VITAE fact sheet

1.Socrates was right Research into learning sup-ports more and more the idea that we learn most ef-fectively through dialogue. Web 2.0 tools give us the opportunity to extend that dialogue manifiold. See ima-ge. 2. Many practising teachers are afraid to try out ICT ‘It’s much too complicated It takes too much time They don’t know how to use it They think their students know more than they do They don’t have the facilities They are afraid it will not work There is too much to learn.’ (survey of teachers 2008) The Problems The Solution International standards The UNESCO teacher ICT competencies The VITAE Project The problem The solution The tool The future LEARNING THROUGH DIALOGUE 1 VET TEACHERS STILL RELUCTANT TO USE ICT 1 LIFE & WORK INCLUDES ICT AS STANDARD 1 UNESCO COMPETENCIES 1 LEARNING OUTCOMES 2 THE VITAE MODEL 3 LEARNING ACTIVITY CHECKLIST 4 In this issue: December 2010 LEONARDO TRANSFER OF INNOVATION VITAE fact sheet 3. The world has changed Much of everyday life takes place online, via SMS and so on eg banks, tax. The diagram above shows the logical conclusion of integrating ICT in the learn-ing environment: an image which concerns many teach-ers. Overall: I can choose relevant re-sources using the VITAE approach for any planned learning activity including ICT tools where these are the most appropriate. 1. Information sources: I can help my students find and evaluate relevant information including pictures, maps, sound and video from ICT sources as well as traditional sources. (eg RSS, Wikipedia) 2. Information storage: I can help my students store infor-mation in digital form such as blogs, wikis, podcasts or portfolios (eg so it is accessi-ble at home, on the move and to external experts/advisors) 3. Communication: I can help my students communicate syn-chronously and asynchro-nously through text, voice and video through digital tools. Help your students take ad-vantage of the digital ma-terial already available or available through personal digital communication Increase differentiation in After the course you will be able to: Help your students to think about and document their learning through e-portfolios Help your students both to learn from and inform others your teaching Experiment with a digital-ized teaching session Help colleagues in their digital experiments through coaching Post course competencies Page 2 VITAE fact sheet •’I WILL GO HOME AND USE SOME OF THESE TOOLS THIS AFTERNOON.’ source of information for your teaching Are beginning to be over-whelmed by the pace of new developments in your subject Need to implement e-portfolios You should consider the VITAE course if you: Can find your way round the major word processing and presentation programs Regularly use the Internet as a Need more differentiation in the classroom Want to try out at least one digitalized teaching session Are willing to teach and learn from your colleagues who may be in your institu-tion or in another. Person Profile 4. Documentation: I can author online spaces to document learning events and facili-tate student use of this mate-rial afterwards. (e-portfolio, screencasts, class blog/wiki) . 5. Safe use: I can help my stu-dents use online applications safely (eg online identity, privacy, trustworthiness) . 6. Group work: I can facilitate online group working, using methods such as complex instruction . 7. Learning: I can identify the learning outcomes expected from the use of specific ICT tools in a specific learning activity. 8. Assessment: I can identify how the learning outcomes of ICT related activities will contribute to student assess-ment and use appropriate rubric tools to record this. The VITAE learning outcomes Professional development 9. Planning: I have made a plan for my continuing professional development in the appropriate use of ICT in my teaching. 10. Documentation: I have docu-mented the use of an interactive internet tool so that others can benefit from my experience 11. Sharing: I have tried at least one way of sharing my ICT ex-perience with colleagues either internally or externally. 12. Local context: I have identi-fied the possibilities and limits to the use of interactive Internet tools in my institution. 13. Portfolio: I have started or added to an existing e-portfolio 14. Evaluation: I have evaluated the outcomes of my amended teaching session and documented this in my e-portfolio. 15. Coaching: I have embarked on peer coaching with one of my colleagues. A Combined ICT & Coaching model presented through an intercultural learning metaphor One model for the 30 hour course Blended  2 weeks online 2 days face to face 5 weeks online Culminating online conference meeting •’I NEED TO WORK MORE WITH THESE TOOLS AND BECOME MORE CONFIDENT IN THEIR USE BEFORE I TRY TO SHARE WITH COLLEAGUES. ’ Community of Practice Course participants become part of the online community of practice where they can offer and receive help with pedagogical and technical problems. Page 3 The four modules of the learning journey Stages in the learning journey Topic Pre-course activity Current ICT use 1. Where we are now, teaching values, jour-ney preparation Preparing to coach, setting goals Making a digital record of your reflection 2. Learning from experts (digital natives), case studies both successes and failures, try-ing out some tools Use your digital network for support Try out some pedagogical uses of digital tools Plan to overcome barriers 3. What do I want to take home with me? Using the activity checklist to plan an ICT-integrated lesson Coach a colleague to do the same 4. Telling the folks back home Implement your course project & disseminate it in your institution The Tool: Learning Activity Checklist -prompt sheet for lesson planning Visit our website! Www.VITAE-project.eu It’s all about learning, the rest is technology VITAE LEONARDO TRANSFER OF INNOVATION The Future is Coaching 1. Final product: 2. Learning outcomes: What will your students be able to do as a result of the learning activity? 3. Challenge: What are the compelling (because personally relevant) questions students will be asked to address? 4. Authenticity: The final product reflects what people might actually do in the real world (the experience-based learning model or EBAM). 5. High level thinking: Which critical or creative thinking skills, decision-making, scientific inquiry or problem solving are required of the students by this task? (ref Bloom’s taxonomy) List or describe activities that support the selected Bloom’s levels: Knowledge /Analysis /Comprehension /Synthesis /Applicaton /Evaluation 6. Technology: what is needed for the execution of this task? 7. Can this product be made without using the above technology? If yes, then consider removing ICT use for this learning activity. 8. Level of ICT integration of this learning activity according to Salmon’s 5-step model (consider achieving a progression of the 5 levels over the long term) • Access and motivation • Information exchange • Development • Online socialization • Knowledge construction 9. Differentiated instruction: Teaching is significantly and clearly tailored to learning readiness, cultural back ground, interests, talents and learning profile of each student. 10. Resources needed: 11. Activity timing: 12. Feasibility: How much time needs to be spent on this task? A rough guide (weeks or lessons) will help you decide if the effort is in proportion to the anticipated learning outcome(s). 13. How are you going to assess whether the students have achieved the learning outcomes for this activity? 14. Reliability: Does the proposed assessment allow you to measure the success of the learning activity across different student groups? Anchor activities Tiered instruction Learning centers Adjusted questions Personal agendas Compacted curriculum Flexible grouping Learning contracts Graphic organisers Exit cards Interest based investigations Administrative information 15. Institution: 16. Course: 17. Subject: 18. Validity: Which part of the curriculum does this activity cover? At a post project meeting in December 2009, the project consortium recom-mended to adopt coaching for more targeted and short-term results. A coach does not necessarily know more than the coachee in the fast-moving ICT world but they can help the coachee find a practi-cal way forward.