This cycle Learning Stories and Activities focus on “real world” challenges, that is, challenges related to the sociocultural context of the students and are personally meaningful to them. Students work with realistic problems, selecting personally meaningful challenges or addressing the challenges of an audience they can relate to. To give future stories stronger stronger grounding in personal learning goals, please add your personal experiences as comments to the blog or as entries to the iTEC planning tool “Composer”.
The activities focus extensively on extending the role of the teacher. Each activity provides teachers with suggestions for developing their expertise, including digital and pedagogical competence. Teachers are also challenged to adopt different roles and to support learners on various levels. Teachers are, first and foremost, invited to act as a provider of inspiration. Further, they are asked to carefully listen to students, to shape activities to address the individual needs and interests of the students, and to coach the students through the activities by questioning the underlying assumptions in relation to project work to cultivate the students’ critical thinking skills and their ability to reflect in and on their action. The activities further solicit challenging students to think further and supporting them to collect evidence that could strengthen or weaken their claims, essentially preparing the students for situations that require them to defend a cause. Lastly, the teacher’s role is to expand learning beyond the walls of the school by coaching students to connect to and collaborate with people outside of school. Through these connections, students can discuss their prototypes and concepts with people who have an in depth understanding of the challenges the students’ work relates to, and may receive meaningful suggestions or constructive criticism.
Overview of teacher roles
Develop – To expand the expertise and competence of the teacher. Inspire – To evoke shared experiences and the feeling of being part of a meaningful endeavour. Coach – To offer advice and guidance to the students. Listen – To carefully consider students’ interests and needs in shaping classroom activities. Question – To challenge students’ assumptions by asking open ended questions. Support – To step in and offer practical, hands-on support. Assess – To evaluate students’ achievements based on collaboratively designed criteria.
The Learning Activities respects teachers’ expertise in developing pedagogically sound experiences that support the personal development of young people. They are inspirational material that suggest ways of performing parts of a Learning Story. Teachers can change the Activities to better suit the performance of a learning story to their classroom context. The activities are inspirations, not prescriptions. Only through receiving comments and modifications, we can reshape the activities to accommodate European school settings even better. We recommend active engagement with other iTEC teachers and partners through various online channels. This cycle consists of a total of four Learning Stories and nine Learning Activities. The illustration above shows the flow of Learning Activities to perform a Learning Story.
Overview of the Learning Stories
Illustrated by the Learning Story “Creating an Object“, in which students develop a tangible design.
Illustrated by the Learning Stories “Telling a Story” in which students narrate a scientific concept through audio-visual media.
Ask Performing workshops with people who may represent future users of the design
Show Publishing and presenting designs to an audience
Collaborate Forming ad-hoc collaborations with learners of other schools
The Learning Activities are inspirational material that suggest ways of performing parts of a Learning Story. They are not prescriptions. Teachers can change the Learning Activities to contextualize the performance of a Learning Story.
It is possible to choose to perform one of three learning stories. Further, There is no one correct or best way to perform an activity. It is possible to select different tools and practices for performing learning activities. For example, if you are in a hurry, it is possible to abridge learning stories and only perform the Dream, Explore, Map and Reflect activity, essentially skipping the production aspect of a story while focussing on planning. If you are very motivated, learning stories can also be combined. For example, a rendered 3D modeled object created in the story “Create an Object” can be featured as a sequence of a digital film created in the story “Tell a Story”.
iTEC has been working on developing several digital tools to support teachers in performing the learning activities. These tools are TeamUp, ReFlex and the iTEC Widget Store. It is highly recommended to explore and use these tools during the pilot. The times at which the tools can be used are mentioned in the pilot material.
A new version of the TeamUp manual is available. The manual is organized in three parts. Part A describes how to create and fill a classroom in TeamUp, part B explains how to form teams based on the interests of learners, and part C presents how to record and listen to teamwork process.
As part of the VVOP12, we facilitated a workshop for teachers to explore the iTEC reflection tools through the cycle 4 Learning Activities.
We asked them to form team, and to perform 4 Learning Activities:
Dream – understand and questing a design brief
Explore – Collecting information in relation to the design brief
Make – Creating a design or forming ideas
Reflect – Recording an audio-visual reflection
The design briefs can be viewed on the Participate Blog, the video above and several more that can be found on our Vimeo channel document the workshop.
We are organizing a teacher workshop / focus group. The following six design briefs will be presented to teachers who can choose which ones they are interested in. Time is limited, as this is only a 1,5 hour session, but we still want to use design briefs that are relevant in the real world. Continue reading →
Learn about four iTEC digital prototypes and provide your comments on their further development! We warmly invite iTEC students and teachers to participate in online focus group sessions.
iTEC focus groups are informal 1-1.5 hour long sessions facilitated online by the Aalto University. We will use Skype or google hangout to communicate.
Prototypes under discussion
ReFlex, a functional tool for personal reflection
Ambire, a functional ambient tool for whole-class reflection
Participate Blog, a functional multi-lingual resource for teachers
Mindmap annotations, a visual prototype for textual navigation
28 November, between 10 AM and 2 PM
29 November, between 10 AM and 5 PM
30 November, between 10 AM and 5 PM
All times are UTC+2 (Helsinki, Finland)
How to participate
Please confirm your interests by sending an email to anna.keune(at)aalto(dot)fi
Mention which time and tool (Skype or Google hangout) would suit you best. If none of the times suit you, please include an alternative time and date in your message.
I am looking forward to the sessions with you and your students!
Date: March 13-15, 2013 (Wednesday – Friday)
In the capital of Northern Scandinavia: Oulu, Finland
The Oulu Winter School is an exciting event that brings together teachers from all iTEC pilot countries to learn about a novel method of creating educational scenarios and turning the scenarios into realistic, practical learning activities. Set in the UBIKO, one of the most innovative school buildings of Finland and charged with the latest educational equipment, Winter School participants will also explore and experiment with state-of-the-art iTEC technologies for an engaging classroom.
During a walk on the frozen sea, visiting Oulu’s artist district Pikisaari, and enjoying a traditional Finnish Sauna, there will also be time for international collaboration and networking.
Two excellent teachers of each iTEC country are warmly invited to participate. Here is how it works: Each pedagogical coordinator of an iTEC pilot country suggests one excellent iTEC teacher, with fluent English skills, for the Winter School. This teacher then chooses a friend to bring along. The friend must also be a teacher with fluent English skills. It is not necessary, however, for the friend to have prior iTEC experiences. The travel and accommodation expenses of the teacher plus friend are covered by iTEC Aalto University.
If pedagogical coordinators want to join the event, they are welcome, but their expenses are paid from their own budgets.
Cycle 4 pre-pilot material is ready for classroom piloting. Please familiarize yourself with the learning stories and packages of learning activities and our instructions for reporting and performance. Remember that the stories are not meant as prescriptions, but rather represent examples of how the learning activities work together.
To translate learning stories or learning activities into your native language, we encourage you to use the translation capabilities on this website. This way your translation work will remain useful even after the iTEC project has ended.
Teachers are discussing the teacher feedback tool concept.
Our first cycle 4 Focus Group sessions was arranged in Helsinki last Tuesday. Two teachers from Oulu joined us to discuss and comment on three iTEC prototypes: TeamUp, ReFlex and a teacher feedback tool concept.
TeamUp is already a functioning prototype that has been the subject of several design iterations. Hence, the comments on the tool were small, but valuable suggestions related to interface design. For example, it was mentioned to prompt a screen with suggestions in case teachers with dated and incompatible browsers would navigate to the page.
Interesting design leads emerged when discussing ReFlex, for example, the value of audiovisual recordings, and the concept of future capsules that refers to recordings that can only be viewed after a specified time period. We further considered meaningful questions that could evoke personal reflection.
When discussing the concept of a tool for teacher feedback, it was considered that audiovisual recordings could be valuable for the orchestration of more personalize feedback and that the recordings could be meaningful for teacher-parent and student-parent discussions. Overall, privacy presented to be a larger topic of discussion in comparison to TeamUp and ReFlex.
The Focus Group session resulted in inspiring new touch-points for the further design of the tools we discussed. We would like to thank our participants from Oulu!