iTEC (Innovative Technologies for an Engaging Classroom) is a four year, large-scale project that takes an informed look at the potential classroom of the future.
Starting in September 2010, iTEC will bring together policy makers, researchers, technology suppliers, other technology-enhanced learning experts and innovative teachers in order to design and build scalable learning and teaching scenarios for the future classroom with recognition of the realities of pace of the educational reform process. Rigorous testing of these future classroom scenarios in large-scale pilots will then be carried out in order to significantly increase the possibility that innovation can be mainstreamed and taken to scale when the project ends.
With 27 project partners, including 14 Ministries of Education (MoE), and funding from the European Commission of 9.45 million Euros, iTEC will provide a model describing how the deployment of technology in support of innovative teaching and learning activities can move beyond small scale pilots and become embedded in all Europe's schools. The strategic nature of the project is underlined by the fact that the iTEC piloting in >1,000 classrooms in 12 countries is by some margin the largest pan-European validation of ICT in schools yet undertaken.
The aim of this article is to discuss some of the challenges and possibilities that librarians may face when engaging in faculty-library collaboration. The main objective is to present findings from two case studies of embedded librarianship at Gjøvik University College (GUC) and to compare these findings with results from a literature review. The literature review is concentrated around collaboration challenges, a possible role-expansion for librarians, team-teaching and assessment of information skills courses. Another objective is to present two pedagogical approaches that are in use at GUC; the tutor approach and the team-teaching approach. Findings from the case studies suggest that faculty staff were impressed with the librarian’s knowledge and they quickly became comfortable with team-teaching and/or leaving the librarian in charge of the students. However there were concerns from both the teacher and librarian about the time-consuming nature of collaborative work. This paper contributes to the literature through a literature review, two case studies and teaching approaches that highlight factors leading to success when collaborating with faculty.
Working in partnership with students is a sophisticated and effective way of developing student engagement and enhancing learning and teaching. Partnership with students is a central theme of the HEA’s work and cuts across our other key areas of assessment, employability, flexible pedagogies and retention and success. That's why we provide a range of tools and guidance to support student partnership development.
Article investigating roles played by young siblings close in age in each others’ literacy development arguing for a unique reciprocity in learning between older and younger child.
Looking at how teaching and learning needs to become more advance in terms of technology. We need to be addressing and creating our lessons using the technology that is readily available to us and that our students are using on a regular basis.
Fun site with links to articles on many learning theories including Piaget, Constructivism, Behavioralism, Brain Based Learning, Social Cognition, Emotional Inteligence, Social Learning Theory, and more.
B-2, Reading_2, Unit 1, Vygotsky, L.S. (1994 [1978]) ‘Interaction between learning and development’ in Stierer, B. and Maybin, J., (eds) Language, Literacy and Learning in Educational Practice, Clevedon, Multilingual Matters Limited.
Design patterns make hidden knowledge explicit and shareable. They are a tool to communicate practical educational strategies. Our first batch of patterns are solutions we've tried and tested as part of the CLaS project. They cover topics including: creating self-paced modules, teaching design thinking online, object-based learning at scale, running a live Q&A online and scheduling tutorials all in a day. Each pattern includes examples of how they were implemented in a specific context in a unit of study.
Something new is clicking on campus at UCI, flipping traditional teaching on its ... Multiple campus units have contributed to the Anteater Learning Pavilion (ALP) and this website.
Get inspiration for your own teaching by getting to know tried and tested teaching-learning scenarios from other teachers!
Find patterns that are specific to your teaching context by searching or using the filters.
Benefit from proven practical knowledge: Each pattern is systematically structured and has gone through a review process.
A. Savoy, R. Proctor, und G. Salvendy. Computers & Education, 52 (4):
858-867(May 2009)The benefit of PowerPoint™ is continuously debated, but both supporters and detractors have insufficient empirical evidence. Its use in university lectures has influenced investigations of PowerPoint’s effects on student performance (e.g., overall quiz....
M. Källkvist, S. Gomez, H. Andersson, und D. Lush. The Internet and Higher Education, 12 (1):
35-44(January 2009)The purpose of this study was to create and evaluate personalised virtual learning spaces (PVLSs) in a course that was previously delivered face-to-face only. The study addressed three related questions: (1) Can a PVLS successfully be introduced into a....
M. Yerushalmy, und B. Shternberg. Beyond constructivism: A model and modeling perspective on teaching,learning, and problem solving in mathematics education, Lawrence Album, Mahwah, NJ, (in press)