39 th EUCEN Conference University of Lapland Finland ‘Lifelong Learning in the New Decade’

39th EUCEN ConferenceUniversity of Lapland

Finland‘Lifelong Learning in the New Decade’.

May 2010

’Developing skills for teachers in lifelong learning: Challenges for the new decade.’

Rob Mark, Helena Tompuri & Lenita Hietanen

The EVETE 1&2 Project 2005-2009

EU Key Competences for Lifelong Learning (2005)

Examples from Finland and Northern Ireland

Questions and Discussion

Rob Mark, Lenita Hietanen&Helena Tompuri

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to provide teachers and trainers working with an understanding and competence in diversification of training based on individual expectations and abilities

to develop materials for teachers and trainers

using technology enhanced learning

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Memorandum on Lifelong Learning (2000)http://www.bologna-berlin2003.de/pdf/

MemorandumEng.pdf

‘Lifelong learning and key competences for all: vital contributions to prosperity and social cohesion’ (2005)

http://ec.europa.eu/education/policies/2010/doc/keyrec_en.pdf

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Communication in the mother tongue; communication in foreign languages; Basic competences in maths, science and

technology; Digital competence; Learning to learn; Interpersonal, intercultural and social competences, and civic

competence; Cultural expression;

Entrepreneurship; http://ec.europa.eu/education/policies/2010/doc/keyrec_en.pdf

In EVETE 1 2005-2007

▸ Competence Assesment Tool (CAT) was developed

▸ Partners developed virtual courses for ICT

Helena Tompuri 28.5.2010

virtual course based on the European Key Competencies: entrepreneurship six learning units (numbers one and six common for all) four different learning environments pilotted during Spring 2009 one part of the new entreperneurial studies at the University

of Lapland

University of lapland

Lenita Hietanen&Helena Tompuri 28.5.2010

Lenita Hietanen 28.05.2010

Learners (means T&T) will be able to know the meaning of entrepreneurial readiness at upper

classes in basic education know how to guide each learner to be responsible for his/her

own and others´ learning organize possibilities to each learner to make his/her own

decisions during normal learning situation at upper classes in basic education

know how to guide each learner to participate continuously in his/her own learning process

understand how his/her own entrepreneurial readiness is related to organizing learners´ entrepreneurial learning environment


a) You advise a learner regularly to learn new skills by taking risks with his/her instrument although a learner would sometimes like to strengthen some already achieved skill a longer time.

b) You assume each learner to take risks by studying at least

one new phase of skills at every lesson.

c) You remind learners that if they want to progress in playing they sometimes have to try some new skills even if they feel themselves uncertain. You allow each learner to make the decision according to his/her feelings.

d) You want to ensure the learning environment’s psychological and social safety. So you recommend learners to take risks by trying new skills only very rare.


a) You allow each learner to choose the instrument and the phase of skills.

b) You allow learners to decide the way they play the song. You try to understand their aims mainly by observing that you can give a feedback about the right things.

c) You allow some learners to do whatever they want to because they have their rights to have some observing or just relaxing moments.

d) You don´t know which songs learners are going to choose this lesson but you have to rely on your skills as an expert and think that you can guide and play every tens of songs in the books well enough.


The task: The teacher students plan the accompaniment examples themselves by the piano and play them to others

Students´entrepreneurial activity while planning own accompaniment and playing it:

▸ creativity▸ risk taking▸ committing oneself to activity


Teacher´s entrepreneurial activity when the students have made the material and present it to others

▸ responsibility for safe learning environment▸ tolerance for uncertainty/self-confidence▸ risk taking/tolerance for making mistakes▸ ability to solve problems▸ ability to react in changes/creativity


Entrepreneurial Studies 60 ECTSUniversity of Lapland

The Aim of the Curriculum▸The aim of entrepreneurial studies is to promote entrepreneurship and entrepreneurial mindset among university students and spirit of entrepreneurship

▸ In Curriculum skills of business and entrepreneurial mindset are integrated


Curriculum

Twelve Learning Units

▸ Basic Studies 25 cr ▸ Subject Studies 35 cr

Especially for teachers: ▸ LU 1 Fostering Entrepreneurial Mindset, 3 cr

▸ LU 12 Researching own work to develop own entrepreneurial acting, 10 cr


Curriculum of Entrepreneurial Studies

Can be found: ▸ www.ulapland.fi/entrepreneurship

▸ First LU of Entrepreneurial Studies is based in EVETE2 course (www.evete.org )

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Rob Mark 28.5.2010

Key competency 1,4 & 5 - Communication in the mother tongue (Literacy)

Mathematical Competence ( Numeracy);and digital competency

Queen’s University, BelfastTutor Education Programme, Adult Basic Education

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‘an approach which aims to develop our understanding and critical thinking skills through the use of reflection.’

the process by which we transform problematic frames of reference (mind sets, meaning perspectives) – sets of assumptions and expectations – to make them more inclusive, discriminating, open, reflective and emotionally able to change. Such frames are better because they are more likely to generate beliefs and opinions that will prove more true or justified and to guide action.” Mezirow (2007)

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Teacher as a researcher

action-research

‘the reflective practitioner’ (Schön, 1983),

‘teacher as inquirer’ (Day, 1999)

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Planning

Acting

Evaluating

Observing

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Initial & CPD Training

Reflective Practice

Collaborative Practice:

ExhibitionMicroteachingPresentations

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Self or Peer assessment

Problem-based learning

Group work

Work-based learning/ learning from experience

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Plans for teaching & Learning

Evaluation of teaching sessions (self & student assessment)

Learning Journal or diary

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to record experience and to learn from experience to support understanding and to develop critical thinking

and a questioning attitude to increase active involvement in and ownership of

learning to enhance problem-solving skills as a means of assessment self-empowerment to enhance your creativity to support planning and progress in research or a project as a means of communication between a learner and

tutor

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Technology Enhanced learning applications

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Rob Mark 28.5.2010

http://www.bakerma.com/Interactions/Essential%20Skills/player.html

http://www.bakerma.com/Interactions/Essential%20Skills/player.html

Movie for Diploma

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“the introduction of GoogleDocs proved a life-saver for the group …… we created a PowerPoint file so that we could all collaborate. This gave us an insight into what each person was adding ”

Skype definitely contributed to us assisting and supporting one another, especially through the difficult times on the course

I used my mobile to take pictures during active learning sessions; they were particularly good as a reflection tool

I find self reflection quite difficult. I find it hard to express myself through words

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The use of images helped them to understand concepts they were struggling with; they came to understand the importance of visual literacy; the use of images supported learner engagement in discussion, reading and creative writing; their enjoyment of the process of making films had facilitated them in using this method in their own practice (Shelley Tracey, course tutor)

Rob Mark, Lenita Hietanen & Helena Tompuri 28.5.2010

1. What are the challenges in teacher education in your university or lifelong learning sector?

2. What skills will teachers need to teach adults in the future?

3. How can entrepreneurial skills be promoted in teacher education?

4. How can critical reflection among teachers be fostered?

5. What new challenges does technology present?

Rob Mark 28.5.2010

EVETE project www.evete.org

Presenters:

Rob Mark [email protected]

Helena Tompuri [email protected]

Lenita Hietanen [email protected]

Thank you for attention!

Documents

39 th EUCEN Conference University of Lapland Finland ‘Lifelong Learning in the New Decade’