IPM TOOLS -

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IPM TOOLS -  FINDING INNOVATIVE PEDAGOGICAL
METHODS TO INTEGRATE WEB BASED TOOLS INTO
TEACHING AND LEARNING

• eJournalism in international project work
• Lud Mateusen

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30 MINUTES
53 SLIDES SEC/SLIDE
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Common project work??
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Characteristics project

• Themes
• Common aims
• Themes interesting, subject-oriented or cross-
  curricular
• Linked to the curriculum
• Contains research most difficult is to define
  the main question and the subquestions WHY
• Not only description or comparison
• Organisation
• Group work
• Clear structure and division in stages
• Deadlines
• Final product
• Evaluation

0 W N E R S H I P
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Specific characteristics virtual project

• Ownership students
• Visualisation
• Communication
• Collaboration
• Creativity
• Teacher structures and monitors
• The more virtual, the more structured....

M I X
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Deadlines Future stars
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General outline

• General multi-disciplinary theme
• Divided into subtopics
• 2. International groups deal with the same topic
• International topic coordinator for each group
• 3. Stages of project work

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General outline(1) Themes

• 1. General multi-disciplinary theme
• Divided into subtopics

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Example Sport

• Addiction
• Mens sana in corpore sano
• Dangerous sports
• Sport and health
• advertisements
• nationalism

• Hooliganism
• Sport and TV
• National sports
• Sport at school

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General outline (2) organisation

• International groups deal with the same subtopic
• International topic coordinator for each group

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Teacher, Topic Coordinators, Coordinator

• Teacher/tutor is responsible for the work of the
  students in his/her school
• The Topic Coordinator is responsible for the work
  in his/her international topic group.
• Project coordinator
• General coordination
• Responsible for general outline
• Reminds/updates the different stages in the
  project
• Writes the final report

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General outline (3) Stages

• 1. Introduction teachers
• 2. Choice of the theme teachers
• 3. Definition of the problem (main question)
  teachers/students
• 4. Practical planning teachers
• 5. Research students
• 6. Reporting students
• 7. Evaluation of the product and of the project
  teachers and students

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Tools in a virtual project

• e- mail
• websites
• chat/discussion forum
• electronic (or virtual or digital) learning
  environment (contains different tools)
• Moodle, Blackboard, Dokeos, eJournals
• weblogs

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Criteria ICT- tools for international group
work

• Information, communication and collaboration
• Structuring and monitoring by teacher
• Easy to use

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Information gt communication gt collaboration
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Information Communication Collaboration Monitoring structuring By teacher Easy to use
E-mail Information xxx Communication xxx Collaboration xx Monitoring x Structuring x xxx
website Information xxx Communication - Collaboration - Monitoring Structuring xxx _
weblog Information xxx Communication xxx Collaboration xxx Monitoring xxx Structuring xx xx
Ele/ ejournals Information xxx Communication xxx Collaboration x Monitoring xxx structuring xxx xx
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E-mail

• Individual correspondence
• not structured neither monitored
• Class correspondence
• Fixed themes
• fixed time schedule
• Das Bild/The image (13 years old)
• http//www.esp.educ.uva.nl/Image/

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Case study

• How to use a learning environment for
• international projects
• 3 GenEurations 99-03
• Sonera Experience
• http//cce.peda.net/magazines (99-03)
• Eline www.schooljournals.net (03-05)
• E-Uth www.schooljournals.net (O5- )

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• Everys day life in Europe/
• Electronic learning and innovative
• education
• Comenius 5 countries/15-17 years

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Comparison 3 generationsdivided into subtopics

• Working time spare time
• Family life
• School life
• Gender-related roles
• Safety and criminality
• Politics
• Immigration and integration
• Etc..

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Structure your project
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Stages in international project work

• 1. Introduction
• 2. Choice theme
• 3. Definition problem
• 4. Practical planning
• 5. Research
• 6. Reporting
• 7. Evaluation

• 1. Personal presentations
• 2. Choice theme
• 3. Brainstorming
• 4. Practical planning
• 5. National reports
• 6. International comparison
• 7. Selfevaluation and marks

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Stages 2000-2001
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Stage personal presentations
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Phase 1. Presentations
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Stage defining subquestions
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Brainstorming involvement
Common agreements on what to do.
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Example

• Sub theme Gender-related Roles
• MAIN QUESTION
• In what respects have the relations between men
  and women changed with reference to roles and
  opportunities?
• SUBQUESTIONS
• Are there differences in upbringing of boys and
  girls?
• Are there differences in the ways boys and girls
  spend their spare time and the way they get along
  with their friends?

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Phase national research

• Interviews grandparents and parents
• Questionnaires
• Literature/internet

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Phase 4. Research
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Interview in Ierland
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Germany ethics years 50
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Families 50 Italy
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Cultural heritage
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Phase comparison

• At school
• In discussionboard

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Comparison discussion board
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Evaluation

• Evaluation procedures
• Common appraoches?
• Did we reach our aims?
• Hindering/positive factors

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Evaluation control ??
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Selfevaluation by students

• Foto van evaluatie vergadering

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What?

• Common projects are different
• accept flexibility
• Selection of aims
• Content and process

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Evaluation procedures.

• International planning meeting (Nl) agreement on
  the items to be evaluated
• Evaluation at school level questionnaires, class
  discussions, document analysis (reports)
• International meeting (It) evaluation with
  students

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Conclusion

• How did schools use a learning environment for
  international projects?

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Different approaches 02-03
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Different approachesmulti-disciplinary
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Preconditions for succes

• The full support of the Headteacher
• Information of staff not directly involved
• The project must reflect a schools real needs
• linked to the curriulum/marks given
• Takes time and energy
• Team work

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Hindering Factors Schoollevel - students

• no marks
• too much work outside lessons
• too difficult access to computers

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Hindering Factors Internationally - teachers

• Organisation different timetables
• Time consuming communication
• Very demanding coordination
• Different aims
• Too little time in conferences for training

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Positive results internationally - teachers

• Learning other didactical approaches
• personal satisfaction (new friends)
• ICT-skills
• growing motivation
• General feeling of INNOVATION

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Positive results internationally - students

• Working more autonomously
• Collaboration with international team
• Using ICT-skills
• Fun and marks

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