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To form critical citizens, education systems recognise the importance of children’s capacity to think critically, with the aim of exercising judgement using fact-based knowledge and adopting an inquiring mindset. To achieve this, schools need to better integrate Critical Thinking (CT) into their curricula. The objective of this study was to explore how primary school curriculum concerns CT, which characteristics, skills and approach are designed across the syllabi. A document analysis investigated primary school curriculum and syllabi of the European Schools’ system. The results show some of the main characteristics of instruction to foster CT (e.g., active learning, pupil-centred led, teachers’ as facilitator, cooperative learning, inquiry-based learning). More explicit instruction needs to be infused across all primary school syllabi to make CT skills more visible and create a CT habit of mind, trough the infusion approach. The results can be used for future research among stakeholders involved in innovative teaching methods.

The unprecedented shift to remote schooling introduced in many countries in the spring of 2020 as one of the preventive measures to stop the spread of COVID-19 gave us the opportunity not only to analyse the strengths and weaknesses of remote schooling, but also to reflect on how education is being provided in general. We interviewed in total around 150 key stakeholders coming from five Member States that represent different degrees of readiness to use digital technologies in education. We aimed to obtain different perspectives about the remote schooling experience collecting insights from various groups, namely students, parents, teachers and school leaders. The topics discussed with study participants related to their experience and perceptions on: unequal access to education, learning tools and content available and put in place through urgent measures, digital and social and emotional competences to face and develop remote schooling, the assessment and certification of students' learning progress, as wellas their psychological well- being.

The unprecedented shift to remote schooling introduced in many countries in the spring of 2020 as one of the preventive measures to stop the spread of COVID-19 gave us the opportunity not only to analyse the strengths and weaknesses of remote schooling, but also to reflect on how education is being provided in general. We interviewed in total around 150 key stakeholders coming from five Member States that represent different degrees of readiness to use digital technologies in education. We aimed to obtain different perspectives about the remote schooling experience collecting insights from various groups, namely students, parents, teachers and school leaders. The topics discussed with study participants related to their experience and perceptions on: unequal access to education, learning tools and content available and put in place through urgent measures, digital and social and emotional competences to face and develop remote schooling, the assessment and certification of students' learning progress, as well as their psychological well-being. The results of our study show that full-time remote education with the current state of infrastructure and accessibility of equipment would aggravate existing inequalities, especially for some groups of children who were prevented from attending classes delivered online. We also saw that parents played a key role in their children’s learning process during remote schooling. This applies in particular to students in primary education or children with special education needs, who required more of their support. Parents played a double role of motivators and facilitators of learning, especially when teachers were not present. Yet, parents’ level of preparedness to play these roles and the level of support received from schools were not always perceived as satisfactory and could contribute to increasing inequalities in access to education., JRC.B.7-Knowledge for Finance, Innovation and Growth

To form critical citizens, education systems recognise the importance of strengthening children’s capacity to think critically, with the aim of exercising judgement using fact-based knowledge on the one hand and adopting an open and inquiring mindset on the other. To achieve this, however, schools need to better integrate critical thinking into their curricula. Although educators, psychologists and philosophers agree on the importance of critical thinking, there is still no agreement on what the concept entails and how teachers should be trained to put into practice. The main objective of this study was to explore how primary school teachers perceive this concept, and what experiences of critical thinking they bring with them from their own schooling and professional background. A total of twenty-one teachers were questioned through semi-structured interviews in three European Schools in Brussels (Belgium). The results of this study show that teachers think they have a good understanding of the concept of critical thinking. They consider critical thinking to be the ability to analyse facts through different strategies, to perceive other hypothetical situations and to generate and improve personal opinions on concrete facts. According to the teachers, these are the main characteristics of a critical thinker: being reflective, collaborative, analytical and open-minded in relation to diverse cultural challenges. With regard to the schooling of teachers, the results show, on the one hand, that the mapping of reasoning, group discussion and active learning are relevant practices that they take into account to promote critical thinking in the classroom. On the other hand, they stress that their experiences were still limited. As far as their professional background is concerned, they indicate that during their teacher training they met stimulating critical thinking through project-based learning and philosophy for children. However, they stress that there is still a need for additional support in this area through peerlearning and the exchange of best practices during teacher training. Teachers need to be better trained in how to teach critical thinking through existing practices to be sufficiently prepared to promote this in primary education. This research, which focuses specifically on teachers’ perceptions, contributes to defining the framework for the promotion of CT in the context of the professional development of primary school teachers. The relevance of the results can be used for future educational research and design among different stakeholders (teachers, school principals, policy makers, researchers) involved in innovative teaching methods for CT.

Critical thinking is one of the higher-order skills necessary in 21st century education. School programmes need to be developed for teaching CT in order to identify new key competences that students need to effectively participate in the knowledge society and to be prepared in the rapid changing job market. While institutions, philosophers and educators agree with the importance of CT, there is a reported lack of agreement on what the concept involves and how to teach it. The present study explores primary school teachers’ perceptions of teaching practices aiming at stimulating or hindering CT among pupils. 21 teachers (with 14 different EU nationalities) from three European Schools in Brussels participated to semi-structured interviews. The interview results showed the importance of group discussion, cooperative learning, brainstorming and debate as teaching practices to foster CT among pupils. These results provide insights on how CT is encouraged and its obstacles. Specifically, focusing on teaching practices, this research contributes to define the framework for the promotion of CT in the context of primary education. The relevance of the outputs can be used for future educational research and design among several stakeholders (teachers, school principals, policy makers, researchers) involved in innovative teaching methods for CT.

The present report provides theoretical and background information regarding the starting points of the development process of the new curriculum and accompanying learning materials for grades 7 and 8 in primary education. It offers a justification of the process and the choices made in the trajectory of curriculum development for both grades with regard to the subsequent implementation stage of the national educational reform.

In accordance with the agreements made between all parties regarding the Training Component, VUB submits this report on 'Professional Development Program with training in curriculum 7-8 including training materials and a curriculum implementation strategy' as the final deliverable 9 according to the Contract Amendment No. Five, dated 15 October 2020. This report is designed for two essential purposes: 1. To recommend and support policy change and strategic planning for the implementation of the renewed curriculum for the 7th and 8th grade of primary education, so that MOESC can sustain educational change for many years to come. 2. To provide MOESC and the selected BEIP-2 master trainers with a usable and effective in-service professional development plan and training materials for the 7th and 8th grades of primary school.

At the end of the project, VUB offers this Final Technical Report for the Consultancy Contract No. 2017/1CF- QCBS “Technical Assistance for the Ministry of Education, Science and Culture for Primary Education Development and related Services.” Despite a turbulent and often adverse (political) policy and project context, VUB succeeded in the provision of high-quality products and outcomes that will lead to the aspired changes within BEIP-II Phase 2 Curriculum Component for primary education in Suriname. Therefore, VUB is confident that the provided deliverables will allow the current educational policy makers to measurably strengthen Suriname’s efforts in basic education and to set a course for future development in curriculum and teacher professional development consistent with national goals. The aim of this Final Technical Report is twofold: 1. To provide all partners – IDB, BEIP-PMU and MOESC – a factual overview of the past project conditions and context in which the curriculum development and related activities for 7th and 8th grade took place. 2. To provide an exhaustive overview of all final deliverables that were produced by VUB within the above-mentioned consultancy project duration.

In the framework of the BEIP-II Phase 2 Consultancy for Curriculum Development, an additional analysis was carried out in the second half of the project on the quality of the developed teaching materials in grades 1-5 for the subject areas of Arithmetic and Language. The examined teaching materials for Arithmetic and Language were developed and implemented during BEIP-I and have therefore been in use for a number of years in educational practice in all districts of Suriname. The end-users (teachers and pupils) have been working with this material for several school years and have as such already gained extensive experience with it. In an earlier phase within this Consultancy, a report was already submitted on how the users experience the user value of the learning materials belonging to the different learning areas in and across the 10 districts. The present report is part of the Work Package 'Curriculum Review, Gap Analysis & Remediation Strategy', Deliverable 2.1 Grade 1-6 Gap Analysis, Policy Recommendations and Remediation Strategy. A cooperation between Vrije Universiteit Brussel and the CLU Learning Resources Advisory Centre of Utrecht University was set up. Through this collaboration, the Learning Resources Quality Measurement Instrument (MILK) was used, a standardized diagnostic tool for reliable and valid analysis of learning materials. This report consists of the in-depth analysis of the teaching and learning methods used in grades 1-5 of primary education in Suriname.

This report identifies the specific educational needs in each district by subject area for the grades 6-8. For the inventory, various stakeholders and sources of information from the educational field were used through various methods: a. Expert interviews and focus group discussions with stakeholders and key informants from a diverse profile in terms of specific expertise and the district where they work. b. An online survey of school leaders, teachers and supervisors with a focus on the curriculum of the seven learning areas (Language, Mathematics, Geography, History, Nature Education, Art and Culture Education and Movement Education) and two cross-curricular themes, namely: multilingualism and differentiation. c. Secondary sources of information consisting of reports (e.g., from inspection, NGOs, twinning programs) and scholarly literature.

Teachers are the key to improved student learning performance. Therefore, the learning performance of students is highly dependent on the qualities of teachers. Over the years, the job description of teachers has expanded. For example, teachers are asked to teach increasingly culturally diverse classes, to integrate students with special needs into their classrooms, and to do more to involve parents in their child(ren)'s learning. Consequently, the skill set of entry-level teachers is inadequate to meet the new, expanded job description of the teacher. Although teachers gain a great deal of experience in their careers, experience alone is insufficient to meet these new demands within their profession. Therefore, the continued development of teachers, after their initial training, is of prominent importance. Teacher professional development is essential for transforming teaching and learning. Professional development directly affects all aspects of teaching, including student outcomes, teacher satisfaction, and retention. Therefore, it is desirable for policymakers to prioritize the conception of professional development policies. Policies that provide teachers with the opportunity to acquire competencies that are necessary in this day and age to provide a good education to all students.

In the framework of the BEIP II Phase 2, the Vrije Universiteit Brussel (VUB) offers support to the Ministry of Education, Science and Culture (MinOWC) in the field of curriculum development for years 7 and 8 of primary education. In order to realize this reform, a workable curriculum framework across all learning years is essential. This report is thus an impetus for the update of curricula and the development of learning outcomes in primary education.

The present report addresses the necessary reform in the field of evaluation policy that accompanies the implementation of the revised curriculum for grades 7 and 8 in primary education. As initially envisaged in the Curriculum Component of the BEIP-II Phase 2, the Ministry of Educaiton has put forward the introduction and implementation of an implemented formative assessment policy in elementary school as a priority for counteracting learning disadvantages and retention in elementary school. This report should be seen as the start of a thorough discussion within and between the different governmental educational services that are directly or indirectly involved in evaluation in elementary school (e.g. Exams Bureau, Inspectorate, Guidance, Curriculum Development etc.). In doing so, the report focuses on current evaluation practices in Suriname and does not make any statements about the existing central and national summative evaluation and examination system. The latter, after all, involve political and legal educational discussions and are consequently beyond the scope of the present Consultancy assignment.

Society needs critical citizens who can evaluate and make sensible judgements about the enormous amount of information available throughout the Internet, television, and other forms of mass media. Research has indicated overwhelmingly the desirability of critical thinking in formal education and the key role of teachers herein. Especially primary education seems to be essential for adopting positive attitudes and cognitive behaviour because pupils are freer to formulate their thinking with less socio-cultural prejudices than adult learners. However, research on teaching methods for developing critical thinking skills is lacking. The study’s main aim therefore is to identify teaching methods that facilitate primary teachers to promote students’ critical thinking skills. Based on primary school teachers’ perception, the focus is to investigate how critical thinking skills can be fostered among pupils and what are the main related obstacles in the school environment. A total of 21 teachers from three European schools in Brussels Capital Region (Belgium/Europe) were questioned through semi-structured interviews. Respondents had 14 different nationalities (Austria, Belgium, Czech Republic, Finland, Germany, Greece, Ireland, Italy, Netherlands, Portugal, Romania, Spain, Sweden, United Kingdom) and each one worked in a specific language section of the European schools. They embody a sample of nine language sections (Czech, Dutch, English, Finnish, German, Greek, Italian, Romanian and Swedish language sections) and were representative of all the variety of different classes (from the first to the last fifth year of primary school). The results of this research will provide some insights on how critical thinking is encouraged, and/or its obstacles. Specifically, focusing on teachers’ professional experiences, this work will contribute to define the framework for the promotion of critical thinking skills among pupils in the context of primary education. The relevance of the outputs will also represent insights to beused for future research in this field as well as among several stakeholders (teachers, school principals, policy makers, researchers) involved in the innovative teaching methods for CT in primary education.

School burnout refers to exhaustion at school combined with a cynical and detached attitude towards school. It often precedes Early School Leave (ESL), which has great impact on the socioeconomic situation of a person. Numerous local programs exist to deal with school burnout and prevent ESL, but they are all very labor-intensive. To come to a less labor-intensive solution, we proposed an ICT solution. The goal was to create an engaging software environment that youngsters would use voluntarily and that could re-engage them in learning. We developed a so-called playful digital environment, called TICKLE. It allows youngsters to collect digital cards by performing associated challenges in their surroundings. The challenges are small activities intended to reactivate the youngster for learning. Persuasive principles and gamification are used to motivate the youngsters to use the tool. In this paper, we discuss the design decisions that have been taken as well as the main components of the tool.

The present Gap Analysis provides an assessment of the current educational practices in primary education. It was not conceived as a exhaustive and forensic educational study to assess all governmental educational bodies and schools across the country. Instead, the present report should be seen as a tool that enables policy makers to plan structural and sustainable adjustments to current educational policies and resulting in possible short-term and long-term school and teaching practices.

The present paper, describes an educational experience with the goal of developing a proposal for the didactic planning of Computational Physics course (CP), using the Flipped Classroom (FC) method, supported by active learning to promote meaningful learning in physics students of Physics bachelor program at University of Sonora. FC is an innovative educational strategy that emerges in 2007 and within its principles establishes that, mainly, learning is centered on the student and that there are activities that they do outside the classroom and others within it, to the teacher, it is not clear how to carry them out. Due to the above, the question arises as whether if this method facilitates the learning of physics in students who study the subject of computational physics, seeking to carry out the teaching-learning process in a non-traditional way. Then, a 5-step guide has been developed, which involves the proposal for the flipped classroom Method and was implemented in a physics course during two semesters 2016-2 and 2017-1. The students, who passed this subject in both periods, evaluated this experience and the result shows the achievement course learning objective as well as that FC method facilitates the learning of physics.

Student integration into the academic community is a primary condition for student success and achievement. This research explores the potential enhancements of supportive activities and key peer facilitator traits to maximize social and academic integration of first year university students. Focus group interviews (n=16) were conducted with first-year students (n=93) coming directly from secondary school. Using Appreciative Inquiry, participants indicate that current informally organized support activities in a university environment during the first semester of the academic year are highly desirable (e.g. welcome activities, extra-curricular activities, co-curricular activities). The need for support in social integration in the beginning of the year and the need for support in academic integration at the end of the first semester clearly arise out of this study. When addressing some specific criteria related to the objectives, form and design, this paper suggests that peer-assisted support activities are particularly useful in increasing sustainable informal peer support and integration among students. This article aims to prompt further discussion on the potential, value and purpose of department-specific structural peer assisted support and peer learning approaches for integration of first year university students.

Problem Statement: As compulsory part of education program, Indonesian preservice teachers have to do a year’s training remotely. To date, research into transformative learning benefits of remote teacher training is scarce. Research Questions: How do preservice teachers experience remote training as part of their compulsory teacher education program, more specifically, how school children’s problems in remote areas trigger preservice teachers’ transformative learning? Purpose of the Study: The aim of the study was to investigate (1) preservice teachers’ teaching transformative learning experiences in remote areas, and (2) school children’s problems in stimulating preservice teachers’ transformative learning process. Research Methods: This study used a qualitative approach by conducting in-depth interviews with 41 teachers from three universities in Indonesia following a preservice teacher education program. After spending one year of their training in a remote Indonesian area, they were questioned about their teaching experiences gained during that specific training period. The data were analysed using NVIVO 11. Findings: The findings showed that preservice teachers experienced transformative learning outcomes while teaching remotely. School children’s lack of study motivation and their low ability to understand the lesson triggered preservice teachers to engage in a transformational learning process through which their resilience improved. Conclusions: Preservice teachers perceive school children’s problems in remote areas rather an opportunity than a threat. The transformative learning framework of this study assists in explaining successes for their resilience improvement. Becoming resilient can encourage teacher to stay longer in teaching profession. Therefore, teacher education programs can consider teaching in remote areas as a valuable contribution to their professional development.

This paper presents an educational experience for a computational physics course taught at university level where, flipped classroom method is used and includes a synergy between Fink’s model, the 4MAT system, and formative assessment. This process of educational innovation aims to lead students to active learning; therefore, all activities during the course are designed according to: characteristics of the discipline studied, curricular requirements in students; learning styles, attitudes, previous knowledge, among others. Those aspects allow us to determine what is discussed in the classroom and which strategy to use; the research should be done by students, and how to supervise it. It is expected that students during the course: participate actively in sessions at school as well as thru social networks, reach course learning goals, develop specific skills, transfer course knowledge to others and interact with the online system where course contents are located.

tMAIL (teacher Mobile Application for Innovative Learning), a European project co-funded by Erasmus+, developed and tested a mobile application and monitoring platforms supporting policy, teacher education, and primary school teachers in implementing innovative practices, more specifically, classroom practices that stimulate students’ self-regulated learning. There is a large body of evidence on the importance of self-regulated learning, due to its positive impact on student success within and outside schools. Still, the evidence-based support for these essential learning-to-learn skills remains to be fully integrated within primary school practices. Different barriers exist, from policy, teacher education to teacher level. tMAIL addresses the needs of these different target groups through the development​ ​of​ ​three​ ​major​ ​products. One of the main outcomes of the project is the tMAIL app. It is a ​free mobile application for primary education teachers to train them in self-regulated learning theory andpractice. It is available on Android and iOS systems and it is available in different languages. It is based in the latest scientific research about the topic and it includes personalized and responsive analytics. The app can be used individually. Nevertheless, to enhance learning and classroom implementation it is better to use it in collaboration with other teachers and, if possible, a teacher educator. Since the app collects information about the interests, beliefs, answers and learning units completed by the individual users, it is​ ​accompanied​ ​by​ ​​two​ ​platforms​​ ​available​ ​to​ ​teacher​ ​educators​ ​and​ ​policy​ ​makers. The tMAIL model and products have been tested in Belgium, UK, and Spain. Results provide an answer to​ ​the​ ​following​ ​two​ ​questions: ● How does the tMAIL model support the implementation of self-regulated learning in European primary​ ​school​ ​practice? ● How does the tMAIL model support policy and innovate European wide mainstreaming of educational​ ​innovation? The tMAIL model proved promising to support Europe to innovate educational policy, and to mainstream​ ​innovative​ ​practices​ ​across​ ​a​ ​wide​ ​range​ ​of​ ​educational​ ​systems​ ​and​ ​contexts.

The Pilot Report describes in detail how we tested the tMAIL deliverables in practice. The current document therefore: - briefly summarises the overall objective of the tMAIL project - describes the pilot objectives, approach, and design - shows how the tMAIL training was implemented in the three pilot countries - explains the methodology used to analyse the pilot data - shows the quantitative and qualitative results of the pilot study - presents the pilot study’s conclusions - includes (attachments) the different materials and instruments used to implement the pilots and collect the data

tMAIL (teacher Mobile Application for Innovative Learning), a European project co-funded by Erasmus+, developed and tested a mobile application and monitoring platforms supporting policy, teacher education, and primary school teachers in implementing innovative practices, more specifically, classroom practices that stimulate students’ self-regulated learning. There is a large body of evidence on the importance of self-regulated learning, due to its positive impact on student success within and outside schools. Still, the evidence-based support for these essential learning-to-learn skills remains to be fully integrated within primary school practices. Different barriers exist, from policy, teacher education to teacher level. tMAIL addresses the needs of these different target groups through the development​ ​of​ ​three​ ​major​ ​products. One of the main outcomes of the project is the tMAIL app. It is a ​free mobile application for primary education teachers to train them in self-regulated learning theory andpractice. It is available on Android and iOS systems and it is available in different languages. It is based on the latest scientific research about the topic and it includes personalized and responsive analytics. The app can be used individually. Nevertheless, to enhance learning and classroom implementation it is better to use it in collaboration with other teachers and, if possible, a teacher educator. Since the app collects information about the interests, beliefs, answers and learning units completed by the individual users, it is accompanied by ​two platforms​​ ​available​ ​to​ ​teacher​ ​educators​ ​and​ ​policy​ ​makers. The tMAIL model and products have been tested in Belgium, UK, and Spain. Results provide an answer to the​ ​following​ ​two​ ​questions: ● How does the tMAIL model support the implementation of self-regulated learning in European primary​ ​school​ ​practice? ● How does the tMAIL model support policy and innovate European wide mainstreaming of educational​ ​innovation? The tMAIL model proved promising to support Europe to innovate educational policy, and to mainstream innovative​ ​practices​ ​across​ ​a​ ​wide​ ​range​ ​of​ ​educational​ ​systems​ ​and​ ​contexts.

nrpages: 370 status: published

Regardless of the large body of evidence on the importance of self-regulated learning (SRL), it is not yet fully integrated within primary education. The t-MAIL project, co-funded by the European Union, aims to develop and test a mobile application supporting the implementation of classroom practices that stimulate students' SRL. The mobile app will collect data on teacher and student learning, and the teaching practice. As SRL is best measured in context, and teachers need to have the capacity to assess pupils' SRL, the mobile app integrates innovative learning assessment methods. For example, the app might enable teachers to upload short videos of classroom practices aimed at fostering students' SRL skills. The teacher could then code particular video sequences with labels identifying specific SRL fostering actions. Eventually, these materials can be discussed between different stakeholders (e.g., peers and teacher educators) by means of F2F or virtual collaboration. The data will be analysed through learning analytics with the aim of (1) providing instant feedback to teachers, (2) allowing teacher educators to personalise teacher training, and (3) enabling evidence-based policy making for education. The app is currently being developed and will be piloted in three European countries (early 2017). The conference would be a great opportunity (1) to discuss the way the app will assess teacher and student learning and analyse the collected data for the different stakeholders (including researchers), and (2) to consider interesting learning assessment tools for future inclusion.

Self-regulated learning (SRL) is increasingly emphasized in educational policy due to its importance in and outside the classroom (Dumont, Istance, & Benavides, 2010). Self-regulated learners refers to autonomous, reflective and efficient learners with (meta)cognitive abilities as well as motivational beliefs and attitudes to understand, monitor and direct their own learning (Wolters, 2003, p.189). Several studies show the positive impact on academic success when being actively engaged in the own learning process (e.g., Boekaerts, 1999; Zuffianò et al., 2013). From a sociocultural perspective, the development of self-regulated learning takes place in a social environment where meaningful interactions occur with more experienced partners (Bandura, 1997). Besides teachers and students’ peers, parents play a central role in children’s live (Cheung & Pomerantz, 2012). Several studies (e.g., Cheung & Pomerantz, 2012; Hill & Tyson, 2009; Pino-Pasternak & Whitebread, 2010) have revealed that parental involvement in learning (e.g., discussing children’s schoolwork and attending parent–teacher conferences) facilitates children’s learning and ultimately their achievement. Also, some authors stress parents’ positive influence in the development of children’s SRL (Pino-Pasternak & Whitebread (2010); Zimmerman (2002); Zuffianò et al., 2013). They claim that self-regulatory beliefs and processes can be learned from instruction and modelling by children’s own parents. Pino-Pasternak and Whitebread’s theoretical model (2010) is based on a systematic review exploring the relationships between parent behaviours and elementary school children’s SRL. This model identifies three parenting dimensions (challenge, autonomy and contingency) and six parenting behaviours (metacognitive talk, active participation, understanding of control, shifts in responsibility, emotional responsiveness and contingent instructional scaffolds), which are differentially related to SRL. These parenting dimensions and behaviours are in line with effective factors and practices in fostering students’ SRL: (1) explicit instruction, (2) gradual transitions from external regulation (by a tutor) to self-regulation (by the student) through scaffolded interactions; (3) encouraging metacognitive talk, (4) and an emotionally supportive environment (Perry, 1998). Despite the positive effects of parental involvement on students’ SRL, only limited research has been conducted so far (Pino-Pasternak & Whitebread, 2010). Especially when considering parental involvement during secondary education (Hill & Tyson, 2009) which is possibly related to the reducing time and type of home-based involvement (Seginer, 2006). The study’s main aim therefore is to explore the relationship between parental involvement in the first years of secondary education and students’ self-regulated learning in combination with their study results.

Het huidige voorstel kadert binnen een Europees project (11/2015-10/2017) dat een mobiele applicatie wenst te ontwikkelen dat gepersonaliseerde leertrajecten aanbiedt aan leerkrachten. De mobiele applicatie ondersteunt het leren van leerkrachten in de klaspraktijk en kan gebruikt worden in de initiële lerarenopleiding alsook tijdens professionaliseringstrajecten. Bovendien is het de bedoeling dat de applicatie gebruikt kan worden zonder én in combinatie met face-to-face begeleiding van lerarenopleiders. De mobiele applicatie verzamelt op verschillende manieren informatie omtrent de persoonlijke situatie, het leerproces, en de klaspraktijk van de leerkracht, alsook omtrent de leervooruitgang van zijn leerlingen. Deze informatie wordt vervolgens geanalyseerd (via learning analytics en semantics) en terug gekoppeld naar leerkrachten, lerarenopleiders en beleidsmakers zodat zij hun praktijk verder kunnen optimaliseren. Via de werkvorm ‘ontwikkelplan’ wensen we het concept van de mobiele applicatie ter discussie voor te leggen. We willen de percepties en noden van lerarenopleiders in kaart brengen omtrent het gebruik van mobiele applicaties in professionaliseringstrajecten. Hoe staan zij tegenover het gebruik van (mobiele) technologie? Welke sterktes en valkuilen detecteren zij? Wat zijn voorwaarden opdat een dergelijk ontwikkelplan zou kunnen werken in de praktijk?, Het huidige voorstel kadert binnen een Europees project (11/2015-10/2017) dat een mobiele applicatie wenst te ontwikkelen dat gepersonaliseerde leertrajecten aanbiedt aan leerkrachten. De mobiele applicatie ondersteunt het leren van leerkrachten in de klaspraktijk en kan gebruikt worden in de initiële lerarenopleiding alsook tijdens professionaliseringstrajecten. Bovendien is het de bedoeling dat de applicatie gebruikt kan worden zonder én in combinatie met face-to-face begeleiding van lerarenopleiders. De mobiele applicatie verzamelt op verschillende manieren informatie omtrent de persoonlijke situatie, het leerproces, en de klaspraktijk van de leerkracht, alsook omtrent de leervooruitgang van zijn leerlingen. Deze informatie wordt vervolgens geanalyseerd (via learning analytics en semantics) en terug gekoppeld naar leerkrachten, lerarenopleiders en beleidsmakers zodat zij hun praktijk verder kunnen optimaliseren. Via de werkvorm ‘ontwikkelplan’ wensen we het concept van de mobiele applicatie ter discussie voor te leggen. We willen de percepties en noden van lerarenopleiders in kaart brengen omtrent het gebruik van mobiele applicaties in professionaliseringstrajecten. Hoe staan zij tegenover het gebruik van (mobiele) technologie? Welke sterktes en valkuilen detecteren zij? Wat zijn voorwaarden opdat een dergelijk ontwikkelplan zou kunnen werken in de praktijk? Bovendien lanceren we een oproep om geïnteresseerde lerarenopleiders reeds vroeg in het ontwikkelproces en het Europese project te betrekken.

nrpages: 69 status: published

In order to design a mobile application and teacher-training course that effectively addresses the needs and interests of all stakeholders, the project envisaged 4 preparatory objectives and associated activities: Objective 1: to build a strong theoretical framework defining key elements of effective (mobile) teacher learning in order to design the mobile teacher training application according to most recent scientific insights and breakthroughs. Objective 2: To map target groups’ needs, concerns and expectations concerning effective mobile teacher learning, including primary school teachers, teacher educators, and educational policy in pilot countries. Objective 3: To collect existing teacher training course material and designs that focus on the support for students’ self-regulation learning strategies Objective 4: To map educational policy concerning the inclusion of self-regulation strategies in primary education in each of the pilot countries These preparatory activities ensure that the mobile application is built on the insights of most recent scientific knowledge (objective 1) and target groups’ perceptions concerning the use of mobile applications and learning analytics (objective 2). In addition, the collection of existent empirically tested teacher training material (objective 3) and current educational policies that support students’ self-regulated learning (objective 4) will provide input for the mobile teacher training course on self- regulated learning. The current document presents the outcomes of activities carried out in order to reach objective 2 which are summarized in a Stakeholder Report (D3.2). Therefore, the document reports the results of the stakeholder inquiry and formulates recommendations on the incorporation of stakeholders’ views in the development of the mobile training course (D3.2.)

nrpages: 74 status: published

Small Group Discussion Game is a learning game designed during one of the MIT EdTechX courses and further developed, implemented and examined in a university classroom.