A GUIDEBOOK TOOL FOR LEARNING SCENARIOS DESIGN IN INITIAL TEACHER EDUCATION
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This document outlines a guidebook for designing learning scenarios in initial teacher education. It discusses the TEL@FTELAB project which aims to support pre-service teachers in developing technology-enhanced learning scenarios. The guidebook takes teachers through a 4-phase process for designing, implementing, and evaluating learning scenarios which incorporate 21st century skills. Currently, the guidebook is being used and tested by pre-service teachers in Portugal who are developing learning scenarios and implementing them in secondary schools. The goal is to continuously improve the guidebook and make an English version available online to support teachers internationally.
A GUIDEBOOK TOOL FOR LEARNING SCENARIOS DESIGN IN INITIAL TEACHER EDUCATION
- 1. A GUIDEBOOK TOOL FOR LEARNING SCENARIOS DESIGN IN INITIAL TEACHER EDUCATION ftelab.ie.ulisboa.pt
- 2. Agenda 1. TEL@FTELAB Project 2. Context and Background 3. Learning Scenarios Design 4. Learning Scenarios Guidebook 5. Learning Scenarios Video cases 6. Final remarks ftelab.ie.ulisboa.pt
- 4. ftelab.ie.ulisboa.pt #Technology Enhanced Learning #(future)Learning Spaces #Initial Teacher Education #Learning Scenarios #21st Century Skills #TPACK framework
- 6. ftelab.ie.ulisboa.pt Lisbon University : 15 Master in Teaching Institute of Education • Visual Arts • Biology and Geology • Economics and Accounting • Philosophy • Physics and Chemistry • History and Geography • Informatics ( Computer Science) • Mathematics • English and German • English and Spanish • English and French • Portuguese and German • Portuguese and Spanish • Portuguese and Classical Languages • Portuguese and French
- 7. ftelab.ie.ulisboa.pt 3 years Degree in Computer Science Informatics = 120 ECTS 2 years Master in Teaching Computer Science = 120 ECTS Teaching for 2 months in a real class Year 1 Year 3Year 2 Programming, Architecture of Computational Systems, Algorithms and Data Structure, Graphic Computation, OS, Introduction to AI, HCI, Critical Thinking, … Education Didactics CS Research methods … Professional Practice Year 5Year 4 Discussion of the Report Model for Initial Teacher Education program at University of Lisbon Example of Master in Teaching Informatics
- 8. ftelab.ie.ulisboa.pt Model for Initial Teacher Education program at University of Lisbon Example of Master in Teaching Informatics 2 years Master in Teaching Computer Science = 120 ECTS Teaching for 2 months in a real class Year 5Year 4 Discussion of the Report Education Didactics CS Research methods … Professional Practice
- 9. ftelab.ie.ulisboa.pt Student implements the scenario in a real class (at a secondary school) Student and supervisor prepare the learning scenario (at FTE Lab) Student prepares a final analytic report under supervision and defends it in a public session January/February March / April / May / June. / July Data collectionData collection Data analysis Apllication of instruments Video for dissemination video cases
- 11. Learning Scenarios Design scenarios has been used in many areas as a way to think about future, anticipating problems and predicting solutions to those problems. Matos (2010) define learning scenario concept as ‘a hypothetical situation of teaching-learning (purely imagined or with real substrate, widely changeable) composed of a set of elements that (i) describes the context in which learning takes place, and (ii) the environment in which learning happens’ (p.3). Clark (2009) defines scenario-based learning as an instructional environment in which participants solve carefully constructed, authentic job tasks or problems. TEL@FTELab project adopts idea of learning scenario as key to planning teaching activities in technology enhanced learning spaces. ftelab.ie.ulisboa.pt
- 12. Why Learning Scenarios ftelab.ie.ulisboa.pt to stimulate change in habits of thinking and representing situations in education and training to develop competency that favour creative ways of dealing with uncertainty and to anticipate the effects and impacts of actions both at short and long term to create contexts and practices that favour learning (assuming learning and an integral part of social practice)
- 13. Learning Scenarios ftelab.ie.ulisboa.pt Principles and Characteristics
- 14. Learning Scenarios - Structuring Elements ftelab.ie.ulisboa.pt Organizational design of the contextual elements of the environment (including rules, conceptions and material artefacts) Roles and actors (responsibilities, ways of organizing the collective, ways of interaction and communication) Architecture of action and structure of the activity (teleological design of the scenario including script, working strategies, proposals) Reflection and regulation design (processes of reification of the material learned, monitoring of the development of actors and of the context, critical evaluation, products)
- 16. Learning Scenarios – 4 Phases ftelab.ie.ulisboa.pt
- 18. Learning Scenarios – Video cases ftelab.ie.ulisboa.pt
- 19. Final Remarks ftelab.ie.ulisboa.pt In the current scholar year, the students teachers are using this tool to support the development of learning scenarios (e.g. informatics, biology, mathematics and economics contents) to be implemented in a secondary school. At the end of each implementation a set of video case will be produced for dissemination; it includes a detailed description of the learning scenario as well as testimonials of the student teacher, supervisor, in- service teacher and pupils involved.
- 20. Final Remarks ftelab.ie.ulisboa.pt The Guidebook is in continuous improvement process considering the inputs of the implementation cycles and analysis. Its expected that in few months a English version will be available online. At the end of project in 2019, it is expected that a powerful tool will be available to support teachers who are willing to adopt the learning scenarios approach in their classes or educational practices and contexts.
Editor's Notes
- #2: Thanks! Good morning to everyone. My name is João and I’m from Institute of Education of University of Lisbon. The work i will presente to you was developed by Ana and Abel, our colegue João Filipe and my self. And is entitled “A GUIDEBOOK TOOL FOR LEARNING SCENARIOS DESIGN IN INITIAL TEACHER EDUCATION”
- #3: This is our agenda for this presentation. In few minutes i will try cover all this points. TEL@FTELab project was already presented to you by my colegue Ana and I will move foward this point. Some context and Background about the initial Teacher training in University of Lisbon and the training model. Some ideas about learning scenarios concept and characteristics and principles Learning Scenarios Guidebook and Video cases At the end i will talk about final remarks and next steps.
- #5: The tool i will present to you, the guidebook for Teachers about learning scenarios design was developd under the scope of TEL@FTELab project as one of the products of the project. The project take the powerful ideas of technology Enhanced Learning, Future Learning Spaces design, Initial Teacher Education as powerful space to improve the change needs in education and to create and test new methodological aproaches in teaching and learning. Taking this ideas we use Learning Scenarios as a way to plan learning activities and the 21st century skills. The project use the TPACK framework as a tool to support the integration of digital technologies in the classrooms.
- #7: The Institute of Education are responsible of almost of totality onf initial Teacher training courses in University of Lisbon in collaboration with others faculties and institutes of University of Lisbon ( Faculty of Sciences, Faculty of Arts, Institute of Geography…) Now there are 15 courses running in the Institute of Education.
- #8: The Model of Initial Teacher Training Education programs in University of Lisbon was designed to training future basic and secondary teachers ( K10 – K18). Firstly the students have a 3 year degree in one scientific area ( Mathematics, Informatics, Biology….) and they learn about core subjects ( example: Programming, Architecture of Computational Systems, Algorithms and Data Structure, Graphic Computation, OS, Introduction to AI, HCI, Critical Thinking,). This degree are attended in a faculty of science or informatic. After that the students decide of kind of master course they want to attend. For example, a computer science master ( to have a computer science career) or a Master in Teaching Informatics ( to be a informatics Teacher in basic and secondary education). This courses are a 2 years training programs.
- #9: In this 2 years masters in initial teacher training at institute of education the students teachers learn about pedagogy, didactics, education, and start a supervised professional practice in real classes. In the year five students will teaching for 2 months in a real school class and at the end they produce a final report to be discussed with a jury in public session.
- #10: The learning scenarios in students supervised professional practices. Present the picture!
- #12: Read the slide!
- #13: Read the slide
- #14: Innovation - a scenario should demonstrate possible innovative activities and not provide prescriptive plans to teachers. Transformation - a scenario should encourage teachers to experiment with changes in their pedagogical practices of teaching and assessment methods an transformative educational experiences with success. Foresight - a scenario should be considered as a planning tool used to think on innovative ways of looking ahead and making appropriate decisions regarding uncertain conditions. Imagination - a scenario should always be a source of inspiration and nurturing the creativity of the teacher. Adaptability - a scenario should not be presented in a rigid way. It is up to the teachers to adapt it to their objectives and the characteristics of their students. Flexibility - A scenario should provide options targeting different learning styles and individual teaching styles. Amplitude - a scenario must be constructed to have a greater or lesser extent. The actors' role may be confined only to the level of operations and actions or intended to be active participants in the entire activity system. Scenarios may include multidisciplinary projects to be worked on by students over extended periods of time. Collaboration - a scenario may contain elements to the accomplishment of collaborative activities (synchronous and asynchronous), including technological tools that facilitate sharing and collaborative construction of objects.
- #15: Ler o slide….
- #17: The guidebook is an online tool to support the learning scenarios design and is organized in four dimension based on the design and implementation process. A brief description of the guidebook’s objectives, the concept of learning scenarios, and a set of resources about their design are presented. In a specific menu a set of examples of leaning scenarios developed in various subject areas are available for download. For each dimension or Phase an explantion about phase, objectives, needs and forms of work are presented and a set of digital apps and tools are suggested to support the work in each phase.
- #18: Rapid view of GuideBook
- #19: Rápid view of Video cases There are also four video cases examples developed in first cycle of piloting. A video case example consists of a learning scenario description and presentation (in video animation), a set of metadata (e.g., school, students, topic, subject, student teacher and supervisor), a full and short version of scenario for download and a set of participants’ testimonials
- #20: Read the slide Finaly as final remarks.
- #21: Read the slide
- #22: To finish you can see our channels where you can find more information about the projec and all the products. Thank you for your attention.