ZELIG ZELIG FACES THE CLASSFACES THE CLASS – – Teachers and Teachers and Trainers As Key Actors in E-learningTrainers As Key Actors in E-learning

Andrea Kárpáti Andrea Kárpáti Eötvös Loránd UniversityEötvös Loránd University

UNESCO Centre for ICT in Education

karpatian@axelero.hu

Film:Film: ICT-supported teaching ICT-supported teaching at universitiesat universities

FRONTAL PRESENTATION revived: visually enhanced, higher / longer attention, deeper understanding through moving images, simulations, models

Access: local / global, repeatable – no time/place constraints, but technical limitations apply

Feedback: verbal / written, instant / delayed, individual initiative / mentored dialogue / open forum

Share of workload: presenter, teaching assistant, tutor, mentor: different levels of competence and accessibility

Examination: transparent learning material, constant and complete availability

TEACHERS’ ROLES TEACHERS’ ROLES CHANGE CHANGE according to according to educational paradigm changeseducational paradigm changes

Education / industrial society Education / knowledge society

Instruction in facts, data, rules, ready-made solutions

Formation of abilities, competencies, expertise and attitudes

Transfer of closed, definitive “textbook knowledge”

Learning is a lifelong process in knowledge networks

Learning in closed homogeneous groups at school

Learning in flexible, frequently heterogeneous groups in formal and informal settings

Teacher: the „sage on the stage” Teacher: the guide on the side”

Illustrative technology – homogeneous content

Interactive technology provides customised content

Class - room Open cconstructivist learning spaces

Local cultural identity Local and global cultural awareness

The Digital Zelig:The Digital Zelig: Teachers’ beliefs and changing faces of ICT Teachers’ beliefs and changing faces of ICT

(EMILE Study, 2000-2001, www.emile.eu.org)(EMILE Study, 2000-2001, www.emile.eu.org)• Beliefs about the nature of knowledge:

– „technicist” paradigm: solid content knowledge ICT-based drills, quizzes, tests

– „skills focused” paradigm: ICT for individualised development adaptive tests

• Decisions based on naive educational theories– Technophobie and technophilia

– Arts teachers value talent, emphaty, erudition,

– Science teachers value inquisitiveness, empirical orientation and precision

• Teachers of the two areas use ICT almost equally

LEONARDO THEMATIC MONITORING, 2001-2003LEONARDO THEMATIC MONITORING, 2001-2003 teacher-related issues

• Are the selected teaching forms suited to initiating and supporting the learning process?

• Which educational theory of (e)Learning forms the basis of the eLearning approach?

• Does the learning programme include teacher training components in the pilot / later phase?

• Is there support material for future teacher-users of the course?

Thematic Monitoring - Results of the First Thematic Monitoring - Results of the First StepStep

Classification of the projects in relation to e-learning

22%

12%

14%13%

32%

4% 3%

E-learning application

Blended learning concept

Support of e-learningprocesses

Development of vocationalprofile (in relation to e-learning)Application of e-learning ina particular subject matterfieldRelation to e-learning isdifficult to establish

Other

Thematic Monitoring – ResultsThematic Monitoring – Results / / First Step First Step

Perception of e-learning as an...

37%

62%

1%

isolated consumer product?

integrated part of a complex learning process?

vice versa?

Thematic Monitoring - Results Thematic Monitoring - Results // First Step First Step

Processes supported in the e-learning projects

26%

67%

7%

Social processes Individual processes others

Thematic Monitoring - Results Thematic Monitoring - Results // First Step First Step

Projects mostly technologically oriented with no techer training

56%

44%

"technologie"? "learner orientation"?

technology

http://www.learningschools.net/ OPEN UNIVERSITY, + RM, UK

Overview – Overview – LLearning earning SSchools chools PProgrammerogramme

• A professional development programme from the Open University and RM which aims to provide every teacher and school librarian with:

• the skills to use ICT as a teaching tool in Primary and all Secondary subjects;

• practical ideas and approaches to apply in their own teaching;

• a personal route through the training to support individual needs and study patterns;

• the opportunity to share knowledge, exchange ideas and gain new skills;

• a whole-school management and support structure; • a common understanding of how, when and when not

to use ICT in the classroom.

Training Methods

Location of Training: in-school, so that the training can normally be carried out on the available ICT equipment within the school's resources.

Training Method: self-study with practical classroom-based activities and mentoring.

Duration of Training: modular structure supports flexible adaptation for the different needs and interests - typical training period will be 20 - 30 hours, over one or two terms

http://www.rm.com/http://www.open.ac.uk/

Learning Schools Programme Materials and Support

ICT - enriched curricula in mathematics, physics, foreign languages (2000/2001) biology, chemistry, visual arts/art history (2001/2002)

Age groups: 13, 15 and 17 years

Sample: 57 Hungarian primary and secondary schools with exemplary and average ICT use

Teacher training model: mentored innovation. School-based training, manuals with CD, video documentaries, online database: syllabus + lesson plans

Results: increased learning performance, motivation, positive attitudes towards science and ICT

„„ICT and the Quality of Learning” ICT and the Quality of Learning” OECD CERI, 1999-2001OECD CERI, 1999-2001

„ICT for Maths, Physics, Chemistry, Biology, Foreign Languages, Fine Arts”, teachers’ manuals with CD-ROM, 2001-2002

ICT in Education in Gypsy Schools –OECD „Promoting Equity Through ICT” project, 2003-2005,

Hungarian contribution

Aim: prepare Gypsy students for secondary education through ICT-supported skills development

Teacher training: discipline-based mentoring at own school, peer support groups, minority culture at centre

ICT enriched disciplines:

– Mathematics

– Mother Tongue

– Visual Arts

– Science (Physics, Chemistry)

Future Learning Environment (http://fle3.uiah.fi/)

Environment for computer-supported collaborative learningVirtual classroom, communication and co-operation within classes

http://www.en.eun.org/chemistry

Simulations, animations of processes,

ICT based teaching methods,conferences, projects

http://www.csile.oise.utoronto.ca

Computer-supportedconstructivist learning environment

for ages 6-12

http://www.learn.motion.com/lim/kf/KF0.htmly

Cognitive knowledge building tool:

Expandable, interactive database

Marlene ScardalamaliaCarl Bereiter

University of Toronto

Design andexperioment

Modelling based on observations

Sharing hypotheses

Results of peers

Sharing a new model

Additional experiment?

ModellingenvironmentModelling

environment ColaborationColaboration

Experimental environment

Simulation

Local lab

Remote lab

Internet database

Experimental environment

Simulation

Local lab

Remote lab

Internet database

Co-Lab

Ton de Yong, 2002www.co-lab.ch

Problems of educational assessmentProblems of educational assessment• Grading is a social message – but classic testing is not

appropriate for new educational paradigms (Pelgrum, 2003)

• Evaluation of factual knowledge ignores skills and personality development – not authentic

• Grades of teachers useless as measures - match neither knowledge tests nor cognitive assessment results

• PISA 2000: dissatisfaction of parents, teachers, students with self and other parties

• Teachers are not trained for mentoring, tutoring, coaching – only for teaching and grading

Assessment in an ICT enriched environmentAssessment in an ICT enriched environment

- Digital test bank: easy to use, reliable, expandable, customisable Random or planned combinations of tasks of many difficulty levels and content areas: differentiated evaluation of performance Instantaneous, detailed feedback on results: problem solving strategies traced, typical and individual mistakes selected Environment for practice, self-testing and testing Increased feeling of competency both for teachers and students

MOVELEX by Kornél Varga, Hungary: varied tasks: selection, completion, matching images, words and soundsAssessment: green: good, red: bad, blue: missing answerStatistics provided: results for class, students, school, comparisons within these groups and national average

Teachers can follow the testing process on their screen

Colours:green: good, red: bad, blue: missing answerYellow: in process

Teachers can set parameters for tests

• Test or practice• Time limits for items• Show or hide solutions• Different sequence of

items for each student• Different items for

students or groups• Grading ( % = grade)

ICT empovers the competent teacher

How to prepare teachers for ICT useHow to prepare teachers for ICT use

• What does not workWhat does not work – Individual explorations after enthusiastic conference talk– Students, own child and spouse as coaches– Crash course in the high tech lab of training firm– Using traditional methods with the help of ICT (computer as

overhead projector)

• What works:What works: – Role modelling at college (in pre-servive training)– School-based training through authentic tasks– Mentored educational innovation– Lifelong learning supported by manuals and e-learning– Curriculum improvement caused / supported by ICTCurriculum improvement caused / supported by ICT

ZELIG ZELIG FACES THE CLASSFACES THE CLASS – – Teachers and Teachers and Trainers As Key Actors in E-learningTrainers As Key Actors in E-learning

Andrea KárpátiAndrea Kárpáti Eötvös Loránd UniversityEötvös Loránd University

UNESCO Centre for ICT in Education

karpatian@axelero.hu