Archive for the ‘Teacher training’ Category

TACCLE 3 – Coding Project @ Zenodo

Monday, December 19th, 2016

TACCLE 3 coding Logo

Please find here the Zenodo Community of “TACCLE3 coding” track on “computational thinking in pre-university education” of the TEEM 2016 conference including all TEEM 2016 papers and presentations related to it, curated by Prof. Dr. Francisco José García Peñalvo, Director del Grupo GRIA, University of Salamanca

TACCLE 3: CODING

Thursday, August 13th, 2015

EU_flag-Erasmus+

TACCLE 3 Coding is a new research project which looks at Teachers’ Aids on Creating Content for Learning Environments in the field of coding. It is funded (from 9/2015 to 8/2017) under the European Commission’s Erasmus+ program, key action: Cooperation for innovation and the exchange of good practices.

TACCLE 3 coding aims to encourage and support teachers to introduce coding, programming and/or computational thinking as part of the curriculum in the 4 – 14 classroom to better equip pupils to develop the skills needed by the European labour market. It will broaden teachers’ digital skills base and enhance their professional competence and show how entrepreneurial skills can be developed and integrated with programming skills. The project will also stimulate a positive attitude towards STEM with young children.

In the framework of the project, KIT will look at more playful, visual and arts-based models and approaches to teaching and learning about computational modeling and thinking by bridging technology, art and creative design processes, maker and DiY cultures.

The project’s aims are:

• To encourage and support teachers to introduce coding, programming and / or computational thinking as part of the curriculum in the 4 – 14 classroom to better equip pupils to develop the skills needed by the European labor market.
• To broaden teachers’ digital skills base and enhance their professional competence
• To show how entrepreneurial skills can be developed and integrated with programming skills The project objectives are:
• To produce an on-line support package of ideas, activities, materials and downloadable resources for teachers who are teaching coding or programming or who want to.
• To provide CPD courses in a variety of formats and a template and materials for local delivery.
• To establish a dialogue between teachers and programmers, teachers and resource producers, teachers and organizations involved in teaching coding and to act as an agency for exchanges of curricula, ideas and practice.

The demand for ICT professionals continues to grow. The European Commission estimates there will be 700, 000 unfilled vacancies for ICT practitioners in the EU by the year 2016. Of all job vacancies in ICT, computer programmers are the most in demand outnumbering the demand for other IT professionals by a factor of 5 to 1. The greatest demand is in UK, Germany, Estonia and other Northern European countries, which reflects the make up of the project partnership.

Despite this skills shortage, there has been limited response from the European education system. Estonia has already introduced computer programming for all ages across the school curriculum, Denmark partially so. Others are about to introduce it (such as England in 2014) and others are considering it (e.g. Finland, Ireland). Some German Länder such as Bavaria are well advanced; others are not. In other countries, whilst not part of the compulsory curriculum, there are agencies and individual teachers who are trying to introduce programming into the classroom. What seems inevitable is that all member states must surely move in this direction if they are to meet the skills demands of the European economy. The biggest problem we face is a desperate shortage of teachers. Mathematics and computer-science graduates generally choose more lucrative trades; the humanities and social-science graduates who will find themselves teaching coding will need plenty of support as will the primary teachers. In addition the OECD reports that more and more computer programmers prefer to be self-employed or working in micro-SME partnerships and not committed to one particular long-term employer and the vacancy market is beginning to reflect the increase in a new form of employment in the ICT sector. For this reason the project is looking to produce resources for developing entrepreneurship skills alongside programming skills.

The project will:

· Develop a website of activities and ideas that teachers can use in the classroom to teach children about coding and programming. These will support diverse curricula across member states and, where there is no formal curriculum, support individual schools and teachers who want to introduce computing / informatics / programming etc. in their own practice
· Develop some affordable resource kits that can be downloaded or for which instructions for making them can be provided on-line. This could result in selling the resource kits after the project as part of the exploitation and sustainability.
· Design and pilot some staff development opportunities and learning resources for teachers who are total newcomers to programming.
· Stimulate a positive attitude towards STEM with young children
· Test and evaluate existing resources such as the range of software currently available to help children develop programming skills.
· Explore and follow up existing research and projects addressing this issue (e.g. work on Tangible User Interface for children.)
· Enter into policy dialogue and inform policy in countries around issues concerning the teaching and learning of programming in schools” (source: project proposal).

Co-ordinator: Jens Vermeersch, adjunct van de directeur, GO! Onderwijs van de Vlaamse Gemeenschap, afdeling Beleid & Strategie, Internationalisation, Brussels

Project partners:
IBP/KIT, Germany
Pontydysgu, Wales, U.K.,
SGR Antigon Schoöengroep 1, Antwerpen, Belgium
HITSA HariDUE INFOTHHNOLOGIA SIHTASUTUS, Research centre, Tallinn, Estonia
TALLINN University, Tallinn, Estonia
UNIVERSiDAD DE SALAMANCA, Spain
AALTO UNIVERSITY, Helsinki, Finland
University of Eastern Finland, School of Computing, KUOPIO, Finland

second life, creativity and education

Wednesday, December 20th, 2006

Avatar

I have not blogged for quite some time for work load reasons, not even about our seminar, the “experimental gound of game design and communities in education” I announced in November which we held at the University of Flensburg the other week end. However, Graham has blogged a post entitled Creativity costs money in Second Life which got some responses to it.
Anyway, I will add a post on it later here and I ‘d like to add the following WIKI on Second Life and Education as well as http://secondlife.com/education

experimental ground of game design and online communities in education

Friday, November 17th, 2006

Avatar

Graham Attwell and I will run a seminar entitled the experimental ground of game design and online communities in education which is part of the experimental ground series at the University of Flensburg. The idea of the series was to bring in other disciplines to arts education in order to improve art teacher training. I very much enjoy preparing for it. We have a lot of discussion about the selection of tools, environments, readings etc..
We will develop, discuss and explore online communities such as MySpace as well as 3D-communities such as Second Life, to analyze and develop personal learning environments of the future with art education students. Though Second Life basically looks like capitalism extended to virtual space it seems to be a useful example to explore and discuss the opportunities, constraints and aesthetic experiences opening up joining such 3D-community.
I am very curious because the discussion about second life which is big issue on all lists at the moment. I am particularly interested in the perception of Second Life in the arts, addressed on quite a few media art lists. Recently there was a call for applications for Ars Virtua Artist-in-Residence (AVAIR), an extended performance that examines what it means to reside in a place that has no physical location. As announced on rhizome, there is also a series of the “most beautiful avatars” published here . The reflection of virtual beauty as well as interactive 3D-beauties leads us not only to identity formation and representation issues but also to new job profiles..
Furthermore, there are works by James Deavin as Regine just reported on WMMNA.
However, we will link to the issues of Communities of Practice, personal learning environments as well future learning scenarios. can such communities be called communities e.g. in the sense of a Community of Practice, what are the characteristics and drivers of a community and last not least how is the Community of Practice characterized? Does learning take place in such communities and what are the potentials for future learning environments?
I am very much looking forward to the seminar. Will report on our Second Life experiences (like flying around with newcomers and things like that) here later.

image: Grey Harrington via http://www.0100101110101101.org

Elementary school of Klixbüll

Friday, March 24th, 2006

PDA-Klixbüll

Back from a school visit in the context of mentoring an art student who currently carries out his internship at the elementary school of Klixbüll where he introduced a project to explore the opportunities of the PDAs in the framework of aesthetic research explorations of surfaces in the school environment. (I have never been to Klixbüll before I must admit. It is actually near Niebüll in Schleswig-Holstein, quite near the North Sea coast). However, it was worth going. Very impressive school in terms of pedagogical concept which Mrs Dahmani, the head teacher, explained to us very impressively.
The concept of the lessons includes so called controlled (“gelenkte”) as well as free work and learning processes. Learning contents are adapted to the individual interests and need of the child. Children are documenting their learning and thereby leave sort of a “learning trace”. Children work in age-crossing groups every day, and then split to 1st-4th grades individual learning groups. Basically influenced by the pedagogical approach of Montessori, the school is equipped with a variety of learning materials which facilitate processes of understanding, such as those related to maths developed by Montessori. They introduced thematic learning, that is, an overall theme is addressed in all learning groups, such as the current one which is “Inventions” (development and construction) as well as “information research and information processing/shaping with media”.
According to the head teacher, the keywords at the school are transparency as well as trust, the latter was addressed in the context of learning culture between the team of the teachers as well as between teachers and pupils. Instead of the classroom concept they have introduced the “learning landscapes” which reminded my to Papert’s idea of the introduction of a land of mathematics, where maths was spoken like a language, to best facilitate and understanding of maths, like you do in learning foreign languages by leaving for the country. Every room contains the materials to facilitate a particular subject best, such as materials for maths, language, and arts etc. (Very impressive: The speaking globe which responds after ticking a particular location on the map. May be interesting in the context of geography, mapping, open cartography, google earth and locative media).
daniela

Teacher further training 06/07

Saturday, March 18th, 2006

MediaArtLab@School

The teacher training offers linked to the MediaArtLab@School project have been postponed and will be published on the IQSH web site as well as on the MediaArtLab@School Web site on

2007
We will run a teacher further training entitled “Ästhetische Zugangsweisen als Lernprinzip” – may be translated as “aesthetic approaches as a learning principle, performance-oriented processes of drama pedagogy are brought together with the digital media in the framework of extended interfaces in human-machine interaction in Mixed Reality-learning spaces”. It will be held over Mo, 5th February 2007 to Mi, 7th February 2007. Co-operation partners Dr. Daniela Reimann, Dr. Gabriele Lieber, Gießen und T. Wenzel, Bremen.
Venue: Akademie Schloss Rotenfels, 76560 Gaggenau-Bad Rothenfels Detailed information to follow.

The experimental ground of game design and online communities of practice in education

Thursday, February 23rd, 2006

Universität Flensburg

Bildende Kunst

What kind of experimental fields can be developed for arts education in order to establish an interdisciplinary approach to a new learning culture for art educators? Here is our contribution to the lecture series entitled:

Experimentierfelder für KunstlehrerInnen” – KunstlehrerInnen als Experten in fächerübergreifenden medienspezifischen ästhetischen Bildungsprozessen – Zukunftsmodule für die Kunstlehreraus- und -weiterbildung“ (initiated by the Department of Visual Arts at the University of Flensburg)

by Daniela Reimann and Graham Attwell

In the workshop the issue of game design is addressed in the context of interdisciplinary education scenarios. The potential of kids/learners as designers, bringing together a variety of skills by developing interactive prototypes is scrutinized in the framework of virtual communities and the learning through game play. The workshop is linking the field of game design to the issues of the social web/online communities and non formal learning.
Part 1 Part one gives an introduction to game design in education [Keywords: interdisciplinary approach, research, kids/learners as designers, competences, prototyping]. Further it addresses Mixed Reality games in the context of media art works. The work shop looks at design research strategies to be developed in education scenarios, using interactive, mobile and hypermedia systems for prototyping in shaping processes. What are the opportunities opening up for interdisciplinary education crossing the borders of curricula? The work shop will be linked to media practice (a hands on work shop, e.g. development of interactive characters, 3D-space)
Part 2 Part two will look at recent developments in the area of Open Educational Resources (OER). It will draw on work from the OECD OER project and the European Union elearning programme Bazaar and OLCOS projects. An opposed to the prevailing practice of ‘experts’ and publishers producing educational materials to be consumed by learners, the idea of an ecology of learning materials based on removing the divide between producers and consumers will be explored. The workshop will also examine barriers to such a development, how such barriers might be overcome and what the implications of such developments are. This will include a presentation of cutting edge work in the development of Personal Learning Environments and their relation to Communities of Practice.

Team: Daniela Reimann,
Graham Attwell, Pontydysgu, Institute of Technology and Education (ITB) at the University of Bremen

GA

Graham Attwell is the founder and director of Pontydysgu, a south Wales based research and development organisation focused on the use of ICT for knowledge sharing and development. Pontydysgu is a partner in the Open Source Bazaar project. Graham Attwell is a Visiting Researcher at the Institute Technology and Education (ITB) at the University of Bremen and a member of the OECD Open Educational Resources programme Advisory Board. Graham’s research practice includes knowledge development, informal learning, knowledge sharing in SMEs, elearning and the development of Open Source software. He is running a Blog on learning, knowledge and technology

Dates (in progess):
Fr, Sa, 8 -9 December 06