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School-based model in going digital
Jouni Immonen IEFE 2013 Workshop
Riyadh, KSA
“ICT –based Education as a Driver of Change in Teaching - Studying – Learning”
ICT –integral element of learning environment
ICT Challenges Education Schools:
• Changes in teaching – studying – learning process • School culture – collaborative development • Research–based development • Supporting and future oriented leadership • Integration of ICTs in other elements of learning
environment – hybrid learning • School–based professional development • Networking • Strategic approach to the use of ICT • Continuous evaluation
ICT Challenges Education
Teachers:
• New pedagogical models and practices – versatile learning environments • Learner-centred strategies • Competencies in pedagogical use of ICT • Research-based approach to teaching • No longer primary source of information – facilitates,
coaches, creates structure, monitors the progress • Utilisation of students informal learning • Collaboration with other teachers – team work • Networking locally and globally
ICT Challenges Education Students:
• Use of media is part of children´s everyday life • How to cope with the huge information flow? • How to process information? • Shift from “consumer” to “producer” • Taking active role – learning to learn • Taking more responsibility of one´s own learning • Learning in authentic contexts • Developing self-assessment • Combining curriculum–based studying with informal learning • Mastering the critical skills for the 21st century
Case: ICT based Education as a Driver of Change in Learning, Finland & Russia, 2010-2012
MAIN PRINCIPLES
Pedagogical use of ICT
Flexible pedagogical
framework
Making Teaching – Studying – Learning culture & process
visible
School–based Development in the Use of ICT
Encourage Guide
Support
Connect
Reflect Share
Co-operate
Training
Development project
School/Schools & Development Teams
Learn
School–based training model
ELEMENTS OF THE PROGRAMME – BLENDED LEARNING APPROACH
• Face-to-face workshops
• On-line learning (Moodle, Skype)
• Expert consultations – on-line & face to face
• Development teams in the pilot schools producing digital learning materials
• School pairs from two countries working together
• Supporting materials (digital, printed)
• Tools for continuous evaluation of the process and product – criteria & guiding questions
Evaluation Practices in the Programme
Integrated Process Product & Project evaluation
Tailored evaluation criteria and tools for the development of digital learning materials.
EVALUATION CRITERIA ”Six Ps”
P 1 – Purposeful • Identification of a problem or need in current practice • Goal setting • E-resource can be used for different purposes P 2 - Practical • Achievability • Relevance of the use of ICT • Problem based P 3 – Participatory • Engaging the whole school • Dialogue and co-operation • Collective activity
EVALUATION CRITERIA ”Six Ps”
P 4 – Poly-functional • Capacity building • Adaptability • Variation P 5 – Poly-cultural • Culture and context sensitivity • Long-termpartnerships • Future-orientation P 6 – Positive • Motivation to quality improvement • Encouragement to risk-takingandinnovations • Continuous assessment and reflection
FORMS OF ASSESSMENT
Formal & informal assessment • Utilising versatile forms of assessment & evaluation • From testing to supportive and encouraging assessment Peer assessment • Students assess each other´s work Self assessment • Self assessment is important element in learning to learn E-Portfolio • Collecting, storing and assessment of student´s work –
making learning visible
2/26/13 Page 14 http://www03.edu.fi/oppimateriaalit/DLMtoolkit/
2/26/13 Page 15
School-based ICT Strategy and Action Plan
• Components: • Vision and strategic objectives • Virtual school concept • Pedagogical use of ICT - approach • Assessment & evaluation practices • Technology
• for teaching – studying – learning • school administration tools • school portal
• Pedagogical & technical support services
2/26/13 Page 16
School-based ICT Strategy and Action Plan
• Organization and leadership issues - responsibilities • Networking – international cooperation • Staff development – teachers´ continuous
professional development • Monitoring and evaluation of the implementation -
quality assurance • Risk analysis • Scheduled implementation plan • Budget
Jouni Immonen FCG Finnish Consulting Group Ltd.