rol of teachers
eLearning Papers Call for Papers on Changing schools and creative classrooms: 21st century teachers and their new roles
eLearning Papers seeks submissions for the issue 30 Changing schools and creative classrooms: 21st century teachers and their new roles. This issue explores the new role of teachers in 21st century learning contexts, focusing on the challenges they face and the changes in teaching practice caused by the rapid spread of educational technologies and the evolution towards creative classrooms and open educational resources. Deadline: 10 August 2012.
We are interested in contributions that address: national policies, methodologies, new tools and resources, the teacher-student relationship or class organization, among others. Guest editors: Hans Laugesen, GL - the National Union of Upper Secondary School Teachers. Jim Devine, JD Policy, Projects Innovation, EDEN Fellow (and former President, IADT, Dublin)
Click here to read the complete Call for Papers
Significant work has been devoted to the design of artificial tutors with human capabilities with the aim of helping increase the efficiency achieved with a human instructor. Yet, these systems still lack the personal, empathic and human elements that characterise a traditional teacher and fail to engage and motivate students in the same way a human teacher does. The EMOTE project will design, develop and evaluate a new generation of artificial embodied tutors that have perceptive capabilities to engage in empathic interactions with learners in a shared physical space.
Overall, the EMOTE project aims to:
- Research the role of pedagogical and empathic interventions in the process of engaging the learner and facilitating their learning progress;
- Explore if and how the exchange of socio-emotional cues with an embodied tutor in a shared physical space can create a sense of connection and social bonding and act as a facilitator of the learning experience.
This will be done across different embodiments (both virtual and robotic), allowing for the effect that such embodiment will have on engagement and empathy to be explored.
Further, the project will support the migration of the artificial tutors across different embodiments, to support students' learning in both formal and informal settings.
To ground the research in a concrete classroom scenario, the EMOTE project will develop a showcase in the area of geography, focusing on environmental issues. This will enable tutors to be tested in real world school environments in different European countries.
In order to achieve these objectives, the EMOTE consortium will bring together experts to carry out interdisciplinary research on affect recognition, learner models, adaptive behaviour and embodiment for human-robot interaction in learning environments, grounded in psychological theories of emotion in social interaction and pedagogical models for learning facilitation.
Študenti na daljavo: naj za premostitev ovir pri delu in v življenju uporabljamo tehnologijo ali pedagogiko?
Sledeč zgodbam treh učencev, ki so se za magistrski študij v javnem zdravstvu odločili za učenje na daljavo, nam avtorja članka predstavita ugotovitve, ki kažejo, da sta tako tehnologija kot pedagogika bistveni in medsebojno odvisni komponenti v programih učenja na daljavo. Članek tudi pokaže, da spletni tutorji prevzemajo vloge, ki presegajo običajni obseg poučevanja: pogosto so primorani prevzeti vloge pastoralne oskrbe, bolj primerne za svetovalce ali strokovnjake v drugih dejavnostih.
eLmL 2013 conference continutes bringing together federated views on mobileLearning, hybridLearning, and on-lineLearning. eLmL 2013 is dedicated to educators, eLearning experts, and students to exchange their ideas, experiences and lessons learnt in different facets of modern learning.
eLearning refers to on-line learning delivered over the World Wide Web via the public Internet or the private, corporate intranet. The conference is intended to provide an overview of technologies, approaches, and trends that are happening right now. The constraints of e-learning are diminishing and options are increasing as the Web becomes increasingly easy to use and the technology becomes better and less expensive.
As the ease of execution increases, more and more institutions are discovering the benefits of delivering training via the Web. Interest in e-learning is at an all-time high, and the workshop wants to serve as a stimulus to accelerate collaboration and dialog among the e-learning providers, trainers, IT researchers and the lifelong, self-directed learners. Such business trends as an increased global economy, the pressures for rapid development, and the necessity of teamwork are shaping the present state and the future of eLearning.
Employees are increasingly aware that they must continue to update and advance their skills if they want to understand the state-of-the-art technologies and remain valuable to their organizations. This means that learners will be more and more self-directed, and they will want access to what they need when they need it. The Internet based educational materials and the e-learning providers have to meet this demand.
The conference focuses on the latest trends in e-learning and also on the latest IT technology alternatives that are poised to become mainstream strategies in the near future and will influence the e-learning environment. Ubiquitous systems proliferate quickly due to the latest achievements in the industry of telecommunications, electronics, wireless, and economical globalization.
Wireless and mobility allow any user to timely use resources using various access technologies under (assumed) secured and guaranteed privacy. The family of the mobile devices expand dramatically, allowing a user to have a portable office everywhere, every time. Mobile learning became a fact, due to the technical accessibility and Internet communications. Many online classes, learning systems, university curricula, remote education, and virtual training classes are now part of the corporate education and use.
Progress is made in user modeling and adaptive learning models. The generalization of successful practices on mobile learning is favored by many national and international projects and policy synchronization boards. Adaptation implies also the use of the classical methods, still in use and useful in some contexts and for some categories of users. Hybrid learning is an increasing trend in education today. The traditional classroom learning has been historically proven beneficial. Hybrid learning is rather a series of different learning strategies going from teacher-centric to student-centric. This improves the critical thinking, creativity, self-management, self-study, and advance problem solving thinking of the student.
We solicit both academic, research, and industrial contributions. We welcome technical papers presenting research and practical results, position papers addressing the pros and cons of specific proposals, such as those being discussed in the standard fora or in industry consortia, survey papers addressing the key problems and solutions on any of the above topics short papers on work in progress, and panel proposals.
Industrial presentations are not subject to the format and content constraints of regular submissions. We expect short and long presentations that express industrial position and status.
Tutorials on specific related topics and panels on challenging areas are encouraged.
The topics suggested by the conference can be discussed in term of concepts, state of the art, research, standards, implementations, running experiments, applications, and industrial case studies. Authors are invited to submit complete unpublished papers, which are not under review in any other conference or journal in the following, but not limited to, topic areas.
All topics and submission formats are open to both research and industry contributions. You can check them all here.
This issue spotlights new research and classroom practices that illustrate how new learning technologies have affected teachers' professional environments. 21st century learners has become a buzz-word in the field of educational research. This issues applies the term to teachers, seeking practical examples and prospective visions that examine what it means to be a teacher in today’s knowledge society.
The fast-paced evolution of technology is challenging for teachers, who often struggle with the demands of keeping up-to-date with their students’ digital lifestyles. Initiatives for the enhancement of ICT in education often address deployment of devices and tools in the classroom, without fully considering how they may affect and change the way people teach and learn.
This special issue asks: How do educational organisations change? And how does this transformation impact upon the role of teachers? By problematising and giving greater complexity to the issue in hand, the articles serve as a starting point for dialogue and debate.
eLearning Papers 30 that has been guest edited by Hans Laugesen, International Secretary and Senior Educational Policy Officer GL - The National Union of Upper Secondary Teachers, Denmark, Jim Devine, Former President, IADT (Dun Laoghaire Institute of Art, Design and Technology), Ireland, and Tapio Koskinen, www.elearningpapers.eu, Director of the Editorial Board, includes the following articles:
In Depth articles
Innovating Teaching and Learning Practices: Key Elements for Developing Creative Classrooms in Europe
Keywords: creative classrooms, innovative pedagogical practices, ICT-enabled innovation for learning, systemic approach, educational change
By Stefania Bocconi, Research fellow at the Institute for Prospective Technological Studies, Panagiotis Kampylis, Research fellow at the Institute for Prospective Technological Studies and Yves Punie, Senior scientist at the Institute for Prospective Technological Studies
Leveraging Trust to Support Online Learning Creativity – A Case Study
Keywords:assessment, new learning environments, learning interactions, e-participation
By Sonia Sousa and David Lamas, Tallinn University, Institute of Informatics
Academic Staff Development in the Area of Technology Enhanced Learning in UK HEIs
Keywords: staff development, technology enhanced learning, training, higher education
By Timos Almpanis, Learning Technologies, Southampton Solent University
From the Field articles
Training Teachers to Use Web 2.0 Tools
Keywords: professional development, Web 2.0 tools, open educational resources
By Sandra Vuk, August Šenoa Elementary School, Zagreb and Dubravka Petković Fažana Elementary School, Fažana
Enhancing Online Student Engagement
Keywords: distance education, student engagement, arts-based learning activities, higher education, learning technologies
By Beth Perry, Athabasca University, Katherine J. Janzen, Mount Royal University and Margaret Edwards, Athabasca University
Website – A Partnership between Parents, Students and Schools
Keywords: school website, cooperation, school-family relationships, primary school
By Sandra Vuk, August Šenoa Elementary School, Zagreb
To read eLearning Papers 30 on Creative Classrooms and 21st Century Teachers, click here
The Learning 2.0 Conference is a unique chance to participate in a global conversation on rethinking teaching and learning in the age of the Internet. Subject strands include changes in the classroom (social media, 1:1 computing, "flipped classrooms," digital literacy, maker spaces, gaming, open educational resources, digital textbooks), in student learning (individualized learning, student-directed learning, "hacking" education, personal success plans, ePortfolios, and building a digital presence), in teacher personal and professional growth (lead learning, personal learning networks, peer / open / self-directed PD), in schools (virtual and online schooling, mobile learning, blended learning, MOOCs, immersive environments, learning spaces, entrepreneurship, school leadership, big data, assessment models), and in pedagogy (from teaching to learning, social learning, social / educational networking, passion-based learning, learning how to learn, brain-based learning).
Strand 1: Classroom 2.0 - The Changing Nature of the Classroom
Strand Tag: "classroom 2.0"
- Social media in classroom
- 1:1 / BYOD programs
- Flipped Classrooms
- Digital Writing
- Digital Literacies / Search Literacies
- Gaming in Education
- Open Educational Resources (OER)
- Digital Textbooks
- Changes to teaching specific subjects: e.g., Math 2.0
Strand 2: Student 2.0 - Changes to Student Learning
Strand Tag: "student 2.0"
- Individualized / personalized learning
- The learner as agent
- Student-directed learning
- Hacking education
- Personal Learning Networks (PLNs) for Students
- Personal learning or success plans
- Resume 2.0
- Personal websites and "branding"
- Building a digital presence
Strand 3: Teacher 2.0 - Personal and Professional Development
Strand Tag: "teacher 2.0"
- The teacher as lead learner
- Personal Learning Networks (PLNs) and Personal Learning Communities (PLCs)
- Peer Professional Development (PD)
- Open PD
- Self-directed PD
- Passion-based teaching
- Schools of Education 2.0
Strand 4: School 2.0 - The Where, When, and How of Formal Learning
Strand Tag: "school 2.0"
- Virtual and online schooling
- Blended learning
- Mobile learning
- Massive Open Online Courses (MOOCs)
- Immersive environments
- Alternative Education Models (homeschooling, unschooling, Democratic schooling)
- School leadership
- Schools as community hubs
- Education reform
- Disruptive innovation
- Solving digital divides
- Architecture and learning Spaces
- Educational entrepreneurship
- Big data and data analytics
- Assessment models
Strand 5: Pedagogy - Re-evaluating Teaching and Learning Methods
Strand Tag: "pedagogy"
- From teaching to learning
- Social Learning
- Social / educational networking
- Passion-based learning
- Technology and pedagogy
- Learning how to learn
- Brain-based (cognitive) learning
Teacher Collaboration Networks in 2025. What is the role of teacher Networks for professional development in Europe?
This report gives the findings of an expert workshop organized by JRC/IPTS carried out within the TeLLNet project to start the debate on how teachers’ networks are currently contributing to the modernization of the educational systems, and what they will be like in 15 year time.
The United Nations, through the Millennium Development Goals (MDGs) and the UNESCO Education for All (EFA), World Summit for the Information Society (WSIS) and Literacy Decade initiatives, has set a high priority on the improvement of education world-wide.
The G8 Heads of State concur and acknowledge the role that information and communication technology (ICT) can play in supporting educational improvement. The UNESCO ICT Competency Framework for Teachers project is developed in support of these priorities.
The goal of the “ICT Competency Framework for Teachers” (ICT-CFT) project is to improve teachers’ practice. However, the Framework do not merely focus on ICT skills. By combining ICT skills with emergent views in pedagogy, curriculum, and school organization, the framework is designed for the professional development of teachers who want to use ICT skills and resources to improve their teaching, collaborate with colleagues, and perhaps ultimately become innovation leaders in their institutions. The overall objective of the project is to improve teacher practice in a way that contributes to a higher quality education system that can, in turn, produce a better informed citizenry and higher quality workforce that can, as a result, advance a country’s economic and social development.
More specifically, the objectives of the ICT-CFT project are:
- to constitute a common core syllabus (defining various ICT competency skills for teachers) that professional development providers can use to develop learning materials sharable at a global level;
- to provide a basic set of qualifications that allows teachers to integrate ICT into their teaching;
- to extend teachers’ professional development so as to advance their skills in pedagogy, collaboration, and school innovation using ICTs;
- to harmonize different views and vocabulary regarding the uses of ICTs in teacher education.
While the UNESCO ICT-CFT project specifies the competencies needed to implement these changes, it will be up to approved governmental, non-governmental, and private providers to deliver the training for these competencies. The project also includes a mechanism for reviewing and approving the curricula and course offerings of these providers.
Economists identify three factors that lead to growth based on increased productivity: capital deepening (the use of equipment that is more productive than earlier versions), higher quality labor (a more knowledgeable workforce that is more productive), and technological innovation—the creation, distribution, and use of new knowledge. These three productivity factors serve as the basis for three complementary, somewhat overlapping approaches that connect education policy with economic development:
- increase the technological uptake of the workforce by incorporating technology skills in the curriculum — or the technology literacy approach;
- increase the ability of the workforce to use knowledge to add value to economic output by applying it to solve complex, real-world problems — or the knowledge deepening approach.
- increase the ability of the workforce to innovate and produce new knowledge and of citizens to benefit from this new knowledge — or the knowledge creation approach.
These three approaches correspond to alternative policy goals and visions for the future and together they provide a developmental trajectory by which education reform supports increasingly sophisticated ways of developing a country’s economy and society: from technology uptake, to a high performance workforce, to a knowledge economy and information society. Moving across the approaches, a country’s students and ultimately its workforce and citizenry acquire increasingly sophisticated skills needed to support economic growth and an improved standard of living.
The UNESCO ICT-CFT project encompasses all three of these approaches to educational change, so as to address different policy goals and visions. But each approach has different implications for education reform and improvement. Each has different implications for components of the education system: pedagogy, teacher practice and professional development, curriculum and assessment, and school organization and administration. And ICT plays a different role in each of these approaches.
Teacher professional development has been shown to be a particularly important component of educational improvement but only if professional development is focused on specific changes in teacher classroom behaviors and particularly if it is aligned with other changes in the educational system. The UNESCO ICT Competency Framework for Teachers play out the implications that each of the three education improvement approaches have for changes in each of the components of the educational system: Policy, curriculum and assessment, pedagogy, the use of technology, school organization and administration, and teacher professional development.
Este libro ofrece distintas reflexiones y puntos de vista sobre el papel que desempeñan las nuevas tecnologías, y profundiza en el debate sobre el sentido educativo de las TIC