Teachers are lifelong learners tooEDEN 2005 ANNUAL CONFERENCE

Helsinki, June 21st 2005

Deborah Arnold, Vidéoscop - Université Nancy 2, FR

Matteo Uggeri, Politecnico di Milano - Centro METID, IT

Wilfried Admiraal, University of Utrecht - IVLOS Institute, NL

Eija Ristimaki, Helsinki University of Technology / FVU, FI

2/13

eLene-TT: how did it all start?

The Ramboll Report: – we received their visit and we were used as case studies

An idea from one of the institutes involved:– work together on a common project…

We had to meet (before the report was finished)– http://www.elearningeuropa.info/extras/pdf/virtual_models.pdf

THE NAME…

3/13

The eLene spirit: (h)eLene: a (h)uman e-learning network

A year of collaborative informal work; 3 face to face project development meetings:

– Milan (Nov 03)

– Bremen (Feb 04)

– Nancy (May 04)

Find a common topic, or several…

4/13

eLene-TT: Analysis

Literature, practices, needs

Some conclusions:– teacher training workplace learning

Needs:– Pedagogical approaches

– Collaboration between teachers

– Technological support

– Content design

Institutional environment (more on this later…)

Criteria for designing TT actions and selecting appropriate tools

5/13

eLene-TT: Tools for teacher training

An example: COMPETICE (from France): – a self assessment tool for skills analysis,

– National Ministry of Education project to support Campus Numériques,

– all key players in e-learning from decision-making level to students, so including HE teachers…

Another example: Math Online B (from Italy):– 1 part face to face talking to teachers,

– then they do something by themselves or accompanied by someone from our staff (METID),

– they play the role of students,

– then go off on their own, teach with students,

– after come back to METID and discuss their experience in a party.

– We want to make them as independent as possible.

6/13

Tools for TT: COMPETICE

7/13

Tools for TT: COMPETICE

8/13

Tools for TT: COMPETICE

9/13

http://www.mathonline.it

Path B

Training

online for

high school

maths

teachers

Tools for TT: Math onLine B

10/13

Tools for TT: Math onLine B

Goals:

– training about e-learning issues and about the role of tutor (models,

technology, didactical aspects)

– giving the opportunity to experience directly the tutor activities in MathOnLine

(role, skills and management of synchronous and asynchronous activities)

Topics:

– the e-learning models: teaching and learning implications

– the role of tutor: technological issues, methodologies and management of the

process

– the content providing for e-learning

11/13

Tools for TT: Math onLine B

The path:

Design and length: – 4 weeks – 50 hours with

4 afternoons on site (16 hours) 3 online activities (34 hours)

Editions:– 2003: from September to October– 2004: from March to April– 2005: from September to October

Learning to usetechnologyLearning to usetechnology

The teacher as astudentThe teacher as astudent

1 – Technology puzzle

The teacher asonline tutorThe teacher asonline tutor

3 – Start teaching again

The teacher asskilled online teacherThe teacher asskilled online teacher

2 – Back behind the desk

12/13

Country level

Teacher level

University level

Department level

structuralpolitical

symbolic-culturalhuman

Guidelines for TT - Key Issue: Institutional Environment

13/13

structural

Are there power games about resources?

political

political

symbolic-culturalhuman

University level

Does your university perform distance learning with e-learning?For how many students?Is there any pedagogical training?Is there an official strategy of the university on e-learning? (or a strategic scheme of e-learning development)What is the ICT culture of the university?

Organisation- What is the status of the university? (private / public)- Is there a teachers’ development skills unit at your university?- Is there an e-learning unit at your university?

Ressources

- Do teachers have access to good equipment easily?- Is there money for e-learning activities?

Responsibilities

- Who is responsible for the ICT strategy?- Who is responsible for TT?- Who is responsible for TT concerning e-learning ?- WHO says what has to be done?- WHO decides what resources are to be used?- WHO decides the constraints?- WHO validates?

symbolic-cultural

structural

Guidelines for TT - Key Issue: Institutional Environment