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?

2. Criteria to design and assess ICT-supported HE Teachers Training How were defined the criteria? 1.A systematised analysis of current theorists was made (i.e. Chikering & Gamson, 1987; Fox & Helford, 1999). 2.From this analysis, a protocol was defined to collect teacher training actions proposed by different European universities that had carried out the practices. 3.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.

3. 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

4. Criterion 2. Teacher-training practice should be designed using scaffolding principles for active learning Knowlegde is built on (guiding, feedback, etc.) Knowlegde is built on interactive processes (guiding, feedback, etc.) Trainer LearnerContent/ tasks Learners Authentic ICT- supported Educational Situation

5. Criterion 2. Teacher-training practice should be designed using scaffolding principles for active learning High levels of interaction (guiding, feedback…) Trainer LearnerContent/tasks Learners Authentic ICT-supported Educational Situation

6. Criterion 2. Teacher-training practice should be designed using scaffolding principles for active learning High levels of interaction (guiding, feedback…) Trainer Learner Learners Content/task Authentic ICT-supported Educational Situation Interaction, communication and collaboration

7. Criterion 2. Teacher-training practice should be designed using scaffolding principles for active learning High levels of interaction (guiding, feedback…) Trainer Learner Content/tasks Learners Authentic ICT-supported Educational Situation Study cases Projects Real Problems

8. Criterion 2. Teacher-training practice should be designed using scaffolding principles for active learning High levels of interaction (guiding, feedback…) Trainer LearnerContent/tasks Learners Authentic ICT-supported Educational Situation Study cases Projects Real Problems Authentic assessment (i.e. portfolios, peer assessment…)

9. Criteria to design and assess ICT-supported HE Teachers Training How can teachers trainers use the criteria? Selection of Tools Selection of guidelines Design and assessment of teacher training actions TT- Centre criteria

10. 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.

11. 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

12. 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

13. 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.

14. 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..