Criteria to design and assess ICTsupported Higher Education Teachers Training

1
Criteria to design and assess ICT-supported
Higher Education Teachers Training

• European Symposium
• Teacher training and the innovative use of ICT in
  HE.
• Paris, November 23rd 2006

• What are criteria?
• How were the criteria defined?
• An example of criterion
• How can teachers trainers use the criteria?

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Criteria to design and assess ICT-supported HE
Teachers Training

• How were defined the criteria?
• A systematised analysis of current theorists was
  made (i.e. Chikering Gamson, 1987 Fox
  Helford, 1999).
• From this analysis, a protocol was defined to
  collect teacher training actions proposed by
  different European universities that had carried
  out the practices.
• Selection of the teacher-training actions, taking
  into account the analysis of literature at the
  first stage of the research.
• To define the criteria for ICT-supported Higher
  Education Teacher Training the analysis of
  literature and of teacher-training actions were
  merged.

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Criteria to design and assess ICT-supported HE
Teachers Training

• An example of criterion

Criterion 2 Teacher-training practice should be
designed using scaffolding principles for active
learning
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Criterion 2. Teacher-training practice should be
designed using scaffolding principles for active
learning
5
Criterion 2. Teacher-training practice should be
designed using scaffolding principles for active
learning
Authentic ICT-supported Educational Situation
Trainer

• High levels of interaction (guiding, feedback)

Learner
Content/tasks
Learners
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Criterion 2. Teacher-training practice should be
designed using scaffolding principles for active
learning
Authentic ICT-supported Educational Situation
Trainer

• High levels of interaction (guiding, feedback)

Interaction, communication and collaboration
Learner
Content/task
Learners
7
Criterion 2. Teacher-training practice should be
designed using scaffolding principles for active
learning
Study cases
Authentic ICT-supported Educational Situation
Trainer

• High levels of interaction (guiding, feedback)

Projects
Learner
Content/tasks
Learners
Real Problems
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Criterion 2. Teacher-training practice should be
designed using scaffolding principles for active
learning
Study cases
Authentic ICT-supported Educational Situation
Trainer

• High levels of interaction (guiding, feedback)

Projects
Learner
Content/tasks
Learners
Authentic assessment (i.e. portfolios, peer
assessment)
Real Problems
9
Criteria to design and assess ICT-supported HE
Teachers Training

• How can teachers trainers use the criteria?

To take decisions about...
criteria

• Selection of guidelines

TT-Centre

• Selection of Tools

• Design and assessment of teacher training actions

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Guidelines what are they who are they for?

• Guidelines are recommendations based on the
  experiences of the eLene-TT team aimed at helping
  teachers and teacher trainers design and improve
  their ICT-based courses.
• They are intended for teachers and teacher
  trainers and can be used as a dynamic resource
  when planning and running online courses but are
  also useful for institutions involved in
  e-learning.

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Guidelines what do they cover?

• Seven key issues
• Assessment process
• Content and learning objectives
• Institutional environment
• Interaction Communication and collaboration
• Learning styles
• Professional development
• Tools and resources

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Guidelines what do they contain?

• They contain
• A short description of the issue involved
• General questions to consider
• Guidelines or recommendations from 3 different
  aspects teacher, teacher trainer and
  institution.
• Information on how they link to criteria and
  tools
• Examples and concrete experiences of how they can
  be used in teacher-training actions

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Guidelines - How were the key issues chosen,
written and validated?

• After carrying out an inventory of existing
  guidelines, a set of seven key issues and
  perspectives were chosen by the eLene-TT team in
  discussion.
• Each partner was given responsibility for looking
  at one particular key-issue and producing
  guidelines on that topic (following a common
  structure).
• The guidelines were then validated by a system of
  peer-reviewing where we examined and discussed
  each others guidelines - so you could say that
  they are based on our joint experience.

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Guidelines - How have they been used in
TT-actions?

• In the online workshop on podcasts and blogs we
  used guidelines on professional development and
  also interaction, communication and
  collaboration.
• Provide activities that allow teachers to adopt
  the role of a student
• Understand that technical pedagogical support
  is necessary.
• Stimulate different scenarios for discussion..