1. http://itelab.eun.org http://golabz.eu/
ITE FORUM
Theme: Including innovative STEM teaching practices in Initial Teacher Education
16th May 2018
ITELab – NextLab
#ITELab_eu #NextLab

2. ITE FORUM: 16th May 2018, 15h-16h15 CET
Attendees: Next-Lab TTIs, ITELab associate partners & project partners, wider stakeholders
Chair: Maite Debry, EUN.
Speakers: Enrique Martin, Project Officer, EUN Science Education Department, Next-Lab Project Miikka Korventausta - TOKL – University of Turku - Finland
Forum: Including innovative Science, Technology, Engineering and Maths teaching practices in Initial Teacher Education
Agenda for today:
Introduction to the theme: Including innovative STEM teaching practices in Initial Teacher Education
Projects introduction - ITELab - Go-Lab & Next-Lab
Including innovative Science, Technology, Engineering and Math teaching practices in Initial Teacher Education
Questions & answers
Conclusions

3. 1. Introduction ITE and STEM Education

4. STEM EDUCATION? Science, Technology, Engineering & Mathematics.
Context: all levels of education from pre-school to higher education, both in formal and informal settings. Strating point for teacher: ITE
Scope: scientific literacy, scientific thinking and STEM skills, relevant for both STEM and non-STEM careers.

5. WHY THE EMPHASIS ON STEM EDUCATION?
STEM education and career attractiveness (relatively low);
Labor market needs in this sector (high in the projections);
Pedagogical methods (need to be closer to real world)
Science literacy for all citizens (to be widened for inclusion purposes);
Gender equity in accessing STEM education and careers.
A cross-sectoral approach is fundamental in order to support the knowledge triangle and any integrated actions in related policy areas (education, employment, entrepreneurship, social inclusion etc.).

6. ITE and STEM education
Increasing demand for a relevant and innovative STEM education
Starting point: ITE
Confident, qualified, open-minded teachers – through for example:
Pupil engagement
Critical questioning
Links with other subjects & disciplines
How to include innovative STEM practices in ITE?
example of GO-Lab and NextLab
There is an increasing emphasis on STEM education throughout the past decades. Science, Technology, Engineering and Mathematics are a priority for countries worldwide, especially those that aim to keep the pace with the quickly changing global context and remain economically competitive.
The question is, of course, how to approach teaching STEM in an effective way, that will bring us the knowledge and skills that are relevant on the labour market today?
Some advocate for integrating STEM across the curriculum in school. Others commonly approach STEM education as teaching the traditional subjects in an authentic, graspable way.
However, most agree that to transform our STEM education into a more effective and relevant one, we must start at initial teacher training.
And how should this initial training take shape to provide the desired results? A fellow EUN-coordinated project pointed to the importance of key focus areas in initial teacher training, a few of them being:
pupil engagement through autonomous learning, a fun and practical curriculum involving state-of-the-art innovation
school links with careers in STEM
critical questioning of science
creating links between other subjects and other disciplines
and many more.
These focus areas can help to equip student teachers to become competent and confident in their STEM teaching practices. These teachers are what is needed for developing an innovative STEM education: confident, qualified and open for learning about the latest innovations.
So what are some of the practices that we can include in the ITE curriculum for this purpose?
This is our goal for today: to learn more about how we can include innovative STEM practices in Initial Teacher Education.
NextLab provides a great example of innovative teacher training, so we are lucky to have two of NextLab’s representatives with us today. We are glad to learning more about their practices and see how we can use this knowledge for future ITELab practices.

7. 2. Short projects introduction ITELab Go-Lab & Next-Lab

8. Itelab in a ‘nutshell’ 2017 2018 2019 Targets
Online exchange, inform, discuss, mainstream
60 ITE,
15 MoE,
20 Industry
ITE
Forum
Information gathering: case studies and monitoring of ICT within ITE; competences
ITELab module A
Pilot1 : BETA. Partners only
Cycle 1: Design & Development
30 ITE
5,000
students
Cycle 2
ITELab modules pilot2: OPEN
ITELab student teacher MOOC1: BETA. Partners and Assoc Ptnrs
ITELab student teacher MOOC2:
OPEN
Workshop 1
Workshop 2
Workshop 3
Feb-May 18
Feb-May 19

9. Design and development: process – BETA modules, mooc
The ITELab module challenge
Proposed course modules
Hallmarks of ITELab modules
Iterative Learning Design process
Reference points

10. ITE online FORUM: INTERESTED
ITE online FORUM: INTERESTED? PLEASE JOIN US knowledge exchange – partners + interested organisations
MOE, REGIONS
EUN
INDUSTRY
UNIVERSITIES
STUDENT
TEACHERS EC
Ped
Board
Ind
Eval

11. ITELab project partners
Coordinator:

12. ITELab associate partners

13. Enrique Martín, European Schoolnet
Introduction
Dear all, It is with great pleasure that along with my colleagues, we are welcoming you to the project, super hot Brussels and finally European Schoolnet.
Enrique Martín, European Schoolnet
16th May 2018

14. The project

15. About Next-Lab
European research project co-funded by the EC in the framework of the Horizon 2020 Programme.
Focuses on introducing inquiry-based science education (IBSE) in schools and continues the mission of the project Go- Lab, promoting innovative and interactive teaching methods in primary and secondary schools.
Provides teachers and educators with a variety of advanced learning tools supporting scientific thinking, processes and topics in more than 40 languages. It affords access to hundreds of virtual and remote science laboratories, inquiry learning applications and Inquiry Learning Spaces organized by scientific domains and age groups.
European Schoolnet is the network of 31 European Ministries of Education, based in Brussels. As a not-for-profit organisation, we aim to bring innovation in teaching and learning to: Ministries of Education, schools, teachers, researchers and industry partners. 
European Schoolnet pledges to:
Support schools in achieving effective use of ICT in teaching and learning
Improve and raise the quality of education in Europe
Promote the European dimension in education
Through our activities, we aim to transform teaching and learning processes, using the integration of ICT as a force for improvement.
Connect with us:

16. The consortium
European Schoolnet is the network of 31 European Ministries of Education, based in Brussels. As a not-for-profit organisation, we aim to bring innovation in teaching and learning to: Ministries of Education, schools, teachers, researchers and industry partners. 
European Schoolnet pledges to:
Support schools in achieving effective use of ICT in teaching and learning
Improve and raise the quality of education in Europe
Promote the European dimension in education
Through our activities, we aim to transform teaching and learning processes, using the integration of ICT as a force for improvement.
Connect with us:

17. The consortium
European Schoolnet is the network of 31 European Ministries of Education, based in Brussels. As a not-for-profit organisation, we aim to bring innovation in teaching and learning to: Ministries of Education, schools, teachers, researchers and industry partners. 
European Schoolnet pledges to:
Support schools in achieving effective use of ICT in teaching and learning
Improve and raise the quality of education in Europe
Promote the European dimension in education
Through our activities, we aim to transform teaching and learning processes, using the integration of ICT as a force for improvement.
Connect with us:

18. From Go-Lab to Next-Lab
Next-Lab aims to take the Go-Lab ecosystem to the next level. This means that in the course of Next-Lab, the Go-lab ecosystem will be expanded in terms of functionalities and features but also in terms of its target audience. As a result we will expand our outreach to primary schools but we are also turning out interest to TTIs.

19. Inquiry Learning Spaces (ILSs)
Inquiry Learning Spaces (ILSs) are personalized learning resources for students, including a lab, apps, and any other type of multimedia material. ILSs follow an inquiry cycle. Inquiry cycles can differ but the basic Go-Lab cycle consists of the phases Orientation, Conceptualisation, Investigation, Conclusion, and Discussion. The aim of an ILS is to provide students with an opportunity to conduct scientific experiments, being guided through the inquiry process and supported at each step

20. Go-Lab Ecosystem Lab Repository Select a lab and guidance apps
Graasp Create or repurpose the enclosing inquiry learning space
Next-Lab is the continuation of the Go-Lab project which for 4 years worked on bringing the use of online laboratories and IBL in the classroom. The main outcome of the project was the Go-Lab ecosystem which is composed by Golabz and Graasp. Golabz, which you will see later on, is a repository including labs/apps/ILs while Graasp is the editor that is used to combines all this into ILSs.

21. Go-Lab Ecosystem
Next-Lab is the continuation of the Go-Lab project which for 4 years worked on bringing the use of online laboratories and IBL in the classroom. The main outcome of the project was the Go-Lab ecosystem which is composed by Golabz and Graasp. Golabz, which you will see later on, is a repository including labs/apps/ILs while Graasp is the editor that is used to combines all this into ILSs.

22. The TTIs framework

23. Why?
Aiming for the outreach and adoption of Inquiry Based Learning in digital environments.
Teachers need to be acquainted to the online labs and need to be able to use such labs in the classroom.
Teacher Training Institutes are at the forefront of education since they have the possibility to train future educators.
Feedback provided by the TTIs >>> common problems/solutions.
European Schoolnet is the network of 31 European Ministries of Education, based in Brussels. As a not-for-profit organisation, we aim to bring innovation in teaching and learning to: Ministries of Education, schools, teachers, researchers and industry partners. 
European Schoolnet pledges to:
Support schools in achieving effective use of ICT in teaching and learning
Improve and raise the quality of education in Europe
Promote the European dimension in education
Through our activities, we aim to transform teaching and learning processes, using the integration of ICT as a force for improvement.
Connect with us:

24. From Go-Lab to Next-Lab
Next-Lab aims to take the Go-Lab ecosystem to the next level. This means that in the course of Next-Lab, the Go-lab ecosystem will be expanded in terms of functionalities and features but also in terms of its target audience. As a result we will expand our outreach to primary schools but we are also turning out interest to TTIs.

25. Current TTIs Spain University of the Basque Country, Bilbao Campus
Lithuania
Vilnius Gediminas Technical University
Greece
National & Kapodistrian University of Athens
Portugal
Escola Superior de Educação de Coimbra
Finland
TOKL – University of Turku
Latvia
Riga Technical University - Distance Education Centre
Turkey
BAUSTEM Center at Bahçesehir University
Estonia
UTE – Tartu Ulikool
France
Institut Français de l'Éducation
University of Coimbra
Israel
Israel Institute of Technology
Lithuanian University of Educational Sciences
GFOSS
University of Aveiro
The Netherlands
ELAN (UT)
What is the role of the TTIs
TTIs hold the future of education in their hands since they are training the teachers of tomorrow. This is a huge task and responsibility and we can barely understand the continuous needs for the TTIs to keep their curricula up to date. For this reason we have invited you here today and for this same reason we are offering a helping hand. In the course of the day, we aim to find out as much as possible about how you teach IBL and how Go-Lab and the online laboratories can help you enrich your curriculum.
Advantages for TTIs
Be part of the recognizable European project
Enrich their programme and competitiveness
Receive costumisable support material
Have the opportunity to join one more meeting of this type
Bring students to the dedicated summer/winter school

26. Benefits
Be part of a dynamic and recognizable project, which engages teachers in more than 25 countries.
Strengthen your Teachers Training Institute competitiveness by incorporating the use of Inquiry Based Learning (IBL) and the use of online laboratories in your training programme.
Receive customized Inquiry Learning Spaces (ILSs) and support material that fit your Institution’s training needs.
Attend face-to-face meetings with other Teacher Training Institutes representatives
Scholarships for pre-service teachers to participate to the projects face-to-face networking and training events.

27. Thank you for your attention
Enrique Martin

28. 3. Including innovative. Science, Technology,. Engineering and Math
3. Including innovative Science, Technology, Engineering and Math teaching practices in Initial Teacher Education the example of the University of Turku

29. Project Researcher (Next-Lab)
STEM Practices in the Department of Teacher Education, University of Turku
Miikka Korventausta
Project Researcher (Next-Lab)

30. Department of Teacher Education, Turku
One of the 9 departments of teacher education in Finland
Two campuses: Turku & Rauma
~1500 students

31. Compulsory courses for class teacher students (Primary school)
Mathematics and Mathematic problem solving, modeling and programming (2*3 credits)
Biology and health sciences (4 credits)
Geography (3 credits)
Physics and Chemistry (3 credits)
Crafts (technology, engineering) (6 credits)
Use of ICT in education (3 credits)
 The courses are in line with the subjects that are taught in primary school

32. Compulsory courses in subject teacher education (Secondary and upper secondary level)
STEM subject teachers have major studies in Mathematics, Biology, Geography, Physics or Chemistry
Students apply compulsory teacher education module if they want to get teacher certification (60 credits, one year)
Includes (e.g.)
Supervised teacher training in school
Educational psychology / sociology
Didactics
School adminstration and law

33. Minor subjects in STEM field
Dep. of Teacher Education offers:
Studies in the use of ICT in education (6 courses, 25 credits)
Pre-service class teachers can do minor studies in Mathematics, Biology, Geography, Physics or Chemistry to get subject teacher certification

34. Professional development for in-service teachers
Specialization in digital learning – PD module (60 credits, 1,5 years)

35. Integrating STEM projects in the curriculum
Subject teacher education
Minor studies
Class teacher education
Professional development
PROJECTS

36. Go-Lab and Dep. of Teacher Education
The resources and knowledge from the projects are used in the courses when it is relevant
Go-Lab examples:
Integrating Go-Lab ecosystem in to physics course (pre-service class teachers)
Workshop and preparing of an own inquiry learning space (ILS) to be used in the school training (pre-service subject teachers)
Workshop in the Use of ICT in Education course (minor studies)
Simulations and Games in Education course (minor studies)
Workshop in the Specialization in Digital Learning – PD training (in-service teachers)

37. Go-Lab and Dep. of Teacher Education
The resources and knowledge from the projects are used in the courses when it is relevant
Go-Lab examples:
Integrating Go-Lab ecosystem in to physics course (pre-service class teachers)
Workshop and preparing of an own inquiry learning space (ILS) to be used in the school training (pre-service subject teachers)
Workshop in the Use of ICT in Education course (minor studies)
Simulations and Games in Education course (minor studies)
Workshop in the Specialization in Digital Learning – PD training (in-service teachers)

38. How University of Turku implement innovations in Dep
How University of Turku implement innovations in Dep. of Teacher Education?
Curricula are renewed in two-year-cycles
Curricula are written down on quite a general level
General level curriculum allows teacher staff to develop and bring new innovations to their courses
Minor collaboration with private companies
 Schools vary by the resources. The aim of teacher education is that teachers can work and apply their skills and knowledge in different classroom settings.

39. 4. Questions and answers Discussion with webinar participants
For TTIs:
Do you have some examples of innovative STEM education teaching methods or tools that you integrated in the curriculum of student’s teachers? (challenges, opportunities?)
How does your institution implement innovation related to STEM education in your ITE programmes?
In this process of innovation in STEM, how do you collaborate with other types of organisation, including private companies?
Representatives from Ministries of Education:
How much of a priority is it currently to include innovative STEM practices in ITE programmes?
What kind of support can TTIs count on from MoEs?
Do you have examples of best collaborative practices between policy makers and TTIs in developing STEM curricula?
Representatives from Industries:
What are some of the most important features of an innovative ITE curriculum for the industry?
How do you see the future of the collaboration between TTIs and industry?

40. ITE Forum: Invitation is open to all.
Any other business
ITE Forum: Invitation is open to all.
Contact:

41. Thank you for your attention http://itelab.eun.org http://golabz.eu/
#ITELab_eu #NextLab