1. ITE Forum: Spring 2019 pilots briefing
ITELab – Innovating ITE curricula
Key Action 2 - Knowledge Alliance project
ITE Forum: Spring 2019 pilots briefing
22nd November 2018

2. agenda Introduction Modules briefing and Q&A
Student teacher MOOC briefing and Q&A
ITELab university partners experience
Q&A

3. Itelab overview: three main strands of activity
2017
2018
2019
ITE Forum (Universities, Industry, MoE) + Student Voice.
3) KNOWLEDGE EXCHANGE
1) MONITORING: annual monitoring report, case studies, teacher trainer competences
2) CO-DESIGN
CONTENT & PILOTS
MODULE A
F2F
CYCLE 2
MODULE
A,B, C
Student teacher MOOCv1
Student teacher MOOCv2
Trial update
Module A
BETA
pilot
FULL
pilot
OPEN INVITATION to join

4. ITELab project partners
Coordinator:

5. Itelab –stakeholders working with student teachers
“I’ve always been interested in the use of technology in the classroom..... it’s not just a tool, it lets you do things differently, while at the same time it’s about looking at a modern classroom combining technology and space… which lets you think about pupils working in groups, places to relax, where students can take the centre. It’s that combination that is explored in ITELab’
Seamus O’Sullivan
student secondary teacher
University College Dublin

6. Spring 2019 pilot – expressions of interest to join, NOV
Modules
MOOC
1. Eötvös Loránd University, HU (Secondary)
2. Newman University, UK (Secondary)
3. Marino Inst of Education (Primary)
4. Mondragon University, ES (Secondary)
5. Marino Institute of Education, IE (Primary)
6. Šiauliai University, LT (Primary/Secondary tbc)
7. Catholic University of Milan, IT (Primary)
8. Kazan University, RU (Primary and Secondary)
Interested
Disseminate
9. Polytechnic Inst of Portalegre, PT (Primary)
10. Mary Immaculate College, IE (Primary)
11. Manchester Metropolitan Uni, UK (Secondary)
12. University of Rey Juan Carlos, ES (Secondary)
Observe
Part of assessment
Observer/dissemination MOOC: Paul Valery Univ (FR); Poly Inst of Bragança & Poly Inst of Castelo Branco (PT); Univ of Iceland (IS); Univ of Aegean (GR); Univ of Catania (IT); JAMKK (FI); Univ of Oslo (NO); Nord Univ (NL); Univ of Torino (IT), Maynooth Univ (IE); Norwegian Univ of Science and Technology (NO); ATEE; SCoTENS; European Universities Assoc (EUA); FCL Ambassadors; EUN MoE; UWU (DE)

7. Full pilot spring 2019: ACTION PLAN
Module A
Jan or Mar
Module B
Jan or Mar
Module C
April start
MOOC
25/2-3/4
1. REVIEW OPTIONS
2. SELECT OPTION(S) TO MATCH LOCAL GOALS, CURRICULUM & ASSESSMENT
3. TELL US YOUR OPTION(S), TEACHING TERM DATES, P/S, #STUDENTS
JAN XX
FEB XX
MAR XX
APR XX
MAY XX
JUNE XX
4. ATTEND KICK-OFF PRE-MODULE BRIEFING
18TH JAN TBC
26TH APR TBC

8. MODULES 2019
Dr. Conor Galvin

9. The ITELab module Philosophy
Innovative & pedagogy-focused.
Activity-driven, collaborative, connected.
Flexible & agile; primary & secondary ITE application, pan-European.
Dr Conor GALVIN
Director of Graduate Studies
University College Dublin

10. Our ‘North Star’ Reference

11. Full pilot spring 2019: Modules a, b,c
Module lead: Dr Conor Galvin
Director of Graduate Studies, University College Dublin E:

12. Teaching, Learning, & Professional Development for Beginning Teachers
MODULE A (options from Jan)
MODULE B (options from Jan)
MODULE C (options from April)
Teaching, Learning, & Professional Development for Beginning Teachers
Designing for Learning
Working with Learners
10 weeks. 3 Units. 5ECTS (UCD). A2 Explorer Level. Primary and Secondary.
Course: UCD_21 Jan–26 Apr; UoP/IPS_end Feb to May.
Being a beginning teacher in a digital world: wk1_teaching today; wk2_extending the learning space (MS); wk3_ technology and social media in learning (EUN).
Widening the Teaching & Learning World: wk4/5_Video for C21 (IRIS); wk6_technology for intl collaboration (eTw); wk7_technology for in-school and inter-school collaboration wk8_PLNs
Sharing the Gains and Formalising Module-Learning: wk9/10_Drawing the learning together –sharing the gains, module assessment.
Two co-teaching sessions:
Mon 25 Feb :30CET
Mon 1 Apr :30CET
Assessment: decided by local organiser
6 weeks. 3.5ECTS (UCD). B2 Investigator Level. Primary and Secondary.
Course: UCD: 21 Jan–4 Mar tbc; UoP/IPS_end Feb-May period.
What is learning design
C21st Learning: innovative teaching & learning
Deeper Learning: the use of technology to enhance learning
Building better: using newly acquired design knowledge
PBL: getting at technical edge
Collaborative online projects: issues and practices
Assessment: lesson scenarios
6 weeks. 3.5ECTS (UCD). B2 Investigator Level. Primary and Secondary
Course: UCD: 29 April–3 Jun tbc; UoP/PIS tbc
Building Learning for where they are
Situational awareness in teaching and learning
Deeper reflection and teaching (1): reflection for classroom action
Deeper reflection and teaching (2): reflection on classroom action
Using a video-based professional learning platform
Collaborative, online, video-based professional learning.
Assessment: personal learning plan
18th January tbc
Pre-module webinar for teaching staff
26th April tbc

13. A partners’ teaching staff hub : https://itelab.wordpress.com/
Module A mk2: Teaching, Learning, & Professional Development for Beginning Teachers
A partners’ teaching staff hub :
A students’ hub – challenge questions:

14. Comments & Questions…

15. MOOC 2019
Bart Verswijvel
@BartVerswijvel
#ITELAB_eu

16. CHARACTERISTICS The Networked Teacher – Teaching in the 21st Century
Free MOOC for student teachers (and newly qualified?)
Start date 25 FEB 2019 (4 weeks + extra time to finish tasks)
Registration is open:
bit.ly/itelabmooc

17. COURSE TOPICS WEEK 1:Entering the job Great expectations
Develop personal learning network.
How teaching is changing
Great expectations
Lifelong Learning
Reaching out
Twitter as a tool for lifelong learning
Learning Diary
Importance of lifelong learning
Twitter for professional development

18. COURSE TOPICS WEEK 2: Unlock the Classroom - Technology
Affordances and challenges of technology enriched classroom
Understand concept of active learning
Active Learning
Technology to support active learning
Tools to collaborate, create and play
Inclusive Classroom
Playful learning
Integration of technology in learning activities
Technology for inclusive and personalized learning

19. COURSE TOPICS WEEK 3: Unlock the Classroom - Space
Classroom set-up to support pedagogical concepts
Comfort and well-being at a school
The school, a space for people
Space as a tool for learning
Classroom without walls
eSafety in cyberspace
Connect classrooms for collaborative projects
Appreciate the risks and challenges in using digital media

20. COURSE TOPICS WEEK 4: The second staffroom Curation
Understand copy right issues
Manage information
Curation
Create Share and Adapt
Reflection and Peer review
Learning in communities
Communities of practice
Tools and services that support networked professional development

21. SOCIAL MOOC
Encouragement of interaction, connection between participants
Course Activities allow for comments and feedback
Live events (Ignite webinar, Twitter chat, Quiz night, Teachmeet)
Backchannel on Twitter (and Facebook)
#ITElab_eu

22. PROMOTION - SUPPORT Non-typical MOOC audience
Recognition at University (College)
Support at University (College)
Support by FCL Ambassadors
AT, BE, CZ, DK, EE, ES, FI, FR, HU, IL, IT, MT, NO, PT, SK, TR
fcl.eun.org/fcl-ambassadors
Onsite?
Language helpdesk

23. PROMOTION - SUPPORT @itestudentvoice Leaflet – onepager Facebook page
bit.ly/itelabmooc
Facebook page
@itestudentvoice
facebook.com/itestudentvoice
Twitter - #ITELAB_eu

24. IMPLEMENTATION EXPERIENCES
ITELAB UNIVERSITY PARTNERS

25. Itelab university partners’ - experience from beta pilots
University College Dublin, IE – secondary
University of Newcastle, UK - secondary
University of Perugia, IT - primary
Polytechnic Institute of Santarém, PT - primary
University of Agder, NO – primary/secondary

26. University partner’s - Beta pilot of module A
Jan
Module A: from 22/1
Feb
MOOC: 26/2 start
Mar
ends: 25/3
April
May
June
UCD
(S)
UCD1(c12, S): 22/1
Mon, 15h-17h Dublin
27/4
UoN
UoN (c12, S): 12/1
Students – teaching
8/2-9/2
9/3
11/6
UoA
UoA (c20, 7+13): 26/1
Fri, 8:15-13h local
4/5
UoP
(P)
UoP (c14, P): 26/2
x1, x2 pw, 2hrs, Thurs.
14/5
PIS
PIS (c10, P): /2
Tues 10-12, link with UoP
Autumn UCD and UoN - module A again

27. Implementation experience – university college dublin
Module A pilots (course, students): Spring 2018 (beta); Autumn 2018 (full-run)
Main benefits
Lessons learned
Spring 2019 plan

28. Newcastle university, uk (secondary)
Working with postgraduate students enrolled on a 10 month course (two thirds of which is based in schools).
Spent much of last year (beta pilot) adapting Module A to fit within the existing programme (running a stand alone module not an option within our context).
Table produced (next slide) shows how ITELab is integrated into our programme, strong focus on how technology can be used to facilitate more innovative teacher planning, delivery and reflection – students were mainly experiencing ICT as admin and instructing tool.
Second pilot has started September 2018 (most contact time with students in autumn term).
Students appreciate the opportunity to broaden horizons but often feel constrained by individual school contexts and pressures of national attainment agendas – looking at how to nudge local system changes.

30. U. Perugia –2017/2018 A.Y. Participants
TOTAL INITIAL NO. OF PARTICIPANTS in 2017/2018 Academic Year: 13 students in Scienze della Formazione Primaria, 5 years course;
2 students from 4th year attended the pilot MOOC and Module A instead of the ordinary ICT for Education Technologies Laboratory (Prof. Falcinelli, Laboratorio Tecnologie Didattiche, 1 ECTS) and were evaluated on the basis of their portfolio and the activities done for the project;
9 students from 3rd year attended the pilot MOOC and Module A instead of the ordinary Educational Technology class (Prof. F. Falcinelli, Tecnologie dell’Istruzione, 7 ECTS) and were evaluated on the basis of their portfolio and the activities done for the project;
2 Ph.D. Students participated as tutors, 1 undertook the MOOC and the other enrolled herself to see how the MOOC was structured and which topics addressed, both as part of their Doctorate experience. 30

31. U. Perugia – MAIN BENEFITS
Participants got the chance to become acquainted with different realities (such as the “future learning space”) and with colleagues coming from different parts of Europe and with different school systems’ backgrounds;
Pushed participants and their educators to step out of their “comfort zone” and accept the challenges proposed by the way the pilot was structured and the topics it addressed by the means of digital technologies. This helped participants in becoming more creative, attentive and ready to try new ways of teaching and learning. 31

32. U. Perugia – MAIN LESSONS LEARNED
ITE students’ voices are the keystones for fine-tuning and gaining a deeper knowledge of what is relevant for their job and professional development. Listening to their opinions, their doubts and suggestions has been a pivotal part of the whole pilot;
Participants changed their attitudes towards not only digital technologies and their uses, but also towards teaching – learning. 32

33. U. Perugia – Spring 2019 pilot
To make the experience even more engaging and fruitful for the new students involved in the MOOC and/or in the Module A, and to boost the experience of past participants, by letting them attend Module B and/or C, all coordinated by Ph.D. Student Alessia Signorelli.
Students of 3° year of the course in Scienze della formazione primaria (Primary Education Sciences, 5 years course) will be involved in MOOC and/or Module A: 14 volunteers were talked into by Prof. Falcinelli and Dr. Cimichella, with the testimony of Alessia Signorelli, Mirko Susta and Valeria Vagnarelli, that explained their previous year experience. Period: 25-Feb-2019 – 10-May-2019;
Students that last year participated to MOOC and Module A testing volunteered to participate to this year testing of Module B and/or C instead of the ordinary ICT for Education Technologies Laboratory (Prof. Falcinelli, Laboratorio Tecnologie Didattiche, 1 ECTS), evaluated on the basis of their portfolio and the activities done for the project. Period: 25-Feb-2019 – 10-May-2019; 33

34. PIS, Portugal 1. Module A beta pilot
Course Digital Education Resources; 16 students in 3rd year from bachelor degree.
2. Two main benefits of participating in the pilot
Explore and use online supports for professional collaboration.
Discussion with others students teachers and professors.
3. Two main lessons learned
(Re)think the learning environments with rich-digital teaching to promote learners collaboration and meaningful learnings.
The importance of student teachers have some teaching experience.
4. Plan Spring 2019 pilot:
Module B: 11th march to 8th april - 4 weeks; 29th april to 6th may – 2 weeks (Monday, 12:00-14:00 CET); primary teacher students from 3 master degree programs; Didactics course
MOOC: Two hours peer week to support our students, if they need some help with the language and to promote initial engagement.

35. University of agder (secondary)
Module A beta pilot:
Spring ITE-students in a ICT-course
Autumn ITE-student in Spanish course, some integration with students in different TE-programmes
Main benefits:
The Handbook gives a good overview of topics to discuss with ITE-students
Live-to-air-session is inspiring for students
Two main lessons learned:
The most realistic way of implementing the Modules is to integrate parts in different stages of the TE- programmes
The content of the Modules need to be complemented with a specific subject, i.e. Spanish
A statement on your plan for the Spring 2019 pilot
We will implement parts of Module A, B and C in different TE-programmes in Spanish

36. Full pilot spring 2019: ACTION PLAN
Module A
Jan or Mar
Module B
Jan or Mar
Module C
April start
MOOC
25/2-3/4
1. REVIEW OPTIONS
2. SELECT OPTION(S) TO MATCH LOCAL GOALS, CURRICULUM & ASSESSMENT
3. TELL US YOUR OPTION(S), TEACHING TERM DATES, P/S, #STUDENTS
JAN XX
FEB XX
MAR XX
APR XX
MAY XX
JUNE XX
4. ATTEND KICK-OFF PRE-MODULE BRIEFING
18TH JAN TBC
26TH APR TBC

37. Final Questions? Any further questions or queries email:
ITELab project manager:

38. itelab.eun.org #ITELab_eu
ITELab (Initial Teachers Education Lab) is a Knowledge Alliance project between higher education institutions and industry to foster innovation and knowledge exchange in initial teacher education (ITE). Project number: EPP BE- EPPKA2-KA. It is co-funded under the European Commission’s Erasmus+ Programme from January 2017 to December This publication was created with the financial support of the Erasmus+ Programme of the European Union. This publication reflects the views only of the authors and the European Commission cannot be held responsible for any use that may be made of the information contained herein.
itelab.eun.org
#ITELab_eu