This course is part of the Foundations of Teaching for Learning program which is designed to assist people who are currently teaching but have had no formal teacher education improve their understanding of their role and work as a teacher.
This introductory course explains how the seven other courses in the program will assist you to improve your understanding of your role and work as a teacher. This set of courses will enhance your knowledge and understanding about learning and teaching and what makes a teacher a professional.
Open Education Europa is holding a Facebook contest where teachers can try using online resources in the classroom for a chance to win an iPad (ideally to also use in the classroom)!
Entering the contest is as easy as sending us a photo that shows how you have used free online resources or open educational resources (OER) with your students. We are looking for innovative and effective uses of OER that other teachers can learn from. The top-voted entries will advance to the judges’ panel, who will select a winner. The contest is open to primary and secondary school teachers.
Where to start? Open Education Europa has a collection of hundreds of free educational resources in all of the European languages and in a variety of subjects. Here are some other excellent OER repositories we can recommend:
- TES Connect – almost 700,000 free resources created and shared by other teachers
- E-Learning Tags - social bookmarking site for e-learning professionals to share remarkable content
- OER Commons – Over 50,000 OER tools for sharing curriculum with the world
If you need some inspiration, like us on Facebook to get updates on the exciting ways that other teachers are using technology and online resources in their classrooms. Then try it yourself, and don’t forget to send us a photo!
What is it like to teach a massive open online course (MOOC)? In a recent interview with Open Education Europa, Dr. Sian Bayne from the University of Edinborough talks about her experiences.
Dr. Sian Bayne is a Senior Lecturer in the School of Education and Associate Dean in the College of Humanities and Social Science at the University of Edinburgh. She is a member of the academic team running the ‘E-learning and digital cultures’ MOOC through Coursera.
“The course isn’t so much about learning how to do e-learning as learning how to think about digital education and how to view it through a particular lens. The lens we’re using is one of digital culture,” said Dr. Bayne. She described the course themes as include utopia, dystopia, what it means to be human, and the effects that technological changes are having on the human body.
The course is now in its second iteration; the first was in early 2013. While the basic structure and content of the course has stayed the same, Dr. Bayne pointed out a few changes in its execution.
“One of the most common points that people made in the last MOOC was that they didn’t have a strong sense of teacher presence.” The MOOC was organized so that there were no video lectures. The professors made content available each week and asked the students to use various digital means to comment on it and discuss it. Some students appreciated having such an autonomous approach while “others found it quite disorienting because there was no anchor point,” said Dr. Bayne.
In this version of the course, the professors have recorded weekly videos to explain each week’s themes. They have also increased the number of Google hangouts. In another interesting development, the professors have invited back some of the most active participants from the first round of the course to act as “community teaching assistants” who act as “catalysts for the social work of the course.”
Dr. Bayne is one of the keynote speakers at the upcoming Media & Learning conference. Her talk is called “Content by ‘devious’ means” and she will be speaking about the challenge of assembling high-quality course materials from only open-access sources.
“We really wanted to use clips from some of the movie ‘classics’ like The Matrix, 2001 and so on, but we were advised that this wasn’t on, even if they were freely available on YouTube, simply because their copyright status was likely to be compromised,” wrote Dr. Bayne in the MOOC teaching team’s blog.
Aside from commercial materials, literature from “closed” journals was also restricted.
“Most academics already have go-to resources that they can use as starting points, but if you’re used to using closed libraries it takes more time.”
Her advice for other professors keen on using open resources was to set aside a sufficient amount of time to seek out relevant material at the right level. She sees her role as that of a “bricoleur,” bringing together various existing contents from various sources to curate a cohesive course.
Dr. Bayne’s experiences illustrate how MOOC pedagogy and methodology are still in flux. MOOCs as we understand them are constantly changing and developing in creative and unexpected ways.
“MOOCs are still currently an interesting experiment and the wider MOOC scene is being played out in all sorts of different ways in the US, in North America, and in the UK in Europe.”
Registration is still open for those who would like to join Dr. Bayne in Brussels for the Media & Learning conference in December 2013.
According to the Global Teacher Status Index, European teachers enjoy less respect from students than in other regions. The index ranks 21 countries from around the world based on the status, pay, and agency of their teachers.
Student performance is measured on various scales across the globe, such as the Programme for International Student Assessment (PISA) or the OECD’s Education at a Glance report, and the results of these studies have a big impact on investment in education. The status of teachers, however, is much less understood. When teachers have a higher status, higher quality candidates are drawn to the profession.
The Varkey GEMS Foundation conducted a study with 1000 respondents in 21 countries to create the Global Teacher Status Index in order to better measure, compare, and understand the status of teachers across the globe. The index comprises three dimensions: teacher status, perceptions of teacher reward, and teacher agency and control.
China attained the highest rank of the 21 countries in the study. The index scores varied between 100 (China) and 2 (Israel). Greece was ranked second overall, with an index score of 73.7. Other top European countries were the Netherlands and the UK, with scores of 40.3 and 36.7 respectively.
One of the most telling indicators of how teachers are perceived is whether or not parents would encourage their own children to become teachers. The study showed that 50% of parents in China would give positive encouragement if their child wanted to be a teacher. In contrast, that figure is only 20% in Finland, which tops the PISA rankings and where teaching is generally regarded highly.
In regards to teachers’ pay, the respondents in 95% of countries said that teachers should be paid more than they currently are. Furthermore, in all of the countries surveyed, the majority of respondents thought that teachers should be paid according to student performance.
One finding that calls into question the validity of the study is the lack of a clear correlation between the Teacher Status Index ranking and the PISA rankings. That is, teacher status does not seem to correlate with student performance (although other studies have shown that teachers’ pay does affect student performance.)
Nonetheless, the Varkey GEMS Foundation believes that teachers need to be better recognized for their role in society.
“We need to think harder, push further, and dream bigger, if we are find ways of truly celebrating the ‘noble’ profession,” wrote Sunny Varkey, founder of the Varkey GEMS Foundation.
The study of educational psychology involves both theory and practice. Focusing upon applying the principles of psychology and research to the practice of teaching, the ultimate goal is the understanding and improvement of instruction.
Prospective teachers and other professionals in training who will interact with students need to understand how students learn and how that learning varies and is affected by each student’s context, culture, and development. This course focuses on the effective application of psychological concepts and principles in the learning and instructional processes; the development of teaching methods, knowledge and skills; and perspectives which enhance learning environments.
International Academic Conference on Education, Teaching and E-learning in Prague 2013 is an important international gathering of scholars, educators and PhD students. IAC-ETeL 2013 will take place in conference facilities located in Prague, the touristic, business and historic center of Czech Republic.
All accepted papers will be published in the "Proceedings of IAC-ETeL 2013", ISBN 978-80-905442-1-5 and indexed in: Google books, NKC - National Library of the CR and EBSCO
The TEL-Map European project, funded by the European Commission, has launched a survey about technology supported, innovative learning practices.
TEL-Map is a Coordination and Support Action focussing on roadmapping activities for innovative forms of learning. A roadmap can be understood as a ‘strategic lens’, through which future developments in a domain or an organisation are analysed for the purpose of channelling available resources wisely.
The aim of this new survey is to collect the views of teaching professionals to inform future roadmapping activities by probing certain statements with regards to their likelihood, desirability and – when it comes to policy measures – their feasibility.
There is no need to be an expert in all areas addressed to answer the survey, as the objective of TEL-Map is to get feedback from people with as diverse backgrounds as possible.
Question blocks have been created for each of the following innovative practices:
- Gamification: using game mechanics and elements of game design in non-game contexts in order to motivate learning. Controversial issues evolve around 'hunting for points as a distraction of learning', neglect of demographic particularities, availability of gamification strategies.
- Free Massive Open Online Course: bringing existing courses to an extended audience by driving technological and economical innovation. Controversial issues evolve around funding models, accreditation, high attrition rates and possible ways of highly automated learner support.
- Flipped classroom: inverting classroom situations so that the lecture part is moved from school to home and the exercise part takes place at school. Controversial issues evolve around managing differences between learners being more or less successful doing their homework, which requires fundamentally new types of in-class activities.
- Seamless Learning (Ubiquitous Learning): obliterating borders between different technologies and learning formats such as formal and informal learning or individual and social learning. Controversial issues evolve around the ownership of learning tools and data generated by learners' activities, or the potentially invasive character of learning technologies to the detriment of a balanced life style.
Der Einsatz digitaler Lerntechnologien hat an Hochschulen einen anerkannten und hohen Stellenwert. Um einen Überblick über aktuelle und zukünftige Trends aus den Bereichen „neue Medien“ und „E-Learning“ zu bieten, lädt der ELAN e.V. zum Kongress „teaching trends“ am 27.9. und 28.9.2012 an der Universität Osnabrück ein.
Thematische Schwerpunkte sind:
- E-Prüfungen/E-Assessment (prüfen, üben, sich selbst einschätzen mittels digitaler Systeme)
- Videobasierte Lehre (Produktion und Distribution von Lehrveranstaltungsaufzeichnungen)
- Mobile Szenarien (Lehren und Lernen unterwegs)
- Lehre im Web 2.0 (Kommunikation und Interaktion in Communities)
- Technologiegestütztes Studieren (Erfahrungen und Erwartungen der Studierenden)