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Supporting teacher training: ICT,
the Spéis project and Ireland
Dr. Alan Bruce
Universal Learning Systems, Dublin
EDEN Conference
Zagreb, Croatia
11 June 2014
Ireland: education and identity
 Learning and Gaelic society
 The impact of colonialism
 Ascendancy and hedge schools
 Elitism, privilege and the assault on Gaelic
 The impact of religion
 Experiment and challenge: Maria Edgeworth
 Bardic lore to exile: maintaining the flame of culture
Policy in crisis: the 19th Century
National School system (1831)
Resistance and segregation
Identity and revolution
The tidal wave of emigration
Partition and religion
The New State
Department of Education (1924)
The national curriculum
The Irish language
Subservience to the Church
Separate systems: embedding elitism
Vocational Education Act (1943)
Declining demographics
Irish language profile
Teacher training
Denominational basis
Secondary: degree plus Higher Diploma in
Education
Primary: Teacher Training Colleges
Mary Immaculate, Limerick
St Patrick’s, Dublin
Colaiste Mhuire, Marino
Church of Ireland College of Education, Dublin
Primary Curriculum
Education for a Changing World (1992)
Primary School Curriculum (1999)
National Council on Curriculum and Assessment
www.ncca.ie
Scoilnet portal www.scoilnet.ie
CICE
CICE Background
 Established 1811
 Extensive library
 Effects of partition 1922
 Linkage to Trinity College Dublin
 Evolving future – DCU
 Poor ICT infrastructure
 Small numbers (150)
Active teaching methodologies
General focus
Teacher Education comprised of developing knowledge but also developing skills
and attitudes
Focus on skills such as:
1. Expressing and justifying opinions
2. Analysing information-facts/stories given
3. Opportunities to empathise with other people’s experiences
4. Resolving differences
5. Participating/co-operating
6. Ability to work co-operatively with others
7. Ability to see and appreciate different perspectives
8. Ability to tolerate another point of view
9. Ability to use and engage in a problem solving approach
Values:
 Openness to others
 Respect for the law
 Concern for human rights
Challenges in teaching formation
Scattered and remote location of many
Protestant schools
Changes in degree structure and provision in
B.Ed. program
Minority ethos and status
Inadequate ICT and resources
Impact of financial crisis in 2008
The need for Innovation
Supervising placement
Costs, travel and remoteness
Recording and uploading information
Writing, monitoring and examining
Supervision and quality
Communications
Developing e-Support
1. Method of supervision and contact for trainee teachers and
supervisory tutors in CICE.
2. A means for on-line engagement with trainee teachers.
3. An e-forum and seminar framework for group learning and
exchange.
4. A method to manage classroom practice and learning.
5. A means for trainee teachers to upload assignments,
materials, essays and journals of reflective practice.
6. Integration of pedagogical processes and technology
solutions to meet CICE requirements
7. A creative and dynamic mechanism to supervise and support
the placement process over 10 weeks in various and remote
locations.
Spéis: School Placement e-Integrated
Scaffolding
Aim of Spéis: to provide the first teacher
placement e-support and portfolio system in
Ireland
Deployed advanced technologies to enable
creation of a platform where academic staff in the
College, student teachers and administrative
personnel could plan, design, implement and
review an ICT supported learning architecture
CLE: Context Learning Environment
Developed for efficient and smooth digitalization of
learning processes and learner administration
Learner-orientated approach to ICT systems, tools
and processes implementation by mapping the
current state of the learning organization
Identifies potential areas where ICT tools can
improve learning and establishes a clear roadmap
and milestones for e-learning implementation
Implementation of e-learning technology solutions
that enable a smooth transition towards digital
learning
Process: Stage 1
1. Detailed identification of needs (1 workshop)
 Review of existing resources, plans/documentation and source material
 Learning process mapping: with main focus on placement periods
 Identifying areas in which technology can be applied to foster learning
and improve effectiveness of learner management and follow-up
2. Development and implementation plan (Context and ULS
prepared based on workshop results)
 Defining learner and teacher/mentor processes and tools
 Integration of pedagogical processes and technology solutions to meet
CICE requirements
 Implementation plan
Process: Stage 2
3. Technical implementation
Tailoring and configuration of CLE solutions for CICE's ICT environment
Integration of communication, management/administration and evaluation tools
into CLE
4. Piloting
User training/induction
Testing CLE solutions and tools with a pilot group
Pilot follow-up, collecting feedback, evaluating the process
Identifying critical development needs
Making necessary improvements in CLE solutions and tools
Quality management (ULS)
5. Launching the full B.Ed. on-line program
Format and deliverables
 Learner (user) data management
 Management of learning activities (on-line, classroom) and
remote supervision
 Management of assignments, essays, learning materials,
journals of reflective practice, etc.
 Synchronous communication and group collaboration tools
 e-forum for sharing ideas and building knowledge
 e-portfolio (for students to maintain course-specific portfolios
and develop a personal student portfolio)
Developing linkage
 Uses ULS expertise and networks to link to analogous EU
projects
 Link to Foras na Gaelige
 Specific linkage to LANGO project
Specific linkage: LANGO
LANGO aims to reduce language communication barriers through
specific use of new smart phone technologies. The project has
developed a language-learning tool which requires a little effort on the
part of learners. LANGO users will be able to learn language - literally
on the go, at any time and any place on flexible web-based and
mobile learning platforms.
Specific linkage: NELLIP
NELLIP carries out the following main activities:
1. Identification and description of examples of best practice in planning and
implementing language learning initiatives that have received the European
Language Label.
2. Development of guidelines on how to plan, implement, manage, exploit and
create network between language learning quality initiatives based on
maximizing best practice developed within the framework of European language
labeled projects and initiatives.
3. Organization of workshops to test and exploit project results and European
language labeled initiatives and projects.
Summary
 Spéis project: in context of the changing and evolving context of
teacher training provision in Ireland with specific reference to the
central role of the Irish language and its promotion.
 Teachers need to gather and demonstrate evidence of their
growth and achievement over time. Developing a professional
portfolio at undergraduate level is the first step in this process.
 It enables student teachers to begin the process of reflection
necessary for them to develop as reflective practitioners.
 Spéis is an innovative e-supported portfolio, unique in Ireland.
E-learning best practice and its adoption in Irish schools using
this project and other allied initiatives is designed to promote
digital access and excellence.
Next steps
Digital Schools of Distinction www.digitalschools.ie
Open Discovery Space
www.opendiscoveryspace.eu
TRANSit www.transit-project.eu
Thank you
Dr. Alan Bruce
ULS Dublin
abruce@ulsystems.com

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Supporting teacher training: ICT, the Spéis project and Ireland

  • 1. Supporting teacher training: ICT, the Spéis project and Ireland Dr. Alan Bruce Universal Learning Systems, Dublin EDEN Conference Zagreb, Croatia 11 June 2014
  • 2. Ireland: education and identity  Learning and Gaelic society  The impact of colonialism  Ascendancy and hedge schools  Elitism, privilege and the assault on Gaelic  The impact of religion  Experiment and challenge: Maria Edgeworth  Bardic lore to exile: maintaining the flame of culture
  • 3. Policy in crisis: the 19th Century National School system (1831) Resistance and segregation Identity and revolution The tidal wave of emigration Partition and religion
  • 4. The New State Department of Education (1924) The national curriculum The Irish language Subservience to the Church Separate systems: embedding elitism Vocational Education Act (1943) Declining demographics
  • 6. Teacher training Denominational basis Secondary: degree plus Higher Diploma in Education Primary: Teacher Training Colleges Mary Immaculate, Limerick St Patrick’s, Dublin Colaiste Mhuire, Marino Church of Ireland College of Education, Dublin
  • 7. Primary Curriculum Education for a Changing World (1992) Primary School Curriculum (1999) National Council on Curriculum and Assessment www.ncca.ie Scoilnet portal www.scoilnet.ie
  • 9. CICE Background  Established 1811  Extensive library  Effects of partition 1922  Linkage to Trinity College Dublin  Evolving future – DCU  Poor ICT infrastructure  Small numbers (150)
  • 11. General focus Teacher Education comprised of developing knowledge but also developing skills and attitudes Focus on skills such as: 1. Expressing and justifying opinions 2. Analysing information-facts/stories given 3. Opportunities to empathise with other people’s experiences 4. Resolving differences 5. Participating/co-operating 6. Ability to work co-operatively with others 7. Ability to see and appreciate different perspectives 8. Ability to tolerate another point of view 9. Ability to use and engage in a problem solving approach Values:  Openness to others  Respect for the law  Concern for human rights
  • 12. Challenges in teaching formation Scattered and remote location of many Protestant schools Changes in degree structure and provision in B.Ed. program Minority ethos and status Inadequate ICT and resources Impact of financial crisis in 2008
  • 13. The need for Innovation Supervising placement Costs, travel and remoteness Recording and uploading information Writing, monitoring and examining Supervision and quality Communications
  • 14. Developing e-Support 1. Method of supervision and contact for trainee teachers and supervisory tutors in CICE. 2. A means for on-line engagement with trainee teachers. 3. An e-forum and seminar framework for group learning and exchange. 4. A method to manage classroom practice and learning. 5. A means for trainee teachers to upload assignments, materials, essays and journals of reflective practice. 6. Integration of pedagogical processes and technology solutions to meet CICE requirements 7. A creative and dynamic mechanism to supervise and support the placement process over 10 weeks in various and remote locations.
  • 15. Spéis: School Placement e-Integrated Scaffolding Aim of Spéis: to provide the first teacher placement e-support and portfolio system in Ireland Deployed advanced technologies to enable creation of a platform where academic staff in the College, student teachers and administrative personnel could plan, design, implement and review an ICT supported learning architecture
  • 16. CLE: Context Learning Environment Developed for efficient and smooth digitalization of learning processes and learner administration Learner-orientated approach to ICT systems, tools and processes implementation by mapping the current state of the learning organization Identifies potential areas where ICT tools can improve learning and establishes a clear roadmap and milestones for e-learning implementation Implementation of e-learning technology solutions that enable a smooth transition towards digital learning
  • 17. Process: Stage 1 1. Detailed identification of needs (1 workshop)  Review of existing resources, plans/documentation and source material  Learning process mapping: with main focus on placement periods  Identifying areas in which technology can be applied to foster learning and improve effectiveness of learner management and follow-up 2. Development and implementation plan (Context and ULS prepared based on workshop results)  Defining learner and teacher/mentor processes and tools  Integration of pedagogical processes and technology solutions to meet CICE requirements  Implementation plan
  • 18. Process: Stage 2 3. Technical implementation Tailoring and configuration of CLE solutions for CICE's ICT environment Integration of communication, management/administration and evaluation tools into CLE 4. Piloting User training/induction Testing CLE solutions and tools with a pilot group Pilot follow-up, collecting feedback, evaluating the process Identifying critical development needs Making necessary improvements in CLE solutions and tools Quality management (ULS) 5. Launching the full B.Ed. on-line program
  • 19. Format and deliverables  Learner (user) data management  Management of learning activities (on-line, classroom) and remote supervision  Management of assignments, essays, learning materials, journals of reflective practice, etc.  Synchronous communication and group collaboration tools  e-forum for sharing ideas and building knowledge  e-portfolio (for students to maintain course-specific portfolios and develop a personal student portfolio)
  • 20. Developing linkage  Uses ULS expertise and networks to link to analogous EU projects  Link to Foras na Gaelige  Specific linkage to LANGO project
  • 21. Specific linkage: LANGO LANGO aims to reduce language communication barriers through specific use of new smart phone technologies. The project has developed a language-learning tool which requires a little effort on the part of learners. LANGO users will be able to learn language - literally on the go, at any time and any place on flexible web-based and mobile learning platforms.
  • 22. Specific linkage: NELLIP NELLIP carries out the following main activities: 1. Identification and description of examples of best practice in planning and implementing language learning initiatives that have received the European Language Label. 2. Development of guidelines on how to plan, implement, manage, exploit and create network between language learning quality initiatives based on maximizing best practice developed within the framework of European language labeled projects and initiatives. 3. Organization of workshops to test and exploit project results and European language labeled initiatives and projects.
  • 23. Summary  Spéis project: in context of the changing and evolving context of teacher training provision in Ireland with specific reference to the central role of the Irish language and its promotion.  Teachers need to gather and demonstrate evidence of their growth and achievement over time. Developing a professional portfolio at undergraduate level is the first step in this process.  It enables student teachers to begin the process of reflection necessary for them to develop as reflective practitioners.  Spéis is an innovative e-supported portfolio, unique in Ireland. E-learning best practice and its adoption in Irish schools using this project and other allied initiatives is designed to promote digital access and excellence.
  • 24. Next steps Digital Schools of Distinction www.digitalschools.ie Open Discovery Space www.opendiscoveryspace.eu TRANSit www.transit-project.eu
  • 25. Thank you Dr. Alan Bruce ULS Dublin abruce@ulsystems.com