how to teach teachers to teach with new media
DESCRIPTION
How to Teach Teachers to Teach with New Media. Initial and Further Teacher Education in a Collaborative Learning Environment. 2nd National Conference POSKOLE 2003 on Computers in Education Lazne Sedmihorky, 23 – 25 April 2003. Peter Gorny Carl von Ossietzky University of Oldenburg. - PowerPoint PPT PresentationTRANSCRIPT
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
© 2003 Peter Gorny – Carl von Ossietzky University of Oldenburg3
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 ....
© 2003 Peter Gorny – Carl von Ossietzky University of Oldenburg4
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
© 2003 Peter Gorny – Carl von Ossietzky University of Oldenburg5
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)
© 2003 Peter Gorny – Carl von Ossietzky University of Oldenburg6
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
© 2003 Peter Gorny – Carl von Ossietzky University of Oldenburg7
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
© 2003 Peter Gorny – Carl von Ossietzky University of Oldenburg8
The methodological concept (2) Support functions
newsgroups
WorkflowManagement-Tools
Communication
CooperationCoordination
Source:Stefanie Teufel 1995
Virtual Bulletin Boards
Hypertextsystems
Video-Conference
Chat
© 2003 Peter Gorny – Carl von Ossietzky University of Oldenburg9
The methodological concept (3)
Face-to-face group work
„real“ plenary discussions in a team (max 15)
or meetings of small groups (max 5)
© 2003 Peter Gorny – Carl von Ossietzky University of Oldenburg10
The methodological concept (4)
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
© 2003 Peter Gorny – Carl von Ossietzky University of Oldenburg11
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.
© 2003 Peter Gorny – Carl von Ossietzky University of Oldenburg12
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
© 2003 Peter Gorny – Carl von Ossietzky University of Oldenburg13
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.
© 2003 Peter Gorny – Carl von Ossietzky University of Oldenburg14
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
© 2003 Peter Gorny – Carl von Ossietzky University of Oldenburg15
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“)
© 2003 Peter Gorny – Carl von Ossietzky University of Oldenburg16
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.
© 2003 Peter Gorny – Carl von Ossietzky University of Oldenburg17
First evaluation results and participants` opinions (2)
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.)
© 2003 Peter Gorny – Carl von Ossietzky University of Oldenburg18
First evaluation results and participants` opinions (3)
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.
© 2003 Peter Gorny – Carl von Ossietzky University of Oldenburg19
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“
© 2003 Peter Gorny – Carl von Ossietzky University of Oldenburg20
Thank you for your attention !
© 2003 Peter Gorny – Carl von Ossietzky University of Oldenburg21
Analysis
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Analysis
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Selection
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Concrete Examples
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Concrete Examples
© 2003 Peter Gorny – Carl von Ossietzky University of Oldenburg26
Exercises
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Exercises II:Evaluation
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Exercises II:Evaluation of students
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Exercises II:Evaluation of teachers