Project Introduction - H2...
Transcript of Project Introduction - H2...
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Project Introductionwww.entelsproject.eu
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H2 Learning
www.h2.ie
ICT in education strategy
Teacher professional development
eLearning development & delivery
Planning and development
Piloting, rollout & evaluation
Change management in schools
www.h2.ie
Ensuring value for money with effective teaching and learning.
What We Do…
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H2 Learning
www.h2.ie
Key areas of interest
21st
century
skills
ICT as a
catalyst
for school
change
Online
synchronous
learning
ePortfolios New models
of teacher
CPD
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H2 Learning
www.h2.ie
EU funded projects
SigMath – Significant Maths for Adults: enabling access across Europe
ePathways – Professional pathways for VET teachers using ePortfolios
EUfolio – EU Classrooms ePortfolios
Digital Pathways - Digital Skills Pathways for Youth
Skills 4 Work – Work Based Learning Model for VET
ATS 2020 – Assessment of Transversal Skills 2020
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ENTELS Project Background
• Erasmus + two year strategic partnerships project
• Teacher-training, research and development project
• Project spanned from September 2014 to August 2016
• Develop and deliver a professional development eLearning course for teachers
• Realise the transformative potential of ICT integration in teaching, learning and assessment practices
• Enable students develop 21st century skills – collaborative problem-solving and ICT literacy, critical thinking, entrepreneurship.
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Project Partners
Xunta De Galicia, Spain
University of Santiago, Spain
Kaunas University of Technology, Lithuania
Plymouth University, United Kingdom
H2 Learning, Ireland
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Education Transformation
It is widely agreed that expectations for teachers are evolving rapidly, especially asmodels such as student-centred learning and hands-on learning are increasinglyemphasised by ministries of education and school administrations.”
(Horizon, 2014)
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ENTELS Project Overview
Aedamar FrawleyH2 Learning
Teacher Professional Learning Finding The Right Blend
#ENTELSIRL
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ENTELS Course Pilot
Learning Platform Course Content
Course Delivery Impact
Chamilo LMSAdministrated by CESGA
Learning PathsInteraction Tools
Learning by Doing MethodologyReflection on Action
Practical Strategies and ToolsBalance of Theory
Self-Directed LearningLive Webinar Sessions
Tutors for ongoing and ad-hoc technical and non-technical support
Increased learner engagementDevelopment on learner soft skills
Changing teacher attitudes and perspectivesRemoving the fear factor
Teacher
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Learning by Doing
Blended Model of CPD Delivery
Self-Directed
Flexible Learning
Practical Activities
Reflective
Participant Interaction
Sharing Learning Experiences
Course Methodology and Strategies
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eLearning Platform: Chamilo
Open-source e-learning and content management system
Includes interactive and social tools
Intuitive and easy to use
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Course Modules
The course was developed in a modular structure consisting of four modules.
Module 1: ICT Toolkit Module 2: Learner-Centred Teaching Approaches
Module 4: Assessment ToolkitModule 3: Entrepreneurship
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Learning Paths Forums Wikis Websites Documents (PDFs) Assessments/Quizzes External Repository Rich Media Content
“Interface with content without distractions”
eLearning Platform: Chamilo
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Course Content
Embed webpages
Embed PDF documents
Step-by-step process balancing theoretical and practical content
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Weekly Webinars to encourage discussion, share experiences, showcase strategies and tools…..
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Presentations
Digital Mind Mapping
Digital Storytelling
Animation
Coding
Web Bookmarking
Blogging
ICT Toolkit (mandatory module)
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Differentiation
Group Work
Co-operative Learning
Problem-Solving
Personalised Learning Environments
Apps to support Learner-Centred Teaching Approaches
Learner Centred Teaching
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Entrepreneurship
Principles of Entrepreneurship
Developing Entrepreneurial Skills through classroom activities
Delivering a unit on Entrepreneurship
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Embedding Formative Assessment ApproachesCommunicating learning intentions and a success
criteria with studentsSelf-AssessmentPeer Feedback
Using Rubrics
ePortfoliosUnderstanding ePortfoliosFunctionsSupporting AssessmentImplementing ePortfolios
Questioning Tips and Tools
Assessment
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Tasks & Reflection
Action-based tasks
Learning applied in real classroom scenarios
Reflection on impacton the teacherOn the students
“Learning through reflection on doing”
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Participant Feedback
I really enjoyed this module. I found it to be both enlightening and thought provoking. It has enhanced my own understanding of the power of formative assessment and provided practical examples to further utilise it in my classroom in ways that will encourage students to actively engage with and take ownership of their own learning.
I thoroughly engaged with the new specification and the matching of learning intentions with success criteria through creating the rubric for task one. I have a clearer understanding of how digital technology can promote an instant record of the process of student learning and how to use it to facilitate student engagement further with the language learning process.
The main challenge for me, as a teacher, was investing time into practising how to use these tools and strategies. However, the rewards were easily accessible and above all adaptable resources. Once the preparation time was put in………
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Impact: Teacher interview responses
Students in TY had to create a Prezi on their hobbies and present these to the group- during which I gave formative feedback. Later when I engaged more with assessment toolkit on the ENTELS course I provided students with the rubric to peer assess while the presentation was occuring- WHAT A DIFFERENCE! Everyone was active (while I was filming)…more engaged and more clued in to what aspects were good and what needed to be improved on…IMMEDIATELY, student presentations improved in response to the success criteria…for some markedly, for others more honed.
It’s good to back in the space of a student and a student that is not the best in the class.
I presumed everyone doing this course would be a lot better than myself…..there was that kind of vulnerability.
Before the ENTELS course I would never have requested time in the computer room with a class. Next year I have requested 3 periods in the computer room for different classes. I have lots of ideas and things I want to do.
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Reflecting on Learning
‘I’m learning just as much as you are!’
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Questions emanating from the pilot
1. What are the key ingredients for teacher professional learning in the 21st century?
2. What can be done to promote greater teacher participation and interaction in online professional learning?
3. What is a good blend for online teacher professional learning?
4. How can professional learning be sustained beyond fixed course timelines?