#ATS2020

Pilot Country UpdateM. Fountana – D. Nousia

Computer Technology Institute & Press “Diophantus” (CTI), Greece Partner Meeting 5

Tampere, Finland

10th and 11th October, 2016

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Implementation in Numbers• 9 Schools (2 from Athens, 4 from Achaia, 3 form Ilia)

• 2 primary schools• 7 secondary schools

• 35 participating in the initial/lab trainings (April – August 2016)

• Update Today (September – October 2016):• XX (32 / data from 6 schools) teachers participating in the implementation

- XX (14 / data from 6 schools) Experimental- XX (4 / data from 6 schools) Control- XX (14 / data from 6 schools) Both

• 6 people supporting, training, coordinating• XX (203 / data from 6 schools) students

- XX (106 + 2 not participating / data from 6 schools) Experimental (out of which- XX (90 + 5 not participating / data from 6 schools) control

• More schools are being recruited

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Teacher trainings (17 Sessions) 1/4

• PRE-TRAININGS (school visits in situ plus Communication):

• Prefectures: Attica, Achaia, Ilia

• Cities: Nikea, Nea Ionia, Patras, Krestena, Purgos

• duration: 2,5 – 6 hrs each

• Content/Scope: Information about the project,

material distribution, requirements, obligations, benefits

• Lab Trainings (11 separate sessions in tree different cities):

• 1st training: 25th April 2016 – 3 separate trainings,

3 different cities, 7 schools, 28 participants, ~ 3,5hrs(1a) 3rd Gymnasium of Nikea, Athens

(1b) Gymnasium of Krestena, Ilia(1c) CTI, Patras

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Teacher trainings (17 Sessions) 2/4

• 2nd training: 8th June 2016 – 4 local trainings, 3 cities, 3 schools, 18 participants, ~ 2,5hrs

(2a) 2nd Gymnasium Paralias Patras

(2b) 5th Gymnasium of Nea Ionia

(2c) 1st Gymnasium of Pyrgos

(2d) CTI Patras

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Teacher trainings (17 Sessions) 3/4

• 3rd training: 28th June 2016 - 3 separate trainings, 3 different cities, 7 schools, 35 participants, ~ 3,5hrs

(3a)3rd Gymnasium of Nikea

(3b)1st Gymnasium of Purgos

(3c)CTI Patras

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Teacher trainings (17 Sessions) 4/4

• 4th training: 29th September 2016 – online training exclusively forschool representatives, 8 school representatives, 11 participants, ~2,5hrs

• 5th training: 03rd October 2016 – hands on training exclusively forAchaia prefecture schools, 12 participants, ~2,5hrs

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Model of training & implementation

• Training Model: Online & Face – to - Face / hands on training • (Schools and CTI labs)

• Synchronous online training (Skype for Bussiness)

• Blended approach: Simultaneous training face-to-face and from a distance

• Continuous asynchronous training & support (working at home in learning designs used in the lab training - in Mahara & O365 imitating student work)

• Support of an online teacher community (Mahara)

• Implementation Model • Single sessions supported by one or two teachers in the classroom at the same time

• Interdisciplinary approach (teachers of different disciplines collaborating in the same learning cycle)

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• Learning Cycles for the needs of teacher trainings:

• Introduction- Who are we? The ATS2020 Project

- Presentation of the different Platforms

- Mahara Training and Onenote365- Teacher Trainers’ Lesson Plan

- Mahara Trainings Page: http://mahara.ats2020.eu/group/view.php?id=22

- Office 365 OneNote Page: https://ats2020-my.sharepoint.com/personal/christakoudis_christos_ats2020_eu/Documents/%CE%A3%CE%B7%CE%BC%CE%B5%CE%B9%CF%89%CE%BC%CE%B1%CF%84%CE%AC%CF%81%CE%B9%CE%B1%20%CF%84%CE%AC%CE%BE%CE%B7%CF%82/GR_Teachers_Impressionism%20Activity?wdo=6&wdfre=0

• Critical concepts of the ATS2020 Framework through Examples:

- Criteria for platform Selection

- My Learning Cycle- Rubrics

- Working Sheets

- Examples of Transversal skills- Impressionism Activity in Office365: https://ats2020-

my.sharepoint.com/personal/christakoudis_christos_ats2020_eu/Documents/%CE%A3%CE%B7%CE%BC%CE%B5%CE%B9%CF%89%CE%BC%CE%B1%CF%84%CE%AC%CF%81%CE%B9%CE%B1%20%CF%84%CE%AC%CE%BE%CE%B7%CF%82/GR_Teachers_Impressionism%20Activity?wdo=6&wdfre=0

- Impressionism Activity in Mahara: http://mahara.ats2020.eu/group/view.php?id=121

• Coordination of Pilot Implementation

- Pilot Implementation: First Steps, Pre-Post Tests, What next?

• Examples of developing Learning Designs / Learning Cycles

- Macro Level Designs

- Incentives

- Supporting autonomous learning

LCs developed for Teacher Trainings

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Τeam working for the Pilot inGreece

Christos Christakoudis: IT

teacher in Secondary education, Headmaster, Phd in Computer Engineering, ICT in Education Expert, CTI research team member, ATS2020 Teacher Trainer – Patras/Achaia

Spyros Christodoulou: IT

teacher, Phd in Computer Engineering, CTI research team member, ATS2020 Teacher Trainer -Patras/Achaia

Maria Fountana: Greek Literature

Teacher, Ma in ICT, University of London, PhdCandidate and research assistant at the University of Athens for 3 years, CTI research team member since 2003. ATS2020 Teacher Trainer and Teacher Support/Athens

Giorgos Assimakopoulos: Greek

Literature Teacher, Ma in Adult Education,Phd Candidate and research assistant at the University of Athens for 3 years, ATS2020 Teacher Trainer – Krestena /Ilia

Sarantos Oikonomidis: Physicist in

Secondary Education, Headmaster, Phd in Pedagogy, ATS2020 Teacher Trainer –Athens/Attica

Dora Nousia: ATS2020 National

Coordinator, Computer Engineer, Coordinator of several national and EU funded projects, CTI Researcher/ Head of Departments and core groups/Achaia

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Greek Community of Teachers &their Trainers• Pehlivanides in Mahara: currently 37 committed members (Teachers participating in the implementation or

just wishing to learn more & Teacher Educators) http://mahara.ats2020.eu/group/view.php?id=182

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Independent Evaluator /Research Assistant

Monica Gavrielidou: PHD candidate, doing research on digital games and narratives. MA in Educational Management, BA in French Language and Literature, CTI research team member since 1998, ATS2020 Research Assistant – Athens / Attica

(ΝΟΤ working/not involved in the Pilot)

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Case Study Schools

• Possibly:• the 3rd Gymnasium of Nikaia (ATTICA)

• the 2nd Gymnasium of Paralia Patras (ACHAIA)

• Issues:• Directors agree. The teachers have to be informed on the details and accept

their monitoring.(legislation issues, too many monitorings )

• Different region--> many travels ->different researcher(WP5- has been informed )

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Challenges and Solutions• some problems of the Students:

• Including small schools with both few and very young students• Selecting grade and classes for school participation• Handling negative consent forms • Creating e-mail accounts• Handling personal data responsibly – protocols of data collection/ transfer/maintenance• Facing learning difficulties / Down Syndrome• Lack of computers at home

• Teachers:• Different approach to teachers from control and experimental classrooms• Trainings globally, locally and in different role groups (e.g. only for school representatives etc)• Changes in the curriculum• Creating a sense of community and supporting / sustaining it• Already too overwhelming

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Plans

• Immediate:• 2 additional local trainings• Completing the collection of school data, consent forms, school official decisions for school

participation• Supporting schools in creating student e-mails through the Panhellenic School Network• Creating and distributing student accounts in Mahara/Eis• Preparing schools and students for pre-post tests/Specific guidelines• Recruiting more schools and bringing them up to date (Visits are needed)• Supporting school implementation in any way possible

• Intermediate:• Supporting teachers into creating a pool of activities• Conducting evaluation in case study schools

• Future:• Inviting a teacher trainer from one partner country to participate as a host of one of the trainings

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To be continued…

☺☺☺ Kiitos