Smart_VET Training Programme on Interactive Whiteboards for VET teachers (Draft version 01.4, d.d. 03-09-2012) [Smart_VET LOGO - to be added] This publication is one of the results (Deliverable 9) of the EU project 'Supporting Continuous Professional Development of VET teachers in the use of Interactive Whiteboards'. Smart_VET is a Leonardo da Vinci - Transfer of Innovation project supported by the EU LLP funds. The aim of the project is to transfer good practice in the delivery of training on IWBs to the VET sector in Ireland, providing VET teachers in
Transcript
Smart_VET
Training Programme on Interactive Whiteboards
for VET teachers(Draft version 01.4, d.d. 03-09-2012)
[Smart_VET LOGO - to be added]
This publication is one of the results (Deliverable 9) of the EU project 'Supporting Continuous Professional Development of VET teachers in the use of Interactive Whiteboards'.Smart_VET is a Leonardo da Vinci - Transfer of Innovation project supported by the EU LLP funds. The aim of the project is to transfer good practice in the delivery of training on IWBs to the VET sector in Ireland, providing VET teachers in Co Wicklow VEC with competencies needed to design educational resources suitable for use with IWBs and to integrate these in everyday teaching activities.The Training Programme comes from the experience in the EU Project Smarteach and relies on the contribution of the group of Co Wicklow VEC teachers (IWBs Champions), who are involved from the beginning.
Smart_VET Partners
> FIT - Fast Track Into Information Technology Limited - Ireland
> Co Wicklow VEC - County Wicklow Vocational education Committee - Ireland
> IVEA - Irish Vocational Education Association - Ireland
> NCTE - National Centre for Technology in Education - Ireland
LIFELONG LEARNING PROGRAMME 2011 - LEONARDO DA VINCI Transfer of Innovation[LLP/LdV/TOI/2011/IRL-503]
The project has been funded with support from the European Commission. The contents of this publication reflect the views only of the author, and the Commission cannot be held responsible for any use that may be made of the information contained therein.
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Authors
> Anna GIGLIOLI - ENAIP Friuli Venezia Giulia (Italy)
[to be added:> with contributions from: ?Gilberto Collinassi - ENAIP Friuli Venezia Giulia (Italy)Angela Higgins - Co Wicklow VECPhil Ackroyd - City College NorwinchHarry Greiner - City College NorwinchTon Koenraad - TELLConsult
> and from the 'Champions' group:Keith Clarges (Blessington FEC)Larry Cuffe (BAEC/Arklow FEC)Ann Dickson (Arklow FEC)Michelle Keating (Bray and North Wicklow Youthreach).Anne McGrath (Blessingon FEC)James McLoughlin (BIFE)Denise Sheridan (Arklow FEC) Mark Maguire (Bray and North Wicklow Youthreach)
Last Update
> 3 September 2012
This paper as well as all the other documents of the Smart_VET Project are available for download in digital format in the Smart_VET online community at: [to be added]
This publication is subject to the Creative Commons License: Attribution-NonCommercial-ShareAlike (CC BY-NC-SA) This license lets others remix,
tweak, and build upon your work non-commercially, as long as they credit you and license their new creations under the identical terms.
Training Programme on Interactive Whiteboards for VET Teachers 3
Table of Contents
1 Introduction.....................................................................................................51.1 THE STARTING POINTS........................................................................................6
1.1.1 The Needs Analysis Research............................................................................61.1.2 The Smarteach Experience................................................................................7
2 The Training Programme Model.......................................................................82.1 The target groups................................................................................................82.2 The aims: training the core IWB skills..................................................................8
2.3 The training approach.......................................................................................102.3.1 Action Research..............................................................................................102.3.2 Collaborative Learning....................................................................................112.3.2.1 Community of Practice....................................................................................112.3.2.2 Peer Tutoring..................................................................................................122.3.2.3 Cognitive Apprenticeship................................................................................122.3.3 Blended Learning............................................................................................13
3 The Training Programme Scheme...................................................................143.1 The 'Champions'................................................................................................15
3.1.1.1 The training of champions..............................................................................153.1.1.2 The 'Champions' tasks.....................................................................................16
3.2 The learning resources......................................................................................163.2.1 Learning manual..............................................................................................173.2.2 CDP materials..................................................................................................173.2.3 Online Community of Practice [to be checked]...............................................17
3.3 the Training activities........................................................................................183.3.1 Introductory Seminars....................................................................................183.3.2 Workshops......................................................................................................203.3.3 IWB pilot Testing in classroom........................................................................22
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1 Introduction
The knowledge society poses new questions to the current educational system which are different to the traditional questions asked. The development and increase of information and communication technologies has amplified and extended the limits of knowing, retrieval, and transformation of knowledge and information.Problems emerging are no longer about the transfer of knowledge and the amount of information that students receive, but about the quality of content and the learners' ability to manage their learning and the information received intelligently.To respond to the right of everyone to learn, education must promote in learners the ability to extend, process, select, organize and transform the relevant information, and the skill of being able to choose between different situations and contexts on the basis of the needs, values and intentions that guide their own personal professional or social projects.The Multimedia Interactive Whiteboard (IWB) is a piece of advanced information technology: it can support both innovation of learning content and the formation of intelligent attitudes and dispositions of the mind. Well integrated with digital environments supported by the worldwide web and the Internet this technology offers opportunities for the development of new educational products and resources.Since teachers can be identified as the single most powerful influences on student learning within schools (Barber & Mourshed, 2007), the development of teachers’ skills and knowledge using IWBs is critical to their effective use (Higgins, Beauchamp, & Miller, 2007). Teachers require a significant amount of sustained experience to become technically and pedagogically accomplished in using IWBs (Sweeney, 2008).‘Using ICT effectively in schools is about more than changing resources; it is about changing practices and culture’ (The impact of ICT in schools, BECTA).Research suggests that teachers’ use of new technologies progresses along predictable patterns of development, from technology to pedagogy (Glover, Miller, Averis & Door, 2007). During the early stages, the technology is applied to old tasks, while teachers’ efforts tend to focus on short-term use of the technology with little time for reflection (Hall & Hord, 2006). Later, once teachers are more competent and reliant upon the new technology, they become receptive to changing their techniques and modifying the use of the technology as a pedagogical tool to improve student learning (Glover et al. 2007).For this reason, the Training Programme is not simply focused on the technical features of the IWB and their use, but also on experimentation with the IWB as a teaching tool for everyday activities, in order to promote this progression from technology to pedagogical and methodological innovation.For the same reason, the Programme is closely related, since its design, with the learning resources (Learning Manual for VET Teachers - deliverable 10 - and CPD Materials for VET teachers - deliverable 12).
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1.1 THE STARTING POINTS
The Smart_VET Project is based on the feedback from County WiCklow VEC teachers who participated in a previous project on the use of ICT in the classroom. During this experience, the teachers expressed the need to do training on Interactive Whiteboards.The Training Programme (and related learning resources) are also based on the needs analysis of VET teachers in Co Wicklow VEC, carried out in Spring, 2012, as well as the knowledge and expertise of the project partnership, in particular on experience gathered with EU Project Smarteach.
1.1.1 THE NEEDS ANALYSIS RESEARCH
To optimize the alignment of the design and delivery of the Training Programme to the actual and current training needs of VET practitioners a needs analysis was carried out. This needs analysis was followed by a local focus group meeting to provide more information on specific issues and to validate the conclusions in the needs analysis report (for detailed information see The Needs Analysis Research Report - deliverable 8).The analysis showed that IWBs appear to be available in the majority of the schools and education centres that participated in this research, but the majority of the respondents do not use the IWB.The most important reason for non-use is the lack of regular access to IWBs, followed by insufficient training.In general, the teachers involved are quite willing to engage in IWB competence development and many of them report their motivation to become more competent in IWB use. They also expressed interest in training in the technical operation of IWBs, for educational purposes and for the specific subjects they teach.As regards the training, most respondents appear to opt for a face-to-face & blended approach, preferably in small groups allowing hands-on activities and collaborative learning with peers with time and opportunities to pilot subject specific materials in actual practice.Most of the respondents think that the professionalism of the teacher plays a crucial role in the overall usefulness of IWB, but concepts such as 'interactivity' need further definition and shared understanding and more experience and / or research, especially in relation to variables such as age of the students and subject areas.On the other hand, there is a risk of the IWB being used ‘because it’s there’ – for example, in the same way as an overhead projector for presenting PowerPoint slideshows and DVDs, with little emphasis on meaningful learning.Finally, the research report recommends:
Development of a set of generic modules covering the basic IWB features and those that support general cognitive activities (such as ordering, structuring, comparing etc.), applicable in all subject areas, with specific instructions and tool use for the two most widely available IWB brands (Smartboard and Promethean).
Design or customisation of available materials as modular as possible and of a granularity(?) to support an eclectic approach.
Train teacher to improve selection of resources, better suited to subject and context requirements and more flexibility during lessons.
Select the subject contents to demonstrate particular functionalities and their applications on the basis of the frequency with which subject areas were mentioned (Maths, Communications, History, Biology and second languages).
Foster discussion and awareness on the added value of IWB use in education
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As also suggested in the focus group - particularly for unqualified teachers - this training could well be combined with general pedagogical topics like ‘active learning’ and general materials and curriculum design principles.
1.1.2 THE SMARTEACH EXPERIENCE
The IWB Training Programme also capitalizes and exploits the experience of project partners, in particular the experience acquired in Smarteach project in terms of knowledge concerning how the IWB is really used by teachers, and knowledge of positive and negative aspects on the learning outcomes of students.Smarteach has as its objectives the training of teachers and trainers concerned in integrated paths for VET of young people, the adoption of innovative IWB as a teaching tool for everyday activities and the creation of centres of expertise. It is based on experimentation with the interactive whiteboard and its integration with on-line learning objects as well as with the development of virtual collaborative learning environments. The project involves 16 VET institutions and 3 secondary high schools, 50 teachers and about 3,291 students in the transfer of a cooperative working method based on IWB.The Smarteach experience shows that the IWB focuses pupils’ attention and increases students’ engagement, but these effects can be transient: it is necessary to facilitate the transition from traditional usage (lecture, exposition) to more interactive and cooperative methodologies.From this point of view, technical competence in using the IWB is necessary, but advanced skills in its use appear to be less important than the way that the teachers embed the IWB in their pedagogical practice, recognizing it as a tool to support the whole class.In this regard, the teachers’ experience recommends the integration with the use of mind and concept maps to foster meaningful learning and greater metacognition.Finally, the use of an IWB rapidly creates confident teachers, but the advanced use of IWBs requires sustained training for teachers over time: learning together with the IWB application in daily teaching is a potentially powerful strategy for teachers' continuous professional development.
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2 The Training Programme Model
Research clearly shows that teacher expertise is the most significant school-based influence on student learning; therefore enhancing teacher expertise is a major focus of school improvement efforts. However, much of the investment in professional development does not result in significant changes in teacher expertise and is not accompanied by changes in conditions in schools that would support the use of newly acquired expertise. For this reason, in the literature on professional development, there is an increasing attention to embedding teacher learning opportunities in day-to-day work in schools and education centres, spending less time in formal, instructor-centred training and more time developing expertise in the context of collaborative learning that characterizes professional learning communities (NEA, 20).Based on these considerations and taking into account the objectives of this project, the results of the survey and previous experience, the Training Programme uses the method of action research, which allows the combination of theoretical training with practical training on the job and a collaborative approach, based on reciprocal teaching and peer to peer training, thanks to the role of 'champions'.The training is blended and provides face-to-face meetings and online activities (CDP materials and professional community of practice).
‘Champion’ (n): ‘to support, defend or figth for a person, belief, right or principle enthusiastically’. (http://dictionary.cambridge.org/dictionary/british/champion_3)
2.1 THE TARGET GROUPS
The beneficiaries of the Training Programme are primarily teachers who will act as 'champions', that is, coaches and mentors to their colleagues in the school or college in which they work, and VET teachers who will be involved in the project, who will learn to use the IWB for teaching in their own disciplines.The benefit is also the fact that:
the teachers in turn become conduits for the transfer of new knowledge within schools and colleges at which they work;
Vocational training centres and organizations involved in the project, thanks to their networks of collaboration, may transfer the results of this experience across the Irish VET system.
2.2 THE AIMS: TRAINING IN THE CORE IWB SKILLS
In order for the training of teachers to be effective, the programme must take into account both the technological skills and pedagogical skills of teachers, in order to meet the need of beginner and more advanced teachers, creating, through the training plan, appropriate methodologies and learning materials, together with a path organized on several modular levels, which allows teachers to identify and use the knowledge they need.
The conceptual framework is described in the following concept map (see Figure 1).
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Figure 1- Conceptual framework that underlies the Training Programme (concept map)
2.2.1 TECHNICAL SKILLS
The training considers several levels of confidence with the IWB, from beginners to advanced users. It is not envisaged as a single closed or ready-made path, but a first face to face meeting and the involvement in on-line training, with resources so that each teacher can benefit by choosing on the basis of their own needs, in their own time and their own way.During a face-to face seminar (see paragraph 3.3.2), the champion will gather the real needs of their colleagues and allow all the teachers involved to familiarize themselves with the IWB and its key features. During on-line activities teachers will have access to a series of modular instructional resources (see paragraph 3.2.2), from which they can choose and use only those of interest.In principle, the technical training will be focused on the ability to use the IWB functions, including basic features such as calibrating the IWB, pen, eraser, underlining and highlighter tools, manipulating texts and images, making and saving notes in digital ink, printing, using the web resources, and advanced features such as using video clips and creating digital lessons with multimedia, etc. These skills have been identified and explored in the needs analysis survey (see the Smart_VET Needs Analysis Report).
2.2.2 PEDAGOGICAL SKILLS
As indicated above, the pedagogical skills are particularly important because they make a difference in the effectiveness of the IWB.
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According to research, (see chapter 1. Introduction) when teachers are more competent and reliant upon the technology, they become receptive to changing their techniques and modifying its use as a pedagogical tool to improve student learning.However, it is important that right away even the 'beginning teachers' give importance to the link between pedagogy and technology.For this reason, training will focus primarily om showing the added value and benefits that the IWB can make in education to teaching, through a reflection on communication and teaching aspects, involved in the use of the interactive whiteboard.The training will focus on how to use the IWB and design the lessons, switching from a traditional approach (the teacher-centred lesson) towards more interactive and collaborative approaches.The main objectives are to show how the IWB can meet different learning needs and cognitive styles and how to foster a student-centred approach in designing lessons (see the Learning Manual in this regard).
2.3 THE TRAINING APPROACH
The Smart_VET project starts from a collaborative approach focusing on peer tutoring and the role of 'Champions'.In the majority of studies, cooperative learning methodologies have been shown to be more effective than other approaches. By working in small heterogeneous groups and by helping one another master the various aspects of a particular task, students will be more motivated to learn, will learn more than if they had to work independently, and will forge stronger interpersonal relationships than they would by working alone (Biehler & Snowman, 1997).In the same way, an interactive and collaborative approach makes the use of IWB more effective, whereas using a whiteboard just to illustrate a teacher’s lecture is likely to be a waste of a potentially valuable resource.Therefore, the adoption of an active and collaborative approach in the delivery of this project also aims to offer teachers the chance to experience at first hand this methodology, to verify the benefits, advantages and weaknesses and then try to apply it in the classroom with their students.
2.3.1 ACTION RESEARCH
The choice of the action research method stems from the belief that through the active involvement of teachers (and students) in the ordinary activities of teaching and learning we can get meaningful feedback on the effectiveness of the IWB in terms of learning.Action research is a family of research methodologies that pursues change and understanding at the same time. It is a process in which participants examine their own practice systematically and carefully; a methodology that is particularly useful in the field of education, because it involves action learning characterized by a high rate of reflection.This research is carried out within the context of the teacher’s environment—that is, with the students and at the school in which the teacher works. It is based on the assumptions that teachers become more effective when encouraged to examine and assess their own work and then consider ways of working differently and that working with colleagues helps teachers in their professional development.Action research is typically cyclical, using a spiral process that oscillates between action and critical reflection (Dick, 2002). It is not about learning why we do certain things, but rather how we can do things better, and how the teachers can change own instruction to impact students (Ferrance, 2000).
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Among the different types available, we have chosen the pilot approach to action research, which is used "primarily to derive types or operating repertoires transferable to other situations." (Calvani, 1999). This type also allows us to explore the possibilities of using the IWB in teaching while also leaving space for teachers' self-exploration.
2.3.2 COLLABORATIVE LEARNING
As evidenced by research and experience of partnership, the IWB brings added value to the education and VET system when it is used by teachers in an interactive and collaborative approach; hence the importance of participation in collaborative learning as part of the training of teachers themselves.In this model the 'Champions' play the role of coach and tutor to other teachers who will be involved in the project, but the training is not only focussed on 'Champions', but on creating, through the 'Champions', a community of practice of teachers focused on the sharing and peer tutoring.
2.3.2.1 COMMUNITY OF PRACTICE
Communities of practice are "groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly” (E. Wenger, 1998). Groups of people who share a professional interest collaborate with one another, learning from one another by interacting at an equal level within the "common perception that everyone needs to know what the others know" (Brown & Duguid, 1991; Brown & Gray, 1995). They function as real social learning systems, in which the learning process does not merely take the form of learning about something, nor is it limited to providing the members with the ability to perform a certain task in a suitable way, rather it consists of a process of structuring and restructuring of one’s own professional identity based on one’s own needs and the meanings negotiated within the group (learning-to-be). The existence of different levels of “expertise” becomes the motor that drives the exchanges and the sharing of knowledge, competencies and therefore the opportunities of derived or reciprocal learning. The more the expert members of the community gradually guide the less expert members and the “novices” towards the acquisition of the important meanings the more they legitimize their belonging to the community.Whilst it is straightforward to understand the advantages that a less expert teacher is able to gain from his participation in the community of practice, and therefore the motivation that drives him to participate, it is perhaps not easy to define the reasons that explain why the more expert members participate.First, the more expert members may have the direct advantage of being able to pass on knowledge and capabilities to people who can then work alongside them or replace them in a variety of professional activities.Secondly, the community provides even the most expert members with the opportunity to enter into contact with colleagues who are equally as expert or have even more expertise and they are then able to share their opinions and doubts, and to seek out new solutions, if necessary, with regard to working practices.At the same time, participation and the establishment of relationships with other members, even those that have less expertise, enables them to confirm and to reinforce their own professional identity, even in the sense of seeing their own competence and expertise being acknowledged in terms of their social status.Finally, a learning opportunity is constituted by demands and requests for help from the less expert members and this can provide the opportunity to seek out new solutions that are different from the recognised solutions, and also the opportunity to reflect upon one’s own activities, forcing the members to clearly express their own practice, thereby reinforcing processes of awareness and meta-cognition.
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2.3.2.2 PEER TUTORING
Peer learning is an approach that values practitioner knowledge and promotes reflective practice as a way to make knowledge explicit.The emphasis is on the learning from each other's practice and expertise, including the emotional support that peers can offer each other. This collaborative approach can involve VET teachers learning from and with each other in ways that are mutually beneficial and involve sharing knowledge, ideas and experience between workgroup participants.The 'Champions' won't play a role of experts, they will play the role of facilitators, both as more experienced teachers in the use of IWB and ICT and as professionals who can create learning spaces where teachers can meet, exchange ideas, and share experiences and information.The peer-to-peer learning can foster more fruitful learning because teachers can share a deep understanding of common challenges, experiences, and practices; they can bring knowledge and innovations they have developed to address new challenges, and share them with others in similar circumstances. For these reasons, the peer-to-peer approach simultaneously deepens and accelerates learning.The 'Champions' can be seen as credible, unbiased, and trusted sources of information; they have specific knowledge and experience with IWBs, speak the same language and can help each other distil information relevant to the critical pieces and needed to make a decision; and they are easy to contact when important decisions need to be made.
2.3.2.3 COGNITIVE APPRENTICESHIP
From a more specific point of view, the support of the 'Champions' is expressed as a form of cognitive apprenticeship (Collins, Brown & Newman, 1989).Cognitive apprenticeship supports learning in a domain by enabling learners to acquire, develop, and use cognitive tools in authentic domain activity" (Brown, Collins and Duguid, 1989). Furthermore, "Cognitive apprenticeship methods try to enculturate learners into authentic practices through activity and social interaction" (Brown et al., 1989).Thus, this approach not only allows the solving of problems in a training environment that uses real contexts (the classrooms) and involves the learners (the VET teachers) in a particular practice, it also allows beginners to assist and learn from the more experienced teachers how to deal with problems and tasks for using the IWB.In the traditional apprenticeship, a "master" who possesses the knowledge and expertise regarding a "trade" or profession, teaches all of this to an apprentice, through practical demonstrations, indications and corrections which gradually lead the apprentice towards the example represented by the activities undertaken by the master himself, until a point when the apprentice is capable of undertaking these activities on his own. Likewise, the cognitive apprenticeship allows the master to model behaviours in a real-world context with cognitive modelling (Bandura, 1997).This approach applies the major strategies used to promote traditional apprenticeships, but with greater attention to the metacognitive dimension, to issues of control, and the variation of application contexts:
modelling - involves an expert (the 'champion') who carries out a task so that teachers can observe and build a conceptual model of the processes that are required to accomplish the task;
coaching - the expert observes the colleagues while they carry out a task and directs the attention to something, offering hints, feedback, reminders, etc. to facilitates the work if necessary;
scaffolding - the expert supports the learners, provide them with a stimulus, presets the work, etc.
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fading - the expert gradually removes support, to give the learner a progressively larger area of responsibility and autonomy.
The cognitive apprenticeship also introduces other strategies, such as articulation (encourage learners to verbalize and reasoning on their experiences), reflection (compare their own problem solving processes with those of an expert or another learner), and exploration (pushing them into a mode of problem solving on their own).
2.3.3 BLENDED LEARNING
Blended learning refers to a mixing of different learning environments that combines the traditional face-to-face classroom with distance (computer-mediated) learning.These two elements are complementary to each other: the activities in the presence (workshops and seminars), should lay the groundwork for subsequent distance activities, defining the objectives, expected results, schedules, tasks and time.The online learning, with modular learning resources and an online community of practice, allows Smart_VET teachers to "personalize their learning," because it presents them with the opportunity to choose resources that they prefer to use, using timing, pace and learning style that are most agreeable to them as individuals.In particular, the online community can
guarantee continuity in the communications between its members when they are not able to meet in person;
it provides higher visibility, a faster dissemination and a better circulation of internal communications, since one message is sufficient (either an e-mail or a message posted on a forum, for example) to request or to provide information to all members at the same time;
it allows opening of the community to new members, with a wider geographical distribution and a larger number of members, to the extent that it can include, as members, people who do not know one another personally.
Involvement in the Smart_VET online community will also enable teachers to become familiar with, and deepen the experience of computer-mediated communication and the use of social networking tools. This experience can be brought into the classroom to use the IWB with the Web 2.0 technologies (forum, weblogs, wikis, webinars, etc.).
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3 The Training Programme Scheme
As shown in Figure 2 the Training Programme includes: Identification of the 'champions', which will ensure the transfer and adaptation of
European partners’ experience among Wicklow teachers; Developing of training materials (Learning Manual and CDP Materials) in order to
provide teachers with a guide for the effective use of IWB in teaching practice; The training of VET teachers, through seminars and workshops held by champions,
through online training and by pilot testing the IWB in the classroom.To encourage reflection on the experience, each teacher will monitor and briefly describe their teaching activities with the IWB: their feedbacks and reports will be used to update the Training Programme and the learning resources (Learning Manual for VET Teachers and CDP materials). The champions will collect feedbacks from colleagues and identify the most interesting experiences; their final reports will contribute to the 'Model on IWB Training Implementation (Irish Context)' document (deliverable 11).
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Figure 2- Training Programme activities scheme
More specifically, the training of teachers includes (see Figure 3): Face to face meetings - seminars designed to provide basic knowledge about the
project and the use of IWB and workshops to prepare and take stock of pilot testing activities;
Training on the job - it includes the IWB pilot testing in the classroom, for which teachers can use learning resources such as Learning Manual, CDP Materials and the online community of practice.
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Figure 3 - Synthesis of the Training Programme for VET teachers (concept map)
3.1 THE 'CHAMPIONS'
As we see, in this model the 'Champions' play a key role, as they encourage the transfer of innovation, playing the role of coach and tutor to others teachers and collaborating in the design, implementation of learning materials and the same Training Programme.The 'Champions' are seven teachers selected by Co Wicklow VEC, with FIT, from seven Co Wicklow VEC Colleges and Education Centres (Blessington Further Education Centre (FEC), Bray Adult Education Centre/Arklow FEC, Arklow FEC, Bray and North Wicklow Youthreach, Blessingon FEC, Bray Institute of Further Education, Arklow FEC).According to our methodological approach, they are primi inter pares (first among peers): they are confident enough in using IWBs and willing to share their expertise and they are training to become the 'IWB Champions'.
3.1.1.1 THE TRAINING OF CHAMPIONS
The training of 'Champions' includes a brainstorming meeting (held in Arklow, May 2012) and a Preparation Seminar (September 2012).
ACTIVITIES PLANNING WORKSHOP
OBJECTIVES
Introduce the Training Programme proposal and Learning Manual index (Drafts) Share the methodological reference model Gather and share ideas on training activities and learning materials Share the Champions' tasks and role
CONTENTS The Smarteach experience The reference model: the conceptual framework and the training scheme The pilot activities planning Seminars' programme Workshops' programme
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PREPARATION SEMINAR
OBJECTIVES
Introduce the Training Programme and Learning Manual (Final Drafts) Demonstrate the CPD tools Enable the Community of Practice for Champions Planning for Seminars and Workshops
CONTENTS The learning Manual: index and examples The CDP materials: examples The Training Programme scheme: the champions and the peer to peer learning Training seminars and workshops calendar The community online environment
Following this seminar, Champions will establish workgroups of teachers within their schools or colleges. These work groups will participate in further workshops and testing of the pilot materials, and receive training from the champions in the uses of the IWBs.
3.1.1.2 THE 'CHAMPIONS' TASKS
Each 'Champion' will manage a group of 7/10 colleagues within their own school or college, supporting their learning and especially the pilot testing activities, and encouraging the sharing of knowledge and experiences. Champions can count on other champions and project partners' experts for support. In short, they will:
Participate in Activities planning workshop Participate in a Preparation Seminar Train the teachers
Follow up the Pilot testing Support teachers in the use of IWB Collect feedbacks from the IWB use Send feed back to ENAIP FVG
Prepare the workgroup final report Identify the most interesting experiences Participate to Champions’ final Workshop
3.2 THE LEARNING RESOURCES
Learning Resources include the Learning Manual, the CDP Materials and the online Smart_VET community of practice.These resources are designed to be used in future not only by teachers directly involved in the project, but also by others, who may not be able to attend the seminars and workshops.The Learning Manual and the CDP Materials complement each other and reflect different learning styles: to avoid repetition and redundancy, thereby enhancing learning, the Learning Manual is more oriented toward teaching skills and CPD Materials toward the technological ones. Both are developed with the significant inputs from the group of IWBs 'Champions'.
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3.2.1 LEARNING MANUAL
The Learning Manual is a document that makes use of concept maps and other graphic organizers. It assumes that the IWB used in the classroom is a tool for mediated learning, which may facilitate communication and sharing among students and between teachers and students.
Figure 4- The advantages of IWBs use (concept map from Learning Manual for VET Teachers)
The focus is therefore on the IWB as a 'mind tool' that best expresses its own potential when switching from the expository teaching method to more interactive and collaborative approaches. The focus is not on the IWB as a technological tool, but on the process of learning that takes place when an IWB is used by the teacher. In this regard, the Manual includes a section dedicated to lesson design and several examples of activities using an IWB.The topics are summarized in Appendix 1, agreed with details of partners and 'Champions'.
3.2.2 CDP MATERIALS
As we have noted above, the CDP Materials respond first to the objective of training in the technological skills, especially those that have been identified and explored in the needs analysis survey.These materials do not constitute a closed course; on the contrary they are short tutorials (video clips) that show in practice how to use the IWB features, starting from calibrating the interactive screen to some examples of possible teaching applications. These animations are based on Smartboard and Promethean IWBs.These tutorials also offer exercises and hands-on-practice activities in order to familiarize teachers with the functions of the IWBs and improve their use.The topic list is available in Appendix 2, agreed with partners and 'Champions'.
3.2.3 ONLINE COMMUNITY OF PRACTICE [TO BE CHECKED]
Smart_VET Community of Practice is built on the eTuition Community of Practice (www.etuitionnetork.eu), an online network for teaching and supporting staff in VET in Ireland and UK.The virtual community architecture provides different environments and tools, structured as follows:
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INTERACTION AND COLLABORATION FUNCTIONS
These include the areas and tools dedicated to group and teamwork interaction and social presence, such as: Forum/ Asynchronous and Synchronous communication areas: one or more
discussion areas, within which participants can interact and discuss subjects of interest, support one another, ask questions and supply information and ideas, enter and collect collaboration proposals, dialogue and exchange files.
Repository: a hierarchical database that gathers and organizes the contents and work materials produced or exchanged within the forums and work areas in order to allow for the construction of the community knowledge base.
Blog: a kind of on-line diary and collection of links and remarks on specific topics, updated on a daily or almost daily basis. This is a form of web communication that allows the author (and possibly other users) to leave their comments, notes and to gather links and news on a certain topic.
SERVICE FUNCTIONS
These tools do not refer directly to interaction and teamwork, but contribute to making them more effective: News service: notice board dedicated to notices, news, communications relative to
services, community activity organization (physical meetings, etc.) and system innovation notifications, such as the insertion of new messages, file updates, etc.
Personal profiles: an area that collects the details of community members and that can be enhanced with photos, individual descriptions, outlines of professional and leisure interests, e-mail address, etc., so that members can also be contacted with private messages.
Statistics: consulted by the management team to gather information regarding access to the environment, to the various sections and the activities carried out by the community members.
3.3 THE TRAINING ACTIVITIES
As we indicated earlier, the training takes a blended approach that combines face to face meetings (seminars and workshop) and training on the job, with the support of Champions and learning resources (Learning Manual, CPD materials, Smart_VET community)
3.3.1 INTRODUCTORY SEMINARS
The seminars have been designed in order to transfer basic knowledge of the IWB and teaching methods, to align all the members of the working groups. They are held by each champion in their own college or school.
Training Programme on Interactive Whiteboards for VET Teachers 19
Figure 5- Introductory seminars scheme
1ST SEMINAR: IWB & EFFECTIVE LEARNING
OBJECTIVES
Identifying how the IWB helps effective learning Identifying the benefits of IWBs both for teachers and students Identifying how IWBs can meet different learning needs Demonstrating a teacher-centred lesson with an interactive Whiteboard Asking teachers whether there is more that they want to know
CONTENTS
Theoretical communication and teaching aspects, involved in the use of interactive whiteboard:
Benefits and Implications IWB and cognitive/learning styles IWB and "Digital Natives” IWB and Adult Education and Training IWB and learners with special needs (dyslexia or learning disabilities)
METHODOLOGY
Teacher-centred lesson with an IWB: the "champion" uses the IWB to expose contents, drawing attention on the IWB tools used, but do not dwell on their features.
At the start of the lesson, the "champion" explains what is the teaching approach used and then asks the participants to think of the advantages and disadvantages of this method. At the end of the seminar, he/she collects and writes on the IWB the reflections of the participants.
2ND SEMINAR: THE IWB FEATURES
OBJECTIVES
Introducing the features of the IWB Acquiring basic IWB skills based on the 14 elements listed in the Training Needs Analysis
surveyCONTENTS
How to calibrate the board Introduction to the IWB software
Using the basic features Images, library, background management Page and video linking
Training Programme on Interactive Whiteboards for VET Teachers 20
• 4 HOURS• Activities & examples
• 2/4 HOURS• First activities with the
• 2/4 HOURS• Communication and teaching
aspects involved in the use of
SEMINAR 3LEARNING AND TEACHING
SEMINAR 2IWB FEATURES
SEMINAR 1IWB & EFFECTIVE LEARNING
INTRODUCTORYSEMINARSWeek 1 OctoberWeek 1 November
Importing digital and video files Export to PowerPoint, PDF... Recorder tools
Using Internet or other software tools (Word, …) Annotating and saving annotations
METHODOLOGY Interactive lesson with the IWB: the "champion" shows the features of IWB software and
then asks the participants to do the same, one at a time. For the demonstration, the champion may uses the CPD materials (video) prepared by CCN.
This seminar can be combined with Seminar 1, on the same day if this is more effective.
3RD SEMINAR: LEARNING & TEACHING WITH THE IWB
This seminar follows 2-3 weeks of practice in the classroom for the teachers.PART 1 - OBJECTIVES
Explaining the testing programme Using the IWB for teaching and learning Explaining how to design lessons with the IWB
CONTENTS Using the IWB for teaching and learning
From teacher-centred learning to interactive and collaborative learning Designing the teaching with the IWB: Teacher-centred lesson, Multimedia lesson,
Interactive lesson, Collaborative lesson examples PART 2 - OBJECTIVES
Working together in small groups to develop a lesson scheme trying to use multiple approaches to teaching (Teachers decide what aspect of their curriculum they would like to develop materials for, using the IWB skills and a particular teaching method)
CONTENTS Creating a lesson with the IWB: Project work; Participant presentations
METHODOLOGY
Part 1 (about 45 minutes) - Teacher-centred lesson with the IWB: the "champion" uses the IWB to expose contents
Session 2 (about 2 h) - Collaborative learning: the participants split into working groups. Based on examples, each group will develop a lesson plan, trying to use multiple approaches to teaching. Then, each group will summarize the proposal by writing on the IWB.
At the end of the seminar (about 15 minutes): Recap – the "champion" writes all points made by participants on IWB, saving them and sending them to participants.
3.3.2 WORKSHOPS
The workshops are designed to motivate and prepare the teachers well before the beginning of the pilot testing, and for supporting and monitoring their activities during the IWB experimentation.
Training Programme on Interactive Whiteboards for VET Teachers 21
Figure 6- Workshops scheme
WORKSHOP 1- WORKGROUPS PREPARATION
OBJECTIVES Choosing the methodology to be used by teachers when using the IWB Introducing methods and tools to be used in piloting testing Writing the plan for teaching
CONTENTS PART 1 The Smart_VET resources: Learning Manual, CPD materials, on-line community Designing the teaching with the IWB: Methods and Tools
Collecting data Measuring improvement Finding critical points Advantages/disadvantages Difficulties anticipated Feedback for the research The project form The monitoring activities form and plan
PART 2 The teaching plans: participants projects and presentations
METHODOLOGY Part 1 (about 1 h) - Teacher-centred lesson with the IWB: the 'Champion' uses the IWB to
expose contents Part 2 - Active/Collaborative learning: the teachers make choices about the methodology
they want to use when teaching (e.g. Teacher-centred or Co-operative activity), then they develop a plan to use the IWB in their teaching activities for the period November 2012 to June 2013. They work individually or in groups. Then each participant shows their project by using the IWB; other participants collaborate with comments, suggestions, etc. (suggestions are discussed and written on the IWB).
Training Programme on Interactive Whiteboards for VET Teachers 22
• 4 HOURS• To Share and discuss the
FINAL CHAMPIONS’ MEETING
• 4 HOURS• To collect feedback results (to be
• 2/4 HOURS• To take stock of IWB use, share &
collect feedbacks (to be sent to
• 4 HOURS• To develop the teachers projects
on the use of the IWB in the
WORKSHOP IIIFINAL
WORKSHOP IIFOLLOW UP
WORKSHOP IPREPARATORY
PILOT IWB TESTING NOV-MAY 2013
PILOTINGWORKSHOPSWeek 1 NovemberWeek 1 MarchWeek 2 April Week 1 June
At the end of the seminar (about 15 minutes), the 'Champion' summarizes on the IWB the reflections of the participants.
WORKSHOP 2 - ACTIVITIES FOLLOW-UP
OBJECTIVES Taking stock of use of the IWB Sharing feedback about the experiences with the IWB
CONTENTS Teaching with the IWB
Reflection and review of activities in the classroom Participant feedbacks Completion of review forms
METHODOLOGY Each participant describes the activities of teaching with the IWB and summarizes their own
The feedback is saved on the IWB and the 'Champion' sends a report to EnAIP FVG.
WORKSHOP 3 - FINAL WORKSHOP WORKGROUPS
OBJECTIVES
Sharing feedback about the experiences with the IWB Collecting the feedback results Disseminating to a wider audience
CONTENTS Feedback about the practice with the IWB
Participants’ feedback reports the most interesting experiences
METHODOLOGY Each participant offers their own final report on the activity of teaching with IWBs; the
champion and the workgroup select the most interesting experiences. The champion will collect and organize (and send to EnAIP FVG) all the teachers’ individual feedback, and the most interesting experiences, with a report which will be used to update the Training Programme.
This workshop may be open to teachers working at the same college or school (or another college/school) not directly involved in the project but are interested in using the IWB.
FINAL WORKSHOP CHAMPIONS
OBJECTIVES
Sharing feedback about the workgroups activities Discussing the Workgroups' reports to be included in the “Irish Model on IWB
Implementation” Approving Training Programme and Learning Manual Planning the final conference
CONTENTS
Training Programme on Interactive Whiteboards for VET Teachers 23
The Champions' final reports Good practices: the most interesting experiences The final conference plan
METHODOLOGY The Champions illustrate their own final report, choose the most interesting experiences for
final conference and plan the final conference.
3.3.3 IWB PILOT TESTING IN CLASSROOM
The VET teachers choose the disciplines, topics and lessons that they aim to deliver with the IWB, the methodology they intend to apply and then they carry out the piloting testing in their everyday classroom activities.During this phase of training on the job, the workshops held by the 'Champions' are provided. The chamions also support and encourage the teachers in their centres/schools. The pilot testing activities will take place during a period of about six months, roughly from November 2012 to April 2013 , so that teachers can incorporate the experimentation of IWBs within their standard courses. The period may vary depending on the availability and opportunities for teachers, schools, and colleges.The commitment and possibility to using the IWB in classroom is a requirement for a teacher to be a member of the pilot workgroups.The teachers have to document their experience with a specially designed matrix/form to fill out at least once every 3 months [?] (see appendix 3). They can also count on the support from learning materials and assistance from Smart_VET online community.
4 References
Bandura, A. (1977). Social Learning Theory. New York: General Learning Press.
Barber, M., & Mourshed, M. (2007). How the world’s best performing schools systems come out on top. Available at: http://www.mckinsey.com/clientservice/Social_Sector/our_practices/Education/Knowledge_Highlights/Best_performing_school.aspx
BECTA (2007). Research report: Impact of ICT in schools: a landscape review. Available at: http://www.teachfind.com/becta/becta-research-research-reports-and-publications-impact-ict-schools-landscape-review
Brown, J.S., Collins, A. and Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-41. Available at http://www.exploratorium.edu/IFI/resources/museumeducation/situated.html
Brown J.S., Duguid P. (19919. Organizational Learning and Communities-of-practice: Toward a Unified View of Working, Learning and Innovation. Organization Science , Vol.2, n.1.
Brown, J. S., Gray, E. S. (1995), The People Are the Company How to build your company around your people, FastCompany Magazine, 1, p.78
Calvani A. (1999). Ricerca azione on-line: nuovi modelli per l'innovazione e la sperimentazione educativa. Laboratorio di tecnologie dell'educazione, Università degli Studi di Firenze
Collins, A., Brown, J.S., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.) Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.
Dick B. (2002). Action research. Available at http://www.aral.com.au
Training Programme on Interactive Whiteboards for VET Teachers 24
Ferrance E. (2010). Action research. Northeast and Islands Regional Educational Laboratory At Brown University. Available at http://www.lab.brown.edu/pubs/themes_ed/act_research.pdf
Glover, D., Miller, D., Averis, D., & Door, V. (2007). The evolution of an effective pedagogy for teachers usingthe interactive whiteboard in mathematics and modern languages: An empirical analysis from the secondary sector. Learning, Media and Technology, 32(1), 5-20.
Hall, G., & Hord, S. (2006). Implementing change:Patterns, principles and potholes (2nd ed.). Boston: Allyn and Bacon.
Higgins, S., Beauchamp, G., & Miller, D. (2007). Reviewing the literature on interactive whiteboards. Learning, Media and Technology, 32(3), 213-235.
NEA - National Education Association, Professional Development. Available at http://www.keysonline.org/about/csi/professional_development.html
Sweeney, T. (2008). Transforming learning with interactive whiteboards: Towards a developmental framework. Australian Educational Computing, 23(2), 24-31.
Wenger E. (1998). Communities of practices: learning, meaning and identity, Cambridge University Press, London.
Training Programme on Interactive Whiteboards for VET Teachers 25
5 Appendix 1
LEARNING MANUAL INDEX
INTRODUCTION
Using the IWB: Advantages IWB as a Mindtool
HOW TO USE THE IWB: PEDAGOGICAL APPROACHES
Exposition Enhancing Exposition Interaction Enhancing Interaction From The Expository Teaching Method To The Cooperative Learning
TEACHING & LEARNING WITH IWBS
Designing learning activities Project form Design of IWB Slides: the Mayer’s Cognitive Theory of Multimedia Learning Principles
HOW TO USE THE IWB: TOOLS AND FEATURES
IWB main features and teaching applications (summary)EDUCATIONAL APPLICATION: IDEAS/EXAMPLES
Educational Insights: Individual Learning Differences (cognitive and learning styles; Multiple intelligences); The Digital Natives; Adult Education and Andragogy; Teaching Methods; Cooperative learning: Mind Maps; Concept Maps.
Training Programme on Interactive Whiteboards for VET Teachers 26
6 Appendix 2
CDP MATERIALS TOPICS
FIRST STEPS WITH THE IWB
Turning on, connecting and calibrate the IWB Launching the management software of the IWB Using the floating toolbar and on-screen keyboard Creating, opening and saving notes, drawings and presentations
Adding, cloning and erasing slides and pages Rotate, resize, flip objects Drag and drop objects (text, drawings, images) Modifying object properties Digital ink layer tool
Inserting images or diagrams Inserting graphs/charts/tables Adding external files Inserting and play audio files Inserting and play video clips Adding hyperlinks to IWB flipchart pages
ADVANCED ACTIVITIES
Using web 2.0 tools (weblog, wiki, simulations, mind maps, concept maps, etc.) Recording a lesson Integrating interactive media and learning objects (from library, activity toolkit, Internet...) Print off, export and send by e-mail Using additional IWB-related devices (tablets or response systems) Videoconferencing (?) Sharing IWB resources within the users communities
1 Tutorials based on the examples proposed in the Learning Manual (at least one for each teaching approach).
Training Programme on Interactive Whiteboards for VET Teachers 27
7 Appendix 3
Smart_VET - TEACHING WITH THE IWB - Feedback FormTEACHER NAME & SURNAME: COLLEGE/ORGANISATION NAME:PERIOD OBSERVED FROM: TO:…………………………
THE LEARNING EXPERIENCES BENCHMARKS(within 3 months) STRENGTHS/WEAKNESSES RECOMMENDATIONS
BRIEF SUMMARIES OF TEACHING ACTIVITIES:- Subjects- Students- Learning Objectives- Progression of activities- Outcomes- Methodology
• Frequency of use of IWB by teacher:
• daily• 2 or more times a week• at least once a week
• Frequency of use of IWB by teacher and students:
• daily• 2 or more times a week• at least once a week
• Identify and utilize with students at least 3 interactive websites on the IWB
• Creation and use of 3 interactive lessons on IWB
Describe any problems and any improvements measured in terms of- Learning- Social Climate- Levels of attention- Interest and motivation- Added value for teaching- Other
Recommendations may cover the following aspects:- Logistics- Methodology-- Content- Other
Training Programme on Interactive Whiteboards for VET Teachers 28
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