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Criteria to design and assess ICT-supported Higher Education Teachers Training

Criteria to design and assess ICT-supported Higher Education Teachers Training. European Symposium Teacher training and the innovative use of ICT in HE. Paris, November 23rd 2006. What are criteria? How were the criteria defined? An example of criterion

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Criteria to design and assess ICT-supported Higher Education Teachers Training

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  1. Criteria to design and assess ICT-supported Higher Education Teachers Training European Symposium Teacher training and the innovative use of ICT in HE. Paris, November 23rd 2006 • What are criteria? • How were the criteria defined? • An example of criterion • How can teachers trainers use the criteria?

  2. Criteria to design and assess ICT-supported HE Teachers Training How were defined the criteria? • A systematised analysis of current theorists was made (i.e. Chikering & Gamson, 1987; Fox & Helford, 1999). • From this analysis, a protocol was defined to collect teacher training actions proposed by different European universities that had carried out the practices. • Selection of the teacher-training actions, taking into account the analysis of literature at the first stage of the research. = To define the criteria for ICT-supported Higher Education Teacher Training the analysis of literature and of teacher-training actions were merged.

  3. Criteria to design and assess ICT-supported HE Teachers Training • An example of criterion Criterion 2: Teacher-training practice should be designed using scaffolding principles for active learning

  4. Authentic ICT- supported Educational Situation Trainer Knowlegde is built on interactive processes (guiding, feedback, etc.) Learner Content/tasks Learners Criterion 2. Teacher-training practice should be designed using scaffolding principles for active learning

  5. Criterion 2. Teacher-training practice should be designed using scaffolding principles for active learning High levels of interaction (guiding, feedback…) AuthenticICT-supported Educational Situation Trainer Learner Content/tasks Learners

  6. Criterion 2. Teacher-training practice should be designed using scaffolding principles for active learning High levels of interaction (guiding, feedback…) Authentic ICT-supported Educational Situation Trainer Interaction, communication and collaboration Learner Content/task Learners

  7. Criterion 2. Teacher-training practice should be designed using scaffolding principles for active learning Study cases High levels of interaction (guiding, feedback…) Authentic ICT-supported Educational Situation Trainer Projects Learner Content/tasks Learners Real Problems

  8. Criterion 2. Teacher-training practice should be designed using scaffolding principles for active learning Study cases High levels of interaction (guiding, feedback…) Authentic ICT-supported Educational Situation Trainer Projects Learner Content/tasks Learners Authentic assessment (i.e. portfolios, peer assessment…) Real Problems

  9. Criteria to design and assess ICT-supported HE Teachers Training • How can teachers trainers use the criteria? To take decisions about... criteria • Selection of guidelines TT-Centre • Design and assessment of teacher training actions • Selection of Tools

  10. Guidelines – what are they & who are they for? • Guidelines are recommendations based on the experiences of the eLene-TT team aimed at helping teachers and teacher trainers design and improve their ICT-based courses. • They are intended for teachers and teacher trainers and can be used as a dynamic resource when planning and running online courses but are also useful for institutions involved in e-learning.

  11. Guidelines – what do they cover? Seven key issues: • Assessment process • Content and learning objectives • Institutional environment • Interaction Communication and collaboration • Learning styles • Professional development • Tools and resources

  12. Guidelines – what do they contain? They contain: • A short description of the issue involved • General questions to consider • Guidelines or recommendations from 3 different aspects: teacher, teacher trainer and institution. • Information on how they link to criteria and tools • Examples and concrete experiences of how they can be used in teacher-training actions

  13. Guidelines - How were the key issues chosen, written and validated? • After carrying out an inventory of existing guidelines, a set of seven key issues and perspectives were chosen by the eLene-TT team in discussion. • Each partner was given responsibility for looking at one particular key-issue and producing guidelines on that topic (following a common structure). • The guidelines were then validated by a system of peer-reviewing where we examined and discussed each others guidelines - so you could say that they are based on our joint experience.

  14. Guidelines - How have they been used in TT-actions? • In the online workshop on podcasts and blogs we used guidelines on professional development and also interaction, communication and collaboration. • Provide activities that allow teachers to adopt the role of a student • Understand that technical & pedagogical support is necessary. • Stimulate different scenarios for discussion..

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