILT and SMARTVET as reported at the ISNITE 2013 Symposium in Ankara.
Teaching in the Hybrid Virtual ClassroomZac Woolfitt
How do you teach in the Hybrid Virtual Classroom? Student in the classroom and online at the same time? This workshop covers some of the challenges.
Pedagogical advice
Advice for preparation, planning and choices
· Be well prepared. Plan teaching activities in advance such as when you plan to switch between on-campus and online groups. Prepare your ‘chat’ text in advance. Minimise these moments unless discussion is the goal. Plan a variety of content and formats to keep it engaging.
· Create a complete and detailed plan for the lesson overview. Outline roles, learning goals, and timing. If there are several teachers each should know what their role is. Provide a moderator to manage the flow of communication and check the chat.
· Have a very clear script for how the class will be run and who will do what and ensure all teachers understand it. Have roles clearly defined for all those who are involved.
· Make clear choices about what teaching activities are synchronous and asynchronous. Plan each class in the context of the whole curriculum. A live session must be a condensed version of a normal class. Plan carefully in advance specific activities for those in person and those online and how to engage them. Do not try to cover all your normal class content in this format.
· Make lesson content (slides) available to students in advance so it is easier from them to follow the class online.
· Practice in the HVC/CC as an actor would practice in a new theatre to get a ‘feel’ for it. Try to imagine what it is like to be the student online. Do a test run with a colleague where you experience this, so you know how the online students see your lesson.
· Do not use this format to give a long lecture with lots of information. Use content and then combined with exercises and discussions. Think very carefully before using the HVC/CC due to complexity, planning and additional staff costs.
Advice for classroom management
· Always ask a question first to the students online, then to those in the classroom.
· Plan to actively connect the two group to create immersive interaction.
· Since there is less non-verbal communication from online students, address them directly. Ask them to use the chat. Be prepared for less direct interaction from those online and work to engage them.
· Place online students into groups and place them in break-out rooms. Then allocate each group a separate screen in the classroom to make interaction with them easier.
· Consider having an additional teacher who focuses exclusively on the online students.
· Ensure that for online students that their audio and video works in both directions so they can be seen and heard.
· Use a quiz format (voting Yes or No by showing a red or green object) to encourage students to switch on their camera.
· Ask online students to share their screen to involve them when they talk
Olga Firssova - Task-centred approach to MOOC design - challenges and opportu...EUmoocs
EMMA webinar - Task-centred approach to MOOC design: challenges and opportunities
This one hour webinar is intended for people willing to improve the pedagogical design of MOOCs. Often MOOCs tend to follow an instructivist approach where learners are mostly expected to acquire and remember the knowledge presented by the teacher. This webinar will guide participants through the phases of Merrill’s task-centered instructional design model. We will show how the model can be applied to MOOC design for engaging learners in active and collaborative knowledge construction through meaningful and practical assignments. Opportunities that task-centered MOOC design offers and challenges that need to be considered will be discussed.
Discover more about EMMA, its MOOCs and webinars on the website: http://project.europeanmoocs.eu/
Wikiwijs, an unexpected journey: lessons learnedRobert Schuwer
The Wikiwijs program on OER lasted 5 years from 2009-2013. In this presentation the main lessons learned are presented. This presentation was at the Open Courseware Consortium Global Meeting 2014, 23 April in Ljubljana (Slovenia)
A paper with more information on these lessons can be found here: http://openpraxis.org/index.php/OpenPraxis/article/view/116
Interdisciplinary learning at the Future Classroom Lab - Anastasiya Boiko, Eu...Brussels, Belgium
Presentation by Anastasiya Boiko, European Schoolnet, about Interdisciplinary learning at the Future Classroom Lab, at the Scientix course "STEM in primary school classrooms" 25-29 June 2018.
TU Delft is a strong supporter of Open. Therefor course contents in OpenCourseWare, iTunesU and MOOCs are shared under a Creative Commons license (CC BY NC SA). In 2014, edX provided Delft University of Technology with the opportunity to sublicense its DelftX MOOCs to regions where traditionally acces had been limited; EdRaak would translate DelftX MOOCs to increase access to the Arabic speaking region and XuetangX would do the same for the Mandarin speaking region, in adition overcoming the great Firewall of China. This opportunity also provided a challenge: How can we sublicense DelftX MOOCs (leading to revenue) if (in part) the contents are already available under an open (Creative Commons) license? In this paper and presentation we will share how Delft University of Technology tried to tackle this challenge to experiment with experiments leading to revenue generation while at the same time upholding its open policy.
Supporting Open Education Policymaking by Higher Education Institutions in Th...Robert Schuwer
In 2013 nine workshops were conducted at HEIs in The Netherlands to support policy making on Open Education. In this presentation more details about these workshops and the results are presented. It was given at the Open Courseware Consortium Global Meeting 2014, 24 April, Ljubljana, Slovenia.
More information can be found in the paper: http://bit.ly/1iWoPa5
Teaching in the Hybrid Virtual ClassroomZac Woolfitt
How do you teach in the Hybrid Virtual Classroom? Student in the classroom and online at the same time? This workshop covers some of the challenges.
Pedagogical advice
Advice for preparation, planning and choices
· Be well prepared. Plan teaching activities in advance such as when you plan to switch between on-campus and online groups. Prepare your ‘chat’ text in advance. Minimise these moments unless discussion is the goal. Plan a variety of content and formats to keep it engaging.
· Create a complete and detailed plan for the lesson overview. Outline roles, learning goals, and timing. If there are several teachers each should know what their role is. Provide a moderator to manage the flow of communication and check the chat.
· Have a very clear script for how the class will be run and who will do what and ensure all teachers understand it. Have roles clearly defined for all those who are involved.
· Make clear choices about what teaching activities are synchronous and asynchronous. Plan each class in the context of the whole curriculum. A live session must be a condensed version of a normal class. Plan carefully in advance specific activities for those in person and those online and how to engage them. Do not try to cover all your normal class content in this format.
· Make lesson content (slides) available to students in advance so it is easier from them to follow the class online.
· Practice in the HVC/CC as an actor would practice in a new theatre to get a ‘feel’ for it. Try to imagine what it is like to be the student online. Do a test run with a colleague where you experience this, so you know how the online students see your lesson.
· Do not use this format to give a long lecture with lots of information. Use content and then combined with exercises and discussions. Think very carefully before using the HVC/CC due to complexity, planning and additional staff costs.
Advice for classroom management
· Always ask a question first to the students online, then to those in the classroom.
· Plan to actively connect the two group to create immersive interaction.
· Since there is less non-verbal communication from online students, address them directly. Ask them to use the chat. Be prepared for less direct interaction from those online and work to engage them.
· Place online students into groups and place them in break-out rooms. Then allocate each group a separate screen in the classroom to make interaction with them easier.
· Consider having an additional teacher who focuses exclusively on the online students.
· Ensure that for online students that their audio and video works in both directions so they can be seen and heard.
· Use a quiz format (voting Yes or No by showing a red or green object) to encourage students to switch on their camera.
· Ask online students to share their screen to involve them when they talk
Olga Firssova - Task-centred approach to MOOC design - challenges and opportu...EUmoocs
EMMA webinar - Task-centred approach to MOOC design: challenges and opportunities
This one hour webinar is intended for people willing to improve the pedagogical design of MOOCs. Often MOOCs tend to follow an instructivist approach where learners are mostly expected to acquire and remember the knowledge presented by the teacher. This webinar will guide participants through the phases of Merrill’s task-centered instructional design model. We will show how the model can be applied to MOOC design for engaging learners in active and collaborative knowledge construction through meaningful and practical assignments. Opportunities that task-centered MOOC design offers and challenges that need to be considered will be discussed.
Discover more about EMMA, its MOOCs and webinars on the website: http://project.europeanmoocs.eu/
Wikiwijs, an unexpected journey: lessons learnedRobert Schuwer
The Wikiwijs program on OER lasted 5 years from 2009-2013. In this presentation the main lessons learned are presented. This presentation was at the Open Courseware Consortium Global Meeting 2014, 23 April in Ljubljana (Slovenia)
A paper with more information on these lessons can be found here: http://openpraxis.org/index.php/OpenPraxis/article/view/116
Interdisciplinary learning at the Future Classroom Lab - Anastasiya Boiko, Eu...Brussels, Belgium
Presentation by Anastasiya Boiko, European Schoolnet, about Interdisciplinary learning at the Future Classroom Lab, at the Scientix course "STEM in primary school classrooms" 25-29 June 2018.
TU Delft is a strong supporter of Open. Therefor course contents in OpenCourseWare, iTunesU and MOOCs are shared under a Creative Commons license (CC BY NC SA). In 2014, edX provided Delft University of Technology with the opportunity to sublicense its DelftX MOOCs to regions where traditionally acces had been limited; EdRaak would translate DelftX MOOCs to increase access to the Arabic speaking region and XuetangX would do the same for the Mandarin speaking region, in adition overcoming the great Firewall of China. This opportunity also provided a challenge: How can we sublicense DelftX MOOCs (leading to revenue) if (in part) the contents are already available under an open (Creative Commons) license? In this paper and presentation we will share how Delft University of Technology tried to tackle this challenge to experiment with experiments leading to revenue generation while at the same time upholding its open policy.
Supporting Open Education Policymaking by Higher Education Institutions in Th...Robert Schuwer
In 2013 nine workshops were conducted at HEIs in The Netherlands to support policy making on Open Education. In this presentation more details about these workshops and the results are presented. It was given at the Open Courseware Consortium Global Meeting 2014, 24 April, Ljubljana, Slovenia.
More information can be found in the paper: http://bit.ly/1iWoPa5
Erindi flutt á Menntakviku 2014 http://menntakvika.hi.is/sites/menntakvika.hi.is/files/rettdagskra.pdf . Unnið uppúr lýsingum á 23 kennslustundum frá rannsókninni Starfshættir í grunnskólum
A presentation from a Scientix meeting held in Reykjavík September 26th. 2015
Credit to Birgir Ásgeirsson and Ester Ýr Jónsdóttir who presented with me from the NaNo project, and collaborators in research Gunnhildur Óskarsdóttir and Allyson Macdonald.
Erindi á Menntakviku 7. október 2016 meðhöfundur Torfi Hjartarson. Sagt frá fyrsta árinu í verkenfinu DILE- Digital learning in Preschools, sem Menntavísindasvið Háskóla Íslands, Reykjavíkurborg og leikskólinn Nóaborg tóku þátt í ásamt háskólum og leikskólum frá norðurlöndum.
Hefur aðalnámskrá áhrif á náttúrufræðikennslu?
Menntakvika 2. október 2015
Svava Pétursdóttir, nýdoktor og verkefnastjóri
Allyson Macdonald, prófessor
Gunnhildur Óskarsdóttir, dósent
Aðalnámskrá frá 2011/2013 kallar eftir víðari nálgun við kennslu náttúrufræði en áður hefur verið með meiri þverfaglegum vinnubrögðum, sjálfbærni sem lykilhugtak og læsi á vísindi og tækni. Einnig er aukin áhersla á leikni nemenda og hæfni auk þess sem val, bæði nemenda og kennara, á innihaldi og aðferðum ætti að aukast. Markmið erindisins er að skoða áhrif aðalnámskrár á kennslu og þá hvort þættir eins og framboð námsefnis, fagþekking kennara og áhugi vegi þar sterkar. Erindi þetta er hluti af stærra verkefni þar sem markmiðið er að skoða stöðu náttúrufræðimenntunar í grunnskólum og að hvaða leiti aðalnámskrá grunnskóla er komin til framkvæmda. Þessi hluti rannsóknarinnar byggir á spurningalistakönnun sem send var á alla skóla landsins vorið 2014. Sambærileg könnun var lögð fyrir árið 2007 sem gefur samanburð. Áherslan er á námsumhverfi, kennsluaðferðir, námsmatsaðferðir, aðstöðu til kennslu og viðhorf kennara. Niðurstöður benda til þess að kennarar hafi jákvæð viðhorf til námskrárinnar, þó sterkar skoðanir í aðra átt heyrist. Svo virðist sem aðalnámskrá hafi áhrif á hvað og hvernig sé kennt en að innleiðinging gerist hægt og að þættir eins og aðföng, viðhorf kennara og hæfni hafi sterkari áhrif en fyrirmæli námskrár á kennslu í náttúrugreinum.
Does the national curriculum influence teaching ESERA 2015Svava Pétursdóttir
Svava Pétursdóttir, Allyson Macdonald and Gunnhildur Óskarsdóttir Does the national curriculum influence teaching? The 11th Conference of the European Science Education Research Association (ESERA) 31.8.-4.9.2015 Helsinki
http://www.esera2015.org/ http://www.esera2015.org/media/ESERA_CONFERENCE_BOOK_web_Revisions.pdf
Twitter, Pintrest og Facebook, er það nú starfsþróun? (Erindi og vinnustofa)
Samfélagsmiðlar og starfssamfélög gegna vaxandi hlutverki í starfsþróun kennara. UT- átak Menntamiðju Samspil 2015 gengur út á að efla kennara í notkun á upplýsingatækni og þessi vinnustofa verður að hluta til byggð á sömu þáttum. Helstu miðlar og möguleikar þeirra í starfsþróun verða ræddir auk þess sem við munum prófa nokkra miðla og verkfæri.
Í erindinu verður sagt frá mismunandi leiðum og hugmyndum um hvernig upplýsingatækni getur nýst við náttúrufræðikennslu. Skoðaðir verða kosti og galla þeirra. Rætt verður um vendikennslu, sýnitilraunir og heimildavinnu. Í vinnustofunni munum við skoða vefsíður og smáforrit sem henta við náttúrufræðikennslu og skipulag hennar eftir þörfum og óskum þátttakenda.
Erindi flutt á málþingi um náttúrufræðimenntun 17.-18. apríl 2015.
Erindið byggir á lýsingum kennara á kennslustund þar sem upplýsingatækni var notuð. Árið 2009 var safnað 73 lýsingum og 48 lýsingum 2015. Lýsingarnar sýna að notkun á upplýsingatækni styður meira og minna við ríkjandi kennsluhætti, með örfáum undartekningum. Í erindinu veltum við upp hugleiðingum um það hvernig upplýsingatækni gæti stutt við náttúrufræðinám á 21. öldinni og hvernig það samsvarist þörfum og heimi nemenda, hugmyndum um hvaða vísindi séu kennd í skólum og tækniþróun.
Erindi flutt á málþingi um náttúrufræðimenntun. 17.-18. apríl 2015.
Í erindinu munum við fara yfir niðurstöður spurningalista um ýmsa þætti í kennslu náttúrufræði í grunnskólum. Listinn var sendur út vorið 2014 og 156 kennara svöruðu honum. Niðurstöður gefa yfirlit yfir aðstöðu, kennslugögn, námsmat og kennsluaðferðir sem nýtt eru. Einnig um menntun, þekkingu og viðhorf náttúrufræðikennara.
Erindi flutt á Málþingi um náttúrufræðimenntun í Verslunarskóla Íslands 17.-18. apríl 2015.
Í erindinu verður farið yfir þær upplýsingar sem til eru um menntun og bakgrunn nátturufræðikennara í grunnskólum. Einnig verður fjallað um þá möguleika sem þeir hafa til starfsþróunar, bæði formlega á vegum háskóla og fagfélaga en einnig óformlega í starfssamfélögum í gegnum samfélagsmiðla.
Torg sem vettvangur símenntunar: Menntamiðja og torgin. Kynning á Lærdómssamfélagið, Samstarf og samræða allra skólastiga, Ráðstefna um menntavísindi, Akureyri 4. Október 2013 Svava Pétursdóttir
Nýdoktor Menntavísindasvið HÍ
verkefnastjóri Náttúrutorgs
Tryggvi Thayer, Þorbjörg Þorsteinsdóttir og Hanna Rún Eiríksdóttir
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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!
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.
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.
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.
A Survey of Techniques for Maximizing LLM Performance.pptx
Svava etwinning in teacher education
1. A pilot project:
eTwinning in teacher education
Erasmus+ TCA: Enhancing student mobility in Teacher Education
Icelandair Hotel Reykjavik Natura 3.-4. December 2019
Dr. Svava Pétursdóttir
Lecturer, School of Education, University of Iceland.
2. Teacher
education at
School of
Ecucation UI
• B.Ed + M.Ed. or B.A./B.S + M.Ed.
• A large majority are distance students, one week campus
session at the beginning of the semester one week
• Many work full time
• A challenge to broaden horizons
• Opportunities in electronic communications
3. UISE previous eTwinningExperience –2014 to 2016:
Best Practices...
Activities Tools, technologies
Introductions Padlet, Flipgrid
Interaction –
practice sharing
(Facebook) Twinspace, Adobe
Connect, Google Hangout,
(Facebook)
Interpretation – summing up
evaluation
Mindmeister, Mypad
Brussels meetings
Participants
2014to2015:Collaborationwithfouruniversitiesin threecountries:University ofthe BasqueCountry;Universityof Northampton;
University ofDerby;University CollegeofNorthernDenmark.10teachereducators,50 teachertrainees
2015to2016:Collaborationwithtwouniversities in UKandDenmark:University ofNorthamptonandUniversity College ofNorthern
Denmark
Bothyears:teacherstudentsin field practice/placements.
Summary from Sólveig Jakobsdóttir 2018
4. Selection of project
• Theme befitting to eTwinning and the platform
• Digital citizenship in schools
• Professor Sólveig Jakobsdóttir
9. Getting comfortable
with the platform
• a) share a news story/internet meme/web-page/something else you
have come across about children/young people and digital media
• b) Children are growing up in new and developing digital landscapes.
What are the main challenges for schools, teachers, and parents?
10. Results:
• Learning about digital citizenship
• Successful fishbowl seminar on digital citizenship discussions based
on experiences from teaching practice, literature research and
eTwinning forums
12. Practical lessons
• Synchronization of semesters
• Student level of study
• Choice of topic
• Engaging students
• Flipped learning
• Assessment of tasks
• Compulsory or elective?
• Keep it simple!!!!
13. Keeping it short
and simple
Simple is not always simple
Slide from eTwinning - TTI Workshop, Monday
27th - Wednesday 29th May 2019, Venue:
Crowne Plaza, Brussels.
14. Slide from eTwinning - TTI Workshop, Monday 27th - Wednesday 29th May 2019, Venue: Crowne Plaza, Brussels.
15. Benefits
• Broadening horizons
• Students get to know eTwinning and the platform
• Learn about teacher education in other countries
• Developing skills
• Language
• Communication
• Technology
• Empathy
• Fun :)
16. Lessons from first project
Benefits Challenges, improvments...?
Building relations
Creation
Innovation
New target group – new
approaches
eTwinning trainee ambassadors
Persistence, resilience, patience
Better meeting platform, simpler webpage
Countries to have same expectations,
commitments
Clarify structure, goals,
More info about placement times
More conference calls, communications
Joint projects, f2f meetings
Summary from Sólveig Jakobsdóttir 2018
17. Obstacles will eventually remove themselves?
You need patience and mindfulness?Obstacles will eventually remove
themselves?
You need patience and mindfulness?
Slide from Sólveig Jakobsdóttir
2018
18. Upcoming projects
• Science across Europe: an experience with trainee teachers
• Iceland, Spain, Slovenia, Sweden
• Three partners from different parts of Europe will collect, exchange and
evaluate the measurements related to locally dependent science phenomena.
• Getting to know eTwinning
• Iceland, Spain
• Two partners with large 1st year cohorts planning a simple elective project