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  • 1. FaceIt Module European PROFESSIONALISM (School Concepts in Europe) Didactical framework Heiko Vogl 2009-07-10 www.european-teachers.eu
  • 2. Table of Contents 1 FaceIT Project ............................................................................................................................................................ 3 1.1 Project Details................................................................................................................................................... 4 1.2 Course Model................................................................................................................................................. 4 1.3 Boland Model .................................................................................................................................................... 5 2 E-Learning Models .................................................................................................................................................... 7 2.1 Gilly Salmons 5 stage e-moderation model................................................................................................ 7 2.2 Technology-based classification of Back ................................................................................................... 9 2.3 Teaching modes ............................................................................................................................................... 9 3 Unit 6: Reflection and Collaboration - Personal Concepts .............................................................................. 11 3.1 List of the criteria for the Personal Concept task .................................................................................... 12 3.2 Why using a WikiWeb for collaboration? .................................................................................................. 13 3.3 Wiki collaboration .......................................................................................................................................... 15 www.european-teachers.eu 2
  • 3. 1 FaceIT Project The overall aim of the project: Face it is to develop content and a methodology to enable students of teacher training colleges to acquire the knowledge and to develop the competences, skills and attitudes required to become a European teacher. The learning materials will be developed around four content areas: 1. European Identity / Cultural Heritage, 2. European and world Citizenship, 3. European diversity / Multiculturalism, 4. European Professionalism / School concepts in Europe. The learning materials will be available in an e-learning environment on http://www.european- teachers.eu/ The course materials will be developed around four content areas: cultural diversity, cultural heritage, world citizenship and European school concepts. www.european-teachers.eu 3
  • 4. 1.1 Project Details Project Number: 134362-LLP-1-2007-1-NL Grant Agreement: 2007-3446 / 001-001 Sub-programme: COMENIUS-CMP 1.2 Course Model Figure 1: Course Model The materials will be based on the characteristics of a European teacher as formulated by Michael Schratz (see D.1), which can be summarized as follows: 1. European identity: A European Teacher sees himself/herself as someone with roots in one particular country, but at the same time belonging to a greater European whole. This coexistence of national identity and a transnational awareness provides a valuable perspective on questions of heterogeneity. Diversity within unity is therefore a key-aspect of a developed European identity with an open mind toward the world as a whole. 2. European knowledge: A European Teacher has some knowledge of other European education systems and, possibly, of educational policy matters at an EU level. He/she has knowledge, has a European approach to subject areas of European and world affairs and is aware of European history (histories) and its (their) influence on contemporary European society. 3. European multiculturalism: A European Teacher engages with the multicultural nature of European society, has a positive relationship with his/her own culture and is open towards other cultures. He/she copes with the challenges of the multicultural aspects of the knowledge society. www.european-teachers.eu 4
  • 5. 4. European language competence: a European teacher speaks more than one European language with differing levels of competence and is able to teach subjects in languages other than his/her first language. 5. European professionalism: A European teacher has an education, which enables him/her to teach in any European country. He/she has a European approach to subject areas in his/her teaching and links up cross-curricular themes from a European perspective. He/she exchanges curricular content and methodologies with colleagues from other European countries. The course materials will be developed around four content areas: cultural diversity, cultural heritage, world citizenship and European school concepts. 1.3 Boland Model The Boland Model considers formal education as a system in a dynamic, changing social network. It is a helpful tool in describing facts, trends and prospects. Of course it could describe significant, isolated events, which occur in different countries. But a comparison of educational events, which take place in several countries more or less simultaneously, is more successful by using a model. It is a framework, which makes comparisons possible. By using this conceptual model as a framework, it will create at least some coherence between specific, local and (at first sight) isolated events. The Boland Model offers a framework for such an analysis. www.european-teachers.eu 5
  • 6. Figure 2: Boland Model The model carries four components: (i) the rectangles in the centre, which refer to the primary school system at three levels. (ii) the four triangles above, below and at the side representing affecting factors. (iii) the circles around representing facts, which have an influence on educational processes, and finally (iv) a horizontal line, which refers to changes over time. www.european-teachers.eu 6
  • 7. 2 E-Learning Models The European PROFESSIONALISM Module is based on e-Learning models of Gilly Salmon Back Baumgartner 2.1 Gilly Salmons 5 stage e-moderation model Figure 3: The 5 stage model1 The 5 stage model was researched and developed by Gilly Salmon. The FaceIT Module European PROFESSIONALISM implements this model in the Moodle LMS Course. 1 http://www.atimod.com/e-moderating/5stage.shtml www.european-teachers.eu 7
  • 8. Stage 1 Access and motivation Welcoming and encouraging Setting up system and accessing The key questions in stage one for teachers and students are to access the Learning Management System and be motivated to spend time and required work load. Members have to be able to access and use the system and follow or contribute to discussions.Teachers will need to motivate their students and support them in the system. Stage 2 Online socialisation Sending and receiving messages Familiarising and providing bridges between cultural, social and learning environments Course members will adjust to online interaction. Some members will view Moodle as a new strange setting. Module members recognise the need to identify with each other and to develop an online behaviour. Introduction can provide benefits to participants. Stage 3 Information exchange Searching, personalising software Facilitating tasks and supporting use of learning materials The interaction at this stage is around content or sharing of information. Members recognize how fast and easy information exchange is. Module members begin to appreciate the broad range of information available to them online. They need to develop strategies to deal with potential overload. Stage 4 Knowledge Construction Conferencing Facilitating process At stage 4 members start t