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a web-based service for the professional development of teachers

a web-based service for the professional development of teachers. Background. Initiated by the Danish Ministry of Education and UNI-C in 1998. Aim: to create a national concept for the professional development of teachers

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a web-based service for the professional development of teachers

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  1. a web-based service for the professional development of teachers

  2. Background Initiated by the Danish Ministry of Education and UNI-C in 1998. Aim: • to create a national concept for the professional development of teachers • most of whom had little or no knowledge of ICTand little or no understanding of how to use this new tool pedagogically. Target group: about 60.000 primary school teachers • with different starting points and different interests… www.epict.org UNI•C

  3. EPICT – European Pedagogical ICT Licence® With support from the European Commission’s eContent programme the concept was localised and tested in a number of countries and accordingly amended and improved, based on experiences A consortium, the EPICT Group, was formed with the objective of disseminating EPICT internationally UNI•Cis the consortium’s Secretariat and legal identity www.epict.org UNI•C

  4. The EPICT Group • EPICT Management Group • EPICT Editorial Board • EPICT secretariat ELTE TTK Multiped Eötvös Lorand University, Budapest, Hungary Dipartimento di Informatica, Sistemistica e Telematica, University of Genoa, Italy Lambrakis Foundation, Athens, Greece The Danish IT Centre for Education and Research, Copenhagen, Denmark www.epict.org UNI•C

  5. Exploitation - current status Africa (APICT) • Uganda • Ghana • Cameroon • Ethiopia – only facilitators Other (AusPICT) • Tasmania/Australia Europe • Denmark • Greece • Italy • Hungary • Norway • United Kingdom • Iceland • Ireland www.epict.org UNI•C

  6. Current discussions • Lithuania • Croatia • Slovenia • Austria • Spain • Middle East (commissioned to UK partner) • Singapore (commissioned to UK partner) www.epict.org UNI•C

  7. Pedagogical use of ICT – professional development • What do we want the teachers to learn? • How do we teach this? • How do we evaluate/assess if they have learned what they are supposed to? EPICT suggests a standard for these three elements www.epict.org UNI•C

  8. The EPICT methodology The EPICT syllabus and course content The EPICT distributed course organisation EPICT comprises Content Method Technology Processes Controlled internationally by the EPICT Group Controlled nationally by the EPICT country, enabling the national environment to obtain both recognition and accreditation for its professional development. The EPICT portfolio www.epict.org UNI•C

  9. About EPICT • Ensures adequate ICT-integration at all levels across all subjects • economically feasible, a sustainable model • even and high quality, distributed across the country via distributed course organisation • E-learning, blended approach • 85,000 teachers in seven years • Adaptation and localisation • Nationally into different school types • Internationally into other languages and educational traditions www.epict.org UNI•C

  10. Added value • International/European and localised syllabi • Away from an ICT-skills centred approach to a pedagogy centred approach of in-service training in the pedagogical integration of ICT in education • Digital content for teachers’ in-service training in primary/lower secondary education • Guidelines on the localisation of digital CPD content • Reuse the concept and digital content throughout Europe – and overseas • A new quality standard – with documented impact www.epict.org UNI•C

  11. Details – course and concept • Structure • Content • Concept • Characteristics • Flow • Materials • Organisation and implementation www.epict.org UNI•C

  12. Key philosophy • No ICT without a pedagogical rationale • ICT and the Internet as means, method and topic • Process-oriented and problem-based • School based (local collaboration) • Teacher teams (peer learning) • Facilitator guides, challenges and evaluates • Flexible approach - remember the 2 x 5% • Introductory day + e-learning via the Internet • Close and parallel to daily practice • School development • 5-6 months duration www.epict.org UNI•C

  13. Course structure 5-6 months www.epict.org UNI•C

  14. Course content • Optional modules (select 4) • Using digital images • Using spreadsheets • Using presentations • Producing educational websites • A head start with databases • Models and simulations • Layout and DTP • Educational software • ICT, learning styles and classroom management • ICT as a compensatory tool • Games and learning • Reading and ICT • Data collection • Compulsory modules • The Internet • Texts and writing • Communicating electronically • Compulsory • School development and innovation www.epict.org UNI•C

  15. Paper based material Overview and introduction of ICT-pedagogical content Web portal Texts, Articles, Links Exercises, platform independent (ICT-hands-on content) Assignments Platform dependent ICT manuals Conference system Administrative tools Materials for the course www.epict.org UNI•C

  16. Chapters ArticlesCases Bestpractice Exercises ICTmanuals Links Library Module = personalized learning Module assignment Team based Special needs manuals Individually www.epict.org UNI•C

  17. Course flow www.epict.org UNI•C

  18. Qualification of facilitators The facilitators are the instructors of the course. They guide and moderate the e-learning parts of the courses. To ensure quality standards, first facilitators are certified by the EPICT Group www.epict.org UNI•C

  19. Evaluation and assessment - Teachers • The planning and documentation of learning scenarios(with the ICT skills of that particular module) is assessed in each module • During a course the team of teachers complete 8 modules • The process of planning and documenting the learning scenarios is done in collaboration with certified facilitators, who eventually approve the team’s 8 assignments. www.epict.org UNI•C

  20. Entry and exit levels differ… EPICT - No fixed level of competence EPICT - No fixed level of competence All teachers develop their competences. www.epict.org UNI•C

  21. Evaluation and assessment – Student teachers • The assessment tool of student-teachers is their individual portfolio documenting their competences. • The portfolio may include products, assignments, presentations, course descriptions etc., including pedagogical, didactical considerations and reflexions • Their teachers and an internal evaluator evaluate this portfolio www.epict.org UNI•C

  22. Administration and communication Three elements: • Webserver with course content and information • Administration tool • Communication tool www.epict.org UNI•C

  23. Organisation and implementation www.epict.org UNI•C

  24. Quality assurance Three levels • The EPICT group • The EPICT product • EPICT nationally www.epict.org UNI•C

  25. QA – EPICT Group - internationally • EPICT Group Agreement • EPICT Management Group – rolling chairmanship • EPICT Secretariat – daily management • European Editorial Board – superstructure responsible for EPICT content • Procedures for the requitment of new clients • First facilitators always certified by EPICT Group www.epict.org UNI•C

  26. Quality assurance – EPICT product • EPICT characteristics must be met • Syllabus • Consultancy services always incorporated in contract • Content offered for localisation • Information and marketing material available • Documents to set up national course organisation • Technical set-up • Asssement and evaluation procedures www.epict.org UNI•C

  27. QA – EPICT nationally, 1 • Steering board • Secretariat and help desk • Editorial board • Syllabus • Course content, evaluated • Course content annually updated • Course provider agreement www.epict.org UNI•C

  28. QA – EPICT nationally, 2 • Facilitators certified by secretariat • Facilitators annually updated • Facilitators employed by course providers • Facilitators’ manual • Facilitators’ online community of practice www.epict.org UNI•C

  29. National business models • An invitation to interested parties to become EPICT clients • Localise the course material into own national context • Set up national distribution structure and technical backbone • All done with support and documentation from the EPICT Group • All relevant documentation and information on the EPICT website – www.epict.org / epict.eu www.epict.org UNI•C

  30. National adaptation and localisation • Literal translation of course material and documentation • Discussion on educational, ICT-related and general and cultural relevance • Adaptation of content in terms of educational tradition and the role of ICT culture in everyday life • Completion of modules with necessary add-ons (explanatory tests, exercises, textbooks, related to different levels of teachers’ ICT skills and school infrastructure • Identification of relevant example material, best practice articles etc. • Revision of course modules after piloting • First certification of facilitators by EPICT Group www.epict.org UNI•C

  31. Partnership business model CourseProvider Participant National Node A B C D Facilitator EPICT Group • The participant (teacher) pays a course fee to the regional course provider • The course provider pays a royalty per participant to the national node. • The course provider pays the facilitator’s wages. • The national EPICT node pays a royalty to the EPICT Group www.epict.org UNI•C

  32. Partnership business model Consultancy only Consultancy + content • Consultancy hours • Head-based royalty • Guaranteed minimum number of participants • First Facilitators’ certification • Administration system optional www.epict.org UNI•C

  33. Contact epict.eu www.epict.org info@epict.org Leo.hojsholt-poulsen@uni-c.dk www.epict.org UNI•C

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