Etwinning Webinar, 07.04.2014 Designing and Evaluating Educational Activities fostering Competences...

etwinning Webinar, 07.04.2014

Designing and Evaluating Educational Activities fostering Competences

Katerina RiviouEllinogermaniki Agogi, Greece

www.ea.gr

http://www.ea.gr/


Purpose and Content • TRANSIt project presentation• Teaching approaches fostering competences • Processes and strategies of designing a competence

based learning scenario• Hands-on examples of scenarios• Evaluating educational activities


www.transit-project.eu


TRANSIt Main Objectives• to help teachers acquire and reinforce such skills and knowledge so that they

can design cross-curricular activities that support the key competencies acquisition (KCA) of their students.

• to support teachers in the process of assessing competences with the use of authentic means, such as e-portfolios.

• to raise the awareness of the administrative staff of schools in order to support teachers in bridging the gap between policy and practice (e.g. curricular reforms in order to support cross-curricular competence driven activities).

• It is also aimed at teachers’ collaboration with colleagues, in order ultimately to become innovation leaders in their institutions.


Target groups


TRANSIt consortium


Project relationships and synergies

TRANSIt


Main activities


The Teacher Competency Framework

The Competency Framework for Teachers articulates the complex nature of teaching by describing three professional elements of teachers’ work:

• Skills

• Knowledge

• Attitudes/values

These elements work in an interrelated way as they are put into practice in classrooms.


Framework


The Teacher Competency Framework


TRANSIt Learning Outcomes/ModulesDesign • Derive Learning Objectives from a Key Competency Framework• Design a Lesson Plan/Learning Scenario/Programme for KCA• Derive Assessment Plan from Learning Objectives• Plan Monitoring and ReportingPrepare• Prepare Learning Environment for KCA• Identify /Select / Adapt / Develop Learning Material and Technologies enhancing Learning

and AssessmentRun• Run a Lesson Plan/Scenario/Programme for KCA• Use Digital Technologies to Support Learning and Assessment • Monitor and Assess Learning to Inform Further LearningReview• Review a Lesson Plan/Scenario/Programme for KCA


ODSENISeLSA

Digital SchoolseTwinning

Rural schools

Teacher Communities

TRANSIT TRAINING FRAMEWORK

TRANSItportal

Tools

Open Discovery

Space (ODS)Natural Europe

AGROWEBCOLLAGEeTwinning

Existing Educational Repositories/Practices


Key competences• Communication in mother tongue;• Communication in foreign languages;• Mathematical competence and basic competences in

science and technology;• Digital competence;• Learning to learn;• Social and civic competences;• Sense of initiative and entrepreneurship; and• Cultural awareness and expression


Trends in learning

• Behaviourism

• Cognitivism

• Constructivism

• Learning is being trained

• Learning is information processing

• Learning is developing your own knowledge


Trends in learning

• Social constructivism

• Connectionism

• Nowadays eclecticism

• Learning is co-operation

• Learning is connecting


So how did we learn?


How did students learn?• They listened to teachers• Studied books/subjects• Applied knowledge and made assignments• Answered questions• Rehearsed• Their work was assessed• They passed or failed• They became knowledgeable


PLATO Universiteit Leiden

And how do they learn today?


How do they learn today?• They search and scan• Contact experts or peers• Read, watch, zap, chat, skype• Plan and act• Tap and download• Copy and paste• Produce, create and design • Present results, build portfolios• Upload and share• Discuss and debate• Become competent


Learning Today

• Self-directed learning

• Constructivist learning

• Contextual learning

• Social learning

• Multi-medial learning

• International learning

• Knowledge production


Competence

A competence is the ability to apply a synthesis of knowledge, skills and attitudes in a particular situation and with a particular quality.


Two triangles

Knowledge Context

Behaviour

Attitude

Quality


Competence learning is:

• Active learning• In realistic settings• Together with others• Increasingly self sufficient• Aimed at actual performance !!• Aimed at learning to learn


Implications for teaching

• Greater emphasis on contexts• A changing role of teachers• Teachers will need more support documents • Intensified use of (social) media • More emphasis on initiative, learning to learn,

creativity and entrepreneurship


Implications for assessment

• Contextual assessment (in realistic settings)• Assessment of initiative and self-regulation• Self-assessment and peer assessment• Emphasis on performance• Reflective questions


What is COE?

• Competence oriented education is based on the idea that learners learn by experience and discovery.

• Learners need to be actively involved in learning situations. • They learn best in meaningful contexts, in co-operation and interaction

with others and with their environment. • Learners enable themselves to acquire and construct knowledge• Learners check and cross-check their newly constructed ideas with

those of others. • This technique emphasises the necessity of teaching in highly

responsive and learner-centred ways .• Competence oriented education shows learners new horizons and

perspectives and enthusiasm for things they have not yet heard of.


Key features of competence oriented education

Competence based teaching puts less emphasis on the transfer of knowledge. Rather it emphasises more teachers using rich, holistic learning environments.

Such environements enable students to engage in meaningful learning processes.


Teaching Approaches

Methodologies used to implement competence oriented education.

• Project based learning • The storyline approach • Guided discovery • Action learning • Problem based learning • Co-operative learning


http://www.youtube.com/watch?v=LMCZvGesRz8

What is project-based learning?




Definition and rationale

• A learning scenario describes educational activities in real life situations and not a theory

• A scenario is a story about people and their activities.• Scenarios are used mainly as case studies of effective

practice• Scenarios refer to learning goals within a topic and they are

characterized by learning activities and use of resources


Educational/Learning Activity

• A learning activity is an interaction between a learner or learners with the environment, resources, tools and instruments that is carried out in response to a task with an intended learning outcome.

• It suggests the adoption of a pedagogical approach for designing the learning activity


Project-based learning • An educational scenario achieved with a project-

based learning approach (PBL):– involves students in group activities associated with

issues from the real world– students:

• Construct the knowledge, • Associate knowledge with authentic activities, • Foster critical thinking,• They collaborate,• Foster the individual talents and abilities of team members


Design practices• Design: planning, designing or

conceiving an outline for a learning experience. Our designs are supported by the ODS scenarios templates

• Instantiation: setting up a specific context in which to deliver the design.

• Realisation: The process of making the design available to real learners

• Review: The process of refining the design once it has been delivered.

Design or reuse Instantiate or set up

RunReview or validate


4 steps of designinga learning scenario

• 1st Step: Study existing scenarios and select activities/ resources to use or re-use the whole scenario or create a scenario ab initio

• 2nd Step: Describe and adjust the learning scenario using the available “templates”

• 3rd Step: Organise, search and enrich the learning scenario with content

• 4th step: Share your scenario and adapt it for use in other contexts.

Study existing scenario(s)

Create/re-use/adapt an existing

scenario using “templates”

Search/retrieve digital content from

repositories/web

Share scenario and content-Adapt to new

context

Scenario Learning Design Content Share


Scenario Design & Implementation at Different Granularity Levels

ScenarioPhases

Learning activities Resources


The TRANSIt/Open Discovery Space Approachto Designing Learning Scenarios

• Provide exemplar templates or descriptions which can be shared, re-used and adapted to different contexts


Project-based

learningtemplate


Describing scenarios using the PBL template

• Register in the Community «TraIning teachers in competence based education:TRANSIt» http://portal.opendiscoveryspace.eu/beta/el/community/training-teachers-competence-based-educationtransit-73929– Start designing your scenario choosing «Learning Scenarios»

and selecting the pbl template:– Have access to the scenarios designed by the 2013 TRANSIt

Summer School Participants and regard a combination of fields/subject domains such as Social Sciences, Entrepreneurship, Arts, Maths, ICT and are available here:http://ods-portal-dev.intrasoft-intl.com/beta/learningScenarios/1167

http://portal.opendiscoveryspace.eu/beta/el/community/training-teachers-competence-based-educationtransit-73929



http://ods-portal-dev.intrasoft-intl.com/beta/learningScenarios/1167


Examples of Scenarios: “Building Bridges”http://learn.ced.tuc.gr/octopus1/view/?t=d07cc744-96e3-4174-9974-bb080bc4e2b8

http://learn.ced.tuc.gr/octopus1/view/?t=d07cc744-96e3-4174-9974-bb080bc4e2b8

http://learn.ced.tuc.gr/octopus1/view/?t=d07cc744-96e3-4174-9974-bb080bc4e2b8


Guidelines• Think about a learning scenario (use existing scenarios as

guides/support)• Think about an educational approach that you will adopt for your

scenario• Think how your scenario is related to the curriculum• Think of learning activities that students will be engaged in• Think the content that your scenario needs to be enriched with• Think of learning outcomes and how these are related to the

learning activities, resources, and the competencies of your students

• Use the provided template(s) to design your learning scenario or develop it from scratch


PBL/Competence based activities: Who

• 1 or 2 teachers compose a cross-curricular subject that involves different subject fields from at least 3 domains, combining students interests considering the available resources of the school and the community.


PBL: What?

• Topics could come from 4 domains:– Social sciences – Science, Maths, Technology– Arts, Civilisation– Environment, and Sustainability


Composing student teamshow many students participating in each team and with what

criteria

• Min number… 3 students • Max number… 8 students

• For pedagogical reasons, heterogeneous teams regarding students competence levels and the gender are suggested 4 member teams, that ideally are composed by a student of high performance, 2 of middle and 1 of low


Context of terms and obligations of team members

• In order to prevent problems in team working and in order to develop the feeling of individual responsibility against team work , teachers are encouraged to co-create with their students a “contract” with rigidly individual tasks/responsibilities against the team


The phases of the PBL/Report ………….

1. Τhe topic. Aims. Research Questions 2. Team scheduling3. Collecting data (Sources-Tools)4. Data processing. Conclusions5. Ways of notifying new knowledge 6. Public presentation – Group/Student’s eportfolio


Writing the Project Report, Presentation & Evaluation of Projects

Objectives- to identify(i) the final products of projects(ii) the structure of project report(iii) ways of presentation/communication of new knowledge- to discuss critical issues(iv) evaluation and grading of students


Final products/results

• Project report– Written report which will present the topic, the

goals, procedures for collecting and processing data, conclusions and reflection of the group about the way of collaboration.

• Artifact– collage, poster, film, event, hand-crafts etc.

• Actions of intervention– organisation of events, letters, flyers, etc.


Ways to communicate new knowledge• Oral presentations using Power Point• Posters, leaflets, advertisements, letters• Movies, films• Handicrafts, sculptures – paintings• Digital simulations• Theatrical events

• Presentation of project results in a Workshop/Event (open to the local society with the participation of stakeholders)


Questions about Evaluation

• Why needed?• Types of assessment/evaluation• Areas and benchmarks?• The role of individuality, of teamwork, of self-

evaluation and peer-evaluation• Grading project report (group and individual

grade)


Formative- Summative Assessment • Formative assessment:• Summative Assessment:• Not just evaluation of the content/knowledge,

but also the process/methodology of learning


Areas of Assessment of the Teamwork/collaboration

• Planning process and implementation• Contents of the project/research report• Language, multimodal media and structure of

the project report• Public presentation of the project results


Rubrics• Planning process and implementation 30%• Contents of the project report 30%• Language, multimodal media and structure of the project report 20%• Public presentation of the project results 30%

6grade scale 6th scale: Very Poor (Grade 1-5)5th scale: below average (grade 6-9)4th scale: Moderate (grade 10-13)3rd scale: Good (Grade 14-16)2nd scale: Very Good (Grade 17-18)1st scale: Excellent (Grade 19-20)


Evaluation of Research process: 8 axes (descriptive subscales)

1. Development of research questions 2. Justification of choices and appropriate use of (re)sources.3. Justification of choices, utilization and description of

appropriate data collection methods & techniques.4. Justification of choices and use of appropriate data

processing procedures.5. Critical evaluation of sources, methods, conclusions.6. Effective use of ICT 7. Consistency of group members towards programming.8. Use of media, resources and ICT


Student(s) Name: ………………

Theme/topic: ……………………..

Evaluation of planning process and implementation (30%)

Very Poor Below average

Moderate

Good Very Good Excellent

Presentation of topic, goals & development of (research) questions.

use of appropriate sources.

Justification of choices, utilization and description of appropriate data collection methods & techniques.

Justification of choices and use of appropriate data processing procedures.

Critical evaluation of sources, methods, conclusions.

Effective use of ICT

Consistency of group members towards programming of tasks to be accomplished

Use of media, resources and ICT

Table 1: Evaluation of planning process and implementation (30%)


«Journal pages», for teachers that will assess the project/competence driven activities


Evaluation of the content of the report: 8 axes

1. Possession of specific knowledge on the subject being successfully used. 2. Understanding of concepts, generalizations, principles and theories. 3. Approach to research data in order to define the position of the group

on questions through analyzing, correlation and reasoning. 4. Formulate in a logical and coherent manner the position of the group

answering questions, based on collected data.5. Exploiting inference research posts for configuration of documented

answers to questions.6. Advocacy of group conclusions against alternative positions and

opposing views and critical commentary.7. Correlation of topic and conclusions with situations, problems and issues

of real life.8. Critical self-reflection of individual, group options and roles.


Student(s) names: ………………

Topic:……………………..

Evaluation of the content of the report (30%)


Moderate


Possession of specific knowledge on the subject being successfully used.

Understanding of concepts, generalizations, principles and theories.

Approach to research data in order to define the position of the group on questions through analyzing, correlation and reasoning.

Formulate in a logical and coherent manner the position of the group answering questions, based on collected data.

Exploiting inference research posts for configuration of documented answers to questions.

Advocacy of group conclusions against alternative positions and opposing views and critical commentary.Correlation of topic and conclusions with situations, problems and issues of real life.Critical self-reflection of individual, group options and roles.


Assessment of Language and Structure of the report: 6 axes (descriptive subscales):

1. Use of terms and scientific nomenclature.2. Clarity, precision and flow of language.3. Internal coherence of speech.4. Structure of the report and communication style.5. Use of appropriate images for science.6. Editing of report/printing.



Topic:……………………..

Assessment of Language and Structure of the report (20%)


Moderate


Use of terms and scientific nomenclature.

Clarity, precision and flow of language.

Internal coherence of speech.

Structure of the report and communication style.

Use of appropriate images for science.

Editing of report/printing.


Evaluation of public presentation of Project Report: 6 axes (descriptive subscales)

1. Update for procedures followed, themes faced.2. Update for data, research findings.3. Language use in comfort articulation, tone and sound

clear train of thought suitable for presentation.4. Use of complementary / multi-modality and ICT to

support speech.5. Use of humor, creativity and proper representation.6. Preparedness and responses to the completeness

Questions and comments from the public.



Topic:……………………..

Assessment of Language and Structure of the report (20%)


Moderate


Update for procedures followed, themes faced.

Update for data, research findings.

Language use in comfort articulation, tone and sound clear train of thought suitable for presentation.

Use of complementary / multi-modality and ICT to support speech.

Use of humor, creativity and proper representation.

Preparedness and responses to the completeness Questions and comments from the public.


Events: 1st TRANSIt Summer School@Crete, July 2013• The community "TraIning teachers in competence based

education:TRANSIt @ the Crete Summer School 2013" has been created – Please join!

• The description of the activities/workshops that took place are available here

• Participants worked in teams & individually and designed competence-based cross-curricular educational scenarios (using the Octopus authoring tool) (Educational Scenarios area of the community)

• Most of the scenarios apply to Social Sciences, Arts, Entrepreneurship & a combination of other subject fields such as Mathematics, ICT

http://ods-portal-dev.intrasoft-intl.com/beta/community/training-teachers-competence-based-educationtransit-crete-summer-school-2013-1167



http://ods-portal-dev.intrasoft-intl.com/beta/activities/1167

http://ods-portal-dev.intrasoft-intl.com/beta/learningScenarios/1167


Events: 2nd TRANSIt Winter School@Vilnius, February 2014

• In the context of the winter school, the community "TraIning teachers in competence based education: TRANSIt @ the Vilnius Winter School 2014" has been created

• The description of the activities/workshops that took place, as well as the presentations delivered are available here

• The ODS learning Authoring Tool has been used. Participants worked individually and/or in small teams and scenarios were uploaded in the TRANSIt workspace and are available in the Learning Scenarios area of the community.

• As a starting point, each participant has been invited to come to the course with an idea, or maybe an example of existing practice, called 'initial ideas'. These ideas have been uploaded as Educational Objects on the portal. During the winter school these initial ideas were developed further, based on insights gained through a series of workshops.

http://portal.opendiscoveryspace.eu/beta/community/training-teachers-competence-based-educationtransit-vilnius-winter-school-2014-568584



http://ods-portal-dev.intrasoft-intl.com/beta/activities/1167

http://portal.opendiscoveryspace.eu/beta/el/educational-scenarios/568584

http://ods-portal-dev.intrasoft-intl.com/beta/educational-objects/1167


Join the TRANSIt community!www.transit-project.eu

Upcoming Summer School @Attica, July 2014udlnet.ea.gr

Moodle-Mahara training environmenttransit.cti.gr/moodle/

http://www.transit-project.eu/

http://transit.cti.gr/moodle/




Katerina [email protected]

TRANSversal key competences for lifelong learning: TraIning teachers in competence based education

www.transit-project.eu

mailto:[email protected]

http://www.transit-project.eu/

Etwinning Webinar, 07.04.2014 Designing and Evaluating Educational Activities fostering Competences...

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