D.2.1. Report Designing LLL Training...

“Developing teacher competences for a comprehensive VET system in Albania - TEAVET” project is organised under Erasmus+ Programme, Key Action 2 – Capacity Building in the Field of Higher Education 2017

Project Reference: 586300-EPP-1-2017-1-ES-EPPKA2-CBHE-SP

This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Developing teacher competences for a comprehensive VET

system in Albania - TEAVET

WP2. DEVELOPMENT Designing of training courses and creation of LLL Centres

Deliverable 2.1 Designing LLL training courses

Danube University Krems

June 2018

“Developing teacher competences for a comprehensive VET system in Albania - TEAVET” project is organised under Erasmus+ Programme, Key Action 2 – Capacity Building in the Field of Higher Education 2017

Project Reference: 586300-EPP-1-2017-1-ES-EPPKA2-CBHE-SP

This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

This report has been prepared with the participation of:

Stephan Längle Danube University Krems, Austria

Andrea Ghoneim Danube University Krems, Austria

Isabell Grundschober Danube University Krems, Austria

Peter Baumgartner Danube University Krems, Austria

Eva Cipi University College “Pavaresia Vlore”, Albania

Dorina Rapti Ministry of Education and Sports, Albania

Designing LLL training courses

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TABLE OF CONTENTS

1. Introduction ........................................................................................................... 2 2. Purpose.................................................................................................................. 8 3. Methodology ......................................................................................................... 9 4. Description of modules ........................................................................................ 11 4.1 Digital Learning ........................................................................................... 11 4.1.1 Blended learning with Learning Management Systems ............................ 11 4.1.2 Digital tools for learning/teaching ........................................................... 12

4.2 Teaching and learning strategies ................................................................. 12 4.2.1 Teaching methodology ............................................................................ 12 4.2.2 Classroom management .......................................................................... 13 4.2.3 Project-‐based teaching and learning ........................................................ 13 4.2.4 Revised assessment of students learning outcomes ................................ 13

4.3 Active Citizenship ........................................................................................ 14 4.3.1 Active citizenship in a global society ........................................................ 14 4.3.2 Basic skills for active citizenship ............................................................... 14

4.4 Media Literacy ............................................................................................. 15 4.4.1 Media Literacy and online communication .............................................. 15 4.4.2 Media Literacy in a digitalized world ........................................................ 15

4.5 Inclusive Education ...................................................................................... 16 4.5.1 Inclusive classroom strategies for children with specific needs ................ 16 4.5.2 Learning Design for all: Instructional formats and learning modalities ..... 16

4.6 Learning Culture .......................................................................................... 17 4.6.1 Learning and assessment culture in Albania ............................................ 17 4.6.2 Foster critical thinking through media analysis ........................................ 17 4.6.3 Communication and conflict management .............................................. 18 4.6.4 Psychology of child development............................................................. 18

4.7 Credit Hours for TEAVET courses ................................................................. 18 5. Sample Module (Prototype) ................................................................................. 20 5.1 Prototype Module (1.1) as designed by Danube University Krems and discussed at the TEAVET learning visit in Krems ...................................................................... 20 5.2 Further Input (Recommendations) by MOES: an accredited Sample Module in Albanian with comments in English ......................................................................... 24 5.3 Module 1.1 Revised on Basis of the Sample Module of MOES ........................... 33

6. State of development........................................................................................... 44 7. Bibliography ......................................................................................................... 45 8. Appendix .............................................................................................................. 46


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1. Introduction Under TEAVET project WP2, Albanian universities will design LLL courses and create LLL Centres. Albanian universities need specific training on how to establish a LLL Centre responsible of delivering ongoing teacher training that fits with the possibilities of each university and, at the same time, to collaborate through a network that guarantees the homogeneity expected by MoES in order to accomplish with a comprehensive VET system for teacher training.

In the detailed description of the project it is defined that the designing of LLL training courses will be based on:

-‐ Teacher training needs and MoES strategy for teacher professional development (WP1)

-‐ Selection of Learning Outcomes for teaching training courses, considering:

1. Key competencies for teacher training curriculum reform in Albania:

• Competence of communication and expression

• Competence of thinking

• The competence of learning to learn

• Competencies for life, entrepreneurship and environment

• Personal Jurisdiction

• Civic competence

• Digital competence

2. Areas of learning for teacher training in Albania:

• Languages and Communication

• Mathematics

• Natural sciences

• Society and Environment

• Arts


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• Physical education, sports and health

• Technology and ICT

3. Learning Outcomes

Defined by the European Commission within the framework of the Communication from the Commission Rethinking Education: Investing in skills for better socio-‐economic outcomes and the document on Supporting the Teaching Professions for Better Learning Outcomes (European Commission, 2012) and subsequent working documents.

The following part summarizes the seminar: Teacher competences for a comprehensive VET System in Elbasan, 8th-‐9th February 2018.

Main topic of this seminar was the needs analysis on LLL for teachers in Albania. These findings were also incorporated into the decision on which topics to choose. The University of Elbasan and Danube University Krems developed a questionnaire to find out what the needs of the Albanian teachers and university staff are. The Albanian universities carried out and evaluated the survey. At the TEAVET project meeting in Elbasan on the 7th of February 2018 the Albanian universities presented their findings.

These are the needs which we perceived from the presentations of findings in Elbasan. The full findings are published in the work package 1 report (D.1.3. Needs analysis final report).

• The majority of teachers believe that more LLL training is necessary.

What do teachers need in Albania?

• They need more professional competencies. • They have needs for better ICT competencies. • Educational innovation: Training for innovative teaching methods is desired: Not

just general but for their own subject area.

What should be the mode of delivery?

• Blended learning is the preferred mode of delivery, but face-‐to-‐face is also an important part of further education.

Which infrastructure do Albanian schools have?

• Almost all teachers have smartphones. • Facebook is the preferred social network. • Infrastructure needs to be improved: Many teachers/students do not have internet

access at school. • The most used programs in class are 3rd party products: Google Forms and Google

Classroom.


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What are the desires of the Albanian teachers?

• Many teachers would need more directions to find courses and material offerings for their needs.

• Networking: Teachers want more exchange and cooperation. • Stronger support by headmasters and institutions is desired.

At the meeting in Elbasan (in February 2018) group work was done to suggest module names and corresponding learning outcomes.

The following topics were presented by the groups at the end of the discussion round:

• Developing digital competence (searching, researching, building, developing, putting in practice, interpreting)

• Digital competences in the use of equipment and multimedia programs in process of teaching (smart boards, PPT, Prezi, learning management systems, …)

• Competence-‐based curricula (moving from objectives to competences, understanding competences, key competences, field competences, critical thinking)

• Innovative teaching methods: methods for specific subjects, students centered approach, mobility (cooperation with other teachers in EU country), personalized

• Comprehensive (no child left behind) and inclusive approach, children with special needs

• Assessing and evaluation education • Student-‐centered training (curricula based, didactical design and lesson plan,

learning needs) • Pedagogical innovation in primary education (learning by doing, role play,

national/international cooperation) • Didactics of foreign language acquisition (musical, online platform, eLearning,

teaching foreign language skills, reading, listening, writing) • ICT for Headmasters in school • Quality assurance of education • Partnerships with stakeholders • Conflict management • Project-‐based learning • Society and environment (environmental education, relation between nature and

human being, practice actions related to environment)

You can find the notes of one discussion group in the appendix.

The previous section shows our perception of the needs by the Albanian teachers and university staff. In the following we will summarize the key competences for lifelong learning by the European Parliament (2006), the needs of teachers in OECD countries and the key skills for teachers by The Lifelong Learning Platform. This will give you an overview of the key skills and needs of teachers in the EU and OECD countries.

In 2006, the European Parliament and the Council Recommendation published key competences for lifelong learning.


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“Competences are defined here as a combination of knowledge, skills and attitudes appropriate to the context. Key competences are those which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment.

The Reference Framework sets out eight key competences:

1) Communication in the mother tongue;

2) Communication in foreign languages;

3) Mathematical competence and basic competences in science and technology;

4) Digital competence;

5) Learning to learn;

6) Social and civic competences;

7) Sense of initiative and entrepreneurship; and

8) Cultural awareness and expression.” (European Parliament, 2006)

In 2018, the European Commission updated the Key Competences for Lifelong Learning of 2006 and wrote that:

“Member States should:

1. support the right to quality and inclusive education, training and lifelong learning and ensure opportunities for all to develop key competences by making full use of the 'Key Competences for Lifelong Learning — A European Reference Framework’ as set out in the Annex, and

1.1. reinforce the development of key competences from an early age, for all individuals, as part of national lifelong learning strategies;

1.2. support young people and adults facing disadvantages, or having special needs, to fulfil their potential.

2. support the development of key competences paying special attention to:

2.1. raising the level of achievement of basic skills (literacy, numeracy and basic digital skills) as a basis for further learning and participation in society;

2.2. fostering the acquisition of competences in sciences, technology, engineering and mathematics (STEM) and taking measures to motivate more young people to engage in STEM careers;


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2.3. increasing and improving the level of digital competences at all stages of education and training, across all segments of the population;

2.4. nurturing entrepreneurship competence, creativity and the sense of initiative especially among young people, including by promoting opportunities for young learners to undertake at least one entrepreneurial experience during primary or secondary education;

2.5. increasing the level of language competences and supporting learners to learn different languages relevant to their working and living situation.

3. facilitate the acquisition of key competences by making use of the good practices to support the development of the key competences as set out in the Annex, in particular by:

3.1. promoting a variety of learning approaches and contexts, including the adequate use of digital technologies, in education, training and learning settings;

3.2. providing support to educational staff as regards competence-‐oriented lifelong learning in education, training and learning settings;

3.3. supporting and further developing the assessment and validation of key competences;

3.4. reinforcing collaboration between education, training and learning settings at all levels, and in different fields, to improve the continuity of learner competence development and the development of innovative learning approaches;

3.5. reinforcing tools, resources and guidance in education, training, employment and other learning settings to support people in managing their lifelong learning pathways;

4. mainstream the ambitions of the UN Sustainable Development Goals into education, training and learning;

5. report on experiences and progress in promoting key competences in all education and training sectors, including non-‐formal learning.” (European Commission, 2018)

The OECD Teaching and Learning International Survey (TALIS) (2014) asked teachers and school leaders about their working conditions and the learning environments at their schools. The figure below shows the results of the teachers’ needs for professional development in the OECD countries.


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Figure 1: Teachers’ needs for professional development (OECD, 2014, p. 109)

This figure shows the most important teacher’s needs for professional development in the OECD countries. Number one is teaching students with special needs. There is a big overlap with the needs analysis carried out for TEAVET among the the Albanian partners .

The Lifelong Learning Platform (LLLP, n.d.-‐a) identified the key skills that every teacher needs to meet the challenges and difficulties of the 21st century.

“The Lifelong Learning Platform (LLL-‐P) is an umbrella organisation that gathers over 40 European networks active in the field of education and training, coming from all EU Member States and beyond. Currently these organisations represent more than 50000 educational institutions covering all sectors of formal, non-‐formal and informal learning.” (LLLP, n.d.-‐a)

The key areas of twenty-‐first century skills that the network identified are Active Citizenship, Cultural Education, Digital Learning, Media Literacy and Entrepreneurship. But needs for CPD exceeded the twenty-‐first century skills. Another area that is important for the teachers – according to the survey of the OECD (2014) is inclusive education. This was also stressed by the LLLP:

“More inclusive and participatory approaches in the design of learning environments can contribute to modernising the way we teach and learn in all education subsystems across Europe. It is about improving learners’ participation and well-‐being which in turn proves to raise educational attainment.” (LLLP, n.d.-‐b)


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These areas are essential for designing state-‐of-‐the-‐art teacher CPD, i.e. LLL teacher training courses.

As you can see, there are large overlapping contents in the TALIS report (OECD 2014), the LLLP, the Key Competences for Lifelong Learning (European Parliament 2006), the key competencies for teacher training connected with the curriculum reform in Albania and the needs of the Albanian teachers and university staff.

Based the learning outcomes which were formulated basing on the needs analysis and the discussion round in Elbasan, Danube University Krems and University of Turku prepared a list of modules that can be implemented in the Albanian LLL system. We chose the topics in order to be in line with the TALIS report, the LLLP, the Key Competences for Lifelong Learning by the EU, the requirements of MoES and the needs of the Albanian teachers and university staff. There were also courses proposed for school principals, but it was decided by the consortium that this exceeds the project scope. This is why TEAVET (and this report) focus only on teacher trainings (VET).

We structured the modules into six courses on the following areas: Digital Learning, Teaching and Learning Strategies, Active Citizenship, Media Literacy, Inclusive Education and Learning Culture. This structure is based on the Lifelong Learning Platform and the Key Competences for Lifelong Learning by the European Commission.

2. Purpose The aim of this report is to present Deliverable 2.1. Designing LLL training courses based on the teacher training needs and in line both with the strategy of the Albanian ministry of Education (MoES)and with the views of the European Commission on Supporting the Teaching Professions for Better Learning Outcomes (European Commission 2012), as well as subsequent working documents of the European Commission.

This document is the basis for the design of the training courses. It helps to understand the basis for the design, such as the needs of Albanian teachers and the developments and researches of European and OECD-‐level. This report furthermore shows the progress of design and depicts the current state (06/2018) of teacher training courses and module design. A glance at changes between the first draft and the state of 06/2018 can also illustrate the transcultural efforts to find a sustainable balance between the philosophy of CPD and VET for teachers in Western European countries and in Albania.


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3. Methodology To build a good basis for the modules, we used literature review, a questionnaire, a discussion round and several feedback loops. In this report, we will show in detail how these methods helped us to design the courses and modules for VET in Albania as a basis of the creation of LLL centers for Albanian teachers.

The literature research was an important step towards the topics of the modules. It helped us to show what the Life Long Learning standards and aims of the European Union are and we used this knowledge to define the first categories of topics that were relevant for the project. Especially the Lifelong Learning Platform (LLL-‐P) helped us to define the key areas that are relevant for twenty-‐first century skills. This was used as the framework, in which the topics were embedded which were – according to the Needs Analysis carried out in WP1 – most interesting for the Albanian partners.

The Needs Analysis (cf D.1.3. TEAVET Needs analysis final report) showed that Albanian partners also were interested in developing courses for specific teaching subjects, e.g. methodology for language teachers, etc. After further consideration these courses for specific teaching subjects had to be left out, because it is not feasible to establish courses for all these subjects in this project. The problem was that the training courses of this project shall be established at all participating universities in Albania, but these topics would be too specific for this approach. Therefore, the TEAVET partners decided that it would be the best to focus on courses that are relevant for all teachers. Courses for teachers of specific subjects can be established later on, on the basis of the outcomes of TEAVET, after the end of the project. Through this project the universities get the tools to design and implement VET programmes and courses. On this basis, further training courses for specific target groups of teachers, can be developed in the framework of the LLL centers which are to be created within the TEAVET project.

Danube University Krems and the University of Turku defined for each module they developed learning outcomes which the participants of the courses should achieve.

“Learning outcomes state what a learner is expected to know, be able to and understand at the end of a learning process or sequence. The way such outcomes are defined and written orients teaching and learning, and influences the quality and relevant of education and training. The way learning outcomes are defined and written matters to individual learners, the labor market and society in general.” (Cedefop 2017, p. 23)

Learning outcomes are statements of intentions; they show what the participants should be able to do at the end of each module. To check if the intended learning outcomes were achieved, assessments or demonstrations have to be done. The intended learning outcomes help to check, if the learning outcomes were achieved by the learner. They also help the learner to know what to expect from the module (Grundschober, 2017).


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Figure 2: Basic structure of learning outcome statements (Cedefop, 2017, p. 47 as cited in Grundschober, 2017)

Figure 3: An example how to use the basic structure of learning outcome statements from figure 2 above (Grundschober, 2017)

When formulating learning outcomes, the verb plays a crucial role. The verb addresses what the learners are expected to know, be able to do and understand at the end of a learning process. Ambiguous verbs should be avoided. The achievement of the intended learning goals can’t easily be verified, if ambiguous verbs were used (Grundschober, 2017).

In the following figure, you can see examples of ambiguous and precise verbs.

Figure 4: Cedefop (2017, p. 49)

In WP1 the University of Elbasan and Danube University Krems developed a questionnaire to find out the needs of the Albanian teachers and university staff working in VET for teachers. The findings are shown above (chapter 1: Introduction).

Some Albanian project partners were made familiar with Learning Outcomes at the end of the Kickoff meeting in León in November 2017. In February 2018, at the TEAVET partner meeting in Elbasan, a presentation on Learning Outcomes was held by Isabell Grundschober of Danube University Krems.

In February 2018, in Elbasan the VET needs of Albanian teachers and universitiies were reviewed in a discussion round. After the meeting, Danube University Krems and the University of Turku developed on basis of the outcomes of this discussion 6 courses consisting of altogether 18 modules, which they sent to the Albanian partners before the


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TEAVET learning visit in Turku (in April 2018). The Albanian partners gave feedback on the design, and decided which modules were the most important ones for the VET programme to be implemented within the TEAVET project. At the partner meeting in Turku (26th of April 2018) the partners of the TEAVET project discussed the proposed topics in-‐depth, made some changes and decided for 16 training modules within 6 courses to be realized in the project, which are presented in the next chapter.

4. Description of modules Based on the needs of the Albanian partners, the topics for the modules were chosen. The requirements of the EU for twenty-‐first century skills for teachers were also taken into account. The modules were developed in several feedback loops. Through discussions at partner meetings and written feedback via E-‐Mail the VET programme for the Albanian partners evolved over time to the draft of courses/modules which you can find in this chapter.

As proposed by the Albanian Ministry of Education (MoES), organizational structure of the training is composed of courses that integrate different modules. Each module within a course should include: title, number of training module hours, sessions and contents, beneficiaries from the training, expected results, description of the content, methodology, assessment and bibliography.

Below, you can see the 6 courses that contain a total of 16 modules with an outline of the content and learning outcomes. In section 5.3., a sample module shows how the detailed design can look.

At the current state, the modules are not designed completely. The detailed design will be done by the Albanian partners (with help of Danube University Krems and University of Turku, if needed) until September 2018.

4.1 DIGITAL LEARNING

4.1.1 Blended learning with Learning Management Systems

Content: “’Blended learning’ designates the range of possibilities presented by combining Internet and digital media with established classroom forms that require the physical co-‐presence of teacher and students” (Friesen, 2012). Blended learning approaches can be effective means of optimizing student learning and improving student performance in the class. Blended learning is supported by learning management systems (LMSs). On the


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example of Moodle, the participants will get an introduction into blended learning concepts.

Learning Outcomes:

After successful completion of this module learners are able to …

• describe the concept of blended learning. • align different Moodle activities with Bloom’s revised taxonomy of cognitive

processes. • evaluate the educational design of a blended learning scenario.

This module was developed further as a sample for module construction for the partners. See the outcomes of development in chapter 5.

4.1.2 Digital tools for learning/teaching

Content: In this module the teachers will learn new pedagogical models, which will help them to choose the right platform/tool for their classroom.

Learning Outcomes:


• analyze a learning scenario using digital tools based on Bloom’s revised taxonomy. • analyze a didactical scenario using digital tools based on the SAMR Model. • choose digital learning activities based on pre-‐defined learning outcomes.

4.2 TEACHING AND LEARNING STRATEGIES

4.2.1 Teaching methodology

Content: Know about and understand teaching methods, including the ability to match each student’s needs in relation with the curriculum being taught. Choose teaching methods on the basis of didactical principles. Explore and adapt creative teaching strategies and handle teaching aids/scaffolding.

As this module emerged from the discussion at the Turku meeting (26th of April 2018), no Learning Outcomes are defined yet.


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4.2.2 Classroom management

Content: Manage a classroom that encourages participation and deep learning. Use classroom tools and educational technology. Learn management through observation (of colleagues) and case scenarios. Reflect to-‐date classroom management and discuss with other participants to tackle the most common classroom problems and suggest solutions for them. Learn how to stimulate motivation, establish classroom rules, provide instructions, monitor, and how to set up group work for students. Encourage students to reflect on their own classroom behavior.


4.2.3 Project-‐based teaching and learning

Content: The training gives the participants an understanding of what the concept of project-‐based learning is, how to implement it in a classroom, and in addition how to collaborate with companies and other organizations.

Learning Outcomes:


• identify problem solving skills. • apply project-‐based theory and concepts in the class. • understand professional responsibility (to behave at the company, be

punctual, and act professional). • recognize the needs for and ability to engage in lifelong learning. • collaborate with businesses. • engage with the community. • Use a project with students to support their transversal skills.

4.2.4 Revised assessment of students learning outcomes

Content: Do you need tools or information to support your assessment? How to apply curriculum in a fair way from a student’s point of view and from a youth perspective? Would you like to hear how others work, and get a peer network?

Under this module the teachers’ assignments are defined. The participants will learn to define the content of the assessment and how to assess the information. They will also learn about the criteria for evaluating the curriculum.

Learning Outcomes:


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• describe the rights and obligations of the teachers and students • describe the teaching arrangements, student care and assessment legislation • conduct assessment based on the curriculum. • identify the main parts of a school assessment manual. • evaluate the needed skills/updates to develop a consistent assessment.

4.3 ACTIVE CITIZENSHIP

4.3.1 Active citizenship in a global society

Content: Teachers get new insights about waste management as an example for environmental education. New didactic methods for the implementation of the subject in class and interactive approaches for the inclusion of all senses are shown. Ways of handling waste and problems of raw materials and sustainability, food wasting and environmental pollution are discussed.

Learning Outcomes:


• illustrate problems of resources and waste management. • enumerate different ways to avoid waste. • summarize learning scenarios for environmental education from different

repositories.

4.3.2 Basic skills for active citizenship

Content: Learners who are responsibly engaged citizens are able to secure social justice in constantly changing local, regional and global realities. Such capabilities encompass both highly localized cultural, social, economic and political understandings as well as a progressive awareness of wider regional and global forces that inform contemporary citizenship. These capabilities are therefore most likely to emerge from a systems-‐wide approach incorporating related strategic shifts in school culture, pedagogy and ethos, and will clearly be supported by work undertaken in other interdisciplinary themes such as Education for Sustainable Development, Education for Diversity and the Humanities Learning Area.

“Education reforms, especially in higher education systems, therefore need to focus as well on how to better foster active citizenship, youth empowerment and knowledge about how the EU works and can be beneficial.”(LLLP, 2017)


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Participants learn to debate about complex matters.

Learning Outcomes:


• enumerate different possibilities of active citizenship. • review critically the concepts of democracy and freedom. • explain several democratic values in their importance for the development of the

society.

4.4 MEDIA LITERACY

4.4.1 Media Literacy and online communication

Content: How to build a network for exchanging good practices of teaching experience? This module will help participants to share learning and teaching experience with colleagues to improve their teaching and that of their colleagues. It will help them to exchange and connect with teachers and other stakeholders in Albania and other countries to improve the quality of education.

Learning Outcomes:


• use online tools for collaboration (sharing, assessing, giving and receiving feedback).

• moderate online learning communities. • communicate through a variety of social media channels.

4.4.2 Media Literacy in a digitalized world

Content: Topics of this module are digital Footprint, WhatsApp, Instagram, Facebook, Snapchat, chain letter, cyber mobbing, copy right, passwords, publication online, antivirus programs, Add-‐ons, protection of tracking, sexting, cyber-‐grooming, internet of things.

To handle these topics in the class, teachers need good media literacy. In this module teachers get basic knowledge about Internet, social media and possible problems for students.


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Learning Outcomes:


• evaluate information presented in a range of digital channels. • navigate between online sources and select information. • protect their devices from online risks and threats. • recognize cyber bulling in the classroom.

4.5 INCLUSIVE EDUCATION

4.5.1 Inclusive classroom strategies for children with specific needs

Content: The topics of the module are teaching structures for collective, barrier-‐free learning as well as environments which are appropriate for development of learning and supporting in the inclusive classroom. The creation of a framework and organization for new teaching structure are basic elements of inclusive concepts. Through these concepts students with different needs can learn together and barrier-‐free. This allows to create a student-‐oriented environment in the classroom. The participants get theoretical input and learn how to use this knowledge in their own classroom. Common solutions are elaborated together to work age-‐based and competence-‐based in the daily routine of the school. The focus will be on the practical implementation of the theoretical knowledge.

Learning Outcomes:


• evaluate a learning environment on the basis of individualization and diversification.

• implement an inclusive learning environment in their own classroom. • Identify characteristic of inclusive learning environments.

4.5.2 Learning Design for all: Instructional formats and learning modalities

Content: The training module is aimed at getting to know strategies, methodologies and tools to include all students in education. Participants will learn how inclusive education works in other countries and how overcoming segregation of students with special needs is indeed possible.

Learning Outcomes:



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• analyze successful inclusive learning practices. • identify conceptual frameworks appropriate for investigating inclusion issues. • create a didactical design for individual learners in a group setting.

4.6 LEARNING CULTURE

4.6.1 Learning and assessment culture in Albania

Content: Participants will discuss in this module different learning cultures and will compare them to their own learning experiences.

Learning Outcomes:


• describe their teaching and learning culture.

• illustrate learning theories with examples from their own teaching and learning experience.

• contrast assessment practices in different educational cultures.

4.6.2 Foster critical thinking through media analysis

Content: The module aims to introduce participants to practices of argumentation, critical analysis, and evaluation of online media (Newspapers, Blogs, Forums, …). The content and structure of different media will be analyzed regarding information quality and credibility and regarding the underlying assumptions which are built into the texts and pictures.

The training will present the concept of scientific thinking and how to teach it to children. According to scientific thinking, the best knowledge is the theory backed by reliable facts. When more facts are gathered, the theory can change. Scientific thinking starts with observation, proceeds with tests or experimentation, and ends up with conclusions in a stepwise systematic manner. The validation is then questioned when new evidences arise. In this context it means that lecturers must stay critical and always look for new validation, e.g. through media. It should give them tools to evaluate the veracity of the information in order to validate their thinking/believes/know-‐how, etc.

Learning Outcomes:


• critically analyze different media. • evaluate the relevancy of the content for own teaching. • identify the quality of information of a text/image/video.


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• conclude from the structure of an online publication whether it is credible. • update own teaching content based on new information. • understand the basics of scientific thinking.

4.6.3 Communication and conflict management

Content: Participants learn the basics about communication (theory, strategy and method), guidance and communication skills (developing feedback), mediation, conflict management (strategies and methods) and feedback (colleagues-‐students-‐parents-‐feedback).

Learning Outcomes:


• identify feedback strategies for colleagues, students and parents. • analyze conflicts at school. • create a communication strategy for their school. • develop community-‐based operational practices.

4.6.4 Psychology of child development

Content: Improve understanding of minds of children, understand effects of external and internal influences on their development. Psychological development of children in psychological research and theory, such as the development of perception, knowledge, skills and relationships. Develop skills for education of children towards a networked, collaborative society, with additional focuses on well-‐being and communication


4.7 CREDIT HOURS FOR TEAVET COURSES

Dorina Rapti from the Albanian Ministry of Education (MoES) attributed credits to the courses and modules described above as follows. For clarification, 1 credit = 18 hours (9 hours face to face + 9 hours portfolio) = 12 sessions (1,5 hours each session, 6 face to face + 6 portfolio). The 16 modules that are presented in this section have been designed with this distribution of 50% of the time face to face + 50% portfolio. However, it should be considered that 50% face to face training is the minimum required for accreditation by MoES, what means that, in practice, a module can be designed with a higher percentage of face to face hours (for example, for 1 credit, 8 sessions face to face + 4 sessions portfolio).


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4.6.1. Digital Learning (Training program) 4 credits

• 1.1 Blended learning with Learning Management Systems 2 Credits -‐36 hours (18 hours in training face to face and 18 hours portfolio)

• 1.2 Digital tools for learning/teaching 2 Credits -‐36 hours (18 hours in training face to face and 18 hours portfolio)

4.6.2 Teaching and learning strategies (Training program) 4 credits

• 2.1 Teaching methodology 1 Credit -‐18 hours (9 hours in training face to face and 9 hours portfolio)

• 2.2 Classroom management 1 Credit -‐18 hours (9 hours in training face to face and 9 hours portfolio)

• 2.3 Project-‐based teaching and learning 1 Credit -‐18 hours (9 hours in training face to face and 9 hours portfolio)

• 2.4 Revised assessment of students learning outcomes 1 Credit -‐18 hours (9 hours in training face to face and 9 hours portfolio)

4.6.3 Active Citizenship 2 credits

• 3.1 Active citizenship in a global society 1 Credit -‐18 hours (9 hours in training face to face and 9 hours portfolio)

• 3.2 Basic skills for active citizenship 1 Credit -‐18 hours (9 hours in training face to face and 9 hours portfolio)

4.6.4 Media Literacy 2 credits

• 4.1 Media Literacy and online communication 1 Credit -‐18 hours (9 hours in training face to face and 9 hours portfolio)

• 4.2 Media Literacy in a digitalized world 1 Credit -‐18 hours (9 hours in training face to face and 9 hours portfolio)

4.6.5 Inclusive Education 4 credits

• 5.1 Inclusive classroom strategies 2 Credits -‐36 hours (18 hours in training face to face and 18 hours portfolio)

• 5.2 Learning Design for all: Instructional formats and learning modalities 2 Credits -‐36 hours (18 hours in training face to face and 18 hours portfolio)

4.6.6 Learning Culture 4 credits

• 6.1 Learning and assessment culture in Albania 1 Credit -‐18 hours (9 hours in training face to face and 9 hours portfolio)


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• 6.2 Foster critical thinking through media analysis 1 Credit -‐18 hours (9 hours in training face to face and 9 hours portfolio)

• 6.3 Communication and conflict management 1 Credit -‐18 hours (9 hours in training face to face and 9 hours portfolio)

• 6.4 Psychology of child development 1 Credit -‐18 hours (9 hours in training face to face and 9 hours portfolio)

5. Sample Module (Prototype)

On basis of the guidelines from the Ministry of Education of Albania (MoES), Danube University Krems designed a prototype module and presented it at the learning visit in Krems (15th and 16th of May). After the presentation, MoES commented again on the module and the design was refined accordingly. The result is a prototype which serves as a sample for the Albanian partners to design the further modules themselves. Danube University Krems and the University of Turku will assist and support them in this process.

5.1 PROTOTYPE MODULE (1.1) AS DESIGNED BY DANUBE UNIVERSITY KREMS AND DISCUSSED AT THE TEAVET LEARNING VISIT IN KREMS

Module1 of Course 1 “Digital Learning”

Module Suggestion for TEAVET – structured according to listing in guideline for module training accreditation in Albania

1. Title of the training program

Digital Learning

2. Theme of the module

Module 1: Blended Learning with Learning Management Systems

3. Number of training module hours

36 hours (2 Credits)

4. Number of sessions and topics of each session

3 sessions in classroom + online activities (set up as 2 online sessions)


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Sessions hours

1. ON SITE (in the classroom)

Introduction to Moodle: Navigation in Moodle and within the course structure

Moodle as an App

Your profile in Moodle

Activities in Moodle (Basis: https://docs.moodle.org/34/en/Activities)

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2. On the platform (work online)

Fill in your profile page and present yourself in the forum.

Use the page „see Moodle in Action“ at https://school.demo.moodle.net to explore moodle in different roles. Start with the role as a student. Discuss your experiences in the forum.

Explore now the role of a teacher via the same page. Discuss your experiences in a Chat (Date fort he chat has to be determined).

Personalise your Dashboard with the help of https://docs.moodle.org/34/en/Dashboard and post a screenshot of your new dashboard as exercise 1. Explain, how you adapted your dashboard and notification settings, and why.

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3. ON SITE (in Classroom): Blended Learning concepts

Get introduced to

Blooms Taxonomy of cognitive processes in the revision of Anderson & Krathwohl

Explore different blended learning scenarios and analyse them

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4. Online activities/On the platform

Read the blog article of Tony Bates „Are we ready for blended learning?“ https://www.tonybates.ca/2016/12/12/are-‐we-‐ready-‐for-‐blended-‐learning/. Discuss the article in the forum

Analyse blended learning scenarios on the basis of Bloom’s Revised Taxonomy and judge if they are suitable for your students (about 4-‐6 teaching units).

Get acquainted with quiz features in Moodle via

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https://docs.moodle.org/34/en/Quiz_quick_guide

Do a test quiz as provided in your Moodle Classroom.

Study for the final test.

5. In classroom:

Do the test.

Group work -‐ Use different blended learning formats with Moodle tools:

• design a module (4-‐8 lessons) for your own subject on Moodle. First, think about the learning outcomes (using Bloom/Anderson & Krathwohl. Then, think about the parts which should be done in classroom and which can be done online. What material hast o be presented in Moodle? Which classroom and which Moodle activities do you prepare for your students?

Evaluate your module (the one, in which you just participated).

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5. Beneficiaries from the training

Teachers, teachers in education (students of teachers universities), teacher trainers

6. Expected Results


• describe the concept of blended learning.

• align different Moodle activities with Bloom’s revised taxonomy of cognitive processes.

• evaluate the educational design of a blended learning scenario.

7. Description of the content

Blended learning “designates the range of possibilities presented by combining Internet and digital media with established classroom forms that require the physical co-‐presence of teacher and students.” (Friesen, 2012) Blended learning approaches can be effective means of optimizing student learning and improving student performance in the class. Blended learning is supported by learning management systems (LMSs). On the example of Moodle the participants will get an introduction into blended learning concepts.

8. Methodology:


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a) Training Methods

Blended Learning. Presentations, discussions, individual and group work, partly in an online scenario.

b) Teaching tools

Articles, Online Demos, Moodle activities, exercises

c) Task of the trainee

• get acquainted with Bloom’s revised taxonomy

• use Moodle in the role of a student and a teacher

• get acquainted with online self-‐study material to enhance proficiency in Moodle

• analyze and design blended learning scenarios

d) Recommended literature for trainees

IOWA State university, CELT. n.d. Revised Bloom‘s Taxonomy. http://www.celt.iastate.edu/teaching/effective-‐teaching-‐practices/revised-‐blooms-‐taxonomy

Bates, T., 2016. Are we ready for blended learning? In: Online learning and distance education resources. https://www.tonybates.ca/2016/12/12/are-‐we-‐ready-‐for-‐blended-‐learning/

Moodle docs, 2018. Documentation. https://docs.moodle.org/34/en/Main_page

9. Tests

Moodle-‐Test, mainly multiple choice

10. Bibliography

Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J. and Wittrock, M.C., 2001. A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, abridged edition. White Plains, NY: Longman.

Bates, T., 2016. Are we ready for blended learning? In: Online learning and distance education resources. https://www.tonybates.ca/2016/12/12/are-‐we-‐ready-‐for-‐blended-‐learning/


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Baumgartner, P., 2008. „Blended Learning Arrangements“. In: Beck, U.; Sommer, W.; Siepmann, F. (Eds.) E-‐Learning & Wissensmanagement Jahrbuch 2008. Karlsruhe: KKA, p. 10–17.

Beckingham, K., 2017. The Impact of Blended Learning. In: Educational Technology. https://edtechnology.co.uk/Article/the-‐impact-‐of-‐blended-‐learning

Florian, T.P.; Zimmerman, J.P., 2015. Understanding by design, moodle, and blended learning: A secondary school case study. In: Journal of Online Learning and Teaching, 11(1). http://jolt.merlot.org/vol11no1/Florian_0315.pdf

Friesen, N., 2012. Report: Defining blended learning. In: Learning Space. http://learningspaces.org/papers/Defining_Blended_Learning_NF.pdf

Lynder, Kathryn E. 2016. The blended course design workbook. A Practical Guide. New York. Stylus.

Moodle docs, 2018. Documentation. https://docs.moodle.org/34/en/Main_page

Netolicka, J. and Simonova, I., 2017, June. SAMR Model and Bloom’s Digital Taxonomy Applied in Blended Learning/Teaching of General English and ESP. In: Educational Technology (ISET), 2017 International Symposium. IEEE. pp. 277-‐281.

Sun, Z., Liu, R., Luo, L., Wu, M. and Shi, C., 2017. Exploring collaborative learning effect in blended learning environments. In: Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12201

5.2 FURTHER INPUT (RECOMMENDATIONS) BY MOES: AN ACCREDITED SAMPLE MODULE IN ALBANIAN WITH COMMENTS IN ENGLISH

MODULI 3

KRIJIMI I MJEDISEVE PËR TË NXËNIT E PERSONALIZUAR

LEARNING ENVIROMENT

1. Lloji i trajnimit: Kind of training

Trajnim i drejtpërdrejt (Neni 5/1 i Udhëzimit Nr. 1, datë 20.01.2017) V

Trajnimi nëpërmjet internetit i kombinuar me konsultime (Neni 5/2 i

Udhëzimit Nr. 1, datë 20.01.2017)

Trajnimi nëpërmjet internetit (Neni 5/3 i Udhëzimit Nr.1, datë


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20.01.2017)

2. Programi i trajnimit Training programme: Trajnimi i trajnerëve për arsimin gjithëpërfshirës (3 module)

3. Tema e modulit 3 The topic of module: Krijimi i mjediseve për të nxënit e personalizuar

4. Numri i orëve të modulit 3 të trajnimit Number of hours for the module of training: 18 orë (9 orë trajnim i drejtpërdrejtë + 4 orë studim i literaturës, materialit

përkatës dhe 5 orë detyra në kuadër të zbatimit të këtij moduli)

5. Numri i seancave Number of seances: 6 seanca Tema e çdo seance: Topic of each seances:

a) Seanca 1: Analizimi i situatës të të nxënit për fëmijët dhe të rinjtë.

b) Seanca 2: Kuptimi i ndërgjegjësimit për situatën te fëmijët. Testi Marshmalloë i

rivizituar.

c) Seanca 3: Zhvillimi i qëllimeve efektive.

d) Seanca 4: Qasja e ciklit jetësor dhe përcaktimi qëllimit. Qëllimet afatshkurtra,

afatmesme dhe afatgjata.

e) Seanca 5: Përshtatja e situatave për kërkesat e nxënësit.

f) Seanca 6: Zhvillimi i praktikës për t’i mbështetur të gjithë nxënësit.

6. Përfituesit nga realizimi i këtij moduli janë: Beneficiaries from the training:

ü Specialistë të DAR/ZA-‐ve.

ü Drejtuesit e institucioneve arsimore në arsimin parauniversitar.

ü Mësues të arsimit parashkollor.

ü Mësues të arsimit të detyruar.

ü Anëtarë të bordit të shkollës.

7. Rezultatet e pritshme Expecting outcomes Pjesëmarrësi në përfundim të trajnimit:

Ø aplikon atë se çfarë ka mësuar deri tani për të analizuar situatat mësimore;

Ø analizon situata nga pikëpamja e mësuesit dhe pikëpamja e nxënësve;

Ø fokusohet mbi situatën sesa te karakteristikat e nxënësit;

Ø ndërton kapacitete për të zhvilluar objektiva afatgjatë, afatmesëm, afatshkurtër;

Ø aplikon atë që është mësuar për të zhvilluar plane mësimore të personalizuara;


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Ø zhvillon një strategji bashkëpunimi për t’u zbatuar në shkollë;

Ø zhvillon mjete dhe metoda që mund të zbatohen në shkollë;

Ø zhvillon strategji për të ecur drejt arritjes së arsimit gjithëpërfshirës.

8. Përshkrimi i përmbajtjes Descreption of the content Moduli 3 përqendrohet në mjediset e të nxënit për të nxënit e personalizuar.

Premisa bazë e të nxënit të personalizuar është se shkolla ekziston për fëmijët

dhe jo e kundërta, prandaj shkollat duhet të përshtaten për të mundësuar të

nxënit e nxënësve sa më shumë të jetë e mundur. Por, shkollat duhet të

përmbushin gjithashtu edhe funksione të tjera; për shembull, të rikrijojë rendin

social të shoqërisë, që përfshin një proces përzgjedhjeje (ndërsa të gjithë kryejnë

një funksion, jo të gjithë mund të bëhen ministër, avokat ose mjek). Këto

dinamika sociale dhe mënyra se si ato ndikojnë në funksionimin e shkollave nuk

duhen harruar gjithashtu dhe mësuesit duhet të ndërgjegjësohen për bisedat që

bëhen nga shumë njerëz në lidhje me faktin se çfarë e bën një mësues të mirë:

Një mësues që investon te nxënësit e shkëlqyer? Një mësues që shpenzon

shumë kohë për të mbështetur nxënësit e që kanë rezultate jo të larta? Një

mësues që kap vlerësimet më të larta në provimet kombëtare të nxënësve? Për

më tepër, të gjitha shkollat kanë burime të kufizuara dhe mësimdhënia

tradicionale mund të duket si një metodë e efektshme për të adresuar klasat e

mëdha që mësojnë në hapësira minimale dhe pa materiale për të nxënit e

personalizuar. Realiteti i kushteve të punës të pjesëmarrësve nuk duhet

nënvlerësuar ndërsa është duke u punuar me këtë modul.

Të nxënit e personalizuar nënkupton që çdo fëmijë pranohet si person me

talente dhe aftësi, me një formim të caktuar familjar, identitet social dhe përvoja

të mëparshme të të nxënit. Çdo fëmijë është i/e aftë të mësojë. Të nxënit është

një pjesë thelbësore e natyrës njerëzore. Çdo fëmijë dëshiron të jetë pjesë e

komunitetit. E fundit, por jo më pak e rëndësishmja, është që çdo fëmijë ka

aspirata, ëndrra, shpresa dhe dëshirë për të qenë i pavarur; një agjent i të

drejtës së tij ose të saj. Përvoja e kompetencës, përkatësisë dhe pavarësisë është

thelbësore për të nxënit, sepse vetëm fëmijët që marrin pjesë në një aktivitet

mund të mësojnë nga ai. Moduli 3 kërkon të ilustrojë mënyrën se si mësuesit

mund t’u përgjigjen këtyre nevojave në klasë. Për të mësuar më shumë rreth

mësuesve, mësimdhënies dhe të nxënit, dhe pedagogjisë me në qendër


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nxënësin, ju lutemi shikoni Broshurën 12 të Serive A Rights-‐Based Approach to

Inclusive Education for Children with Disabilities.

Tradicionalisht, vëmendja e mësuesve është më shumë te grupi sesa te

individët fëmijë dhe kur përgatiten për të dhënë mësim ata marrin parasysh

interesat dhe përvojat e mëparshme të të nxënit të grupit. Meqenëse fëmijët

klasifikohen në grupe homogjene sipas moshës, mësuesit presin homogjenitet

edhe përsa i përket njohurive, interesave, stileve të të nxënit, stileve të

ndërveprimit, etj. Nëse të gjithë fëmijët janë të njëjtë dhe duan të mësojnë të

njëjtat gjëra në të njëjtën kohë, mësimi në grup është mënyra më efektive dhe

e efektshme. Por rrallë ndodh që të jetë kështu; prandaj disa fëmijë, në

përgjithësi, mbeten prapa, që në shumë sisteme shkollash konsiderohet si

diçka normale. Arsimi gjithëpërfshirës e sfidon këtë ide dhe thekson të

drejtën e çdo fëmije për të mësuar. Për vetë faktin që besimet dhe premisat e

mësuesve për të nxënit kanë një ndikim të rëndësishëm te fëmijët, ata duhet të

trajtohen dhe të jenë më të qartë. Moduli i adreson këto përmes shembujve dhe

studimeve të rastit që i theksojnë këto besime/ide – pa i vënë në siklet

pjesëmarrësit. Për faktin që shumë nga ajo çfarë mbulohet në këtë modul

supozon se trajnuesi ka një besim të thellë se fëmijët janë agjentët e

ndryshimit dhe të aftë për të krijuar (dhe përçuar) dëshirat e tyre.

Tradicionalisht, vëmendja e mësuesit është më shumë te detyrat se sa te situatat

dhe më shumë te përmbajtja e kurrikulës sesa te kompetencat e nxënësit. Nëse

nxënësit i përmbushin detyrat dhe përmbajtja e kurrikulës mësohet deri në fund

të vitit shkollor, çdo gjë duket sikur është në rregull. Por, a mësuan nxënësit

vërtetë diçka domethënëse për ta përdorur në jetën e përditshme? Rezultatet

për vlerësimin e nxënësit kanë treguar se metodat e mësimdhënies tradicionale

nuk janë efektive, veçanërisht në klasat me diveristet. Kalimi i vëmendjes nga

detyrat te situatat dhe nga përmbajtja te kompetencat nuk është diçka që

arrihet në pak ditë. Qasja bazuar në situatë për mësimdhënien dhe të nxënit

përshkon të tre modulet e këtij programi. Moduli 3 thekson rëndësinë e

përcaktimit të qëllimit si një veprim i parashikimit të kompetencave të nxënësit

në të ardhmen drejt mësimdhënies. Pjesëmarrësve u jepet mundësia për të

praktikuar përcaktimin e qëllimit si një nga pjesët më të rëndësishme të

planifikimit të mësimdhënies së personalizuar.


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9. Metodologjia: Methodology Rezultatet e pritshme të përmendura më sipër do të arrihen nga pjesëmarrësit duke bërë një

gërshetim të parashtrimit në nivel teorik të koncepteve kryesore të përmbajtjes, diskutimeve

të hapura dhe në grup të pjesëmarrësve si dhe përmes veprimtarive praktike të realizuara

përgjatë seancave.

Tema e seancës Topic of seance Metoda Training method Mjetet Teaching tools

Seanca 1: Analizimi i situatës të të

nxënit për fëmijët dhe të rinjtë.

Mirëseardhja.

Prezantimi i pjesëmarrësve, i trajnerëve

dhe moderatorëve.

Studim rasti “Ndërgjegjësimi për

situatën” një situatë reale.

Prezantim i trajnerit: Çfarë është

ndërgjegjësimi për situatën.

Stilolaps, Flipçart,

Lapustila, Bimer,

Laptop, Prezantimi në

PPT (për të gjithë

trajnimin).

Seanca 2: Kuptimi i ndërgjegjësimit

për situatën te fëmijët. Testi

Marshmallow i rivizituar.

Diskutim me pjesëmarrësit i fletës së

punës “Qengji dhe ujku”.

Prezantim i trajnerit: Testi Marshmaloë

i rivizituar

Fletë pune “Qengji dhe

ujku”

Prezantim PPT

Seanca 3: Zhvillimi i qëllimeve

efektive.

Prezantim nga trajneri: Qëllimet janë

ide për të ardhmen

Prezantimi PPT

Seanca 4: Qasja e ciklit jetësor dhe

përcaktimi qëllimit. Qëllimet

afatshkurtra, afatmesme dhe

afatgjata.

Prezantim nga trajneri: Qasja e ciklit

jetësor për përcaktimin e qëllimit.

Punë në grup: Përcaktimi i qëllimeve

afatshkurtra, afatmesme, afatgjata

Fletë formati A-‐4, lapsa

Seanca 5: Përshtatja e situatave për

kërkesat e nxënësit.

Diskutim me pjesëmarrësit: Një histori,

shumë mësime për t’u nxënë.

Prezantim nga trajneri: Krijimi i

mundësive të të nxënit.

Prezantim PPT,

Flipcarter, lapustila.

Seanca 6: Zhvillimi i praktikës për t’i

mbështetur të gjithë nxënësit.

Prezantim nga trajneri: Lidhja e

qëllimeve me mundësitë.

Diskutim me pjesëmarrësit:

Përshtatni mjediset për të nxënit.

Kompetencat për gjithëpërfshirjen.

Prezantim PPT


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10. Detyrat për pjesëmarrësit në dosjen e tyre: Task of the trainee in the portfolio Or in

the online activities

@ Orë mësimi me situata të nxëni.

@ Portofol të nxënësit me punime në kontekstin e arsimit gjithëpërfshirës.

@ Përcaktimi i përparësive për planin gjithëpërfshirës të shkollës.

11. Literatura për studim: Recommended literature for trainees

& Manuali “Modulet e trajnimit të trajnuesve për arsimin gjithëpërfshirës”.

& Ligji për arsimin parauniversitar, MAS.

& Dispozitat normative, MAS.

12. Testet Tests: Secili test parashikohet të zhvillohet nga i trajnuari për rreth 60 minuta me 10 pikë dhe synon të verifikojë përmbushjen e rezultateve të pritshme.

Testi 1

1. Cili prej pohimeve është i vërtetë? Çfarë e bën një mësues të mirë:

1 pikë

A) Një mësues që investon te nxënësit e shkëlqyer?.

B) Një mësues që shpenzon shumë kohë për të mbështetur nxënësit që kanë rezultate

jo të larta?

C) Një mësues që vetëm kap vlerësimet më të larta në provimet kombëtare të

nxënësve?

D) Një mësues që ka në qasjen e tij mësimdhënëse dhe nxënësve arsimin

gjithëpërfshirës?

Përgjigje: D)

2. Ndërgjegjësimi për situatën: 2

pikë

a. _________________________________________________________________

b._________________________________________________________________

Përgjigje:


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- Krijimi i një vendimmarrje të mirë;

- Formuar nga vëzhgimi dhe kuptimi i asaj çfarë po ndodh në mjedisin

përkatës

3. Përdorimi i modelit të teorisë së akivitetit, katër elementet:

3 pikë

a. _________________________________________________ b. _________________________________________________ c. _________________________________________________

Përgjigje:

Strategjia e “jetës së përditshme”, Mësimi i shkencave, Zgjidhja e një problemi real jetësor.

4. Përshkruani shkurtimisht një situatë konkrete të nxëni e cila merr në konsideratë gjithpërfshirjen e nxënësve.

4 pikë

Përgjigje e lirë:

Testi 2

1. Testin Marshmallow është kryer fillimit ndërmjet viteve:

1 pikë

A) 1960 dhe 1970.

B) 1970 dhe 1980.

C) 1980 dhe 1990.

D) 1990 dhe 2000.

Përgjigje: A)

2. Paraqisni katër perspektivat e pjesëmarrjes: 4

pikë

a. ______________________________________________________________

b. ______________________________________________________________

c. ______________________________________________________________

d. ______________________________________________________________


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Përgjigje:

(1) perspektiva zhvillimore; (2) perspektiva kurrikulare; (3) perspektiva shëndetësore; (4)

perspektiva e marrëdhënieve.

3. Një qëllim duhet të “bëhet personal”, personi duhet ta marrë në zotërim atë. Kjo ka kushtet si më poshtë:

2 pikë

a. _______________________________________________________________ b. ________________________________________________________________

Përgjigje:

- Ndikon mbi vëmendjen dhe interpretimin e stimulit të dykuptimtë;

- Shtyp/ndrydh njohuritë dhe përvojat që kanë lidhje ose shoqërohen me arritjet e

qëllimit.

4. Listoni dy prej fushave të kompetencave të mësuesve për “Profilin e mësuesit gjithëpërfshirës” . 2 pikë

Përgjigje:

1) Vlerësimi i diversitetit të nxënësit; 2) mbështetja e të gjithë nxënësve; 3) puna me të tjerët;

dhe 4) vazhdimësia e zhvillimit profesional individua

Testi 3

1. Cili prej pohimeve NUK është i vërtetë? Qëllimet në arsim janë: 1 pikë

A) qëllimet afatshkurtra;.

B) qëllimet afatmesme;

C) qëllimet afatgjata;

D) qëllimet e për jetën.

Përgjigje: D)

2. Listoni katër fusha të pjesëmarrësve.

4

pikë


32

a. _________________________________________________________________

b. _________________________________________________________________

c. _________________________________________________________________

d. _________________________________________________________________

Përgjigje: Të nxënit dhe aplikimi i njohurive; detyra dhe kërkesa të përgjithshme; kuminikimi;

lëvizshmëria; vetë-‐përkujdesja; jeta familjare, ndërveprimet dhe marrëdhëniet personale.

3. Përshkruani shkurtimisht një situatë konkrete të nxëni e cila merr në konsideratë gjithpërfshirjen e nxënësve: 2 pikë

Përgjigje e lirë:

4. Përshtatja e mjediseve të të nxënit. Listoni tre prej tyre:

3 pikë

a. ______________________________________________

b. ______________________________________________

c. ______________________________________________

Përgjigje:

a. Përmbajtja

b. Mësimdhënia ose strategjia udhëzuese;

c. Grupimi i nxënësve;

d. Menaxhimi i klasës dhe sjelljes;

e. Koha;

f. Materialet dhe burimet;

g. Produktet;

h. Etj.

Tabela e vlerësimit

Dobët (E) Mjaftueshëm (D) Mirë (C) Sh. Mirë (B) Shkëlqyeshëm (A)

0 -‐ 2 3-‐4 5-‐6 7 -‐ 8 9 -‐10

13. Bibliografia Bibliography kryesore e përdorur për të hartuar modulin “Krijimi i

mjediseve për të nxënit e personalizuar” është:


33

& MAS, Strategjia e Zhvillimit të Arsimit Parauniversitar 2014-2020.

& Ligji nr. 69/2012, datë 21.06.2012 “Për sistemin arsimor parauniversitar në Republikën e

Shqipërisë”, i ndryshuar.

& Dispozitat normative për sistemin arsimor parauniversitar, 2013.

& Manuali “Modulet e trajnimit të trajnerëve për arsimin gjithëpërfshirës”, UNICEF, 2016.

& Broshurën - Mësuesit, Mësimdhënia dhe Pedagogjia Gjithëpërfshirëse dhe me në Qendër

Nxënësin

& http://www.sedl.org/ws/ws-fam-comm.pdf

& http://www.rtinetwork.org/learn/what/whatisrti

& Agjencive Evropiane “Pjesëmarrja në arsimin gjithëpërfshirës. Një kuadër për

zhvillimin e treguesve”.

& http://www.inclusive-‐‑education.org/system/files/publications-‐‑

documents/UNICEF_Right%20Children%20Disabilities_En_WebACCESSppdf

& http://unesdoc.unesco.org/images/0017/001778/177849e.pdf

& http://www.inclusive-‐education.org/publications/see-‐me-‐hear-‐me-‐guide-‐using-‐

un-‐convention-‐rights-‐persons-‐disabilities-‐promote-‐rights.

CV-‐të e trajnerëve janë bashkëlidhur modulit.

5.3 MODULE 1.1 REVISED ON BASIS OF THE SAMPLE MODULE OF MOES

Module.1.1

Blended Learning with Learning Management Systems

1. Lloji i trajnimit: (Kind of training)

Trajnim i drejtpërdrejt (Neni 5/1 i Udhëzimit Nr. 1, datë

20.01.2017)

Trajnimi nëpërmjet internetit i kombinuar me konsultime

(Neni 5/2 i Udhëzimit Nr. 1, datë 20.01.2017)

V


34

Trajnimi nëpërmjet internetit (Neni 5/3 i Udhëzimit Nr.1, datë

20.01.2017)

2. Programi i trajnimit Training programme: Digital Learning (2 modules)

3. Tema e modulit 3 Topic of module: Module 1: Blended Learning with Learning

Management Systems

4. Numri i orëve të modulit të trajnimit Number of hours for the module of

training: 36 hours (minimum of 18 hours in training face to face and the

remaining 18 hours portfolio)

For clarification, 2 credits = 36 hours = 24 sessions (1,5 hours each session, 12 sessions

face to face + 12 sessions portfolio). However, it should be considered that 50% face to

face training is the minimum required for accreditation by MoES, what means that, in

practice, a module can be designed with a higher percentage of face to face hours. This is

the case of this sample module of 2 credits: 24 sessions (15 sessions face to face + 9

sessions portfolio).

5. Numri i seancave Number of seances: 24 seanca (sessions) – including final

test

Tema e çdo seance: Topic of each seances:

a) Session 1 (On site): Introduction session: Presentation round of trainer and

trainees; expectations for the module.

b) Seanca 2 (On site): Introduction to Blended Learning

c) Session 3 (On site): experiences in working with digital devices (discussion round, if necessary demonstrate first steps with laptops)

d) Session 4 (On site): Introduction to Moodle. Navigation in Moodle and within the

course structure

e) Session 5 (On site): First Steps on Moodle. Explor the course yourself, look at your trainer’s profile page. Learn how to fill your own profile.

f) Session 6 (On site): Moodle as an App. Explore how you can use Moodle with

your Smartphore/iPhone.

g) Seanca 7 (Portfolio): Fill your profile page in Moodle and introduce yourself in

the discussion forum.


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h) Seanca 8 (Portfolio): Use the page „see Moodle in Action“ at

https://school.demo.moodle.net to explore moodle in different roles. Start with

the role as a student. Discuss your experiences in the forum.

i) Session 9 (Portfolio): Explore the role of a teacher via the same page (https://school.demo.moodle.net).

j) Session 10 (Chat, fixed time): Discuss your experiences in an Online Chat on Moodle (Date for the chat has to be determined). Summarize your Chat experiences in the forum.

k) Seanca 11 (Portfolio): Theory reading & small quiz to ensure understanding of

text

l) Seanca 12 (Portfolio): Input (Blooms Revised Taxonomy) as Basis for analysis of

Blended Learning Scenarios, students reflect input by reflecting on the learnings

in the module so far (using the learning outcomes given for the module)

m) Seanca 13 (Portfolio): Analyze a Blended Learning Scenario from

https://school.demo.moodle.net. Upload your results to Moodle (exercise set up

as a peer review exercise)

n) Seanca 14 (Portfolio): Read the analysis of a peer, study the source of the

analysis and give feedback using the rubrics provided.

o) Seanca 15 (Portfolio): Look at the learning outcomes of the module. How do you

rate the skills you have acquired so far? What else do you need to learn? Write

one page and upload it on Moodle.

p) Seanca 16 (On Site): Discussion round: Experiences during the

eLearning/Portfolio phase

q) Seanca 17+18 (On Site): Blended Learning Formats and Moodle Tools. I. Set up a

quiz to support a reading/listening exercise

r) Seanca 19+20 (On Site): Blended Learning Formats and Moodle Tools. II. Work

with the Glossary to develop terminology and explanations for a chosen subject.

s) Seanca 21+22 (On Site): Blended Learning Formats and Moodle Tools. III. Set up

an exercise/assignment and create a rubric for online feedback to the assignment.

t) Seanca 23+24 (On Site): Final Test and presentation of learnings (portfolio)


36

6. Përfituesit nga realizimi i këtij moduli janë: Beneficiaries from the

training:

ü Specialistë të DAR/ZA-‐ve.

ü Drejtuesit e institucioneve arsimore në arsimin parauniversitar. (Pre-‐University

teachers)

ü Mësues të arsimit të detyruar.

ü Anëtarë të bordit të shkollës.

7. Rezultatet e pritshme Expected outcomes


• describe the concept of blended learning. • align different Moodle activities with Bloom’s revised taxonomy of cognitive processes. • evaluate the educational design of a blended learning scenario.

8. Përshkrimi i përmbajtjes Description of the content

Blended learning “designates the range of possibilities presented by combining Internet and digital media with established classroom forms that require the physical co-‐presence of teacher and students.” (Friesen, 2012) Blended learning approaches can be effective means of optimizing student learning and improving student performance in the class. Blended learning is supported by learning management systems (LMSs). On the example of Moodle the participants will get an introduction into blended learning concepts.

Blended Learning is a good way to do Vocational Education and Training (VET) and/or Continous Professional Development (CPD). You can use classroom time to get familiar to each other, have face-‐to-‐face contact and to network. However, learners have limited time to do training in classroom only. The additional allocated time for the Internet exercises (Portfolio exercises) can be chosen – mainly – freely, except for webinars and chats. Teachers do not need to commute and can work, whenever it is most suitable for them.

Actually, all classroom work with students is blended learning, as well. Students have always worked in classroom with the teacher and did homeworks to train the skills/knowledge they had acquired in class. Today’s blended learning concepts include media use: students can, for example, make small videos with their Smartphones or iPhones, comment on them and upload them as an assignment into a LMS (learning management system. The exercise – instead of being (hand-‐)written in a book – can include many media formats, such as Slide Presentations, Screencasts, a collaborative Glossary, and much more.


37

Additionally, the format of “Flipped Classroom” allows teachers to upload or link to multimedia content (like videos or audio documents) to a LMS and let the students watch this content as a preparation for collaborative work or exercises to be done in classroom. However, the material should not be just uploaded with the simple instruction to watch it. It needs some didactical preparations to make this type of assignment a fruitful learning experience – such as posing questions in relation to the content or to ask the students to prepare a presentation basing on the material available online.

An important basis of the didactical design of blended learning is the writing of Learning Outcomes following Blooms revised Taxonomy (Anderson, Krathwohl, e.a. 2001). By aligning activities (both in the Learning Management System and On Site) to the different types of cognitive processes as shown in Blooms revised Taxonomy, participants get an insight into different ways of learning – online and on site (in classroom). By reading theoretical texts about Blended Learning, they get a more precise idea about the basis for didactical concepts.

In order to get rooted in practice, the module implies the active use of an LMS: participants work with Moodle and explore a range of features of this mighty LMS – both in the role as a student and as a teacher. The evaluation of good practices with Blended Learning allows the participating learners to link theory to practice and to collect valuable ideas for their own learning and teaching practice.

9. Metodologjia: Methodology

Rezultatet e pritshme të përmendura më sipër do të arrihen nga pjesëmarrësit duke

bërë një gërshetim të parashtrimit në nivel teorik të koncepteve kryesore të

përmbajtjes, diskutimeve të hapura dhe në grup të pjesëmarrësve si dhe përmes

veprimtarive praktike të realizuara përgjatë seancave.

Tema e seancës Topic of seance Metoda Training method Mjetet Teaching tools

Session 1 (On site): Introduction session: Presentation round of trainer and trainees; expectations for the module

Welcome/Presentation round of participants, listen to expectations for the module. Presentation by trainer: Short introduction to Blended Learning as a concept and explanation that this module will be in Blended Learning format. Presentation: Moodle via laptop and beamer. Students follow the presentation and try themselves using laptops and mobile devices. Presentation: How to set up a user profile in Moodle. Announce Portfolio exercise for

Flipçart, Lapustila, Bimer, Laptop, Prezantimi në PPT (për të gjithë trajnimin). Interactive Work on Laptops (at least one for 2 participants) and/or mobile devices. All students need to


38

students. be registered in the Moodle course devoted to this Module.

Seanca 2 (On site): Introduction to Blended Learning

Presentation by the trainer. Basis: Sildes. Group Discussion: First as a partner exercise with a worksheet (SWOT analysis of Blended Learning as a concept), after that discussion in Plenum

Beamer and PPt slides (or other format, like Prezi), Factsheet Blended Learning with key data and recommended reading for students, Worksheet for SWOT analysis

Session 3 (On site): experiences in working with digital devices (discussion round, if necessary demonstrate first steps with laptops)

Group discussion: Which experiences with digital tools to you have already? Students follow the presentation and try themselves using laptops and mobile devices. Presentation: How to set up a user profile in Moodle. Announce Portfolio exercise for students.

Flipchart and lino Noteboard via Beamer. Lino Noteboard: see lino.com. Noteboard is set up before the course, students get the link & can stick notes on the board using any type of device (their mobiles, the classroom computers, ...

Session 4 (On site): Introduction to Moodle. Navigation in Moodle and within the course structure

Presentation by trainer: Moodle via laptop and beamer. Students follow the presentation and try themselves using laptops and mobile devices.

Presentation (PPT and Moodle live via Beamer), Flipchart, Notebooks or Tablets for the students (at least 1 device per 2 students)

Session 5 (On site): First Steps on Moodle. Explore the course yourself, look at your trainer’s profile page. Learn how to fill your own profile.

Presentation by the trainer: How to set up a user profile in Moodle. Announce Portfolio exercise for students. Student exercise with Moodle: First steps in setting up profile page, trainer is

Prezantim PPT or live from Moodle (with Beamer). Notebooks for students (at least 1 for 2 students)


39

assisting.

Session 6 (On site): Moodle as an App. Explore how you can use Moodle with your Smartphore/iPhone.

Presentation by trainer: Moodle as an app. Students explore on their own. At the end of the session group discussion on experiences

PPT presentation or live presentation from a handheld device (mobile, tablet), if technically possible. Students: own devices (smartphones, iPhones). Those who don’t have a fitting device can partner with those who have

Seanca 7 (Portfolio): Fill your profile page in Moodle and introduce yourself in the discussion forum.

Moodle: individual profile page. Moodle: exercise 1 (shows the instructions and reminds on the slides of the On Site training) Moodle: individual Profile page Group discussion in Moodle: Discussion Forum

All students need to be registered in the Moodle course devoted to this Module. There, the forum “general Discussion” can be used for the introduction.

Seanca 8 (Portfolio): Use the page „see Moodle in Action“ at https://school.demo.moodle.net to explore Moodle in different roles. Start with the role as a student. Discuss your experiences in the forum.

Exploring „see Moodle in Action“ at https://school.demo.moodle.net Group discussion in Moodle: Discussion Forum

Online resouce as stated. Moodle

Session 9 (Portfolio): Explore the role of a teacher via the same page (https://school.demo.moodle.net).

Exploring „see Moodle in Action“ in the role of a teacher at https://school.demo.moodle.net

Online resouce as stated.

Session 10 (Chat, fixed time): Discuss your experiences in an Online Chat on Moodle (Date for the chat has to be determined). Summarize your Chat experiences in the forum.

Moodle Chat (this is real-‐time, therefore the time of the chat has to be fixed. The chat has to be facilitated, which is usually done by the trainer). Moodle Forum

Moodle

Seanca 11 (Portfolio): Theory reading & small quiz to ensure understanding of text

Read Bates, T., 2016. Are we ready for blended learning? (https://www.tonybates.ca/2016/12/12/are-‐

Online reading resource as stated. Test (6 questions,


40

we-‐ready-‐for-‐blended-‐learning/). Do the quiz provided in Moodle to self-‐assess your text experience.

M/c) to be provided in Moodle. Test can be repeated 2 times.

Seanca 12 (Portfolio): Input (Blooms Revised Taxonomy) as basis for analysis of Blended Learning Scenarios; students reflect input by reflecting on the learnings in the module so far (using the learning outcomes given for the module)

Study the following input: IOWA State university, CELT. n.d. Revised Bloom‘s Taxonomy. http://www.celt.iastate.edu/teaching/effective-‐teaching-‐practices/revised-‐blooms-‐taxonomy Reflect: How would you formulate the learnings from this module so far? How close do you feel to reach the following learning outcomes:

learners are able to … • describe the concept of blended learning. • align different Moodle activities with Bloom’s revised taxonomy of cognitive processes. • evaluate the educational design of a blended learning scenario.

Online resource as stated. Moodle exercise for uploading reflections

Seanca 13 (Portfolio): Blended Learning Scenarios and Blooms Revised Taxonomy

Students: Analyze a Blended Learning Scenario from https://school.demo.moodle.net. Upload your results to Moodle (exercise set up as a peer review exercise)

Analysis sheet (basing on Blooms Revised Taxonomy). Moodle exercise set up as a peer exercise.

Seanca 14 (Portfolio): Peer Feedback on Blended Learning Scenario

Students: Read the analysis of a peer, study the source of the analysis and give feedback using the rubrics provided.

Rubric, Information on Peer Feedback

Seanca 15 (Portfolio): Self Evaluation

Students (individually): 1. Look at the learning outcomes of the

module. How do you rate the skills you have acquired so far?

2. What are you main learning products so far. Put them together as a portfolio.

Rubric with Learning Outcomes & empty fields for additional observations and to add a table of content for the student’s portfolio.

Seanca 16 (On Site): Discussion round: Experiences during the eLearning/Portfolio phase

Trainer: Welcome Group discussion, facilitated by trainer. Input: questions to stimulated discussion

Beamer & Notebook (to project questions),flipchart for collecting input


41

from students.

Seanca 17 (On Site) How to make a quiz in Moodle

Teacher: Presentation, Instructions. Students: Follow teacher explanations in Moodle

Computer, Beamer, at least 1 Notebook for 2 students. Moodle

Seanca 18+19 (On Site): Blended Learning Formats and Moodle Tools. I. Set up a quiz to support a reading/listening exercise

Group work, facilitated by the teacher: Groups of 4-‐5 students work together to set up a M/C quiz. One (not too long) reading text per group, related to the main subjects of the course (learning outcomes/Taxonomy, blended learning or Moodle)

Computer, Beamer, at least 1 Notebook for 2 students. Moodle. For each group, there must be an ID for the role “teacher”, so the quiz can be set up. Hardcopies of reading texts.

Seanca 20 (On Site): Feedback on Test

Students try the quiz of another group and give critical feedback

Moodle, at least 1 Notebook for 2 students. Presentation slide with some key points for the feedback.

Seanca 21+22 (On Site): Blended Learning Formats and Moodle Tools. II. Set up an exercise/assignment and create a rubric for online feedback to the assignment.

Short Instruction by the trainer, then group work (again: 4-‐5 students; if possible, change grouping to have other teams working together. At the end, short presentation of the work of each group; discussions after the presentation

Computer & beamer: Show main instructions. Moodle. For each group, there must be an ID for the role “teacher”, so the test can be set up.

Seanca 23 (On Site): Final Test See below

Seanca 24 (On site): Presentation of Portfolio

Each student does a shot presentation on his/her main learnings to the group. Group discussion.

10. Detyrat për pjesëmarrësit në dosjen e tyre: Task of the trainee in the portfolio

Or in the online activities

@ Read input and discuss it in a Moodle forum.


42

@ Get acquainted with Moodle in the role of a student and in the role of a teacher on

basis of Online demos.

@ Chat in Moodle

@ Analyse Learning Scenario using Blooms Revised Taxonomy.

@ Reflect /self-‐evaluate your learning.

11. Literatura për studim: Recommended literature for trainees

& IOWA State university, CELT. n.d. Revised Bloom‘s Taxonomy.

http://www.celt.iastate.edu/teaching/effective-‐teaching-‐practices/revised-‐

blooms-‐taxonomy

& Bates, T., 2016. Are we ready for blended learning? In: Online learning and distance education resources. https://www.tonybates.ca/2016/12/12/are-‐‑we-‐‑

ready-‐‑for-‐‑blended-‐‑learning/

& Moodle docs, 2018. Documentation. https://docs.moodle.org/34/en/Main_page.

12. Testet Tests: Secili test parashikohet të zhvillohet nga i trajnuari për rreth 60

minuta me 10 pikë dhe synon të verifikojë përmbushjen e rezultateve të

pritshme.

For constructing a test, the construction criteria or at least 3 sample tests in

English would be necessary.

13. Bibliografia Bibliography kryesore e përdorur për të hartuar modulin “Krijimi i

mjediseve për të nxënit e personalizuar” është:

& MAS, Strategjia e Zhvillimit të Arsimit Parauniversitar 2014-‐2020.

& Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J. and Wittrock, M.C., 2001. A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, abridged edition. White Plains, NY: Longman.

& Bates, T., 2016. Are we ready for blended learning? In: Online learning and distance education resources. https://www.tonybates.ca/2016/12/12/are-‐we-‐ready-‐for-‐blended-‐learning/

& Baumgartner, P., 2008. „Blended Learning Arrangements“. In: Beck, U.; Sommer, W.; Siepmann, F. (Eds.) E-‐Learning & Wissensmanagement Jahrbuch 2008. Karlsruhe: KKA, p. 10–17.

& Beckingham, K., 2017. The Impact of Blended Learning. In: Educational Technology. https://edtechnology.co.uk/Article/the-‐impact-‐of-‐blended-‐learning


43

& Florian, T.P.; Zimmerman, J.P., 2015. Understanding by design, moodle, and blended learning: A secondary school case study. In: Journal of Online Learning and Teaching, 11(1). http://jolt.merlot.org/vol11no1/Florian_0315.pdf

& Friesen, N., 2012. Report: Defining blended learning. In: Learning Space. http://learningspaces.org/papers/Defining_Blended_Learning_NF.pdf

& Lynder, Kathryn E. 2016. The blended course design workbook. A Practical Guide. New York. Stylus.

& Moodle docs, 2018. Documentation. https://docs.moodle.org/34/en/Main_page & Netolicka, J. and Simonova, I., 2017, June. SAMR Model and Bloom’s Digital

Taxonomy Applied in Blended Learning/Teaching of General English and ESP. In: Educational Technology (ISET), 2017 International Symposium. IEEE. pp. 277-‐281.

& Sun, Z., Liu, R., Luo, L., Wu, M. and Shi, C., 2017. Exploring collaborative learning effect in blended learning environments. In: Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12201


44

6. State of development

The process of designing the modules had the following stages:

1. Summarize discussion around needs analysis of WP1 after the Elbasan meeting (8th-‐9th February 2018)

2. Writing report and define topics of modules and learning outcomes based on the Elbasan meeting and literature until 9th of April 2018

3. Get feedback on modules from all partners until Turku meeting (26th of April 2018) 4. Agree on topics of modules at partner meeting in Turku (26th of April 2018) 5. Danube University Krems designed a prototype module, which they presented and

discussed at the Krems meeting at the 15th of May 2018 (Section 5.1.) 6. July 2018 until September 2018: Albanian partners of TEAVET will design the

training courses (with support of Danube University Krems and University of Turku)

At the teacher training seminar in Durres in February 2019 all the teachers from the Albanian universities in charge of the future courses, will attend the training seminar. The University of Turku will coordinate the preparation of all the materials and methodology for each course, as they are responsible for this work package. There will be 6 parallel sessions: one for each of the 6 courses that group the 16 modules. Each Albanian university will provide academics for it. The Albanian universities will be responsible for the coordination of the preparation of the modules (structure and outline as suggested by MoES following the structure of sample module in section 5.3., methodology and bibliography).


45

7. Bibliography

Baumgartner, P., Grundschober, I. (2015). Writing Learning Outcomes: Use Appropriate Verbs! Retrieved from: http://valeru.net/wp-‐content/uploads/2015/04/LO_Keywords_11092105.pdf

Cedefop (2017). Defining, writing and applying learning outcomes: a European handbook. Luxembourg: Publications Office. http://dx.doi.org/10.2801/566770

European Commission (2012). Rethinking Education. Investing in Skills for Better Socio-‐Economic Outcomes. COM(2012) 669 final. Retrieved from https://eur-‐lex.europa.eu/legal-‐content/EN/TXT/PDF/?uri=CELEX:52012DC0669&from=FR (including the accompanying document: European Commission (2012). Supporting the Teaching Professions for Better Learning Outcomes, Strasbourg. Retrieved from http://eu2013.ie/media/eupresidency/content/documents/Support-‐the-‐Teaching-‐Professions-‐for-‐Better-‐Learning-‐Outcomes.pdf)

European Commission (2018). Proposal for a COUNCIL RECOMMENDATION on Key Competences for Lifelong Learning, Brussels. Retrieved from https://ec.europa.eu/education/sites/education/files/recommendation-‐key-‐competences-‐lifelong-‐learning.pdf

European Parliament (2006). Recommendation of the European Parliament and the Council Recommendation of 18 December 2006 on Key competences for lifelong learning, Official Journal of the European Union. Retrieved from http://eur-‐lex.europa.eu/legal-‐content/EN/TXT/?uri=celex%3A32006H0962

Grundschober, I., (2017). How to Write Learning Outcomes? Rules of Thumb for Defining and Writing Learning Outcomes. Krems: Danube University Krems Retrieved from: https://isabellgru.eu/index.php/2018/02/27/how-‐to-‐write-‐learning-‐outcomes-‐rules-‐of-‐thumb/

LLLP -‐ Lifelong Learning Platform (n.d.-‐a). About us. Retrieved February 26, 2018, from http://lllplatform.eu/who-‐we-‐are/about-‐us/

LLLP -‐ Lifelong Learning Platform (n.d.-‐b). Learning Participation. Retrieved February 26, 2018, from http://lllplatform.eu/policy-‐areas/inclusive-‐education/learning-‐participation/

LLLP -‐ Lifelong Learning Platform (2017). LLLPlatform Policy Statement – Adapting European education systems to meet society’s challenges in an ever changing world (Policy Statements). Retrieved February 26, 2018, from http://lllplatform.eu/lll/wp-‐content/uploads/2017/09/Statement-‐schools-‐and-‐higher-‐education-‐initiatives.pdf

OECD (2014), TALIS 2013 Results: An International Perspective on Teaching and Learning, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264196261-‐en


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8. Appendix

Notes of one discussion group on 8th of February 2018 in the framework of the TEAVET partner meeting:


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D.2.1. Report Designing LLL Training...

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