Teachers
Aus Wiki-Handbook
Teachers are invited to publish their experiences on this Wiki Handbook. If you are interested please contact: virtuelleschule@bmukk.gv.at
Teacher Community on Xplora for Inspire: http://www.xplora.org -> Forum
Direct Link: http://inspire-teachers.ning.com
Video: Interview: Mobile Learning
Interview with Prof. Schittelkopf about mobile Learning in german.
Video: Example of a "Learning Module"
Example of a "Learning Module": FlyPen Cosmos:
Interviews: Austria Summary of teacher interviews from Austria
Statement 1 (AT), teacher of physics and mathematics
“My qualifications:“
7 years of teaching in notebook classes; 7 years of searching for the optimal way with the insight that what was great for one class can go totally wrong in another class
7 years of e-learning and 7 years of teaching with the computer; no use of books for physics teaching for 5 years Infrastructure in the school, which enables me to use the computer in class at any time Everything which is incorporated here doesn’t refer to the one school year with INSPIRE only, but also to the 6 years before
“What is the impact of using LOs in Science Education to motivate students:”
In order to interest our pupils in natural sciences the most important is to make them curious. This can be done with the help of LOs, simulations, short film sequences (which are also LOs in the end), but also in form of episodes from life (also of natural scientists)
The use of LOs makes the lessons more illustrative and thus more interesting and should actually become a matter of course (if the infrastructure allows it)
LOs make it also easier to respond to single pupils and to teach in a more differentiated way; therefore it is difficult for me to evaluate the LOs, because pupils react to them in a completely different way. What is trivial and boring for the one, can be most interesting for another.
Therefore I would consider it also reasonable if one does not only evaluate the LOs, but also tries to compile a list of links, evaluated by experts, so that everybody can select the LOs himself, according to his pupils. This list however should not be too long, since the experience has shown that when colleagues get 50 pages presented and are supposed to find the right one among them, they very quickly loose courage because it is very time-consuming.
A summarizing short answer to the first question: According to the experiments LOs are the things which essentially contribute to increasing the interest and the motivation to actively participate in lessons in natural sciences and also in mathematics.
“What is your own experience in your own school:”
The use of LOs in classes is independent from the teaching and learning methods. I have summarized my experiences, according to the methods.
All teaching and learning methods which I have applied while testing the learning objects are summarized in the pdf file. Principally I can state that the use of LOs increases the efficiency of teaching.
“Which conditions are necessary to motivate pupils in Science Education?”
I can now only speak for the business schools and hereby a very essential aspect is the reference to reality – to great extent applied mathematics and applied physics are taught – and the reference to economy.
One the other side, that what is interesting is the new, the incomprehensible the not trivial like the theory of relativity and quantum physics.
Infrastructure so that a computer can also be used spontaneously, because one wants to quickly check up something in the internet or to show a simulation.
Functioning equipment is likewise very important and also the use of ordinary things like e.g. mobile phones as well for calculating as for documenting. 20 minutes time in order to make a device operative are very discouraging for pupils, therefore it is always necessary to have a lesson plan independent of equipment.
Statement 2 (AT), teacher of physics and mathematics
“How are learning objects applied?”
E-Learning is a teaching principle at our school – meaningful use of learning objects with regard to the curriculum in the sense of a pluralism of methods in the different classes depending on technical facilities:
- In classes with beamer, interactive whiteboard as frontal input or part of a group work or
- in EDP-rooms as part of project works or regular use
- in classes with netbooks and notebooks as part of “self regulated learning” in school and at home, incorporated in a learning platform!
Existing content is used, but content is also created via the school internal learning platform (non- public – copy right and data security!)
“Links to portals” There are a lot of links; it is very time-consuming to find good material corresponding to the respective teaching situation!
Subject portals (confusing); ready moodle courses for download under http://www.edumoodle.at/lernmit/; ...
“How are learning objects created?”
Learning objects are preferably created with OpenScource Tools The 10 rules of the e-Content edict and copy right are regarded, if the content is made public!
Influence of the use of learning objects on the motivation of pupils?
The use of LOs is an additional teaching method → motivates pupils, offers diversion in classes and guarantees individual, differentiated learning!
Learning success is assured in self evaluating exercises and other examination situations
Statement 3 (AT), teacher of italian language
As a language teacher (Italian) “Teacher” uses new media and learning objects in her lessons regularly and with regard to the curriculum. Especially in language teaching she hereby appreciates the possibility to employ online-print media or to use foreign language videos for her lessons. This means on the one hand she reverts to material existing in the web; on the other hand she also creates digital learning materials herself (e. g. Casablanca, Hot Potatoes, eXelearning etc.) for her classes. In general, she sees the benefit of applying digital learning objects and new media especially in that pupils obviously enjoy this kind of learning a lot, whereby the learning motivation does not only increase, but also the learning success is a more sustainable one.
Statement 4 (AT), teacher of physics
“Teacher” teaches physics at the high school and is also active in the teacher training. She uses learning objects and new media regularly in her lessons and in project classes, but she puts much emphasis on the fact that the application is also done in a pedagogically meaningful way. This means the deployed learning objects can not be looked at by themselves, but must be seen as integral part of an elaborate learning environment. Particularly in physics teaching the use of learning objects (e. g. animations, simulations) allows “virtual experimenting”. One can analyse the data via computer and work in the “virtual laboratory” and prepare or respectively add experiments which could be dangerous.
She finds digital materials for physics via subject portals (schule.at, university of Colorado, Multimedia-Physik, etc.). Furthermore “teacher” creates herself digital learning objects of most different kinds (e. g. with Jclick, Jscript, Word-Tools and Flash). She sees the additional value of this great effort for her classes especially in the aspects of sustainability of the learning success and the possibility of individualisation. As an essential hint for elearning-beginners, she names the use of learning scenarios, that is, edited learning objects with pedagogical hints, which must be also changeable and adaptable for the user.
Statement 5 (AT), teacher of economics
“Teacher” gives lessons in commercial informatics at a commercial high school and employs digital learning materials in regular classes with regard to the curriculum as well as in project classes. Via the learning management system MOODLE, his pupils also have the possibility to revert to free exercises from at home. He himself uses the existing learning objects for which experts set up a pool in many cases. As regards self-created digital teaching materials the problem arises in his working environment that teachers don’t like to provide their self-created materials to the public, because there is the fear to “be not good enough”. For this reason but also because of the additional effort if copyright violations are paid attention to, self-created learning objects are only filed in internal education. His pupils also create digital learning objects themselves (in the form of project works for clients), these must then of course be saved with regard to copyrights. Especially he emphasized the possibility for individualisation. Pupils can find different solutions at their own level.
Statement 6 (AT), teacher of german and history
“Teacher” gives classes in German and History at the high school and also works as librarian in the school’s library. He regularly employs learning objects in his classes, at the elementary level he creates learning objects himself or respectively selects them for classes. In upper school, however, he allows pupils to create digital learning objects also themselves, which in his experience the pupils enjoy a lot, although in these cases he ignores copyright-violations (the pupils have to name the sources). He sees the benefits of this kind of working with the new media in that there is a greater sustainability of the learning success due to the partly playful approach, the testing and the mutual exchange of the pupils. Particularly the possibility of individualisation in classes is simplified because of the use of the computer and digital materials. In many cases, pupils can determine their learning pace and also the number of repetitions themselves.
Statement 7 (AT), teacher of geometry
“Teacher” teaches Descriptive Geometry virtually with the computer only. She works with the pupils with the construction programme and creates also animations. She sees the benefits of employing digital learning tools especially in that the pupils simply enjoy it a lot, whereby the learning motivation increases significantly. Because of the regular use of the computer in her classes she also observes that her pupils can deal with the medium more and more naturally
Statement 8 (AT), teacher of german
“Teacher” educates German at the high school and is additionally in charge of the school library. From the 1st class onwards pupils are urged to learn text processing at the computer. She uses herself particularly learning objects and digital education materials which exist already and integrates these in her lessons in form of blended learning. In this case the additional value is also seen in the better possibility for individualisation as well as in the high learning motivation.
Statement 9 (AT), teacher in primary school
“Teacher” is primary school teacher and also uses the computer and digital learning objects implemental in primary school in all age groups. She regrets a lot, that she can not give homework at the computer, because a significant part of the pupils does not dispose of a computer, whereby she would act against the principle of equal chances. She produces learning objects herself with different tools (Word, Exel, Powerpoint, Flash, Dreamweaver, Adobe etc.) and provides the materials she produced also to others. She sees on the one hand an increased learning motivation and sustainability due to the regular usage of the computer in primary school and simultaneously also a “totally normal” handling which her pupils develop with this medium. Thus, her pupils can do their own research in free learning phases and learn where they can get information quickly. For primary school too, the possibility of individualisation is counted as added value. Pupils can do different tasks in different learning paces. A particular advantage shows itself also in the dealing with pupils wih non-German mother tongue. Here digital tools are at disposal, via those the pupils can look up and learn themselves after previous demonstration.
Statement 10 (AT), teacher of theology
“Teacher” is teacher of theology. In this school e-learning is strongly practised, so that partly he gets already the feedback from the pupils that they are no more so pleased with working on the computer. Surfeit does not seem to raise motivation.
Statement 11 (IT), students 15-19
1. How often do you use Learning Objects (LOs) in your teaching? In which subjects?
Once or twice for each teaching unit.
2. What kind of LOs you normally use?
Periodic table C3-5-15, C1-13-17 Chemical equilibrium C4 13 20, Structure of crystals C1 17 21, Gas simulator C3 17 23
3. How do you choose the LOs? Where do you find them?
Either from Inspire platform or from the ones I have.
4. How do you use the LOs? Please give an example of a specific lesson where you have used LOs.
I generally use the LO in an inductive way to draw my students’ attention and interest in a new topic, hence as introduction to a new teaching unit. It can also be represented at the end of the topic, inviting the students to answer the suggested questions. Besides, students are invited to use the LOs even at home.
5. What do you think are the biggest problems in using LOs?
The main difficulties are due to the unsuitable school facilities.
6. How do you benefit of using LOs?
- They integrate the lesson, making it more interesting and easier.
- they make study and homework close examination easier
- they help the students who have been absent for any reasons.
7. What do you think are the benefits for the pupils for using LOs?
The LOs stimulate the inquisitiveness, allow students to accede to other correlated topics.
8. What has been your students’ feedback on using LOs?
They allow students to achive the comprehension more quickly.
9. In your opinion, how are LOs important in the subjects you teach?
they make the comprehension easier, they integrate into the traditional didactics very easily.
Statement 12 (IT), students: 15 up
1. How often do you use Learning Objects (LOs) in your teaching? In which subjects?
I often use Los, my subjects are English and Spanish.
2. What kind of LOs you normally use?
LOs concerning short units of the curricula.
3. How do you choose the LOs? Where do you find them?
From INDIRE platform, the web or I create them myself.
4. How do you use the LOs? Please give an example of a specific lesson where you have used LOs.
Past Simple LO. The LO must be followed and completed at distance (by e-learning); it starts with a reading, the reading has three interactive exercises: audio, comprehension and vocabulary. Then there is the grammar part; a link will lead the students to a blog where they will find the explanation and a video showing them the use. At the end a song will reinforce what has already been explained.
5. What do you think are the biggest problems in using LOs?
- There is no possibility of using the speaking ability, - unsuitable school facilities.
6. How do you benefit of using LOs?
I can teach even the students who are absent for any reasons.
7. What do you think are the benefits for the pupils for using LOs?
The lesson is more attractive, interesting and challenging. Pupils are very active.
8. What has been your students’ feedback on using LOs?
They have improved some abilities such as listening and pronunciation.
9. In your opinion, how are LOs important in the subjects you teach?
They can be useful for improving students’ abilities, apart from catching up the units not seen at school for any reasons.
Statement 13 (Spain), students: 12-16
1. How often do you use Learning Objects (LOs) in your teaching? In which subjects?
Two or three times a week, on average. I use it in Maths, mostly in geometry and functions.
2. What kind of LOs you normally use?
Aplets Java created by myself with GeoGebra or some flash animations.
3. How do you choose the LOs? Where do you find them?
I choose it to be adapted to the content I want to explain to the students. I find - the Java aplets at the official website of GeoGebra - the flash animations in the Internet through google.
4. How do you use the LOs? Please give an example of a specific lesson where you have used LOs.
To explain the concept of area and how we can deduce from the area of the rectangle different formulas for calculating areas. I have shown the LOs to students and presented a discussion to obtain the relevant expression.
5. What do you think are the biggest problems in using LOs?
The lack of technological infrastructure necessary in many cases.
6. How do you benefit of using LOs?
With them it is easier to introduce and explain difficult concepts to understand for students. At the same time they help the attainment of concepts.
7. What do you think are the benefits for the pupils for using LOs? Their use help them understand and better achieve the concepts explained as they have some visual reference to them.
8. What has been your students’ feedback on using LOs?
They were happy because they have used it in different classes and have better understood the concepts.
9. In your opinion, how are LOs important in the subjects you teach?
The LOs are important to improve the motivation of students while they facilitate learning.
Statement 14 (Spain), students: 14-18
1. How often do you use Learning Objects (LOs) in your teaching? In which subjects?
As many times as I can. It is very useful in science subjects.
2. What kind of LOs you normally use?
I don't have any preference. I try to use LO that let student to interact with the computer.
3. How do you choose the LOs? Where do you find them?
They has to be related about the topic, and I design especial activities (multiple choice questions, writing questions...). I don't have an special place to find them. I look over all the internet.
4. How do you use the LOs? Please give an example of a specific lesson where you have used LOs.
I use the LO to do some online activities (I usually put them in a Moodle course). I found a resource about tectonics plates, and I designed a Moodle lesson about it, with different kind of questions.
5. What do you think are the biggest problems in using LOs?
I don't find any problem.
6. How do you benefit of using LOs?
It has multiple benefits: It's easier to explain difficult concepts, It makes the subject more attractive for students...
7. What do you think are the benefits for the pupils for using LOs?
The student achieve a deeper knowledge, and encourage them about the subject.
8. What has been your students’ feedback on using LOs?
They enjoy LO. It is different from traditional teaching and they like it.
9. In your opinion, how are LOs important in the subjects you teach?
They are very important. It helps to explain difficult topics, you can show students animations about things that can only be seen in an expensive laboratoty and make the subject more attractive for them.
Statement 15 (IT), students: 6-10
1. How often do you use Learning Objects (LOs) in your teaching? In which subjects?
I use LOs while teaching science, maths and English as a foreign language, but I don’t use them very often.
2. What kind of LOs you normally use?
I use subject - matter centered LOs to help students to understand and practice specific parts of their curriculum.
3. How do you choose the LOs? Where do you find them?
Sometimes I look for them on Internet and sometimes I create them. I usually prefer interactive, attractive, colorful LOs
4. How do you use the LOs? Please give an example of a specific lesson where you have used LOs.
During the last year I used “Characteristics of materials” (http://inspire.eun.org/index.php/C4-5-16) with my 8 years old pupils. At the beginning I worked in my classroom to help students to understand the difference between “object” and “material” and to use all their senses to describe them. Later we went on making questions like “Why is a window made of glass?”, “Why is a copybook made of paper?”, At this point we went to our computer laboratory to find the answers to those questions testing materials with a virtual machine: the above said LO. At the end they used different types of paper to create a disposable paper glass and discussed which kind of paper should have had the best fitting characteristics.
5. What do you think are the biggest problems in using LOs?
The biggest problem is to find a good LO. Sometimes they are attractive, but they don’t cover the whole subject. In my opinion a LO should start setting a problem, should go on with exercises and more questions, should have different levels and should end with a test.
6. How do you benefit of using LOs?
I can have different groups of children (Primary School) working on different levels at the same time. I can have pupils practicing at home and enjoying while studying. Every student can test his knowledge by his own and receive an immediate feedback.
7. What do you think are the benefits for the pupils for using LOs?
The same as above
8. What has been your students’ feedback on using LOs?
They like using LOs because they are like games to them. They work in groups, they laugh a lot and at the end they remember a lot.
9. In your opinion, how are LOs important in the subjects you teach?
They are motivating at the beginning of a path; they provide a lot of exercise during the path (even operating with numbers is less boring if you use a LO) and an immediate feedback at the end.
Statement 16 (DE), students class: 5 to 10
Lehrer für Mathematik und Physik, Realschule Klassen 5 bis 10
Wie oft nutzen Sie LO’s in ihrem Unterricht? Im Prinzip habe ich eine Reihe von LO’s, die ich während der entsprechenden Lerneinheiten anwende. Eine zeitliche Einordnung kann ich nicht geben. Die meisten LO’s verwende ich im Physikunterricht. Es sind meistens Animationen.
Wie wählen Sie die LO’s aus? Woher erhalten Sie die LO’s? Meistens google ich danach. Vieles läuft auch durch Mundpropaganda. Lehrer sind Jäger und Sammler auf gute Unterrichtsmaterialien. So erhält man ebenfalls einiges an Material.
Wie verwenden Sie die LO’s? Wie bereits erwähnt, sind es meistens Simulationen technischer Geräte. Zum Beispiel verwende ich zur Erklärung der Wirkungsweise einer hydraulischen Hebebühne ein Java-Applet. http://www.edumedia-sciences.com/de/a260-hydraulischer-kolben http://www.sn.schule.de/~ms16l/virtuelle_schule/3D-Hydraulik/titel.html In der Geometrie verwende ich zum zeigen von Funktionen ebenfalls Software.
Was ist problematisch bei der Verwendung von LO’s? Verwendung als Schüler-LO Wenn Schüler am PC arbeiten, „verspielen“ sie ihre Zeit. Der Nutzeneffekt ist teilweise gering. Man muss sie befähigen, den Computer effektiv als Lerninstrument einzusetzen. Verwendung als Lehrer-LO Klassenzimmer müssen langfristig umgestaltet werden. Anstelle eines Overheadprojektors sollten Beamer mit Laptops eingesetzt werden.
Welche Vorteile sehen Sie bei der Verwendung von LO’s? LO’s am Computer können nicht mehr, als andere Lernmaterialien. Alle LO’s am Computer lassen sich ersetzen. So gesehen gibt es keine Vorteile. ABER: - alle LO’s lassen sich in einem Rechner aufbewahren - man benötigt „nur“ Beamer und Laptop (einmalige Anschaffung) - Kontrolle der Schülerleistungen bei ausgewählten Anwendungen ist sofort parat
Welche Feedbacks bekommt man von den Schülern? Überwiegend positiv. Allerdings eine große Auswahl an Unterrichtsmedien bewirkt mehr als der ständige Einsatz von Laptop und Beamer.
