ANNEX 5 - ea€¦ · Web view2nd Project management meeting, Espoo-Finland, June 2005. 3rd Project management meeting, Athens-Greece, October 2005. The working group core partners

PEDAGOGICAL JUSTIFICATION AND DESCRIPTION OF GROUPS - NEMED

ANNEX 3

Description and pedagogical justification of work groups

EDITOR: UNIVERSITY OF AEGEAN, Page 1 of 49

PEDAGOGICAL JUSTIFICATION AND DESCRIPTION OF GROUPS - NEMED

CONTENTSCONTENTS..........................................................................................................................2UNIVERSITY OF AEGEAN, Group 1, ICT and Multigrade Schools..........................................3Technical UNIVERSITY OF BUCHAREST Group 2: Multigrade Classroom Management........7ELLINOGERMANIKI AGOGI Group 3: Links with local society.............................................15UNIVERSITY OF LISBON Group 4: Learning Modes............................................................18UNIVERSITY OF BARCELONA, Group 5: Educational Resources.........................................31UNIVERSITY OF AEGEAN, Group 6: Multigrade Schools and Policies.................................32EVALUATION.....................................................................................................................34DISSEMINATION................................................................................................................42


PEDAGOGICAL JUSTIFICATION AND DESCRIPTION OF GROUPS – NEMEDGROUP 1, University of Aegean, ICT AND MULTIGRADE SCHOOLS

UNIVERSITY OF AEGEAN, Group 1, ICT and Multigrade Schools

GROUP1 ICT and MULTIGRADE SCHOOL University of Aegean LEADING THE GROUP

Participating: University of Eotvos Lorand, University of Barcelona, Chydenius Institute

A b a c k g r o u n d s t a t e m e n t : w h y t h e s u b j e c t o f t h i s g r o u p i s o f i n -t e r e s t t o m u l t i g r a d e e d u c a t i o n ?

NEMED project is focalized in multigrade schools and the development of a multigrade schools’ network which will allow partner schools to communicate, get training and up-load material from NEMED platform. Since NEMED was divided into six separate working groups of research and training material development, ICT group is this group that aims to research all current possible ways of ICT enrollment in education and especially multi-grade education. ICT group also aims to tabulate and classify ICT multiple role in educa-tion, to develop suggested guidelines, best practices and best case scenario for ICT ex-ploitation in multigrade teaching and learning.

ICT can be the answer in many multigrade schooling problems. One of the most important obstacles a multigrade teacher faces is the pressure and lack of teaching time: while he/she addresses his/her teaching to a specific students’ age group. The rest present age groups remain unaddressed and involved in silent tasks. This time can be deteriorated into “dead” time for the students, unless teacher has achieved a high pre-organization of these silent tasks. ICT can respond to that problem with a very sufficient way. ICT can provide all the necessary means and tools to the teacher so that dead time is shrunk and learning time is increased for all students. Self learning educa-tional e-material can be adequately developed to support multigrade learning. E- Educa-tional material can be in many different forms: can be a CDrom, an educational website, original e-material developed by teacher him/herself and uploaded on a server so that it will be accessed vie internet, original e material developed by teacher him/herself and uploaded on a local PC so that it will be accessed via intranet, original educational mate-rial developed by students themselves. Also, a multigrade teacher is also often charged with the burden of administrative work. Especially for those types of multigrade schools that there is one teacher for all six grades, teacher is the headmaster of school having to deal with all consequent paper-work. Official correspondence consumes extra time from the already compressed time table. ICT can simplify administrative tasks and automatize routines so that time will be saved and added into teaching time. In multigrade schools there are regularly (in most countries) no special multigrade-cen - tered books. Multigrade students have to be taught with the conventional books of a



monograde school, which were designed for different class type. ICT can provide tools for developing especially multigrade-centered designed educational material. ICT can pro-vide web access to that uploaded material and permit exchange between people who are interested.Multigrade schools are regularly in isolated areas, which outcomes that teachers can not easily move to get professional training. ICT can permit in situ training using ODL tech-niques and permitting to teachers having access to training procedures without leaving their school.Multigrade schools, due to geographical and social isolation, offer small access to cultural events, to information and to lifelong learning conditions. ICT can alter this situation offer-ing digital access to information, communication and lifelong learning, not only for the teachers but the total of local –and isolated- community. Due to this element of isolation, multigrade school’s communication with the rest educational community is hindered. ICT can facilitate communication providing a wide range of communicational tools: video-conference software, websites containing a forum, web sites providing a virtual library with exchangeable material can all facilitate dramatically the communication with other schools, nationally and internationally, with universities and other official institutions. That offers the chance to multigrade students and teachers to exchange brainstorming, ideas, suggested solutions, material and experiences.Before the ICT era in education, multigrade schools’ cooperation with national or interna - tional projects was critically encumbered, due to distance and communicational prob-lems. Now, ICT has simplified the pre-requirements. All willing schools can participate in projects having partners in all parts of the planet, exchanging material and information and ideas daily via internet, with no extra charge or delays.ICT NEMED group will develop a report recording and comparing the tendencies in ICT ex-ploitation of multigrade schooling internationally. But apart from it, ICT NEMED group will develop and suggest best case scenario for ICT exploitation in multigrade school environ-ment. NEMED School net will have access in that produced material via the NEMED plat-form. In that way school partners, and all interested parties, will be entitled to read, be in-formed and implement ICT techniques for multigrade school.

Theoretical study of the subject of each group

C o u l d b e t h e m a j o r p a r t o f t h e b a s i c t h e o r e t i c a l t e x t f o r t h e s p e -c i fi c t r a i n i n g m a t e r i a l

Enrollment of ICT in education constitutes a greatly wide issue, which is supported by an increasingly expanding theory. The basic lines of this theory are:

1. Pedagogical negative concerns (the new role of the teacher, ICT is a new demand-ing reality for the teacher requiring further skills. ICT creates a new, more com-petitive professional environment for the teacher since it increases the parameters of professional skis). It is important to mention here that an important majority of



teachers suffers from technophobia and what is really vital for the designers of policies concerning education and technology is the change of mentality, the per-suasion of teachers that ICT is an ally.

2. Pedagogical positive concerns (ICT is a reliable ally. Teaching can be transformed into multimedia teaching, educational material can be transformed into interactive educational software, traditional equipment can be ICT equipment, educational resources from encyclopedia can be internet resources, and traditional training can be On Distance training and so on.) What is now the aim of current research and theory makers is the definition of best practices and best case scenario.

3. Pre-requirements: equipment’s cost, equipment’s maintenance and updates, exis-tence of help desk service for the schools, ICT training, the problem of locating time for training, trainers, trainers’ fees, trainees’ compensation…

4. Definition of terms, a glossary of ICT essentials5. Notes about most commonly used WINDOWS software.6. Theory on best scenarios of ICT implementation in education in general and multi-

grade schools

Practical classrooms activities, based on the theory and teachers’ experience

T h e s e a r e t h e “ c l a s s r o o m r e s o u r c e s ” ( 4 a c t i v i t i e s / b e s t p r a c t i c e s s u c h a s c l a s s r o o m r e s o u r c e s , p r o j e c t s , a c t i o n s , s u g g e s t e d s c e -n a r i o s … .

ICT group aims to develop training material teaching teachers:

How to built ICT skills useful in teaching (email, internet, excel, word, windows office), how to develop original educational material (PowerPoint, front page, web design, JAVA programming, development of e-questionnaires, uploading of forms and questionnaires on a server…), and how to locate educational resources in internet. ICT group also aims to develop training material teaching students how to use simple, essential ICT skills ac-cording their age, so that they will be in position to develop some original material of their own, to communicate digitally, to locate and use internet information.

BEST CASE SCENARIOS: ICT group will develop guidelines about classroom P/C structure, P/C activities integrated in the curriculum, multimedia teaching for multigrade school, development, uploading and sharing original educational digital material

CLASSROOM RESOURCES: ICT group will develop guidelines about best internet use for locating educational material and it will provide a data basis of suggested web educa-tional platforms

PROJECTS: an interactive environment might be developed teaching pupils to use ICT essentials. An interactive environment might be developed teaching teachers how to de-



velop original material of their own.

ACTIONS: NEMED teachers’ can be encouraged to develop and share their own educa-tional original material.

Group work methodology

W a y s o f i n t e r a c t i o n w i t h s c h o o l n e t

Each school partner of the NEMED School net will have an access code to NEMED plat-form. In that way teachers will be entitled to both upload and download: downloading refers to material developed from ICT NEMED group and uploading refers to teachers’ possibility to upload in an ad hoc designed area of the platform for teachers’ input. Each NEMED institution partner will be responsible for guiding and supporting schools of NEMED net on a national basis.Before the development of ICT group’s material a teachers’ need analysis was conducted from the coordinator (using questionnaires sent to the total of 1teacher and 2 teacher multigrade schools of Greece). In that way the essential parameters of teachers’ needs were recorded and used as measures for the initial designing of ICT group’s material, so that needs and solution will be in immediate correlation. During the kick off meeting the criteria for partner schools selection were set and agreed. Number of teachers per school (so that multigrade term will be justified), ICT equipment, ICT use knowledge, internet connection and sufficient band width, knowledge of an inter-national language were some of the pre-requirements. An e- questionnaire was developed from all NEMED partners and will get its final digital form by university of Aegean to keep recording and shaping multigrade teacher’s profile on a constant, dynamic and internet-centered way. ICT NEMED group’s reports and materials will be mainly accessed without authentication procedures from all interested parties and not only NEMED partners. Restricted areas ac-cessed only with codes will be mainly referring to internal procedural discussions and in-structions. Educational platforms aiming in ICT training are so many, that in order to make NEMED’s platform competitive, free access is of decisive importance.


PEDAGOGICAL JUSTIFICATION AND DESCRIPTION OF GROUPS – NEMEDGROUP 2,Techn. University of Bucharest, MULTIGRADE CLASSROOM

MANAGEMENT

Technical UNIVERSITY OF BUCHAREST Group 2: Multigrade Classroom Management

Group 2: Multigrade Classroom Management, Technical University of BUCHAREST LEADING THE GROUP

Participating: University of Aegean, University of Cyprus, Ellinogermaniki Agogi

GROUP 2: Multigrade classroom management

2.1 Theoretical background2.1.1 IntroductionThe multigrade classroom is labor intensive and requires more planning, collaboration, and professional development than the conventional graded classroom (Cushman, 1993; Gaustad, 1992; Miller, 1996). Sufficient planning time must be available to meet the needs of both teacher and students. Insufficient planning, staff development, materials, support, and assessment procedures will have an impact on the success of the multigrade program.Despite these constraints, there are special advantages to multigrade classrooms. Flexible schedules can be implemented and unique programs developed to meet students’ individual and group interests and needs. Combined classrooms also offer ample opportunity for students to become resourceful and independent learners. The multigrade rural classroom is usually less formal than the single-grade urban or suburban classroom.Because of the small class size, friendly relationships based on understanding and respect develop naturally between the students and the teacher. In this setting, students become well-known by their teacher and a family atmosphere often develops. However, many teachers, administrators, and parents continue to wonder whether multigrade organization has negative effects on student performance. For most rural educators, multigrade instruction is not an experiment or a new educational trend, but a forceful reality based on economic and geographic necessity.

2.1.2 Classroom management strategiesManaging the multigrade classroom is an essential element in successful instruction and requires good organizational ability and consistency. Students come into the classroom expecting the teacher to give them guidance and direction about rules and procedures and how the classroom is organized for instructional use. Having a uniform and predictable set of rules and procedures simplifies the task of being successful. Having clear and efficient routines makes classroom life run smoothly. Because there could be many different levels in a multigrade classroom, the need for clear, consistent rules and procedures is even more critical than in traditional, single-grade classrooms.A literature review conducted by Wang, Haertel, and Walberg (1993) found that classroom management had the largest effect on student achievement (Marzano, 2003). There seem to be a few sound classroom management strategies that can be followed to help create an effectively managed classroom, with the aim of successful pupils’ instruction:Be Prepared

If you are getting a new class of students, try to learn their names and a little bit about them before school starts.



MANAGEMENT Establish three or four classroom rules with the students. They are more apt to

follow them if they have helped develop them. Establish procedures Be consistent when enforcing rules and procedures. Explain to the students what is expected of them.

Be Planned When planning your day, provide as much detail as possible. Ensure that you have enough work and activities planned for the day. Begin

teaching at the beginning of the class and stop when the class is finished. Down time at the beginning and end of class often adds to discipline problems.

Vary the activities throughout the lesson. Allow some time for teacher instruction followed by activity time.

Be Organized Assign each student a number at the beginning of the year to help keep track

of books and assignments. Have a large envelope on the bulletin board to place extra copies of

assignments. If any students are absent, missed assignments can be easily accessed.

Have a specific spot for students to hand in and get back assignments. Paper trays or decorated paper box lids work well. Labeling them as “In Box” and “Out Box” often works well.

Keep important information and papers in a binder that can be easily accessed.

Mark and return student work promptly.Effective teachers have been consistently observed by researchers to engage in three distinct phases of classroom management and discipline:

planning before school begins, implementing plans, and maintenance (Emmer, 1987).

i) Preparing for the beginning of schoolEffective teachers make their expectations explicit through clear rules and procedures that are consistently taught and enforced. The first few weeks of school are used to establish these expectations. Therefore, early planning and preparation before school begins is critical for starting the school year right. Before the students arrive, the teacher must develop a vision of classroom life: how students will behave and relate to one another, where they will work, how resources will be organized, and other important classroom considerations. During these phase, teachers focus on planning the arrangement of the classroom, organizing supplies and materials, and planning instructional activities for the first few days of school.Key areas for teacher attention:

Arranging the classroom Identifying expectations for behavior Planning consequences (rewards….) Student participation

ii) Beginning the school year:During this phase, the teacher seeks to put into practice plans that have been developed prior to the start of school. This is the time when norms are established and students develop a view of how “their particular class will operate.” Principles that can help the teacher get off to a good start:

teach students to behave consider students’ concerns lead the class the teacher as a model



MANAGEMENTiii) Maintaining good disciplineOnce the school year is underway and positive student social and academic norms have been established, the teacher must seek to maintain these norms. In this phase, the teacher’s role shifts toward keeping high levels of student engagement and preventing disruptions of the learning environment.



MANAGEMENTKey areas for teacher attention:

Monitoring and handling inappropriate behavior, by: o focusing the students’ attention; o direct instruction (telling the students exactly what will be happening); o monitoring /check on the students’ progress)o use active participation methodso encourage empathy

Organizing and conducting learning activities, by:o clearly sequenced and presented activitieso encourage pupils to ask questionso focus on understanding of concepts o encourage cooperation and understanding, o avoid “closed” questionso don’t be afraid of noise when it comes from the working pupilso organize the learning environment

Activities that are well-planned, clearly sequenced and presented, and provide for high levels of student success tend to produce a high degree of student engagement. When students are actively learning, they are less likely to become involved in inappropriate behavior. Effective teachers also organize the learning environment to reduce the amount of influences that can disrupt the flow of instruction, whether in teacher-led groups, small workgroups, or during independent seatwork.

2.1.3 Classroom organization strategiesIn the typical multigrade classroom, where multiple activities are likely to occur at the same time, classroom organization is a critical factor in developing smooth, predictable routines. It is known from research on effective classroom practice that when students have a clear understanding of classroom structure, procedures and rules, they are more likely to follow them, especially if they have had some involvement in decision making.The main aim of any classroom organization is that pupils have a clear understanding of classroom structure, as well as procedures and rules.Activity center - an area of the classroom that the teacher has designated for a specific purpose):

individual desk/seatwork, where students work independently at a desk. pairwork, where two students work together groupwork where three or more students working together areas designated for art, audio-visual equipment, computers, and other

instructional resources.Learning center - a clearly defined area of the classroom a self-instruction learning activitySubject area resource center - where student resources relating to a specific subject are located.Types of activities that can be found in classrooms:

individual study group work whole-class instruction brainstorming audio-visual and reference work testing/assessment

Furniture and equipment should be arranged to create activity centers appropriate to the type of activity you intend to occur.



MANAGEMENTDesigning the classroom – guiding principles:

organize the classroom as a center of learning activities furniture and educational materials have to support the types of learning organize the classroom resources within subject-area resources center(s) assure the flexibility of the classroom arrangement in order to accommodate new

learning activities involve the children for the room arrangement place a picture chart of the sequences of daily activities so that the pupils can see

what come next separate quiet and noisy activities areas

Examples of seating arrangements have been presented in annex to indicate the flexible approaches that can be adopted.

2.1.4 ConclusionsThis paragraph presents the findings of a literature review aiming at highlighting the main issues related to the multigrade class management and organizational strategies. Managing the multigrade classroom is an essential element in successful instruction and requires good organizational ability and consistency. Furthermore, the typical multigrade classroom, where multiple activities are likely to occur at the same time, classroom organization is a critical factor in developing smooth, predictable routines.While the ICTs is penetrating within the rural remote areas where most of the multigrade schools are located the class management and organization strategies need to be reevaluated in order to take advantage of the use of software tools such as virtual classrooms and communication channels like satellite links.

2.1.5 BibliographyGood, L.Thomas, Brophy, E.Jere, "Looking in Classrooms", Harper & Row Publishers, New York, 1983.Fraser, J.Barry, “Classroom Environment”, Croom Helm Ltd, New Hamshire, 1986.Jackson, W.Philip, “Life in classrooms", Holt, Rinehart & Winston, New York, 1988.Carducci,J.Dewey, Carducci,B.,Judith, "The Caring Classroom", Bull Publishing Company, Palo Alto, 1989.Wallen, J.Karl, Wallen, L. LaDonna, “Effective classroom management", Allyn & Bacon, Inc., Boston, 1989Duric, Ladislav, “Elements de psychologie de l education", UNESCO, Paris, 1991.***, “The Multigrade Classroom: A resource handbook for small, rural schools/Book 2: Classroom Organisation”, Susan Vincent (ed.), Northwest Regional Educational Laboratory, Portland, Oregon, 1999; (http://www.nwrel.org/comm/topics/multigrade.html)***, “The Multigrade Classroom: A resource handbook for small, rural schools/Book 3: Classroom Management and Discipline”, Susan Vincent (ed.), Northwest Regional Educational Laboratory, Portland, Oregon, 1999 (http://www.nwrel.org/comm/topics/multigrade.html).Iucu, Romiţă, “Managementul clasei de elevi” – gestionarea situaţiilor de criză educaţională în clasa de elevi, Bucharest, Bolintineanu Press, 2000.Tica, Nicoleta, “Predarea simultana la ciclul primar”, All Press, 2000.2.2 Work group methodologyThe core group working on the multigrade classroom management consists in the following partners: University “Politehnica” of Bucharest (UPB) – group leader, University of Aegean (UoA), University of Cyprus (UCY) and Ellinogermaniki Agogi (EA).



MANAGEMENTThe WG2’s report and the corresponding training module envisaged to be produced by the core group partners will be circulated within the partnership in order to have a second feedback while during the implementation & deployment within the NEMED Network is expected to have a final feedback from the end users: multigrade school teachers and subject experts.The proposed structure of the report on Multigrade classroom management is as follows:Executive SummaryIntroductionChapter 1: Teacher’ Management roles/basic behaviors

PROMPTS: Planning Organize Communicate Lead Coordinate Guiding Motivate Counseling Control Assess

ADDITIONAL ISSUES THAT MIGHT BE ADDRESSED: Persuading students about the utility of each chosen subject to be taught, Explaining to them the specific actions expected from them, Helping them out with possible self-learning activities –if adequate-, Facilitating cooperation between the students Providing additional educational resources (web resources or others)

Chapter 2: Multigrade class management dimensionsSection 2.1: Ergonomic dimension

PROMPTS: arranging the furniture in the classroom (simplicity, functionality,

durability/endurance, modularity)o ICT corner (if available)o Activities center (for arts, music, hunging student’s works, hunging

planning of next days)o Arrangement of furniture so that cooperation between students can be

facilitatedo Arrangement of furniture so that necessary traffic will be as quiet as

possible visibility classroom organization

Section 2.2: Psychological dimensionPROMPTS:

pupils learning capacity (according both age and level within the same age) psychological basis of social and relationship competences

Section 2.3: Social dimensionPROMPTS:

the class as social group social information structure within the group on how much the Multigrade class accelerates socialization due to the contact

among students of different ages



MANAGEMENTSection 2.4: Normative dimension

PROMPTS: explicit norms implicit norms: norms produced within the group flexible norms, norms that are apt to constant change

Section 2.5: Operational dimensionPROMPTS:

intervention procedures and strategies of the teacher complying with the norms

Section 2.6: Innovative dimensionPROMPTS:

innovating decisions the teacher as a factor of change The role of ICT in educational innovation examples of ICT implementation within educational procedure.

Chapter 3: Education process managementSection 3.1: Education process management

PROMPTS: avoid discontinuity avoid to slow down the rhythm promote the group activities coordinate the group structure avoid boredom coordinate the daily revisions coordinate individual work coordinate the home-works coordinate group discussions problem-solving sessions avoid “dead time”

Section 3.2: Discipline issues management / “conduct management”PROMPTS:

procedural techniques for solving discipline issues the psychological and social parameter of discipline

2.3 Project activities undertaken within the reporting periodThe main activities undertaken by the Working Group 2 within the WPs are as follows:WP3: Working groups’ research activities:

Activity 3.1: Operational organization of working groups Setup of the Working Group 2 within the Kick-off meeting in Rhodes, December 2004.

Activity 3.3: Determination of working groups’ activitiesThe main steps are as follows:

Design the structure/template of the Report on Multigrade classroom management

Feedback on the proposed template and a commitment of each core partner involved to develop a chapter of the report (draft version)

Develop a draft version of the report by the core partners Circulate the draft versions between the core partners for their feedback

and produce an improved version based on it



MANAGEMENT Circulate the improved version to all the partners and collect their

feedback as well to obtain the final version Produce the training modules on Multigrade Classroom Management and

implement on the NEMED LMS



MANAGEMENTActivity 3.4: Working group meetings

The working group meetings took place within the project meeting: Kick-off meeting, Rhodes-Greece, December 2004 2nd Project management meeting, Espoo-Finland, June 2005. 3rd Project management meeting, Athens-Greece, October 2005.

The working group core partners co-operate by means of using different communication facilities: e-mail, NEMED VCP, phone calls.

Activity 3.5: Annual common workshops of the working groupsWithin the reporting period, the following workshops and conferences took place within the present status of the WG2 activities outputs were presented:

First NEMED workshop within the EDEN Conference, Espoo-Finland, June 2005. First NEMED Conference, Athens-Greece, October 2005.

Activity 3.6: Working groups’ research activitiesThe research activities undertaken are as follows:

Desk research on multigrade classroom management (see the theoretical background)

Design the structure/template of the Report on Multigrade classroom management

Colect feedback on the proposed template and the commitment of each core partner involved to develop a chapter of the report (draft version)

Start working on the draft version of the Report on the Multigrade classroom management: UCY on the first chapter - Teacher’s Management roles/basic behaviors, UoA on the second chapter - Multigrade class management dimensions and UPB on the third chapter - Education process management.

Activity 3.7: Development of the Report on Multigrade EducationDevelop the draft version of the Work group 2 Report as a part of the Report on Multigrade Education.

WP4: Pilot ODL training activities in schoolsActivity 4.2: Development of training modules

Start developing the draft version of the training module on Multigrade classroom management

Activity 4.3: Development of trainees’ guide/ CD-ROMStart to contribute to the developing of the draft version of trainees’s guide on design, implement & conduct eLearning activities.

WP6: DisseminationActivity 6.3: Presentations in Conferences

Contribution within the 1st NEMED Workshop, Espoo-Finland, June 2005.

2.4 Project Activities to be undertaken during the rest of the project duration.The main activities to be undertaken by the Working Group 2 are as follows:WP3: Working groups’ research activities:

Activity 3.4: Working group meetingsThe working group meetings will take place within the planned project meetings. One extra workgroup 2 meeting is scheduled to take place in March 2006, in Bucharest-Romania.The working group core partners will continue to co-operate using different communication facilities: e-mail, NEMED VCP, phone calls, audio conferences.



MANAGEMENTActivity 3.5: Annual common workshops of the working groups

The workgroup outcomes will presented within the next workshops scheduled within the project.

Activity 3.6: Working groups’ research activitiesThe research activities undertaken are as follows:

Finalize the Report on the Multigrade classroom management. Circulate the draft versions between the core partners for their feedback

and produce an improved version based on it Circulate the improved version to all the partners and collect their feedback

as well to obtain the final version Produce the training modules on Multigrade Classroom Management and

implement on the NEMED LMSActivity 3.7: Development of the Report on Multigrade Education

Develop the Final version of the Work group 2 Report as a part of the Report on Multigrade Education.

WP4: Pilot ODL training activities in schoolsActivity 4.2: Development of training modules

Produce the final version of the training module on Multigrade classroom management

Activity 4.3: Development of trainees’ guide/ CD-ROMContribute to the final version of trainees’s guide on design, implement & conduct eLearning activities.

Activity 4.4: ODL in service training of teachers in the connected schoolsContribute to the design & implementation of the ODL in service training programme for schools within NEMED Network.

Activity 4.5: Working groups’ research activities in schoolsDevelop further research activities within NEMED Network’ schools in order to validate and update the training modules on the Multigrade classroom management.

WP6: DisseminationActivity 6.3: Presentations in Conferences

Contributions within future NEMED events with special regards to the Final Conference.


PEDAGOGICAL JUSTIFICATION AND DESCRIPTION OF GROUPS – NEMEDGROUP 3, Ellinogermaniki Agogi, MULTIGRADE CLASSROOM and LOCAL

SOCIETY

ELLINOGERMANIKI AGOGI Group 3: Links with local society

GROUP 3, LINKS with LOCAL SOCIETY / MULTICULTURAL SOCIETY, ELLINOGERMANIKI AGOGI leading the group

Participating: University of Lecce, University of Bucharest, University of London

IntroductionThe working group of NEMED entitled ‘Society and cultures’ aims to research a number of ways in which the concept of multigrade education is interweaved with issues relating to the societal and cultural characteristics of the local communities in which multigrade schools operate, and propose relevant teacher training and student learning activities for multigrade schools in Europe.

Two major strands of work have been identified and followed since the conception and operation of the working group:

a) The multiple roles which multigrade school teachers can play within the small rural communities, with a particular emphasis on their role as change agents for the development of a new digital culture among local people and the exploitation of opportunities for local development offered within today’s information society.

b) The new conditions faced by multigrade schools due to the increased mobility of populations and the rich mixture of cultures characterising today’s Europe, not least in rural areas.

In the first year of operation of NEMED, work has mainly focused on the former, while the latter aspect of the group’s work will be pursued in the second and third year.

Multigrade school teachers as change agents facilitating local development: Rationale and theoretical approachTeachers of multigrade schools are confronted with significant challenges, relating not only to the particularly promiscuous nature of the classes they teach, but importantly also to their multiple roles within the small rural communities which they tend to serve. An attempt to train teachers to respond effectively to the challenges of the rural multigrade school setting should not fail to include a focus on the teacher’s potential to catalyse change and development not only in the school, but importantly also in the local community more widely.

In the era in which ICT are more and more present in daily activities and thus becoming familiar tools, and in which visions about the ‘school of tomorrow’ more and more converge with speculations about the future of learning technologies, innovative policies and initiatives are needed to ensure that multigrade school teachers enter the digital culture, and understand changes ICT introduces in teaching and learning, as well as in life more broadly. Such an effort ought to acquaint multigrade school teachers with digital literacy and the broader educational uses of ICT, through an understanding of how ICT can both augment both work in the school and trigger local development.However, teachers at remote schools suffer the consequences of the digital divide between rural and urban areas. Broadband access to the technologies and services of the Information Society still remains unachievable for the inhabitants of remote and less accessible areas with deficient telecommunications infrastructures. The digital divide in Europe remains large, and for more than fourteen million European households in remote areas the digital divide is actually growing. Teledensity is lower outside urban centres,



SOCIETYand the rural and less favoured regions lack the same access and supply of internet access and broadband connection as the urban areas have. It is estimated that more than thirty million people in the Community inhabit remote rural areas, which account for some 30% of the territory. The proportions of rural populations living in geographically disadvantaged areas and suffering from the digital divide are significantly higher in the new Member States and accession countries, which results in significant socio-economic effects and challenges (Cohendet 2003).

This stands in sharp contrast with today’s general recognition of a priority to building the Knowledge Society without discriminations and exclusions. Knowledge is a fundamental and strategic resource of society. In recognition of this, the European Union aims at becoming a truly knowledge-based economy, to enhance the quality of life, the working conditions and the overall competitiveness of its industries and services. To achieve these objectives, widespread availability and usage of broadband and high-speed Internet throughout the EU is necessary. It is becoming more and more evident that the vision of Lifelong Learning and ‘Education for All’ will be realised through ‘Broadband for All’ (cf. for instance Scottish Executive’s recently launched –in May 2005– ‘Broadband for Scotland's Rural and Remote Areas’ initiative).

In this setting, rural teachers’ training in the use of ICTs can have effects reaching well beyond the school and prove to be a useful tool for boosting local development.

The central position of the teacher in an isolated community, and the significance and prestige of the school as one of the few public establishments, can be used in an attempt to instill a new culture in rural communities promoting digital literacy and reducing resistance to the use of new technologies. Trained, knowledgeable teachers can act as the change agents who will disseminate the new potential offered by ICTs and encourage its uptake by the local workforce.

A properly prepared rural school teacher will be able to cooperate with, and mobilise existing institutions and dormant agents of development in remote rural communities, making efforts to tackle rural scepticism towards technological innovation. The teacher, thus can turn the school and its technological infrastructire in a village, into a learning centre supporting the whole community and serving as the gateway of the local population to knowledge and the information society. A teacher with a vision to boost local development throlugh the utilisation of new technological possibilities can bring life to the stagnant socioeconomic processes of an isolated rural community, by offering opportunities for learning and creativity to all members of the local population. Such an innovative role for the multigrade school will offer considerable added value, by revitalizing the community as a place fostering civic development, entrepreneurship, lifelong learning, digital creation, human spirit, and collective efficiency. In this context, the teacehr will help local people to discover new opportunities for covering diverse needs and aspirations, e.g. by selling their products and services over the web, by promoting their area as a tourist destination or as a site of cultural interest, or by exploiting rich lifelong learning resources available through the internet as students, employees or entrepreneurs. Eventually, local active citizens will be knowledgeable and willing enough to develop their own further projects.

By supporting the isolated community to produce their own local information and content based services, offering them lifelong learning opportunities harmonised with local and individuai needs and promoting their local identity, the remote multigrade school teacher can change from a neglected agent in the margins of educational system into an original change agent encouraging the creation of a digital culture among citizens and thus helping bridge the widening digital divide. The teacher will offer real and practical support to the remote rural communities in its struggle for equal opportunities for lifelong learning, economic and social development, and a more democratic access to the information society.

Work methodology



SOCIETYBased on the above conceptualisation and vision, the working group will propose to the teachers participating in the network to experiment with ideas that will help them expand their work at school so as to address the needs and aspirations of whole local community.

An effort is made to coordinate with other projects with a similar aim (e.g. ZEUS in Greece and the international Integrated Project RURAL WINGS) in order to achieve a critical mass of resources and ideas, that will indeed facilitate the teachers understand and adopt their new roles in local communities. Using existing broadband school infrastructure, the NEMED training programme will be able to demonstrate how a rural multigrade school acting as a ‘learning hub’ for the whole community will not resemble any of the existing institutional structures, in that it will offer opportunities for learning and creativity to all members of the local community.

In particular, teachers will be presented with opportunities to use existing educational applications, which at a first stage will involve students, but which also will clearly demonstrate to the wider local communities the possibilities offered by the information society, though activities as diverse as an agricultural e-shop, a web-based local TV channel, a virtual school laboratory, cultural heritage e-promotion, etc.


PEDAGOGICAL JUSTIFICATION AND DESCRIPTION OF GROUPS – NEMEDGROUP 4, University of Lisbon, MULTIGRADE SCHOOL and LEARNING

MODES

UNIVERSITY OF LISBON Group 4: Learning Modes

GROUP4 Learning modes (Collaborative learning) University of Lisbon LEADING THE GROUP

Participating: Ellinogermaniki Agogi, University of London, Chydenius Institute

Progress Report (work until Nov 2005) of Learning Modes Working Group

Authors: A. Duarte1, J. Paasimäki2 & P. Koulouris3

A) Background statement: Interest of the subject of this group to multigrade Education

In Multigrade classes, where students from different levels are involved, psychological

heterogeneity is expected to be greater than in normal classes. If the issues of variation

between pupils and of ways of dealing with this variation are important in any class, they

are critical in Multigrade classes. In Multigrade education one of the most important

dimensions of psychological heterogeneity is Learning Modes, which refer to the variation

observed in the learning process (e.g. some pupils prefer to learn by hearing, others by

seeing and others by touching).

The implication is that multigrade teachers should be aware of the different learning

modes present in their classes and should develop competences for dealing with learning

modes.

Specifically, the subject of Learning Modes can be of interest to Multigrade education in

at least three different ways:

1 University of Lisbon - Portugal 2 University of Jyväskylä – Finland 3 Ellinogermaniki Agogi - Greece



MODES1) By being aware and informed of different learning modes, multigrade teachers can

be better able to pinpoint and understand the variation in learning that typically

occur in multigrade classes.

2) Considering that students improve by using preferred learning modes (e.g. visual

learning) or by using a variety of learning modes (e.g. visual and auditory

learning), multigrade teachers can benefit from knowing how to vary their

teaching practices, as a way of reaching more students.

3) Taking into account that in multigrade class (where individual variation is higher

and teachers must often attend separately to various sub-groups), students must

be particularly able to: independently self-regulate their learning; to be

intrinsically motivated to learn and achieve; to actively comprehend contents in an

organised way; and to learn in a collaborative way, multigrade teachers can

benefit from knowing how to promote such learning modes.

B) Theoretical study of the subject of the working group

Abstract: Besides a definition of learning modes as the variation observed in the

learning process, a framework of different learning modes is proposed: surface vs. deep-

organized learning; instrumentally vs. intrinsically-achieving motivated learning;

externally vs. self-regulated learning; individualistic vs. collaborative.

Learning Modes might be defined as the variation observed in the learning process (e.g.

learning can be more an individualistic process or more a collaborative one). A student

can vary the Learning Mode according to the learning situation and his or her learning

needs (e.g. revising by rote learning, for a multiple-choice answer test, or revising by

comprehending, for writing for a project).



MODESTherefore, there are a diversity of learning modes which can be more or less adapted to

different students and different learning situations.

When a specific learning mode is consistently used by a student, this can become his or

her Learning Style.

How many Learning Modes?

In order to answer this question learning modes can be conceptualised across three axes,

which reflect various aspects of the learning process: 1) Cognitive; 2) Motivational; 3)

Interpersonal.

Each axe involves different dimensions, reflecting diverse learning modes (e.g. Cognitive

axe involves a dimension of memorising versus comprehending).

Each dimension can be conceptualised as discrete opposed poles or as opposed but in a

continuum (i.e. as opposite processes or as complementing each other).

Each learning mode can appear in different ways; according to personal and

environmental factors (e.g. there are many ways of conducting a self-regulated learning

mode, as opposed to an external regulated learning mode)

Moreover, axes can cross, reflecting the interwoven of different learning modes (e.g.

students might self-regulate their learning in a collaborative way)

For each of the three axes, we propose a focus on particular dimensions, taken as

nuclear.

Considering the cognitive axe, learning can occur via a surface learning strategy (i.e.

mechanically memorizing) versus via a deep-organized learning strategy (i.e. learning

focused less in knowing by heart than in trying to understand the meaning of the

contents, to relate them with previous knowledge, to be open to new contents and to

change personal ideas, to memorise by comprehending, to critically analyse and have an

opinion on contents, to be creative as well as organized and sensible to teachers’

evaluation) (Biggs, 1987).

Attending to the motivational axe, learning can be based in instrumental motivation (i.e.

learning to avoid failure) versus based in intrinsic-achiever motivation (i.e. learning for

the pleasure and personal full-filing implicated in learning as well as for success). With



MODESsuch a motivation students normally go beyond what is demanded, perceive tasks as

involving, get a lot of satisfaction from learning, strive for good marks and show a lot of

involvement (Biggs, 1987).

Taking into account the interpersonal axe learning can be external regulated (i.e. learning

is conducted by others or factors besides the learner) versus Self-Regulated (i.e. the

process of managing one’s own learning) (Zimmerman, 1994). By self-regulating learning

learners move from being externally controlled by teachers or others to being active in

the control of their own learning processes. This means the attempt to self-control

cognitive, motivational, behavioural and environmental aspects involved in learning.

Learning can be also more individualistic (i.e. student learns alone, possibly along other

students) or more collaborative (i.e. students work together cooperatively in small groups

toward a common goal, taking care of each other’s learning as well as their own)

(Johnson, Johnson & Holubec, 1991). Trough collaborative learning students can discuss

and help, share, encourage, explain or teach each other.

Figure 1 depicts the three axes, with their referred learning modes.

Figure 1: Learning modes in three dimensions (axes) of the learning process


AXES

COGNITIVE

RELATIONAL

DEPENDENT

DEEPORGANIZED

SURFACE

INSTRUMENTAL

INTRINSIC & ACHIEVING

COLLABORATIVE

INDIVIDUALISTIC

SELF-REGULATED


MODESEach of these learning modes is reflected in specific forms when learning in particular

tasks.

Regarding the potential of ICT for education, we will consider how the learning modes of

the cognitive axe are reflected in ICT-based learning.

Basically, ICT-based learning can happen as learning from ICT (i.e. students are instructed

by ICT) versus learning with ICT (i.e. students construct knowledge with the help of ICT by

representing their knowledge in different, meaningful ways and by engaging in critical

thinking about the content) (Jonassen, 2000).

Figure 2 illustrates reflection of cognitive axe learning modes in ICT-based learning.



MODESFigure 2: Cognitive axe learning modes in ICT-based learning

A teacher can develop, encourage or/and constrain the use of specific learning modes,

according to educational goals and the nature of different learning situations.

What are the practical implications of the existence of different learning modes?

We think it is possible to view this issue according to, at least, two perspectives.

The first perspective is that students improve by using preferred learning modes (e.g.

visual learning) or they benefit from using a variety of learning modes (e.g. visual and

auditory learning). In either case, the practical implication would be that a variation of

teaching practices might be a good way of reaching more students.

The second perspective is that in any class, but especially in a Multigrade class, where

individual variation is higher and teachers must often attend separately to various sub-

groups, students must be particularly able to: independently self-regulate their learning;

to be intrinsically motivated to learn and achieve; to actively comprehend contents in an

organised way; to learn in a collaborative way. Furthermore, a mode of active learning

with ICT can be especially helpful in this context. There are a variety of “ways” (practices)

a teacher can use to promote such learning modes. These “ways” might depend on

previous training, personal experience, knowledge, competency, culture references, etc.


COGNITIVEAXE

DEEPORGANIZED

SURFACE

ICT BASED LEARNING

LEARNING WITH ICT

LEARNING FROM ICT


MODESFigure 3 presents the two stated perspectives regarding practical implications of the

existence of different learning modes.

Figure 3: Two perspectives on practical implications of different learning modes.

Reflection on one’s own practice and other people’s practices can act as a

factor of development.

References

Biggs, J.B. (1987). Student approaches to learning and studying. Melbourne: ACER.

Johnson, D. W., Johnson, R. T. and Holubec E. J. (1991). Cooperation in the Classroom. Edina, MN: Interaction Book Company.

Jonassen, D.H. (1996). Computers in the classroom: Mindtools for critical thinking. Columbus, OH: Merrill/Prentice-Hall.

Schunk, D.H. and Zimmerman J. (1994). Self-regulation of learning and performance – issues and educational applications. Hillsdale-New Jersey: Lawrence Elrbaum.

Zimmerman, B. (1994). Dimensions of academic self-regulation: a conceptual framework for education. In D.H. Schunk & B.J. Zimmerman (Eds.) Self-regulation of learning and performance – issues and educational applications (pp 3-21). Hillsdale-New Jersey: Lawrence Elrbaum.

C) Practical classroom activities


STUDENTS IMPROVE

BY USING PREFERED LEARNING MODES

OR A VARIATY OF MODES

VARIATION OF PRACTICES

STUDENTS IMPROVE WITH CERTAIN

LEARNING MODES

PROMOTION OF PARTICULAR LEARNING MODES:COLLABORATIVE

SELF-REGULATED INTRINSIC & ACHIEVING

DEEP & ORGANIZED


MODESC.1. Best practices based on teacher’s experience (see D) for methodology of gathering this data) Practices of variation of teaching according to pupils’ variety of learning modes: personalized-teaching; attending alternatively to small groups, while other groups work autonomously.

Practices for developing a collaborative learning mode: setting of collective reading and writing situations; group problems; group projects; and collective games.

Practices for encouraging self-regulated learning mode: having several open thematic spaces/areas in the classroom; setting of problems; distribution of tasks and delegation of responsibilities; support of autonomous learning or of task definition; defining tasks; prompting of planning and of joint work evaluation. Practices for promoting an intrinsic and achieving motivated learning mode: allowing free-choice of activities; setting of open problems; using familiar examples and tasks; using easy tasks for pupils with difficulties and using challenging tasks for more competent pupils; encouraging knowledge appliance; demonstrating enthusiasm and optimism; reading dramatically; setting situations of reciprocal teaching; inviting parents and guests to the classroom; encouraging task involvement and self-evaluation; using positive reinforcement; setting home works that demand assistance.

Practices for stimulating a deep and organized learning mode: opportunities for tactile-kinestesic learning; of situations of learning by discovery; of open tasks; of tasks of reciprocal teaching and of writing.

Practices for developing an active ICT-based learning mode: prompting pupils for computer-based search, organization, transformation and presentation of information as well as setting of small-group work and communication situations via the computer.

C. 2. Activities based on theory

An activity for promoting a collaborative self-regulated learning mode of a deep and organized learning mode: the “Strategies Game”4.

The game aims to develop self-regulation of approaches to learning. It can be played individually or in a group. Playing in a group allows also the development of self-regulated collaborative learning5.

4 Duarte, A. M. & Fernandes, S. (in press). Self-regulated collaborative learning in the multigrade classroom: Introduction and testing of a game for developing self-regulation of approaches to learning. Proceedings of “EDEN 2005 Annual Conference - Lifelong E-Learning Bringing e-learning close to lifelong learning and working life: a new period of uptake”. Helsinki: Helsinki University of Technology.

5 Normally, self-regulated learning is taken as an individual process. We think that it can also be managed in the context of collaborative learning. Collaborative learning stands for refers to a mode of learning in which students work together cooperatively in small groups toward a common goal, taking care of each other’s learning as well as their own. Trough collaborative learning students can discuss and help, share, encourage, explain or teach each other (Johnson and Johnson, 1999).



MODESEach time the game is played, it involves dealing with a different learning task, which is a pretext for the development of such competencies.The game has a board of 85 places distributed in 14 parts. Each part has a different colour and finishes in a “Card Place”.

Figure 2: The game board

The game starts in the “Starting Place”, where the players have to read a green “Starting Card”. There is a different green card for each time the game is played and each proposes a new learning task (e.g. “Read the text ‘From the atom to the stars’ and answer the questions about its content, in the bottom of the page”). The goal is to confront the task in phases moving a pawn in the board, by throwing a dice, until arriving to the last place. Each time the pawn reaches or crosses a “Card Place” players must read an orange card which is indicated there. Orange cards question players along the journey, until the end of the game. These questions represent the main components of self-regulated learning process through its three main phases: before, during and after the task. 1st self-regulatory phase - Before the task (Card 1 to 7)

These cards introduce players to the habit of preparing or planning before actually trying to do something. This phase, which takes place before the task, can restrain students to act impulsively and in an unreflective way toward the learning task.Card 1 questions “What is the task?” and demands students to acknowledge and define the task, thus clarifying its nature (e.g. “The task is to read the text ‘From the atom to the stars’ and to answer the questions in its end”).



MODESCard 2 questions “Which is the task interest?” demanding a motivational analysis of the advantages of involvement in the task (e.g. “Knowing what is the atom and discovering something new about the stars”). Card 3 questions “What is demanded?” and asks for a clarification of the external demands about the task (e,g, “To read and answer correctly to the questions”).Card 4 questions “What is the goal?”, requiring a definition of personal objectives by using the task (e.g. “Comprehending the nature of atoms and stars”). Card 5 questions “Which strategies and resources to use?” directing players for a selection of the means they find adequate to confront the task (e.g. “Identification of main ideas in the text”). This card also refers players for a helping resource (i.e. the “Strategies File”) which introduces them to a pool of learning strategies (i.e. deep and achieving strategies) for different tasks. Card 5 also asks “What will be done by each element?”, stimulating a distribution of roles within the working group. Card 6 asks “How to use the strategies and resources?” demanding the sketch of a first plan (“Plan A”) on how to use the selected strategies and resources thus on how to concretely deal with the task (e.g. “Underlining the text”). This card also asks “What will be done by each element?” and “How to share information during the task?”, stimulating a distribution of roles and communication within the working group. Card 7 asks “How to change the environment to achieve the goal?”, leading players to use their immediate context as a learning resource (e.g. “Arrange a round table to read the text in a group”).

2nd self-regulatory phase - During the task (Card 8 to 9)

These cards encourage players to monitor their implementation of the plan and to check for needed changes in it. Card 8 asks “Apply Plan A and, during the task, answer: Is there advancement toward the goal and the plan is a good plan? If YES: How not to give up? If NOT: Verify again which is the task (see Starting Card) and answer: Which other strategies and resources to use? (help: see the “Strategies File”); How to use the new strategies and resources? (Plan B)”. Therefore, this card directs players to an implementation and assessment of the first plan in terms of goals attainment. The card stimulates persistency management, in case of a positive assessment (e.g. “We will make a break of 5mns and then comeback”) and redefinition of the task and plan, in case of a negative assessment (e.g. “Since underlining is not working we will try to write the text key words”). The card extends monitoring and a possible redefinition of strategies to the group work by asking “How is the team functioning?” and “How to meliorate team functioning?”Card 9 asks “Continue to apply Plan A or change to Plan B and then comeback to the Game Board”, thus encouraging implementation of the chosed plan.



MODES3rd self-regulatory phase - After the task (Card 10 to 14) These cards prompt players for a final evaluation of learning products and learning processes, also directing them for new learning attempts in case of negative results.Card 10 asks “The goal was attained? If YES (and the teacher confirms): Fill “Self-regulation Page”; If NOT: Verify again which is the task (see Starting Card) and answer: Which other strategies and resources to use? (help: see the “Strategies File”); How to use the new strategies and resources?” Therefore, this card orients to an assessment of the learning product in terms of goals attainment. The card stimulates a new redefinition of the task and plan, in case of a negative assessment (e.g. “Since writing of key words was not effective we will try to resume the text”). Card 11 asks “Which is the evaluation of the strategies & resources?”, directing to an assessment of the learning process (e.g. “Resuming in round table was the most time consuming but also the most effective strategy”). This card also asks “Which is the evaluation of the team work?” extending assessment to the process of group work.Card 12 asks “If the task was accomplished: How to use, in the future, the applied strategies & resources? If the task was not accomplished: What different Plan can be used to achieve the goal? (apply it and jump to Card 10 Place)”. Thus, this card invites for planning the transfer and generalization of successful learning procedures and orients to a cycle of new attempts and assessments, until goal attainment. The card also asks “How to use, in the future, the team work?” inviting to a generalization of collaborative learning. Card 13 asks “In which activity experiment, in the future, the ‘Self-regulation Page’6

(bring it later for a presentation)”, orienting players for the transfer of self-regulated learning competencies. The card also asks “In which activity experiment, in the future, the team work?” stressing the possibility of transferring collaborative learning competencies. Finally, in the end of the game and after the accomplishment of the learning task, card 14 asks “Pick up an item from the “Surprises List”, allowing players to positive self-reinforce from a list of valued objects and/or activities.

The game is to be monitored by the educator, allowing him or her to scaffold, not to evaluate, the players and to stimulate a final discussion on the playing experience

D) Group work methodology (and products of work)

In the reported period the work methodology of learning modes working group involved:

6 This is a page with the phases and the self-regulatory questions.



MODES1) Development of a theoretical framework for the work, based on literature review:

concept of learning modes & of its relation to teaching in multigrade schools

(paper delivered to the NEMED group and to be uploaded in NEMED site).

2) Development & testing, with two multigrade groups, of an educational resource

that teachers can use to develop a self-regulated, deep & organized learning

mode in multigrade classrooms: (“The strategy game”, presented on June 2005

as “Self-regulated collaborative learning in the multigrade classroom:

Introduction and testing of a game for developing self-regulation of approaches

to learning” in “EDEN 2005 Annual Conference - Lifelong E-Learning Bringing e-

learning close to lifelong learning and working life: a new period of uptake”,

Helsinki: Helsinki University of Technology; Educational resource to be uploaded

in NEMED site).

3) Development of a template/interview script for gathering data on multigrade

teachers’ practices according to different learning modes (1st version of a

template delivered to the NEMED group).

4) Testing of the template/interview script, with a group of elementary multigrade

teachers from Portugal and Finland and analysis of answers (Presentation on Oct.

2005 as ”Dealing with learning modes in the multigrade classroom: test and

preliminary results of an inquiry to teachers” in “1st NEMED Conference -

Broadband and satellite communications in schools: challenges and opportunities

for the educational community in rural areas”, Athens: University of the

Aegean).

5) Revision of the template/interview script on the basis of the test (2nd version of

the template delivered to the NEMED group).



MODES6) Appliance of the revised version of the template/interview script to a larger group

of multigrade teachers from Portugal, Finland and Greece (results to be uploaded

in NEMED site as best practices for dealing with learning modes in the multigrade

classroom).

7) Gather of illustrative images of these best practices for dealing with learning

modes in the multigrade classroom (illustrative photos and videos to be uploaded

in NEMED site).

8) Gather of already developed materials & educational resources regarding

learning modes in the multigrade classroom (articles and links to upload in the

NEMED site).

9) Beginning of planning of a training module on learning modes for NEMED

teachers (sketch of a training module)

UNIVERSITY OF BARCELONA, Group 5: Educational Resources

GROUP 5, Development of Educational Resources, UNIVERSITY OF BARCELONA leading the group.

Participating: University of Aegean, University of Eotvos Lorand,

A) A background statement

The multigrade classroom is a diverse heterogeneous group which is sustained by collaborative learning parameters, positive interdependence among all of the students, and the establishment of some shared social values necessary for the well-structured and organized operation of the multigrade classroom.



MODESDiversity is the norm in the multigrade classroom. But diversity also entails a

characteristic learning structure, different to the found in the homogeneous classroom, the most usual grouping in the ordinary urban school. Multigrade students have to be autonomous to be able to make learning progress, and the degree of autonomy has to be higher according to educational level and, obviously, according to the diversity of the classroom itself. Thus, self-organization of work and time as well as optimization of the class resources and materials increase the autonomy of the multigrade student with respect to the teacher.

However, we must also consider the collaboration among children. The students of the upper levels help those of the lower levels in the acquisition of curricular content (concepts, procedures, attitudes, values and social rules). During this process, the older students revise, consolidate and discover new knowledge, while the younger ones are taught new content. In this collaborative learning, the role of the peer-tutors is the one of mediator between the teacher and their peers. They never substitute the teacher’s role in the classroom but complement it. Peer-tutors develop various learning methods, making them more and more autonomous; they learn how to learn.

The teachers’ challenge is in the implementation of interdisciplinary and globalized methodologies that are founded specifically on diversity, in an open and flexible space/time. In this context, the ability to develop ICT-based educational resources will help the teachers to promote both autonomy and collaborative learning in their classrooms. Due also to the lack of traditional pedagogical material designed specifically for the multigrade classroom, the capacity to use ICTs to design learning resources adapted to each specific multigrade need is highly valuable in the situation of diversity that the multigrade education entails. In this way, the collaborative work, the research in the environment, the project methods, the case studies, the globalized programming units, and the interest centres are didactic strategies typical of the interdisciplinary methodologies and respectful of the multigrade classroom reality. The implementation of all these methodologies can be enhanced by the multigrade teachers’ training not only in the use of ICTs but especially in the ability of designing ICT-based educational material.

B) Theoretical study

ICT-based educational resources in multigrade schools should help students to work with other students with different ability levels, and learn from older students. The development of resources and the organization of learning activities involving ICT, pursue this general aim. The practical examples of developing ICT-based projects have steered us to classify them in five different models which correspond to the use that the multigrade schools give to this kind of resources.

The first educational use that the multigrade schools give to ICTs is that of preserving local traditions and local events.



MODESThrough the website and other ICT-based means, schools promote the recovering of

their cultural roots, claiming the value of the differences with respect to the regular metropolitan schools. Depending on the attained technical means and on teachers’ and itinerant teachers’ ability, we can find a variety of web pages. In most of them we find pictures of the traditional parties that have been celebrated in the school and of the works that the students made about them. Thus, we can find Christmas cards, announcements of feasts, contests, diplomas of local prizes, pictures of the main celebrations, traditional music from their village or region, etc. Doubtless, this contributes very much to improving the digital literacy of children.

However, the tasks shown in some web pages are, not only pictures or scanning of craftworks, but also multimedia productions prepared by the students with ICT resources in order to deepen the traditions in question as well as their computer skills. Thus, we find school work made with several applications. Finally, some web pages display activities of tradition research in which an intergenerational exchange is given between an older person of the village and the children.

The second educational use that the multigrade schools give to ICTs is that of using telecommunication tools for fighting the problems of rural isolation

The Internet is the tool that has actually broken the rural classroom geographical barrier and has granted its opening to the world, democratizing the access to information, but also allowing, for instance, for classrooms scattered in different schools to follow a common curricular learning programme. Therefore we find a second model of ICT use, specifically focused to overcome the problems derived from the isolation inherent to the rural world.

An interesting case of how to struggle against the multigrade school isolation through the new technologies has been found in the utilization that some teachers, especially but not only the itinerant ones, make of several ICT resources. Teachers produce educational ICT-based material and use the Internet to put these exercises or other information, models, links, etc. at the disposal of the students from every school coordinated by this teacher Furthermore, some other web pages are specifically designed for self-sustained multigrade classrooms, and it should be mentioned that many of the exercises that they contain have been created by the students themselves and are also used as educational material. In addition, compilations of telematic materials exclusively produced for multigrade schools use and relating to all the Primary School curricular subjects can be found on the Internet. They have been designed by experienced teachers and are available to all teachers so that each subject can be studied at the different paces that the multigrade classroom imposes, though without losing the capacity to study in depth that the student needs at each level.



MODESAnother way that multigrade schools face their isolation problems can be found in

the shared creation of learning resources among different multigrade schools, which urban schools can use. As a final point, we can include in this model the creation of Electronic Journals. In them, schools show the daily activities, parties, trips and the students’ schoolwork in several curricular areas. As the Electronic Journals can be created by a school group, they can contain works of different origin and, consequently, they can become a vehicle for the students from different schools of the same rural group to know each other while they study curricular contents and improve ICT competences. Here we also find very different levels in the use and performance of the ICT resources, going from those which copy a traditional magazine format that is periodically published up to those which are completely electronic and multimedia, even incorporating a room for a students weekly Chat.

The third educational use that the multigrade schools give to ICTs is that of using media and ICT tools for knowing, learning and sharing the local environment with different classrooms

Most schools study the rural environment and display on their websites the results of the children’s study. These exhibitions can be very simple, just reporting the contents of their trips and learnings about nature; they can also include pictures and handiwork by the students. Or they can be more elaborate, being part of a more extensive project. The first type is strictly a sample of the work about the natural and social environment that is carried out in the school, in which the ICT-resources are used as a means to set forth, beyond the school, the activities and research that have been achieved. Though many times this use of ICTs is very simple, this schoolwork is essential in the multigrade school field since it reinforces the aspect of the rural identity from its more positive features.

The second type of webpage aimed at learning and sharing the environment is the global project which the school joins and which, through the Internet and several ICT-based resources, drives the students towards the discovery of the environment, either local or global, and towards an exchange with other groups or people who will be found during their virtual journey.

The fourth educational use that the multigrade schools give to ICTs is that of helping to build learning communities that involve not only teachers and students but also the whole village or area.

The arrival of the Internet and the new information technologies to the multigrade classroom has many times implied the opening of the whole rural world, beyond the school, towards these technologies. In the last years and thanks to institutional initiatives, the new technologies have become integrated, first in the multigrade school and later in the entire rural society.



MODESIn any case, the impact of these projects, added to the global educational work of

the multigrade school, has been wider since, besides inverting the traditional situation and placing the multigrade school at the head of the teaching innovation process, it has meant an increasing interest in the knowledge and use of the new technologies among the different members of the rural society (many students’ parents have requested training in these tools, the number of computer equipment in the area has increased, etc.). The school has been transformed into a resource centre for the village, in many cases the only access point to the Internet that exists.

Hence, we find the will of some schools or groups of rural schools to become learning communities that involve, obviously, students and teachers, but also the parents and other community members. The main goal is that the families share the centre’s life and decisions while they enjoy its training facilities, as well as that the grouped schools work de facto in a coordinated way and enrich each other. At the same time, the creation of virtual teaching staff meetings has been carried out, spaces where the teachers of a group of multigrade schools can communicate through e-mail, a forum and a chat room in order to share experience, to plan, to evaluate and to accomplish all the usual tasks of the school staff meeting. These are very promising experiences since they not only continue to make use of the new technologies to provide the tasks of traditional education but they innovate and promote new spaces, methodologies and experiences that broaden the possibilities of education and increase its quality.

A fifth model of ICT use in multigrade schools, deeply related to the third one but with broader geographical and cultural perspectives, is that of schools using ICT tools for sharing knowledge about their environment and traditions with schools from other countries.

This type of project has a double aim: on the one hand, learners study their natural and social environment; on the other hand, they can learn about their foreign partners’ natural and social environment, traditions and language. Therefore, a cultural exchange and an improvement of their own knowledge about other European cultures occur. These projects involve schools from different countries which generally share the condition of being multigrade schools in rural areas, so that the student’s background is similar and the contribution put up by each school is similar too. Furthermore, even though this kind of intercultural exchange could be and has been carried out without the support of the ICTs, it is undoubtedly certain that the arrival of these technologies, and especially the Internet, has broadened and will continue to broaden the multigrade schools’ barriers in a way that was unthinkable just a few years ago, disregarding the geographical isolation or the economic level of the rural areas.

C) Practical classrooms activities



MODESThe following is a selection of practical classroom activities or resources which

have been developed by or have an application in the multigrade classroom. These resources have been classified according to the previously presented categories.

Model 11. http://www.arsakeio.gr/ed_kal_ethn_eort.htm . T his is a Greek private school’s

site which emphasizes a lot in educating students cultivating into them strong concepts of tradition. All subjects are taught interdisciplinary and in a crosscurriculum way, so that relations between central subject and tradition can immerge

2. http://2dim-afant.dod.sch.gr/Drastiriothtes.htm . This is a school’s web page with the results of an annual project focused on local tradition.

Model 21. http://www.xtec.es/centres/b7007622/itinerants.htm . Web-page by Spanish

traveling teachers who produce educational ICT-based material and put these exercises. at the disposal of the students from every school coordinated by this teacher.

2. http://www.educa.aragob.es/craarino/weduca/ . Page by a Spanish school specifically designed for self-sustained multigrade classrooms.

3. http://pie.xtec.es/~jsors/ierural.htm Compilation of telematic materials exclusively produced for multigrade schools use and relating to all the Primary School curricular subjects.

4. Electronic Journals created by Spanish school groups: http://www.educa.aragob.es/revlapic/lapiz7/revista7.html http://www.xtec.es/centres/c5008081/20022003/htm/revista.html http://www.xtec.es/centres/c5008066/revista3/revistazer.htm

Model 31. http://www.xtec.es/centres/c5007803/htm/activitatsanteriors.htm Example of work

about the natural and social environment carried out by a Spanish school2. Projects which, through the Internet and several ICT-based resources, drive the

students towards the discovery of the environment: http://www.xtec.es/crp-bergueda/hugot/index.htm http://www.xtec.es/centres/c5007815/vol01/index.html

Model 41. This e-tweening is a European project creating a large European school net. 322

Greek schools are already members. Schools from all European community participate. http://www.etwinning.gr:6080/index.php http://www.etwinning.net/ww/el/pub/etwinning/index.htm

2. Another European initiative connecting schools, aiming to the digital exchange of educational material http://celebrate.eun.org/eun.org2/eun/en/index_celebrate.cfm

Model 5Examples of intercultural exchanges among European multigrade schools:

1. http://www.xtec.es/crp-cerdanya/comenius/index.htm 2. http://web.educastur.princast.es/cp/lamarina/html/a_window_on_europe.html 3. http :// www . xtec . es / centres / c 5008054/ html / projecte . html


http://www.xtec.es/centres/c5008054/html/projecte.html

http://web.educastur.princast.es/cp/lamarina/html/a_window_on_europe.html

http://www.xtec.es/crp-cerdanya/comenius/index.htm

http://www.etwinning.net/ww/el/pub/etwinning/index.htm

http://www.etwinning.gr:6080/index.php

http://www.xtec.es/centres/c5007815/vol01/index.html

http://www.xtec.es/crp-bergueda/hugot/index.htm

http://www.xtec.es/crp-bergueda/hugot/index.htm

http://www.xtec.es/centres/c5007803/htm/activitatsanteriors.htm

http://2dim-afant.dod.sch.gr/Drastiriothtes.htm

http://www.arsakeio.gr/ed_kal_ethn_eort.htm


MODES

D) Group work methodology

The methodology of the working group has involved three different stages. In the first stage, an interaction among the partners which are members of the working group has taken place through e-mail in order to establish both the background statement and the theoretical study. As a result of this process, the coordinator team of the working group designed the models of ICT-based Educational Resources use in multigrade schools.

A second stage of the process was the search carried out by each partner in their country to select examples of educational resources which fitted in each model of use. Each partner decided how to gather this data: either doing it among the multigrade schools which belong to the NEMED net or carrying out a wider selection. This wider search could be done through the Internet, by contacting with associations of multigrade teachers, and/or with the participation of university teachers specialised in multigrade education. Once this research was done in each country, a selection of the best practices and materials among the data gathered in the different countries regarding educational resources was fulfilled.

However, the information obtained from the research implied a third stage of work, which consisted of the redesign of the models according to the categories emerged during the second phase.

Finally, the material gathered, once organised and selected, will be available to all the teachers involved in the network.


PEDAGOGICAL JUSTIFICATION AND DESCRIPTION OF GROUPS – NEMEDGROUP 6, University of Aegean, MULTIGRADE SCHOOL and EUROPEAN

POLICIES

UNIVERSITY OF AEGEAN, Group 6: Multigrade Schools and Policies

GROUP 6, POLICIES and MULTIGRADE SCHOOL, UNIVERSITY OF AEGEAN leading the group.

Participating: Ellinogermaniki Agogi, EDEN, FUTURE STUDIES, University of Cyprus

A b a c k g r o u n d s t a t e m e n t : w h y t h e s u b j e c t o f t h i s g r o u p i s o f i n -t e r e s t t o m u l t i g r a d e e d u c a t i o n ?

NEMED project focuses on the record of policies regarding multigrade schools on an international level. This project not only aims at the recording of current existing prevalent policies through out Europe, but also at the development of a report suggesting new approaches to the designers of educational policies. This overall report will be published on NEMED’s platform for all interested parties to read. Nemed addresses to different target groups. Teachers-partners (from NEMED’s school net), teachers-visitors (outside school net), students, parents, institutions –partners, policies makers, educational institutions are all target groups of NEMED.Teachers-partners from school net can be benefited studying this aggregate report since they will have the chance to compare, to analyze, to tabulate and categorize all data referring to multigrade education. The chance of a teacher to have access on a data basis, which concentrates a harmonically orchestrated archive, helps him/her to organize his/her theoretical background on a more elaborated way as far as multigrade schools’ theoretical background and practices are concerned.

Theoretical study of the subject of each group

C o u l d b e t h e m a j o r p a r t o f t h e b a s i c t h e o r e t i c a l t e x t f o r t h e s p e -c i fi c t r a i n i n g m a t e r i a l

Policies groups will be based on theories relevant to policies designing. NEMED will use an as far more extended data basis as possible so that a wide spectrum of common, international practices with geographical emphasis to the project partners’ countries. Partner countries will be preceded and given emphasis to, as far as material from these territories will be more abundant, since provided by partners themselves.

Practical classrooms activities, based on the theory and teachers’ experience

PEDAGOGICAL JUSTIFICATION AND DESCRIPTION OF GROUPS – NEMEDGROUP 6, University of Aegean, MULTIGRADE SCHOOL and EUROPEAN

POLICIEST h e s e a r e t h e “ c l a s s r o o m r e s o u r c e s ” ( 4 a c t i v i t i e s / b e s t p r a c t i c e s s u c h a s c l a s s r o o m r e s o u r c e s , p r o j e c t s , a c t i o n s , s u g g e s t e d s c e -n a r i o s … .

This group does not include classroom resources and training material, since its outcome is the development of an international report recording current prevalent policies and proposing innovative policies or underlining best policies that emerged from comparison.

Group work methodology

W a y s o f i n t e r a c t i o n w i t h s c h o o l n e t

While recording existing policies school partners may contribute by sending to their national (NEMED partner) institute all articles, ministry’s legislation archives, relevant rulings referring to multigrade schools. School partners can also fill e-questionnaires developed by NEMED team forming general picture on parameters like multigrade school national curriculum, multigrade books, tertiary education courses on multigrade schooling, official seminars for multigrade teaching after appointing / nominating teachers on multigrade schools, ICT equipment in multigrade schools…School partners can also disseminate NEMED’s results to other schoolsMost importantly, policies groups will edit and assimilate rest NEMED groups’ results and reports, so that groups’ outcomes and implementations on school net will be affect the development of policies reports.

PEDAGOGICAL JUSTIFICATION AND DESCRIPTION OF GROUPS – NEMEDORIENTE, NEMED project and EVALUATION,

EVALUATION

EVALUATION PLAN, FUTURE STUDIES LEADING, Participating: Ellinogermaniki Agogi, ORIENTE, UNIVERSITY OF LISBON

NEtwork of Multigrade EDucation

Authors: Sofoklis Sotiriou, Friedrich Scheuermann, Antonio Duarte, Klaus Reich

Supported by European Commission - Programme Socrates – Action Comenius 3Project Number 114323-CP-1-2004-1-GR-Comenius-C3PP

The rationale of the NEMED network Multigrade schools play an important role since they provide access to primary education in rural and isolated places of many countries around the world. The existence and operation of such schools increases the chances of the international society to implement the ambitious goal “education for all”. Apart from their social role, multigrade schools constitute a very interesting field of research in educational matters, promoting scientific debate on various educational issues. However, in spite of their importance, these schools, usually operating in underdeveloped areas, form the most abandoned part of the educational system. It is noticeable that multigrade teaching7 is more common than believed or admitted. And yet only a few Ministries of Education, Curriculum Development Agencies and Teacher Education Institutions take their role into account. Their functioning within the educational system is marginal due to geographical constraints, socioeconomic features, lack of sufficient school equipment and mainly lack of staff. In general, in the field of multigrade schools very little progress has been made. There are theoretical, as well as practical grounds, in support of the view that improving multigrade schools is equivalent to improving educational quality in these areas. At the same time there are grounds in support of the view that these schools could play an important societal role, since they could function as “social community centres”.In the light of the above, it sounds that there are many open questions concerning multigrade schools, hence it is a necessity to work on the development of a network that will bring together educational experts, academic tutors and teachers in a combined effort to enhance education offered by multigrade schools and to reveal their special societal role. The networks of schools or educational institutions in general, can be considered as groups of institutions that communicate, exchange experiences, knowledge and methodologies, and share the common objective of upgrading education. Through the network the education offered to each participating member is better, quantitatively and qualitatively, from that provided by each school alone. Networking provides (a) access to educational material and databases, (b) chances of participation in educational and cultural activities, (c) opportunities to exchange experiences, indicate paradigms of best teaching practice and (d) professional support, which is particularly needed especially by newly appointed schoolteachers, a very common case for multigrade schools. It is obvious that the development of such a network is of particular importance for multigrade schools as well as for rural regions. A network of cooperation on multigrade teaching is expected to facilitate the learning process, as far as the students are 7 Multigrade teaching refers to the teaching of students of different ages, grades and abilities in the same group. It is referred to variously in the literature as 'multilevel', 'multiple class', 'composite class', 'vertical group’, ‘family classes’, and, in the case of one-teacher schools, 'unitary schools'. It is to be distinguished from 'mono-grade' teaching in which students within the same grade are assumed to be more similar in terms of age and ability.


concerned, and to operate in support the school’s social role at the local community level. The NEMED network, by promoting communication between its members, focuses on disseminating teaching models, good experiences of multigrade teaching practice, developing teaching attitudes and providing educational material appropriate for multigrade teaching. Within the framework of the networking activities, an extended survey on multigrade needs and best multigrade practices is going to be conducted in each of the countries of the participating institutions. The methodology of achieving the above is based on setting different working groups researching in parallel on aspects of multigrade education. The working groups involved in this procedure will investigate such matters as the needs of multigrade teachers, the number of existing multigrade schools in Europe, the national policies concerning these schools, ways for providing educational support etc. Furthermore, the working groups are going to cover specific multigrade teaching and learning aspects that reinforce the effort of upgrading multigrade education. The working concept of the NEMED network is based on the formation of the working groups on aspects of multigrade education, including both face-to-face cooperation and e-meetings (utilizing modern ICT). Moreover, the setup of the networks’ workshops will allow the participants to combine and share first-hand experiences of the work undertaken by the working groups and specify further steps of research. The academic institutions, members of the working groups, are going to specify a number of multigrade schools per country (of the institutions’ origin) that will participate in the research as connected schools with the working groups. The network’s success strongly depends on the close and effective collaboration, not only among working groups, but also between working groups and the schools connected to the network. Each of the working groups has as the task to produce reports on the groups’ progress.

The main aims of the NEMED networkThe overall aim of the NEMED network is to proceed on developing and distributing an overall “Report on Multigrade Education” that will be based on the working group reports. The network intends to present this Report to educational ministries and policy makers, since it is a tool that is expected helps the authorities in taking policy measures on improving multigrade education in Europe.Apart from aiming to bring the multigrade teaching and learning in the educational policy front, the network has the equally important aim of providing continuous support to multigrade teachers of the participating schools, assisting in parallel the communication between inaccessible multigrade schools. The provision of educational material, multigrade teaching training and in service support based on the use of modern ICT are ways by which multigrade teachers will be assisted and the participating academic and training institutions are going to support this. This includes (a) training on the methodological approaches (group teaching, peer tutoring, self directed learning, design of cross curricula applications etc.) (b) application of them to the multigrade school environment and (c) familiarization with the use of ICT in the framework of the multigrade teaching. The training programme will be delivered to the teachers through ODL techniques.A user-friendly web educational and networking portal will be developed that will act as the core node of the network community and will facilitate continuous communication and the exchange of ideas and materials. Teachers not only are going to be aware of new methods and techniques on multigrade teaching, but also will be able to decide on various “political” and other issues, participating actively at the networks’ activities through the web educational and networking portal. In this way the network intends to improve the professional skills of multigrade teachers, as well as to develop their abilities in the use of New Technologies which are considered as auxiliary tool in the daily instructive practice. The NEMED network seeks after the following objectives:

To stimulate the effort of bringing multigrade education to the education policy front and contribute to the upgrading of multigrade teaching and


learning. Despite the fact that multigrade teaching schemes represent the usual means for providing education for all in Europe and the rest of the World, multigrade education remains at the educational systems cut off. The network is going to focus on paying attention to the multigrade phenomenon.

To perform extended survey on multigrade teaching and learning issues as well as on the multigrade educational conditions in Europe. Working groups of the network are going to record and analyze the needs of multigrade teachers and students in Europe, best multigrade teaching practices etc. and produce a series of reports which are going to form the basis for developing the “Report on Multigrade Education”.

To proceed to specific suggestions concerning the improvement of multigrade education on European level. The “Report on Multigrade Education” is going to include parts where specific measures for upgrading multigrade education on European level, are going to be proposed. The report is going to be distributed to educational policymakers and Ministries of Education in order to press for actions on improving multigrade educational conditions.

To offer specialized support and training to multigrade school teachers by supporting through the NEMED’s networking platform the communication of remote multigrade schools in terms of providing professional training opportunities and access to educational resources. In addition the network will present to teachers (a) the use of the INTERNET as a tool of constant interaction between educators and trainees and (b) the Open and Distance Learning (ODL) techniques as basic media of communication and collaboration. Moreover the teachers’ training is expected to support the learning process indirectly. This will be achieved not only because the teachers will be well trained but also because the schools will have access to databases of educational material in electronic form that meet the needs of teaching and learning in multigrade schools.

To evaluate the application of ICT-based methodologies and practices addressed to multigrade schools. The function of the network is based on the use and exploitation of the possibilities offered by Information Communication Technologies that will support qualitatively the effort. The same concept i.e. the utilization of ICT will form the basis for indicating new methodologies of good multigrade practice.

To create the conditions for the network’s sustainability and expansion. The partnership aims to create a cooperation network open to expansion and development. This by definition will assist the effort of sustaining the networks function after the end of this project. The NEMED network will put special effort on utilizing outcomes of other Comenius projects, develop collaboration and include other Comenius partners in the Network. In addition the partnership aims to support further the continuation of the network by own resources and by trying to ensure additional funds from other external resources.

The evaluation framework of the NEMED project

The aim of the current work is to evaluate (a) the network and its research approaches on multigrade education matters, (b) the outcomes of the research of the working groups and (c) the multigrade teachers’ training framework and modules. More specifically the activities of the network will be conducted taking into account the following aspects:

The network’s function and working group activities: A general evaluation scheme is going to be developed in order to record and analyse the function and the effectiveness of the network. Special focus is going to be given on the assessment of the network’s ability to expand, include new members interested in multigrade


teaching as well as the ability to sustain its function after the completion of the three years of the network’s run.

The teachers training scheme: In order to assess teachers’ training, teachers’ engagement in the proposed methodology and the application of ICT in teaching practice will be primarily examined. The network aims at upgrading multigrade education and the activities of teachers’ training on multigrade teaching constitutes an important part of the networking activities which need to be addressed in terms of evaluation separately.

Ethnographic aspects: The partnership will take advantage of the different multigrade school environments across Europe and will study the attitudes of teachers with different cultures towards the application of the proposed approach as well as the attitudes between teachers themselves. The evaluation is going to be performed by the evaluation group, which is going to be formed at the early stages of the network’s life.

The main evaluation activitiesThe main evaluation activities in the framework of the NEMED network are (i) the development of a methodology and the specification of an evaluation plan, (ii) the selection and development of the necessary evaluation instruments, (iii) the conduction of the evaluation in schools and of the research methods and approaches. This will result in a measuring of the network’s performance and in identifying the potential for change and improvement, focusing to the pedagogical framework, data collection and data analysis. The last activity in the framework of the evaluation work is the writing/editing and publication of the final evaluation report. The project team will adopt a multidisciplinary approach in order to analyse the initial results and the innovation value of the proposed processes and implemented scenarios and best practices across European rural schools. This multidisciplinary approach has several dimensions: a) Pedagogical, b) Organisational/institutional, c) Technological, d) Economic and e) Cultural. Indicators and criteria, tools and guidelines will constitute the evaluation framework. In order to meet different “evaluation” requests the proposed framework will be based on a flexible and modular approach. For each object under study (scenarios, case studies, examples of good practice) the main innovation aspects will be identified from the point of view of all the above mentioned dimensions. For each innovation aspect the data to be collected, the evaluation criteria and the possible sources of evaluation/validation both human and material are suggested in broader categories.

Development of the Evaluation Design for the NEMED network

The evaluation process will accompany the evolution of the NEMED network from beginning to end. In doing so, the process will:

help the proeject team clarify questions during the preparatory phase by contributing to the definition of objectives and the development of assessment criteria;

support the implementation phase of the NEMED network, i.e. analyse and assess the steps taken in the course of the NEMED development and implementation;

document and record the outcome of NEMED by producing a written assessment of the steps taken (effectiveness, attainment of objectives).

In all phases, evaluation serves to identify potential for improvement. Information gained from evaluation is to be of benefit to NEMED network itself, to the NEMED partners and to the users of networks results (e.g. visitors of the web portal). Accordingly, the evaluation strategy can be given the heading of "participative orientation". Future network partners and users are integrated through information, material etc. at an early stage and are asked to make active contributions by communicating their reflections and wishes regarding a network. These are then fed back into the network concept. Therefore, the


evaluators – in cooperation with the NEMED partners – will develop recommendations, which are to lead to concrete improvements.

Thus, evaluation in NEMED will mainly be of a formative nature: The results of the ongoing evaluation process will continuously be fed back into NEMED and thus influence it. The main target groups of the NEMED network are:

Teaching personnel Pupils, students Teacher educators Researchers Policy makers and curriculum developers

It is estimated that about 60 rural schools will participate in the evaluation process of the project, from Greece, Italy, Spain, Romania, Cyprus and Hungary. It is expected that at least 60 multigrade schools teachers will be involved in the proposed activities. About 15 teachers’ educators and reaserachers will be also involved in the different phases of the implemenation of the proposed activities. The aim of the consortium is to increase these initial number by involving users during a series of workshops and conferences in different countires during the three years of the project’s impelementation.

The following table presents an overview of the proposed evaluation design:

Subjects Objectives Methods Target Groups

Meetings & events Optimise preparation and organisation,Evaluation of results

QuestionnairesParticipative observation

Network Partners, Teachers

Workgroups Optimise cooperation and productivity,Evaluation of results

QuestionnairesInterviews

Network Partners

Examples of teaching methods & materials

Selection according to quality,standardised short description for future users

Catalogue of criteriaExample of standardised short descriptionExpert's ratingSurveys of teachers/pupils

Teaching personnel (lecturers, trainers, teachers)Learners (pupils, students)

Web portal: contents

Optimise usability and acceptance,identify user preferences

Usability testsLog filesOnline questionnaires

Teaching personnel (lecturers, trainers, teachers)Learners (pupils, students), Reserachers and Policy makers

Web portal: communication

Record and monitor use,Recommendations on how to increase use (forums etc.)

Usability testsLog filesOnline questionnaires

Teaching personnel (lecturers, trainers, teachers)Learners (pupils, students ), Reserachers and Policy makers

Web portal:Projects

Network effects: Cooperation between partners,

SearchOnline questionnaires

Teachers / schools partners


development of new projects

Evaluation Objects (what to evaluate) and corresponding Evaluation Method (how to evaluate)

Considering that the NEMED Network is a context (a “stage”) where teachers are going to be involved (as “actors”) an Evaluation should consider: the nature of the “stage” (i.e. NEMED Products and Activities); the “actors’” perception of the “stage” (i.e. Teachers’ Perception of NEMED functions and contents); the “actors’” use of the “stage” (i.e. Teachers’ Use of NEMED); “stage” impact on “actors” and their context (i.e. NEMED Impact on teachers and their professional context). In this framework the evaluation process will explore the following aspects:

a) The NEMED web portal (final structure and contents) – via Direct Observation of the portal and its statistics (e.g. log files)

The development of a web portal is an important objective of the NEMED network. For one thing, this portal is to serve as an information and communication medium for the Comenius Network. For another thing, its aim is to provide modern concepts and materials for teaching and learning in rural learing environments and multigrade schools. Both functions of the portal belong together because the Comenius Network will only become well-known if it succeeds in addressing a maximum of people interested in the specific fields and making them use the portal on a regular basis. A questionnaire is developed in order to record the expectations and wishes of portal users. It is subdivided into the following areas:

- teaching and learning in multigrade schools (e.g. methods, learning scenarios, materials, aids for controlling learning success, professional development options),

- up-to-date information on rural education (e.g. tips on books and learning media, information on courses, courses of studies and other professional development options; articles from magazines dealing with the specific field, links, newsletters, calendar of events),

- communication and exchange of information (e.g. chat, forum, mailing list, help desk),

- miscellaneous useful options (e.g. search function, online shop).

b) The NEMED Network proposed activities

More specifically the following activities will be monitored and assessed:

NEMED dissemination (dissemination products, like leaflets, publications, etc.; dissemination activities, like workshops, presentations, etc.) – via Direct Observation and Interview to Coordinators NEMED sustainability actions - via Direct Observation and Interview to Coordinators NEMED expansion actions - via Direct Observation and Interview to Coordinators

c) Teachers’ Perception of NEMED (Network functions and contents)

This will be achieved via Questionnaire to teachers and Focus Groups Interviews to Project Teams concerning:

Perception of NEMED EfficacyPerception of NEMED EfficiencyPerception of NEMED Utility


Teachers’ Use of the NEMED portal and materials

This will be achieved via Questionnaire to teachers and Focus Groups Interviews to Project Teams in the different countries participating in the implementation process. The following aspects are expected to be covered:

Degree of use (Log files)Reasons of useFocus of useMode of useType of communication when using NEMED approach (chat rooms, BBs, email)Problems of useGood experiences of use (Examples of Good Practice)

NEMED Impact on teachers and their professional context This will be achieved via Questionnaire to teachers and Focus Groups Interviews to Project Teams in the different countries participating in the implementation process. The following aspects are expected to be covered:

NEMED Impact on teachers, regarding:

Feelings of isolation as a teacherIdentity as a multigrade teacherAttitudes to teaching multigrade classesMotivation to teach multigrade classesKnowledge about multigrade teaching Competency of teaching multigrade classesCommunication with other multigrade teachersTeaching of multigrade classes

NEMED Impact on teachers’ professional context, regarding:

Achievement of teachers’ pupilsQuality of learning of teachers’ pupilsOther changes on teachers’ pupilsBenefits on teachers’ schools

Working language and data acquisition

The evaluation instruments will be developed in English. The partners responsible for the implementation in each country will translate the content in the relative language. The data will be collected and analyzed by the evaluation team. The evaluation instruments will be send to the partners well in advance before the implementation of the project activities (planned for March 2006).

Evaluation phases

The evaluation of the NEMED network will be performed in three phases

Phase A: March-June 2006Phase B: October – December 2006Phase C: February – June 2007

An Interim evaluation report will be available to the consortium in June 2006, while the final evaluation report will be available in September 2007.

PEDAGOGICAL JUSTIFICATION AND DESCRIPTION OF GROUPS – NEMEDEDEN, NEMED project and DISSEMINATION,

DISSEMINATION

NEMED Communication Strategy Plan Matrix

Three workshops

Conferences (EDEN 2004 Annual Conference, Fifth EDEN Open Classroom conference, etc.)

Multipliers

European School Net

Brussels: Dissemination News Letter, Web site

In order to achieve maximum efficiency in communication within the project’s dissemination activities, the project target groups have to be identified and structured / clustered, the approaches and messages must be individualised and tailored to each specific target group. Furthermore the actions carried out have to be assessed.

COMMUNICATION

LEVEL

TARGET GROUPS

KEY MESSAG

ES

SUCCES INDICATOR

S

MEDIA AND

TOOLS

APPROACH

Internal

External

Contact Database Structuring

The principle of the categorisation of contact databases the target groups) is described hereunder. By the use of criteria listed below, a four-digit “IPRM” code may be identified to each individual that allows flexible grouping of the contact persons by certain characteristics:

PEDAGOGICAL JUSTIFICATION AND DESCRIPTION OF GROUPS – NEMEDEDEN, NEMED project and DISSEMINATION,

Institutional position (I)

1. Higher Education2. K-123. Vocational4. Government5. Policy making body6. National Association7. International

Association8. Professional body9. Corporate10. Media

Professional orientation (P)

1. Teacher2. Researcher3. Manager4. Developer5. Technology

provider6. Policy maker7. Commercial actor

Regional location (R)

1. Western Europe2. Central Europe3. Eastern Europe4. North of Europe5. South of Europe

6. Developed Extra European country

7. Developing Extra-European country

Multiplying/Dissemination capacity (measured by semi-quantitative clustering algorithm) (M)

Documents

ANNEX 5 - ea€¦ · Web view2nd Project management meeting, Espoo-Finland, June 2005. 3rd Project management meeting, Athens-Greece, October 2005. The working group core partners