This is the 18th conference of the European Schools Project (ESP) and the 3rd conference of the Comenius3 European Collaborative Learning Network (ECOLE). In my opening speech I will highlight some pearls out of the rich and long history of educational networking in Europe and beyond. Conferences of the European Schools Project (ESP) rarely had titles, they just had numbers. It was clear why they were held: to offer teachers the opportunity to meet each other, to have conversations, and to design and plan 'teleprojects', computer supported collaborative learning projects in which at least two teachers in different countries with their respective dozens of pupils and students would participate in the school year to come. And thousands of teleprojects have evolved over the years.
With the start of the European Collaborative Learning Network (ECOLE), supported by the European Commission's Comenius 3 action line, we started to use titles for conferences: 'Bridges for Learning', 'Bridging Best Practices', and now 'Bridging Visions for Learning'. And as ECOLE and ESP have many bridges between them, among which shared conferences, these titles express an intention for both networks: we want to build and walk different types of bridges to be able to learn from and with each other with the ultimate aim of achieving sustained innovation of learning, teaching and schools.
The design, planning and evaluation of collaborative e-learning projects are still the main courses of this conference. Over the years the contexts and meanings of these projects and the different dimensions in which they are connected to learning, teaching and the school, are understood better. So it means that the quality of teleprojects can be increasingly improved, and that this continuous improvement should be explicitly part of the conferences' programme. Where the projects once started with Computer Mediated Communication in which e-mail messages are written, sent, received, read, and reacted upon in a more mechanistic way, it gradually shifted to ICT-based peer-to-peer conversations for learning in which the intention of learning from and with the other is central, and focussed on the domains of conversation, ranging from World War II experiences to the quality of water, and the social and cultural contexts in which the partners are situated, thus leading to better mutual understanding. This was expressed in the adage 'Bridges for Learning' through which the connections between the minds, hands and hearts of fellow learners and fellow teachers in quite different contexts are built. The realisation that contexts differ in many respects, including the 'space' for innovation, created questions about the quality of the projects: what can be considered as good or even best practice, what and how can others learn from best practice, how can it be translated in professional development on project-based work, internationalisation and new advanced tools and environments? With the start of BEST clubs, Best Experiences for Students and Teachers, during the first ECOLE-conference, the systematic collection, documentation and dissemination of best practices deployed. The theme of last year's conference 'Bridging Best Practices' recognised that quality is partly 'situated', that is what is good in one place is not necessarily good in another place: it means that we still have to learn more of all conditions and actions Practice.
So now we have a theme 'Bridging Visions for Learning'. This theme expresses that in addition to having 'views' on learning, with connected views on knowledge, pupil and teacher activities, and assessment, it is necessary to have 'Visions' for learning, future-oriented, with connected visions on how our schools of the future should be, how the future of ICT-support for learning and teaching should be, and how schools can keep on collaborating with each other, keep on innovating by learning with and from each other. Both ESP and ECOLE are learning communities, learning communities of practice, and by participating in these communities we can discuss our views of learning and let our visions for learning emerge and evolve in a collaborative way. The focus of participating in the ESP/ECOLE communities of learners and practitioners involves rethinking learning: for individuals it means that learning is engaging in and contributing to the practices of the communities they participate in, and for the communities it means that learning is refining their practices and ensuring new generations of members. This conference is a shared learning place for us all: we learn from the best practices of each other, we learn of the different contexts and countries we learn, work and live in, we learn how similar we are in fact, despite all differences. And we meet old friends and make new friends. I hope that everyone enjoys her/himself.
This paper serves as a reflection of current situation in the field of educational technology and an introduction to conference proceedings made by the conference organizer. It is dedicated mainly to the application of technology in schools in Europe. It addresses the problems in the area of integration of technology to everyday life of teachers. The models of this adoption are discussed, the various positions of different European countries are mentioned and the necessity of certain level of European school system integration is recognized. This requirement is viewed as a condition for larger expansion of transnational educational projects, in which we are particularly interested.
Given proposition is based mainly on the results of the newest already finished IEA research SITES (The Second Information Technology in Education Study) Module 2. The author was involved as a national coordinator.
Globalisation is consolidated by the extraordinary invasion of all education by new technologies, especially the Internet. The development of communication and information technologies makes it possible for distance teaching institutions to strengthen their position in the educational landscape.There is also an increasing need for a new renaissance education where technology, art, science and humanities as well as religion are integrated. This challenge emerges also outside Europe in where cultural identities are part of the objectives of higher education.
Many definitions of literacy exist. They relate, at their core, to an individuals' ability to understand printed text and to communicate through print. Most contemporary definitions portray literacy in relative rather than absolute terms. They assume that there is no single level of skill or knowledge that qualifies someone as literate, but rather that there are multiple levels and kinds of literacy. Consequently, we can speak of technology literacy, information literacy, media creativity, global literacy, and literacy with responsibility. In order to have bearing on real-life situations, definitions of literacy must be sensitive to skills needed in out-of-school contexts, as well as to school-based competency requirements. Media literacy should be approached in the context of all levels of education, formal and informal, but also in relation to working-life skills and competencies. Furthermore, the dimension of civic engagement should be included as part of citizens empowerment for a democratic society.
Media literacy is multidimensional including cognitive, emotional, aesthetic, and moral dimensions. Digital literacy is the ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers and - more broadly - also a new way of thinking. E-learning as the use of new multimedia technologies and the Internet requires competencies which include the traditional social and cultural competences but also new competences which can be grouped into generic categories such as general, management, distribution method, and presentation method which help illustrate the relationship among certain competencies.
This paper will draw on evidence from an extensive international literature review, which has been conducted over many years, which shows that Information and Communications Technology (ICT) can enhance students' learning and can have a catalytic effect on the curriculum. However, there is also substantial evidence to show that the ways in which teachers integrate ICT in their teaching are predominantly limited to fitting in with their existing pedagogies. Even though the different types of educational uses of ICT now include a growing use of networked learning, teachers' pedagogies will affect the extent to which they are able to include international collaboration in their teaching and their curriculum.
Previous research into different pedagogical theories has provided useful models to help us understand the ways in which teachers use ICT which have implications for international collaboration. In order to make best use of such collaborations we need to consider the following:
Previous evidence and theories about teachers' pedagogies and using ICT for national and international collaborations between schools, colleges and individual pupils will be used to identify the issues which can affect international educational collaboration.
The Czech Republic with its about 1,5 mil pupils and students will by May 1st join the EU. Fulfilling the criteria given for accession countries the formal conditions are met. But to become the member mean to be ready not only politically and economically as country, but to have all citizens ready for the new form of "intra union" communication, co-operation and development and as well existence in the EU space. There is whole bunch of questions to be answered. Some questions remain unanswered yet.
The Center for Technology in Education at Johns Hopkins University maintains a group of Electronic Learning Communities (ELCs) that focus on a variety of topics. Each ELC provides a rich online environment in which people can cross the borders of distance and time to discuss, share resources, and participate in collaborative work on topics of mutual interest. In this presentation, Joy and John will highlight the capabilities of the ELCs and illustrate how an ELC can be used to support global participation in ESP projects.
The idea of the project is based on a story that pupils (age 14-15) work as archaeologists in the European Research Institution for Civilization (ERIC) in year 3000 who have discovered artefacts produced by people living on the Earth at the beginning of the 21st century. Everything what the archaeologists find is documented as an evidence document with a description of the artefacts and its functions and purposes. The evidence documents are sent to another experts to ask comments. And how the ICT are applied in the project? The young 'archaeologists' search the digital artefacts produced by teenagers on the Internet. Each find is described in a text-processor as a document. Young scientists publish all reports and documents in Learning Management System MOODLE that serves also to manage and organise the project. In MOODLE the 'archaeologists' can communicate and explain their ideas and conclusions with experts, scientists and teachers. The Project contributes to answer on the question 'What does it mean to be a teenager in Europe at the beginning of the 21st century?' The pupils try to self-investigate who they are in eyes of people who will live thousand years later.
After analysing the structure of traditional learning structures and the changes brought about by an educational structure based on ICT, we shall describe the changes in objectives, roles and learning processes. We shall finally demonstrate that these changes can take place in early education.
Collaboration using computers at schools means great innovation. The study SITES - Second information technology in education study -identified some specific features, especially students worked in groups on projects cut across subject domains. The collaboration was very often on national and international bases with teachers and students. On the contrary very seldomly the collaboration was with parents, scientists, business people... Some examples of collaboration projects provided by interactive and non interactive communication tools will be discussed.
The PROMISE in-service project was established with an aim to continue and extend the findings of the Comenius 2.1 PIST and TRANSPRO in-service courses and to convert the material into an on-line course (e-learning). The main areas of the project are: the project method and transnational computer assisted collaboration.
The collaboration and interaction between partners in ESP, ECOLE and within the PROMISE project itself have been of considerable value and importance. The findings in the courses have shown us how challenging and awarding it is to run and take part in European in-service training and especially on-line in-service training courses.
The structure in the PROMISE project has been a mix of face-to-face and on-line courses.
Up to now we have run one PROMISE face-to-face course for European teachers. Simultaneously we have established an on-line course as well as having run face-to-face seminars in several European countries organized by the participants (teacher trainers) from the initial face-to-face in-service course.
The findings from the different types of courses have revealed many aspects of the European educational world and the obstacles and challenges.
At the face-to-face courses the command of the foreign language - in this case English - have caused problems, when we got beyond ordinary social conversation and had to communicate around professional and more theoretical issues. Let alone the interpretation of different expressions, different accents that at times have given rise to interesting but also humorous episodes.
As for the on-line courses the foreign language has for some teachers caused problems and there has been a request for translating parts of the material into other languages but English. Especially the theory behind the project method can be difficult to comprehend when it is presented in a foreign language.
The presentation of student centered learning, interdisciplinary work, and flexibility in classroom and school management have given rise to many fruitful discussions. It has been rewarding to see how the various inputs have given basis for new initiatives within the project as well as at the participants' institutions.
In the project method are tools that prove useful for identifying and working with topics that are ideal for transnational collaboration. The method forces teachers and students to search for the contradictory aspects of the chosen topic and forces them to demonstrate reflections and independence.
PROMISE organizers:
| Borivoj Brdicka - National ESP coordinator and ECOLE partner, Charles University Prague Faculty of Education Dept. of Information Technology, Czech Republic | John Rullestad - National ESP coordinator and ECOLE partner, Educational Advisory Centre, Municipality of Karmoy, Norway |
| Clara I. Navas - European Schoolnet, Belgium | |
| Kirsten M. Anttila - National ESP coordinator and ECOLE partner, CICED/University College, Copenhagen & North Zealand , Denmark | Mogens Eriksen - National ESP coordinator and ECOLE partner, CICED/University College, Copenhagen & North Zealand, Denmark |
1) During this session, the ECOLE BEST Club - whose main aim is that of creating a virtual community for sharing, using and enhancing didactic and pedagogical materials created by teachers in the field of Collaborative Learning and the use of ICT - will be introduced. In order to make best use of such collaborations we need to consider the following:
3) A wide range of Best Projects will be presented. From Kindergarden to High Secondary, teachers will be shown how Technology and Collaborative Learning can enhance students' learning as well as learners' social relationships.
4) A teacher very keen on use of Collaborative Learning and ICT will be deeply interviewed in order to find out what a "Good Practice" is.
How to use this European Schoolnet project at school (especially in language lessons). Possibilities of basing a Comenius project on some of its activities.
Experience with various forms of teachers' further education (workshops, mailing list, FTP, instant messengers) in the frame of teleproject Let's Sing Together.
Dafnord is the network of non-native teachers of German (DaF), and it promotes learning of German as a foreign language with a special view on computer-mediated learning, cross-cultural understanding and new media didactics. The network was founded in Finland in 2002, and the Dafnord website was opened officially in Tallinn, Estonia, October 10-12, 2002.
The network consists of Finnish DaF teachers in more than 50 schools. The eLearning network of high schools in Lapland and the German institute of the Swedish-speaking university Ĺbo Akademi are also members of Dafnord.
Dafnord organizes teacher-in-service training based on the LIP model (Learn Internet Projects by Doing). This training model was developed in cooperation with OPEKO, the National Center for Professional Development in Education, and Comp@ct, the Comenius 3 network at OPEKO in Tampere, Finland, in 2002-03. The LIP participants use the eJournal as their Internet tool. Dafnord makes partner projects in close cooperation with Das Bild der Anderen, and benefits from this project model developed by the European Schools Project ESP.
Dafnord is also a member of DaF Südost, the German language Comenius 3 network 2004-06, and cooperates with Netcoach, the DaF teacher training initiative in Poland.
Dafnord presents its activities to the staff of the German institutes of Turku University, Ĺbo Akademi and vocational universities in Turku, Finland, March 22, 2004, and prepares training of student teachers in Turku 2004-05. The 2. International Dafnord workshop takes place in Hämeenlinna, April 21, 2004, as part of the ITK conference, the biggest educational ICT conference in Finland. Speakers come from Finland, Germany, Greece and Poland.
Dafnord develops networking of DaF teachers also regionally and locally. Beside DaF teachers, local enterprisers and communities are invited to cooperate with Dafnord. The tasks of promoting active citizenship and entrepreneurship, international collaboration, language learning and ICT are combined in the activities of Dafnord.
The coordinating school of Dafnord is Vihti high school, and the coordinator is Mr Ilpo Halonen, the language teacher of the school. Partners of Dafnord are OPEKO, the Association of the Finnish DaF teachers and Eduprojects.net . Dafnord gets support from the Finnish school administration and the Goethe institute of Helsinki.
More information in http://dafnord.eduprojects.net.
Learn Internet Projects by Doing (LIP) 4 Enterprise is a platform of collaboration for teachers and students interested in matters of enterprising. LIP 4 Enterprise is both a teacher-in-service training course and an international project, organized by OPEKO, the National Centre of Professional Development in Education, in Tampere, Finland in 2004. Finnish teachers, who participate in training, collaborate with their colleagues in various countries. They make projects with their students discussing the themes of enterprising. The participants of the projects get instructions how to run the projects from their Finnish partners. Entrepreneurial education of the course is given by Mrs. Liisa Remes, Dr. of Comm. Sc. The e-moderator of the project LIP 4 Enterprise is Mr. Ilpo Halonen, M.A. Mrs Joy Zapala assist to organise partnerships in the USA. SAB-MTW, the Comenius 3 network for "School and business" helps in finding partners in Europe.
We invite all teachers interested in LIP 4 Enterprise to participate as partners of the course in the Internet. Participation only takes place in the Internet, and does not include any traveling. Project making does not presuppose any special skills, the use of the mouse and surfing on the Internet are enough : - ). English is the language of communication generally, but teachers and students can agree on any language in their particular projects. The use of the Internet tool in the project is free of charge, and the participants only commit themselves to be loyal to their partners during the project work.
More information in http://esp.eduprojects.net/en/lip4enterprise.html.
Ontdeknet (Discoverynet) aims to make knowledge and skills in society accessible to education with the use of an electronic learning environment. Students and citizens collaborated in this environment. The results of the first studies show that this environment supports transformative use of Information technology in education. The collaboration with the experts causes the expansion of their world of experience of the students and has a positive effect on their learning behavior.
For more details see these links: http://www.ontdeknet.nl or http://vo.ontdeknet.nl/ or http://english.ontdeknet.nl/
We have had two language assistants employed in our municipality Fredensborg- Humlebak for about half a year. One taught in Humlebak and the other in Fredensborg. We have 6 schools and they are all primary and lower secondary schools for 7- to 16-year-old students. The six months were shared equally between the three schools in each town. During the language assistants' stay they took part in a wide range of school activities. They worked with students at all levels, have taught various subjects, and taken part in feature weeks and extracurricular activities. Six months in all is an appropriate period. We find that the shared assistantship has been very efficient and satisfactory for the six schools as well as for the language assistants. Coordinators at each school have cooperated and been in close contact throughout the period. We will explain these aspects:
Teachers who would like to start an international project for the first time often run into all sorts of problems, traps and questions. This all can demotivate the enthusiastic teacher so much, that the project won't turn out to be a success. Kirsten M. Anttila (Denmark) and Nick Hoebe (Netherlands) are both well experienced in international projects. They will in the Newbies workshop inform you about:
The progressive integration of the different countries societies from Europe to a common horizon; the globalisation of economy; the Information and Communication Technologies (ICT); and the immigration processes are some of the recent phenomena that put our societies into contact with people of all over the world. All these aspects demand from our schools a training and education to adapt and open the cultural, social and individual space of our students and their families to the society of other countries.
Therefore schools should promote the following in relation to the students:
Some of the international projects, in which the school Joan XXIII from Barcelona participates, will be introduced as a presentation of how different schools can approach the international dimension. School Joan XXIII will present a type of association that involves fifteen schools in eight European countries under the name "International Education, a network for European citizenship". This network facilitates meetings for directors, teachers and students. Directors exchange different aspects of their schools: financial, school environment, school management, problems and ways to solve them. Teachers can visit the different schools, relate to their respective departments and even spend some time in other schools on exchange. Students can participate in any of the project weeks that each school organizes every year. There is also the possibility to send students to associated schools for longer exchange periods.
Once the topic of the international dimension in schools has been introduced, participants of the workshop will explain initiatives of their schools in international projects and how they deal with them: ways of participation, the support they receive, main advantages and difficulties encountered, etc. The exchange of ideas, the ways each school finds to practise the international dimension and the questions that emerge will be, without a doubt, enrichment for all participants
Working materials:
- The Danish Evaluation Institute:Summary of the evaluation of the international dimension in primary and lower secondary schools
- Francesc Pedró and Catalina Sada: Why do you innovate more than me?, A comparative analysis of the conditions for fostering ICT-based school innovations in five European countries
The aim of a workshop will be to prepare the evaluation plan for your own (or imaginary) project. People may come to the workshop with their own projects in mind (or to receive exemplary project from workshop leaders) in any subject. After the workshop participants will have evaluation plan for their project. Workshop will run in a active learning mode.
During the short introduction we discuss the role of an evaluation as the quality assurance tool, helper to cross Moor's chasm and how it gives needed feedback both, to teachers and students - how to reach sustainability of the project. We will agree on terminology we'll use. We'll form groups (2-3 persons) and choose projects to work with.
Process of the work.
During the workshop teams will try to find out:
Moodle is a course management system (CMS) - a software package designed to help educators create online courses. Such e-learning systems are sometimes also called Learning Management Systems (LMS), Virtual Learning Environments (VLE) or Online Learning Environments. One of the advantages of Moodle are such functions, which give the teachers prefering so called "social constructionist pedagogy" the possibility to use this methodology. Moodle is Open Source software, which means you are free to download it, use it, modify it and even distribute it (under the terms of the General Public License). More information about Moodle are available at http://moodle.org
Since January 2003 the group of teachers and their students at Dept of Information Technology And Education, Faculty of Education, Charles University in Prague have joined the growing community of Moodle users. The Czech language pack for Moodle has been developed and became the official part of the Moodle distribution. Moodle was also successfully implemented in several ICT courses as a tool supporting "face to face" education of future teachers. An example is presented by Miroslava Černochová in her presentation "The European Research Institute for Civilization".
You are invited to participate in the workshop dealing with some basic features of Moodle. Just bring your ideas about your lessons and their online support. You will get a chance to try to create your own online course, fill it up with some study resources, start discussion forums, create own online quizzes, choices or assignments. We hope you will find Moodle quite useful, easy to use, and "student friendly" peace of software.
Imagine is a (LOGO based) tool for teaching programming, for learning by doing in informatics and other subject domains too. (http://www.logo.com/imagine). Imagine is a part of infrastructure for collaborative work. We experiment with various ways of using this tool.
Since 2002 our team has been involved in Socrates Minerva international project Colabs, which uses Imagine as a tool for development of collaborative projects. (http://matchsz.inf.elte.hu/Colabs/). Let's try it yourself!