Cloud Computing in European Schools Analysis of 59 Case Studies

Transcription

1 Ingo K. Bosse, Niamh Armstrong, Daniela Schmeinck Cloud Computing in European Schools Analysis of 59 Case Studies 1 Research Cluster Jun. Prof. Ingo Bosse, Ph.D. School of Rehabilitation Sciences Department for Physical and Motor Development in Special Education ingo.bosse@tu dortmund.de 2 1

2 School on the Cloud Network of 57 partners: 21 universities, teacher training 9 NGOs, 8 schools, SMEs, research institutes, adult education and VET providers, a European professional association, a library School on the Cloud Network Linkedin group schooloncloud

3 Project Aims Key questions: What is the impact of the Cloud on education stakeholders? (policy, teaching practices, and facilitating individualized learning processes) How should education respond to the potential of the Cloud? What might the situation be like in the future? Project Aims Focus on: Investigating didactic processes via ICT; Strengthening the goal of each subject into an integrated curriculum; Taking into the consideration the target group and their cognitive background. 3

4 State of the Art Cloud Policy and Action Huge variation between countries from digital and Cloud Strategies, to Public Cloud developments, to nothing Promoting the Cloud in Education Many actors from national and regional government to private companies and NGOs State of the Art Cloud computing promises to: improve the efficiency of education organizations optimize the technology enhanced learning experiences in an affordable way EU Policy perspectives Case Studies (2016) 4

5 Four Working Groups 1. Lead/manage the Cloud: transition 2. i(nnovative) Teacher 3. Learner focus: personalization 4. Future scenarios for education? Learner focus Today s teaching and learning approach, negative aspects: Limitations imposed by physical space Teachers responsible for whole groups at anytime; Insufficient use of technology; Uniform pace of traditional learning; Conservative nature of school organisation; Step by step progression for all children in an equal way; Teaching still not an evidence based profession; (OECD 2006) 5

6 Learner focus Principles of personalized learning: Personalized learning starts with the learner and the learner is at the centre; The learner is active in designing their learning goals and processes; The learner decides how to access and acquire information; The learner owns and takes responsibility for learning, and is thus more motivated and engaged in the learning process; The learner has the capacity to critically monitor their learning outcomes. Learner focus Personalized learning relies on three interrelated theories: 1. Constructivism 2. Reflective thinking 3. Self regulated learning 6

7 E Learning & I Learning The use of standardized and developed computer technology; Time and place independence; Flexibility in time-management; Interactivity and efficience; Active participation; Different teaching and learning styles possible; Enhance collaborative learning through cognitive interaction among learners; Organisational support. Caporarello, Sarchioni 2014 i-learning = improved version of e-learning: e-learning Combined with personalised learning. i Teachers What does it mean to be an i Teacher? (innovative teacher) The i-teacher is more a concept rather than a person. An innovative teacher can only be realized by cooperating with other people. Focus on the team and its competences instead of the individual. Importance of Cloudtraining sessions to improve the Cloudcompetences Necessity of providing accessibility and interconnectivity for each learner. 7

8 State of the Art 59 examples of Cloud Computing developments tested, piloted, implemented in education around Europe vary from national assessments and reviews, to public and private sector developments. advantages and benefits of Cloud Computing are illustrated as potential barriers are overcome Example: Unit.schule.21 School district Cloud, Unna Sustainable infrastructure 21 schools, 10,000 students unit21/ 8

9 Example: Living Schools Lab whole school approach to ICT highly innovative pedagogical practices rethink learning and teaching strategies network of living schools Example: Learn Portuguese Sign Language App created by a school Special Education Department in cooperation with their library and Deaf Unit 9

10 Conclusion Digital age students want an active learning experience that is social, participatory and supported by rich media. Growing need to support and encourage learner control over the entire learning process. Many social software tools offer the possibility to organize learners own learning experience and gives a sense of ownership and control Redesign of course managements systems & virtual learning environments Many instructors just move all their teaching materials to the system: presented uniformly to all learners regardless of their background, learning styles and preferences Conclusion Personal learning environments have emerged as a concept associated with the adoption of a raft of Web 2.0 tools, based on their needs and circumstances that serve to integrate essential learning outcomes. In learner centric methods, learners are expected to actively engage in the learning process to construct their own learning. The role of teachers who remain responsible for learners learning is evolving towards the role of a tutor. 10

11 I. BOSSE, N. ARMSTRONG, D. SCHMEINCK: Cloud Computing in European Schools Analysis of 59 Case Studies 1 More Information Ingo Bosse ingo.bosse@tu dortmund.de 11