Download ppt - How to Teach Teachers to Teach with New Media

How to Teach Teachers to Teach with New Media

Initial and Further Teacher Educationin a Collaborative Learning Environment

Peter GornyCarl von Ossietzky University of Oldenburg

2nd National Conference POSKOLE 2003 on Computers in EducationLazne Sedmihorky, 23 – 25 April 2003

Projekt eL3 – eLernen und eLehren in Lehrer-Aus- und Weiterbildung

© 2003 Peter Gorny – Carl von Ossietzky University of Oldenburg2

Contents

The situation in 2000 (when proposing the project)

The project concepts – content and methodology

The project realization

First evaluation results and participants` opinions


The situation in 2000 (when proposing the project)

Project eL3 funded by BMBF-Program New Media in Education

Approximately 75 % of all teachers in Germany (> 700,000) do not use a computer for teaching or preparation of teaching material.

Only 5 % use computers in the classroom.

Only 2 % use the internet in the classroom (Estimated by Federal educational administrations, 2000)

The Federal organisation of the school system leads to a great diversity – and little influence for the Federal government.

But singular Federally funded projects might help a little ....


The eL3 Project ConsortiumFriedrich-Alexander-University of Erlangen-Nuernberg

FIM-NeuesLernenDr. Walter Kugemann (Chair of Consortium and of subproject Erlangen)

Carl von Ossietzky University of Oldenburg Learning Lab for Multimedia-supported Learning within the Center for Didactics

Prof. Dr. Peter Gorny, Informatics (Chair of subproject Oldenburg)Prof. Dr. Hilke Guenther-Arndt, History

The project is funded by the Federal Ministry for Education and Research (BMBF) – Program New Media in Eduaction

Financial volume 2,3 Mio Euro (approx. 72 Mio CSK)

Jan 2001 – Dec 2003

www.eL3.de


The objectivesDevelopment of a system of distance education courses for

teacher education

pre-service = teacher students

in-service = professional teachers

for all school subjects

for all school types

general schools

special schools

vocational schools

For all school levels

Primary (grades 1 - 4 — age: 6 - 10 yrs.)

Lower Secondary (grades 5 - 10 — age: 11 - 16 yrs.)

Upper Secondary (grades 11 - 13 — age: 17 - 19 yrs)


The pedagogical concept

Self-organized, open, active learning

Awareness of New Media („media competence“)

Learning by DoingDirect application of New Media in each school subject

Technical skills

not presented separately and in advance, but embedded in the classroom content (method: training modules for those who lack some technical skills)

Methodological competence („media didactics“)

The web-based material

to be completed with other material to be retrieved from the internet or other sources

One task for a small group (max. 5)to be solved cooperately in each team at the end of each content module


The methodological concept (1)

Web-based learning material

hypertext structure

embedded applets for simulations and animations

Tutorial guidance

max. 15 persons – preferably in one school district – form a team with online communication and regular F2F-meetings

Direct online contact to peers

Discussion forum (newsgroup) for each team and for each course

Chatrooms for each team and additional focus groups

Database with glossary, bibliography, expert addresses etc.

A hybrid approach to distance education


The methodological concept (2) Support functions

newsgroups

E-Mail

WorkflowManagement-Tools

Communication

CooperationCoordination

Source:Stefanie Teufel 1995

Virtual Bulletin Boards

Hypertextsystems

Video-Conference

Chat



Face-to-face group work

„real“ plenary discussions in a team (max 15)

or meetings of small groups (max 5)



Forms of learning and associated media

self organized learning, mostly online-learning, including the possibility to annotate web pages for exchange of ideas within a team.

Request for help from a tutor: per E-mail

Discussions via newsgroups („Forum“) or via Chat

Exercises: Learning by Doing with tutorial feedback on request per E-mail

Tasks: sent to the tutor, graded and detailed feedback per E-Mail

Work in small (local) groups, espec. for exercises and cooperative tasks (online or F2F)

Creating cooperative environments: F2F team meetings


The technical basis

The course material embedded in the learning platform Hyperwave eLearning Suite, which offers the necessary functionality, especially also the groupware functions.

The content is authored with the scripting language XLML (XML-based Logical Markup Language), developed for eL3.

Internet access provided by the universities Erlangen and Oldenburg and by regional school networks.


The course content (1)

The course material

consists of problem-oriented case studies from school subjects,

presents technical advice and methodological solutions.

Concrete methodolical problems or class room scenarios

analysis

selection of an appropriate medium

derivation of an methodological approach and its mapping on

technical fucntions

problem-based exercises to enhance the necessary technical skills

and competences


The content (2)

The content is organized in three levels Basic Level with main focus: How to teach with the help ICT in the

classroom (specialized for each school subject),

2nd Level with main focus: How to organize students' ICT-supported

learning (specialized for each school subject),

3rd Level for in-depth courses (in planning)

production of eLearning material (e.g., database applications,

digital video / audio, simulations, animations),

"Beyound the classroom walls: The Global village”,

computer-supported student projects,

evaluation methods.


The Content (3)

Course modules ( e.g. for the subject History )

Introduction: Teaching and learning with the computer

Collecting and organizing educational material with the

computer

Computer-based communication and cooperation

Information retrieval with new media

Designing work sheets with the computer

Preparing digital images for the lessons

Presentations in the classroom

Animations and simulations

Collecting and analyzing data

Designing interactive work sheets

Applying data bases and designing own data bases

Leve

I I

Leve

l II


The practical realizationStaff

11 full-time developers

15 teachers on part-time basis

Development time3 years

Course system development phaseTest phase: Summer term 2002 (5 courses, max. 15 participants per course)

Prototype system: Winter term 2002/2003 (9 courses, max. 45 participants per course)

Course system – full access starting Summer term 2003

for min 50,000 teachers (distributed over several years)

organized by U Erlangen-Nürnberg and U Oldenburg

or organized via other institutions („franchise-model“)


First evaluation results and participants` opinions (1)

Course platform

The performance of our course platform Hyperwave eLearning Suite is extremely bad: very long responce time for the users. (This is caused by

a poor cordination of several systems: OS Solaris / Oracle / HIS / eLS).

Solution: New hardware for Redhat-Linux / Oracle / HIS / eLS.

The participations complained over inadequate communication

functions of the platform.

Partial solution: Customization of the user interface.

The participants preferred to work offline with the course material. eLS

was only activated for communication purposes.

Solution: a download version and tutorial support for triggering

online communication.



Didactical concept and course contents

The participants approved the strong school subject orientation of the

course material – especially as didactical motivation for exercising the

software functions.

The participants disliked, that the lecturers and tutors „synchronized“

the participants` work with the course modules

by giving late access to the exercises and tasks

and by strict deadlines for sending in the task results.

An evaluation of the content quality of our course material is not

yet available. (To be performed in Fall 2003.)



Communication and cooperation

The amount of communication amoung participants and between

participants and tutor or lecturer was surprisingly poor due to several

causes:

Our course authors have not given sufficient incentives for

online communication in the teams. (The material is still very

similar to common textbooks.)

The participants were not willing (or able) to start online

cooperation or collaboration in small virtual groups.

The possibility to discuss module texts with the help of

cascadable annotations (a function of eLS) was rarely used.


First evaluation results and participants` opinions – SUMMARY

Limits of virtual learning

An online identity does not produce the necessary confidence as a face-to-face meeting.

Participants rejected to cooperate with „strangers“.

Participants are reluctant to spontaneously ask „stupid questions“ online.

Individual learning required much self discipline and high competence for self-organized learning.

Solution: „Blended Learning“


Thank you for your attention !


Analysis


Analysis


Selection


Concrete Examples


Concrete Examples


Exercises


Exercises II:Evaluation


Exercises II:Evaluation of students


Exercises II:Evaluation of teachers