expertise of teachers
eLearning Papers Call for Papers on Changing schools and creative classrooms: 21st century teachers and their new roles
eLearning Papers seeks submissions for the issue 30 Changing schools and creative classrooms: 21st century teachers and their new roles. This issue explores the new role of teachers in 21st century learning contexts, focusing on the challenges they face and the changes in teaching practice caused by the rapid spread of educational technologies and the evolution towards creative classrooms and open educational resources. Deadline: 10 August 2012.
We are interested in contributions that address: national policies, methodologies, new tools and resources, the teacher-student relationship or class organization, among others. Guest editors: Hans Laugesen, GL - the National Union of Upper Secondary School Teachers. Jim Devine, JD Policy, Projects Innovation, EDEN Fellow (and former President, IADT, Dublin)
Click here to read the complete Call for Papers
Another teacher est un site francophone qui s’adresse plus particulièrement aux enseignants désireux d’intégrer les TICE à leurs pratiques (utilisation de l’outil informatique pour créer et diffuser des supports pédagogiques - audio, vidéo, documents iconographiques, textes). Y figurent des tutoriels et des billets rédigés en ce sens, ainsi que des liens vers des logiciels et des ressources utiles à ces fins.
La plupart des ressources présentées sur ce site sont « libres » (free as in free speech, as well as in free beer) : vous pouvez les utiliser, les diffuser ou vous en inspirer pour créer d’autres ressources comme bon vous semble, toutefois, vous êtes tenus à quelques obligations, selon les termes de la licence Creative Commons BY-SA.
Vous pouvez contribuer au contenu de ce site, en réagissant à ce qui y est publié (questions, précisions, remarques, corrections etc.) — chaque page dispose pour cela d’un formulaire pour laisser des commentaires. Le site est également ouvert aux collègues qui souhaiteraient y partager des idées, des ressources.
The aim of this project is to have a positive impact on the development of students' problem-solving competencies by promoting the use of inquiry and problem-based approaches to teaching. To achieve this, a training framework will be developped for training teachers how to create science lesson plans by not just providing examplar solutions to problems that arise from everyday practice, but also enabling them to perceive effective lesson planning in relation to educational principles that may enhance students' problem-solving skills.
Following the recommendations of the Rocard report on science education in Europe, the use of problem-based and inquiry-based approaches is important because they provide the means to increase students' interest and motivation.
LD-Skills is a pilot project that is funded by the European Comission's Comenius Multilateral project programme. It has started in January 2011 and is expected to run for 2 years.
LIKA aims at introducing digital literacy and competence in courses to strengthen actuality, relevance and quality in teacher education on a long-term basis. ICT should be an integrated and natural part in the profession of teaching.
The aim of this project is to support teachers in adopting an inquiry approach in teaching science at second level (students aged 12-18 years) across Europe.
This will be achieved by utilising existing resources and models for teacher education in IBSE, both pre-service and in-service. In addition to SAILS partners adopting IBSE curricula and implementing teacher education in their countries, the SAILS project will develop appropriate strategies and frameworks for the assessment of IBSE skills and competences and prepare teachers not only to be able to teach through IBSE, but also to be confident and competent in the assessment of their students‟ learning. Through this unified approach of implementing all the necessary components for transforming classroom practice, i.e. teacher education, curriculum and assessment around an IBSE pedagogy, a sustainable model for IBSE will be achieved. SAILS will provide teacher education workshops in IBSE across the twelve participating countries and promote a self-sustaining model encouraging teachers to share experiences and practice of inquiry approaches to teaching, learning and assessment by building a community of practice.
“SAILS aims to prepare teachers, not only to be able to teach through Inquiry Based Science methods but also to be confident and competent in the assessment of their students’ learning.”
A European approach
The SAILS consortium consists of thirteen partner organisations, including universities, SMEs and a multi-national organisation, from across twelve European countries. The strength of this consortium lies in its vast experience and expertise in the areas of science education, teacher training and resource development for teaching, learning and assessment.
By using a pan-European approach, SAILS will ensure that the diverse practices built up in each country can be analysed and shared, resulting in the development of models of best practice. These can be used not only in all the consortium countries but will also be available for other countries to adopt. This European approach raises the standard for everyone by encouraging national implementation, and by extending and promoting innovation in science teaching and learning in the classroom.
“The long-term aim is to generate a greater interest in science subjects at school, improve the take-up of science at third level and thereby increase the number of skilled graduates for employment in science and technology in Europe”.
Ce programme d’Éducation aux médias et à l’information pour les enseignants est une ressource importante pour les États membres dans leur travail continu pour accomplir les objectifs de la Déclaration de Grünwald (1982), la Déclaration d’Alexandrie (2005) et le programme de Paris de l’UNESCO (2007), tous en rapport avec l’EMI. Il innove pour deux raisons. Premièrement, il est tourné vers l’avenir, en s’appuyant sur les tendances actuelles vers la convergence de la radio, la télévision, l’Internet, les journaux, les livres, les archives numériques et les bibliothèques dans une seule plate-forme. De cette façon, et pour la première fois, l’EMI est présentée de façon holistique.
SimAULA is a project focused on the development of a virtual practicum for teacher training in the form of a 3D virtual world. Both current and future teachers will have the opportunity to interact with avatar-students, develop lesson plans and teach in virtual classrooms. We talk with the project coordinator, Eva Vázquez de Prada.
What’s the objective of Simaula?
Simaula’s main objective is to develop a virtual practicum for teachers and future teachers. This virtual environment will provide Higher Education institutions and schools with a very innovative training platform to enable the enhancement of teaching abilities through result-driven classroom practices.
The knowledge of teachers and pedagogy and psychology experts helped us define models to create simulations and situations that are both pedagogically and educationally realistic.
Could you describe how a virtual classroom look like?
The project developed a 3D virtual classroom where the teacher can interact with avatars (the students), develop lesson plans, and teach.
The training platform replicates typical situations where teachers face common problems that happen in real classrooms. The teacher will have to select different options for each situation taking into account the teaching strategy, the pupils profiles, their level of attention, the classroom type, etc.
Students (avatars) will automatically react to the teacher selection depending on their behaviour model, the teaching strategy, their classmates, the duration of the class, ...
At the end of the game, the teacher gets a score that is calculated according to the global involvement of the students during the class (this depends on the students' behaviour and how the teacher deals with their interruptions during the game), the choices made by the teacher regarding teaching methodology, the learning resources that the teacher uses, the learning activities and the time spent on each activity.
Besides from the score, the teacher also gets a final feedback describing why he got that score and how he can improve it.
Does this programme respond to a demand from teachers?
The idea of developing Simaula came from the specific demand of different universities that were implementing the new Bologna Process. They realised that they were experiencing different problems managing the increase of the number of in-school practicum hours.
We also conducted a research during the project and we identified several problems of a different nature that the students, tutors and host teachers face during the teaching practice: administrative barriers, organizational barriers, pedagogical, psychological and methodological barriers. We believe that Simaula can help in many ways to overcome these barriers.
Why use serious games to train teachers?
Several studies demonstrate the efficacy of serious games for training in particular through behavioral change.
Serious games help to create a good simulation of real-life learning situations, allowing trainees to go over the same situations, settings, contexts in a low-stress environment. Simaula also promotes experimentation with various techniques and allows meeting learners’ individual needs, interests and abilities, all this in a safe environment.
We also believe that learning how to teach can also be a fun and entertaining activity
Is it possible to virtualize the pupils’ behaviour?
We are aware that modeling students' behaviour is a very complicated task and there are many researches going on now in Europe focused on this. But that’s not Simaula's main objective.
We modelled the five most characteristic behaviours of students in 6th grade (Talkative, Skeptic, Moaner, Joker and “Flower pot”), based on our own research. We wanted the teacher to learn how to react to the most common situations that can occur in a classroom. But we also modelled the classroom types according to the different teaching methodologies (Learning through experiment, collaborative learning and Problem based learning), the choice of ICT and learning resources. And finally, we designed the pedagogical model based on the choice of the available learning activities in order to achieve a particular learning objective.
Do you think game-based learning will replace classical training?
In the specific case of Simaula project, we believe that this training platform could be a very powerful tool to complement the in-school practices for future teachers. Simaula provides universities and schools with a very innovative simulation system that enables them to be more flexible (with less barriers of time and distance), more efficient and to better adapt to the Bologna process. This is because Simaula provides opportunities for professional training in safe, multimodal, and personalised settings. The students engage in learning activities from their homes or from the university computer labs.
Simaula can help to develop trainees’ confidence and increase their motivation (the feelings of uncertainty, fear of failure are minimized).
Simaula can also support the transfer of acquired knowledge and skills from the controlled educational setting to the real classroom and provide the opportunity for development of professional skills and their transfer to new contexts, including a variety of constructivist models of learning: collaborative learning, learning through experiment, problem based learning etc.
Ten artykuł analizuje wpływ prób wprowadzenia kształcenia mobilnego w systemie szkolnym w Estonii – procesu, który wywołał wiele kontrowersji w ostatnich latach. Wyniki pokazują różne postawy uczniów, kierownictwa i personelu szkół, – chociaż prawie wszyscy posiadają potrzebne narzędzia i umiejętności, wśród nauczycieli panuje prawie całkowity brak motywacji do wspierania kształcenia mobilnego.
Przedstawiamy kilka pozytywnych i kilka negatywnych scenariuszy. Na przykład, przewidujemy nasilenie problemów, jeśli nie zmieni się sposób szkolenia nauczycieli, nie zostaną opracowane odpowiednie polityki e-bezpieczeństwa lub jeśli władze nadal będą stawiały tylko na jedną kartę (np. wspierając tylko zamknięte, korporacyjne rozwiązania dla platform kształcenia mobilnego).