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Explore what the Learning Designer tool offers as part of " Blended and Online Learning Design", a free online UCL course on FutureLearn, for teachers in all sectors.

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www.larermentor.no is registered, but the owner currently does not have an active website here. Other services, such as e-mail, may be actively used by the owner. Who owns the domain?

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Test done
Your result in the test was: 80%.
You have passed the test.

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This is a design of a remote teaching-learning session using a conference call via Skype. In this case technology is used both as a mean and a media (Internet) in which the educational process takes place.

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1a) TMS - Recommendations on:

4. Digital Judgement

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1a) TMS - Recommendations on:

3. Digital Communication

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1a) TMS - Recommendations on:

2. Digital Production

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1a) Teacher Mentor Survey - Recommendations:

1. Pedagogy and ICT

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1b) Comment in your learning diaries about your experience of the tool:

What is useful and less useful about it?

Useful: the descriptions given for any of the levels are thorough and this makes it a reliable tool for picturing the real situation of everybody who takes this test.

Less useful: didn't come up with anything to write about

What did you find difficult or unclear, and why do you think that is?

There weren't any unclear parts for me.

Were you surprised at the levels you reached?

Not really, I somehow knew I'm at the intermediate level as a whole.

Did you find the advice offered useful?

Absolutely, all of them.

What will you concretely now do in order to act on this advice to improve your level?

Well, I'm already doing it by taking this course. It's been really useful for me so far. I've learned about new tools and apps which will definitely become part of my teaching arsenal in the very near future.

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In this week’s learning activity we’d like you to reflect on the processes of self- and peer-assessment, and to write your reflections in your learning diary. To help you with this, here are some questions to ask yourself:

1) Why and how is self and peer assessment important to me?

It helps identifying what the current level of achievement is in a more objective way; setting realistically achievable goals; generating ideas of how to achieve the intended outcome.

2) When I have engaged in self and peer assessment about my professional practice in the past, what were the most useful benefits I gained from the processes and outcomes? To answer this question you can reflect on your short self-assessment you did in module 1’s learning activity, and any other self or peer assessment processes you have engaged in.

Useful benefits:

improved confidence about being able to manage some techie stuff;

feeling of oneself as further qualified in the respective professional field;

increased level of attention of the audience;

better students' end results from the learning process.

3) And what about the aspects I have found most challenging when engaging in self and peer assessment?

Find the balance between an overcritical and over-supportive approach to myself and the other.

4) How often do I take part in self and peer assessment? What stops me from doing this more often (is this due to time constraints, to a lack of knowledge about the benefits or how to go about this effectively, or perhaps a school culture which doesn’t encourage this?) There can be many factors, but identifying what these are will help you think about how you might overcome them to allow yourself the opportunity to benefit more from self and peer assessment.

I used to participate in peer assessment any time such a need had arisen when I was working as a teacher (by the school I was working with or higher educational institutions in my country). I cannot really appoint any accurate terms. as there was no regulation in relation to such an issue. As for the self assessment I can say I did it with every class I'd had, either in the public schools or in the private language agencies.

5) Finally, what precise gains do I expect to receive from being involved in self and peer assessment, and how can I ensure I obtain them? And what are my biggest concerns and fears in this regard? How might I find ways to overcome these? Being involved in this course is a good start.

The answer to the first part of the question is the same I gave to question #2 above and in regards to concerns and fears I have none. I feel really confident that this course will be very useful for me and I'll obtain the knowledge I need in this stage to help further my career.

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Evidence of my using technology in teaching

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Evidence of my using technology in teaching

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UPDATE: The second PowerPoint presentation couldn't be uploaded (I've tried several times, different files and in a new padlet - in vain, the same error every time), probably due to the much bigger size and the many pictures it consists of, so I can only share this one, which is not the best example, but it's obviously the only one available for the moment.

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1.8 Learning Activity - Evidence of my using technology in teaching

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1.8 Learning Activity - Evidence of my using technology in teaching

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I haven't been teaching in a traditional classroom since the end of 2008, so the evidences I'll show here are not taken from such, but still represent me using technology in somewhat educational process.

These are two PowerPoint presentations, both made and presented by myself before an interested group of people in Norway. The nature of the technology suggests that it was only me who used it during the presentation and the benefit to the "students" was the information they got from it all. As a whole, I can say that this format of presenting the information was extremely useful for its getting communicated and perceived in a meaningful and long lasting way.

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National and International Technology-Enhanced Teaching Frameworks:
UNESCO’s ICT Competence Framework for Teachers: http://unesdoc.unesco.org/images/0021/002134/213475e.pdf
ISTE Standards for Teachers: http://www.iste.org/STANDARDS
European Pedagogical ICT Licence (EPICT): http://www.epict.co.uk/
E-learning Competency Framework for Trainers and Teachers (EIFEL European Institute for e- learning): http://www.eife-l.org/publications/competencies
European e-competence framework: http://www.ecompetences.eu/e-cf-overview/
EUCIP IT trainer: http://www.eucip.org/
Ncca ICT framework: http://www.ncca.ie/uploadedfiles/publications/ict%20revised%20framework.pdf
NAACE (ex BECTA) self-review framework: http://www.naace.co.uk/ictmark/srf
DIGIEULIT: http://www.jelit.org/65/01/JeLit_Paper_31.pdf
Common European Framework for Teachers Professional Profile in ICT EDUCATION - Utrainer: http://www.cnr.it/istituti/FocusByN_eng.html?cds=102&nfocus=20

Useful videos:
At this link, besides some of the examples already showcased in Module 1 of this course, you can find various other videos showing how teachers have integrated technologies into their teaching and learning in the classroom: http://linked.eun.org/web/guest/videos

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My comment to the 1.3 Game-based learning for teaching foreign languages

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My comment to the 1.3 Game-based learning for teaching foreign languages

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Games are always a good way to grab the attention of the students, no matter their age. I even used them while teaching adults English and everybody was amused :).

Furthermore, games have proven their merits in improving vocabulary skills, so there is a 2-in-1 benefit in effect here.