Description of the Spéis project developed by Universal Learning Systems and Context Learning Finland to provide ICT innovation and e-portfolio support for the Church of Ireland College of Education in Dublin, Ireland.
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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
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