Project Introductionwww.entelsproject.eu

H2 Learning

www.h2.ie

ICT in education strategy

Teacher professional development

eLearning development & delivery

Planning and development

Piloting, rollout & evaluation

Change management in schools

www.h2.ie

Ensuring value for money with effective teaching and learning.

What We Do…

H2 Learning

www.h2.ie

Key areas of interest

21st

century

skills

ICT as a

catalyst

for school

change

Online

synchronous

learning

ePortfolios New models

of teacher

CPD

H2 Learning

www.h2.ie

EU funded projects

SigMath – Significant Maths for Adults: enabling access across Europe

ePathways – Professional pathways for VET teachers using ePortfolios

EUfolio – EU Classrooms ePortfolios

Digital Pathways - Digital Skills Pathways for Youth

Skills 4 Work – Work Based Learning Model for VET

ATS 2020 – Assessment of Transversal Skills 2020

ENTELS Project Background

• Erasmus + two year strategic partnerships project

• Teacher-training, research and development project

• Project spanned from September 2014 to August 2016

• Develop and deliver a professional development eLearning course for teachers

• Realise the transformative potential of ICT integration in teaching, learning and assessment practices

• Enable students develop 21st century skills – collaborative problem-solving and ICT literacy, critical thinking, entrepreneurship.

Project Partners

Xunta De Galicia, Spain

University of Santiago, Spain

Kaunas University of Technology, Lithuania

Plymouth University, United Kingdom

H2 Learning, Ireland

Education Transformation

It is widely agreed that expectations for teachers are evolving rapidly, especially asmodels such as student-centred learning and hands-on learning are increasinglyemphasised by ministries of education and school administrations.”

(Horizon, 2014)

ENTELS Project Overview

Aedamar FrawleyH2 Learning

Teacher Professional Learning Finding The Right Blend

#ENTELSIRL

ENTELS Course Pilot

Learning Platform Course Content

Course Delivery Impact

Chamilo LMSAdministrated by CESGA

Learning PathsInteraction Tools

Learning by Doing MethodologyReflection on Action

Practical Strategies and ToolsBalance of Theory

Self-Directed LearningLive Webinar Sessions

Tutors for ongoing and ad-hoc technical and non-technical support

Increased learner engagementDevelopment on learner soft skills

Changing teacher attitudes and perspectivesRemoving the fear factor

Teacher

Learning by Doing

Blended Model of CPD Delivery

Self-Directed

Flexible Learning

Practical Activities

Reflective

Participant Interaction

Sharing Learning Experiences

Course Methodology and Strategies

eLearning Platform: Chamilo

Open-source e-learning and content management system

Includes interactive and social tools

Intuitive and easy to use

Course Modules

The course was developed in a modular structure consisting of four modules.

Module 1: ICT Toolkit Module 2: Learner-Centred Teaching Approaches

Module 4: Assessment ToolkitModule 3: Entrepreneurship

Learning Paths Forums Wikis Websites Documents (PDFs) Assessments/Quizzes External Repository Rich Media Content

“Interface with content without distractions”

eLearning Platform: Chamilo

Course Content

Embed webpages

Embed PDF documents

Step-by-step process balancing theoretical and practical content

Weekly Webinars to encourage discussion, share experiences, showcase strategies and tools…..

Presentations

Digital Mind Mapping

Digital Storytelling

Animation

Coding

Web Bookmarking

Blogging

ICT Toolkit (mandatory module)

Differentiation

Group Work

Co-operative Learning

Problem-Solving

Personalised Learning Environments

Apps to support Learner-Centred Teaching Approaches

Learner Centred Teaching

Entrepreneurship

Principles of Entrepreneurship

Developing Entrepreneurial Skills through classroom activities

Delivering a unit on Entrepreneurship

Embedding Formative Assessment ApproachesCommunicating learning intentions and a success

criteria with studentsSelf-AssessmentPeer Feedback

Using Rubrics

ePortfoliosUnderstanding ePortfoliosFunctionsSupporting AssessmentImplementing ePortfolios

Questioning Tips and Tools

Assessment

Tasks & Reflection

Action-based tasks

Learning applied in real classroom scenarios

Reflection on impacton the teacherOn the students

“Learning through reflection on doing”

Participant Feedback

I really enjoyed this module. I found it to be both enlightening and thought provoking. It has enhanced my own understanding of the power of formative assessment and provided practical examples to further utilise it in my classroom in ways that will encourage students to actively engage with and take ownership of their own learning.

I thoroughly engaged with the new specification and the matching of learning intentions with success criteria through creating the rubric for task one. I have a clearer understanding of how digital technology can promote an instant record of the process of student learning and how to use it to facilitate student engagement further with the language learning process.

The main challenge for me, as a teacher, was investing time into practising how to use these tools and strategies. However, the rewards were easily accessible and above all adaptable resources. Once the preparation time was put in………

Impact: Teacher interview responses

Students in TY had to create a Prezi on their hobbies and present these to the group- during which I gave formative feedback. Later when I engaged more with assessment toolkit on the ENTELS course I provided students with the rubric to peer assess while the presentation was occuring- WHAT A DIFFERENCE! Everyone was active (while I was filming)…more engaged and more clued in to what aspects were good and what needed to be improved on…IMMEDIATELY, student presentations improved in response to the success criteria…for some markedly, for others more honed.

It’s good to back in the space of a student and a student that is not the best in the class.

I presumed everyone doing this course would be a lot better than myself…..there was that kind of vulnerability.

Before the ENTELS course I would never have requested time in the computer room with a class. Next year I have requested 3 periods in the computer room for different classes. I have lots of ideas and things I want to do.

Reflecting on Learning

‘I’m learning just as much as you are!’

Questions emanating from the pilot

1. What are the key ingredients for teacher professional learning in the 21st century?

2. What can be done to promote greater teacher participation and interaction in online professional learning?

3. What is a good blend for online teacher professional learning?

4. How can professional learning be sustained beyond fixed course timelines?