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081003 Brie Survey LIP6LIVE[1]

081003 Brie Survey LIP6LIVE[1]

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Published by: Centro Studi Villa Montesca on Dec 01, 2008
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05/09/2014

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LIP 6 Live Online
- the course for live cooperation
LIP 6 Live Online was the latest course of teacher-in-service training "Learn Internet Projects byDoing". The three on-site seminars of the course took place in the school-year 2007-2008, and theinternational partner projects were also carried out in 2007-08. The course was organised incooperation of OPEKO, the National Center for Professional Development in Education, and theComenius 3 network COMP@CT.The on-site seminars of LIP 6 Live Online were held at OPEKO in Tampere September 27-28,2007, November 21, 2007 and January 28-29, 2008.The course was coached by Ilpo Halonen, senior lecturer, M.A. The new aspect of the course wasthe use of live online sessions as part of the partner projects performed with foreign colleagues andwith their student groups. LIP 6 Live Online was the 6th course with an e-journalistic approach to project-based eLearning PBeL. The LIP 1 was organised in 2002-03.There was a live online room for 50 participants integrated into eJournals where LIP 6 LION participants worked. Live sessions proved to be very useful. They were used e.g. in contacts withteachers in St Peter's School in Panchgani India. Visits of Finnish and Dutch teachers to India were prepared in the live online room of eJournals. The LIP 6 Live Online course contributed a lot to thedevelopment of Finn-India network, which was initiated byCOMP@CTin the autumn 2007.The course LIP 6 Live Online had the ambitious objective to train some teachers as moderators of live online sessions.
What, where, when?
LIP 6 LION was the first LIP training for teachers consisting not only of asynchronouscollaboration but also of live online sessions, live speech and possibly video by web cameras. Thecontent of the course was eJournalism, i.e. creative journalistic activities of children and teenagerson the web. They had opportunities to write, draw, sing, take photos and videos, and publish their  products, using eJournals, either on Intranet or in public on the Internet. The children worked under guidance of their teachers. Teams of two or more teachers were free to cooperate in the Internet ontheir own.
Who and how?
The Finnish course participants learned to make international projects in LIP 6 Live Onlineseminars in Tampere Finland, and they helped their colleagues abroad in project making. Therewere live online sessions of teachers and students in addition to asynchronous collaboration. Thecourse, like other LIP courses, was arranged by the Finnish National Centre of ProfessionalDevelopment in Education OPEKO, and it belonged to projects of the COMP@CT network. Thecourse was free of charge for both the Finnish participants and their foreign partners.The course included only virtual collaboration on the Internet, and there was no travelling for theforeign partners in the context of LIP projects.
 
LIP courses 2002 - 2008
Teacher-in-service courses having this same concept of training have been organized between 2002 – 2008 followingly:Learn Internet Projects by Doing LIP 1 for language teachers, 2002-2003Learn Internet Projects by Doing LIP 2, regional in Savonlinna 2003Learn Internet Projects by Doing LIP 3, OPEKO Tampere 2004Learn Internet Projects LIP 4 Enterprise, OPEKO Tampere 2004-05Learn Internet Projects LIP 5 Primary, OPEKO Tampere 2005 -2006Learn Internet Projects LIP 6 Live Online, OPEKO Tampere 2007 -2008The first three LIP courses were targeted mostly at teachers of languages.LIP 4 Enterprise was organized for teachers interested in active citizenship and entrepreneurship in2004-05, in collaboration with Dr Liisa Remes, an expert of the topic.
 
LIP 5 Primary in 2005-06 was a training course for teachers of basic comprehensive schools, grades1-9.
Applying
Teachers in Finland filled in the application form in the Internet. Foreign partners who liked toattend to the LIP course filled in another form in the Internet, the content of which was submitted tothe course leader.Those who liked to be partners in the LIP 6 Live Online course attended to pilot sessions in theschool-year 2006-2007 where the use of live online rooms was shown to them in a practical way.The course participants were introduced in the eJournal LIP 6 Live Online, which was the commontool of information and communication between attendants, as well as the gateway to live onlinerooms. The same eJournal was the central tool of information and communication when the courseLIP 6 Live Online started in the autumn 2007.
Objectives of the course?
The LIP training format was part of eJournalism, a holistic approach to project-based eLearningPbeL. Teachers engaged in methods of networked collaboration and of international partner projectsin order to improve their own teaching and to make learning processes more and morecommunicative. The e-journalistic approach has many advantages. The authenticity of communication adds motivation. One learns a lot beside the foreign language: pupils learn cross-cultural understanding, better skills of information and communication technology (ICT) and of distant learning in written and oral environments both synchronously and asynchronously.
How did one work in the seminars?
In the first f2f seminar the Finnish participants were instructed to use the eJournal, a most adequatetool for partner projects in the Internet. At the same time they started their partner projects.Participants learned to know about project making in the Internet and about working in the net withtheir pupils. They participated in live online sessions between the seminars. The further seminars,either one or two, included checking how projects were proceeding. More advice was given to the participants how to continue their international project work. Completing the project and itsevaluation were new topics treated in the last f2f seminar. The participants discussed the projectmethod and learned more about it. They also evaluated how the LIP course had been run and what ithad meant for their own work. Foreign partners were informed and instructed by the Finnish participants, which strengthened their adopting project methods.
What did one do in the Internet?
Partner projects were carried out mostly in an asynchronous collaboration. The Finnish colleaguesworked in teams in eJournals, and they had one or more foreign partners in each journal. Partnersorganized their lessons so that there was enough time for pupils to write and publish their articles inthe eJournal. In the beginning, participants instructed their students to work in an independent wayin the eJournal. Online sessions in the computer lab were needed, at least at the beginning of the project work, for giving pupils and students instructions.After pupils knew how to work in the eJournal they were able to go on working in an asynchronousway, carrying out their assignments. Drafts of texts were also written and corrected on paper. After that pupils turned their texts and images digital off-line. Only some online time was needed for their 

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