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Module 4.6 - Apps for personalized learning and flipping the classroom

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Module 4.6 - Apps for personalized learning and flipping the classroom

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The only app I've ever used is SOCRATIVE. The rest ones, for example, Khan Academy, I've heard and read about it, but never used.

AURASMA and SHOWBIE, first news.

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Module 4.5 - 4.5 Flipping the classroom with tablets

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Module 4.5 - 4.5 Flipping the classroom with tablets

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I am totally agree with this way of learning, but it has got one very big problem, in my opinion: if the whole group or teacher decides to flip their classes, what amount of work should prepare our students at home? I think this is the biggest challenge for the implementation of this way of learning in our schools.

It has got lots of advantages, but this could be a very big disadvantage: the lack or time at home working for the school, and... What's up with their time to play and read and... get bored.

And of course:

1- Access to the internet at home and schools. And speed for up and download documents.

2- Parents involvement.

3- Teachers involvement.

4- We are giving some ideas of the access of our students to the internet and its world of apps. Is that for real?

5 - How will this change our way of evaluating?

6- How to share information.

7- Digital spur of our students since they are very young. How do we (parents, schools...) control all this new situations?

TO BE CONTINUE... Start doing something and forget the problems. Be proactive and be ready for a new world of new limits... that will never end. The same way you have to learn new things, you must dislearn or forget some things you have always thought would never change.

...

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Module 4.4 - Introduction to the flipping classroom

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Module 4.4 - Introduction to the flipping classroom

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I have started getting into the world of the flipped learning, but only theoretically. I follow this webpage. Is for people who is starting with it. You can follow @raulsantiago on twitter.

www.flippedclassroom.es

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Module 4.2 - Personalising learning with tablets

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Module 4.2 - Personalising learning with tablets

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Tablets are a great world of learning for students, and the use of apps will increase their level to the next step.

We are now in the first step of implementation of tablets, but any pupil is working with them at the moment.

Our goal is finishing working on a Flipped learning environment, but we are still in a world of collaborative learning. Our nest step is the world of the IM of Howard Gardner. Then we will start with the work on PBL.

Our main problem is nos INFRASTRUCTURE - Wireless connection, so that ,when we solve this problem, we will start with the tablets.

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Module 4.8.1 - Activity: 1. Preparing a lesson plan

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Module 4.8.1 - Activity: 1. Preparing a lesson plan

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Hi everybody. Sorry for the delay. Here my lesson plan. I hope you like it.

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Module 4.1 - Introduction to personalised learning

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Module 4.1 - Introduction to personalised learning

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In my opinion, lots of teachers actually don't understand this situation of the Multiple Intelligences or different ways of learning of their pupils, because lots of them have taught the same way as they were taught, so that, if one pupils don't pass through a subject, is simply because he has not studied.

Sorry, but I don't understand this. And be sure that there aren't a few of those. This is the first step we should.

Do someone really think that every pupil of every school in the world studies on the same way? Why are our pupils hungry of knowledge during the first years of their education, and when they arrive to our secondary schools start to say to us the same sentences: "this is boring..." And the worst sentence comes from ourselves: "Anybody has told that studying should be funny".

PLEASE, WHY NOT? The best way for me to learn about their ways of learning? EASY: Talk to each other, so that you can find this information, make questions, be friendly, be closer... They are human beings, not tools.

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Module 3.5 - Apps for collaborative learning

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Module 3.5 - Apps for collaborative learning

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http://www.examtime.com called now GoConqur http://www.goconqur.com

http://www.socrative.com

http://www.blinklearning.com

Google Drive, Office 365, Edmodo, Endomondo, Cmap, Padlet, Facebook, Twitter, are great tools to share and work collaboratively too.

This world is increasing a lot, and the main problem is for me, to select the ones that could be actually helpful to fill our goals.

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Module 3.4 - Assessment of group work with tablets

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Module 3.4 - Assessment of group work with tablets

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I usually work with google tools, but not always, because it can be boring for pupils if they feel themselves overassessed, and I promise, this has happened to me.

I used observation in the classes, but I asked for their help, so that they self -evaluate and evaluate each other too (as groups too).

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I usually work with google tools, but not always, because it can be boring for pupils if they feel themselves overassessed, and I promise, this has happened to me.

I used observation in the classes, but I asked for their help, so that they self -evaluate and evaluate each other too (as groups too).

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Module 3.3 - School-to-School collaboration with tablets

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Module 3.3 - School-to-School collaboration with tablets

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I think that Collaborative learning is one of the most powerful tools we can use to improve our pupils learning, because they find this way of work much more rich than receiving magistral classes, and so they can show their classmates and the rest of the world which one is their spur in on it.

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Module 3.3 - Success factors of school-to-school collaboration projects

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Module 3.3 - Success factors of school-to-school collaboration projects

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First, teachers involvement. If methodology hasn't changed, teacher won't impulse this.

We are trying to start a project with a danish, a turkish and a german school together, related to the idea: EUROPEAN GREEN CAPITALS SINCE 2010: PAST, PRESENT AND FUTURE, but we have only been accepted by eTwinning. We haven't started yet.

One colleague of the school is participating with a school of Hungary, Italy and, I don't remember where is the other school from, and they have asked a grant into the eTwinning project and Erasmus +

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Module 3.2 - Challenges of Collaborative Work

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Module 3.2 - Challenges of Collaborative Work

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We have been working in Collaborative Work for the last 4-5 years, and lots of our primary school pupils and teachers are doing a great work. so that we are now trying to involve secondary teacher in this process.

The most important challenge for us is that: teachers and methodological change. Pupils are sponges.

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Module 3.1 - Introduction to collaborative learning

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Module 3.1 - Introduction to collaborative learning

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I've prepared some questions for students using Socrative and Twitter, trying to involve them into the class in a different way: brainstorming about a subject, direct questions about any subject we have learned this year... but I hadn't any objectives clear at the beginning of this probe, and the results weren't so good as I expected.

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TheLearning Scenarios' 7 phases are similar to the idea of "Design thinking", and reaaly funny for students, so that they're learning by doing, in a different role for them into a classroom.

I think it can be a useful idea for my eTwinning project, in the same way as Giuseppe has just written.

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Feedback from Karina Quesada. Costa RicaModule 1 Q3 - What classroom challenges do I already face or do I anticipate facing when using tablets?

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Feedback from Karina Quesada. Costa RicaModule 1 Q3 - What classroom challenges do I already face or do I anticipate facing when using tablets?

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The introduction of Tablets in education presents several challenges. For example, teachers need to realize that most students know or quickly figure out how to use the device. Teachers need to focus more on the curricular material and less on teaching their students the use of the device. Clear rules should be visible and known to all students, when using the Tablets in class. All expectations for a specific activity should be explained beforehand, in order for the activity to be successful.

The biggest challenge we face is not so much how to teach the classes using the Tablets, but how to evaluate them. The assessment of students should change in the same way it is changed the lesson development, must find a way to work in parallel for greater consistency. Another important challenge is the amount of time that must be invested in planning lessons from search applications, adjust the materials and find and change the contents to be presented in digital form.

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Feedback from Ben, Germany - What whole-school challenges do I already face or do I anticipate facing when using tablets?

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Feedback from Ben, Germany - What whole-school challenges do I already face or do I anticipate facing when using tablets?

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I would be concerned about the reaction of the parents. Many parents at my school were very traditional and sceptical towards new types of approaches in teaching & learning. If the students would suddenly come home and do all their homework on a tablet, sharing resources via social media and sending pictures of their local surroundings to me and fellow students, I am sure I would get some negative reactions from parents who would feel their children's education is not "academic" enough. To counter this - as a first step - I would organise a parent's evening, informing them about how I plan to use tablets and inviting them to join and follow the online communications I would have with my students.

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Feedback from Pietro Blu Giandonato, from Italy - Why use tablets?

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Feedback from Pietro Blu Giandonato, from Italy - Why use tablets?

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Pietro Blu Giandonato - Lecce, Italy

Tablets can become the ultimate tools for learning and teaching, because they integrate all environments used to support learning: - Document sharing for team work - Access to LMS - Tools for the creation of content (video, photos, drawings) - Tools for taking notes - Access to all ebook - Search tools and analysis - Tools for self paced learning - Tools for displaying virtual objects Furthermore, the possibility of bringing the tablet wherever you can learn and teach anywhere, in a lifelong learning perspective.

(Picture courtesy of https://ariellah.wordpress.com/)

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Feedback from Elena Tejado - Why use tablets?

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Feedback from Elena Tejado - Why use tablets?

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The main reason I want to use tablets in my teaching is because I want to teach free from schoolbooks but, at the same time, I want to have access to as many information as possible.
In addition, tablets have lots of good points in education: the learning process is more dynamic and attractive, it allow us to use a big amount of different tools and students and teachers can produce their own material and results.
Moreover, tablets could be a good idea in order to protect the environment (you don't need to print materials when pupils have it in their tablets) and save money (yes, a tablet is something expensive, but less than buy lots of books every year since your child is 3 years old).

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I have known this app some months ago, but I don't working with it at the moment. Until now, I have watched some videos about it on the internet, and I think that it has got lots of applications to use them in our classes: quizzes, multiple choice questions, control the process of our students...

I think that it is an amazing tool.

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Module 1.4 - 3rd entry - What classroom challenges do I already face or do I anticipate facing when using tablets?

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Module 1.4 - 3rd entry - What classroom challenges do I already face or do I anticipate facing when using tablets?

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We aren't using tablets at our school at the moment, but we are on our way to implement it, and I think that the most important challenge will be the necessity of new learning spaces, the new pedagogical approaches we are going to need, and finally, but not the las, the biggest worry in our world: Exams. Are our students going to pass through their exams "if they don't study?"

But here my idea: "Walker, there's no path, it's made only when you walk" / "Caminante, no hay camino, se hace camino al andar" / Extracto de Proverbios y cantares from Antonio Machado, and adapted from Joan Manuel Serrat

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MODULE 1.3 - 2nd entry - What whole-school challenges do I already face or do I anticipate facing when using tablets?

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MODULE 1.3 - 2nd entry - What whole-school challenges do I already face or do I anticipate facing when using tablets?

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Introducing tablets in our school is the final step to the methodological changes we are implementing at the moment.

Before we do that, first, we have to solve our wireless connection, because, historically, the place where we are located, has had lots of problems because we haven't got a lot of population around. We are now investigating on how to solve this problem, a BIG technical one.

But, for us, the main challenge is the increasing of resilience in our staff, starting with the leaders and continuing with some colleagues, who think that this is only a new wave that will end so soon as it arrives at the beach. And this is not a question of age.

My opinion about that? I think that if the schools don't start changing the way of teaching and the way of learning, our pupils won't be ready for "this" future world. Things have changed a lot since I accessed to my dream job, but some say that we are still teaching the same way as we were taught. Much more would I say about it: I was taught as if I was born in the XIX century, and things haven't changed so much. Ask your pupils and their parents. The only difference they find between their books and their sons' ones is FOTOS AND PICTURES.

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Module 1 - 1st entry. Why do you use or want to use tablets in your teaching?

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Module 1 - 1st entry. Why do you use or want to use tablets in your teaching?

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The most important subject at this point is the year we are living in and the real world our pupils are living in. They are all the time playing with new "tools" that parents and teachers don't understand, and they are going to live in a completely different world, but we are the ones that actually know what do they have to do, because "this" is the path we did. Oh, please, come on!

We are preparing them for a new world that doesn't exist at the moment, so that they have to develop, the more competences the merrier, and the tablets and new personal devices are giving them the way to develop their foreign languages collaborating with people from all over the world, to solve some difficulties not only asking the "wise" teacher, but beeing independent on solving problems from different websites or collaborative tools, using games for learning (YES, games for learning, sic?), talking to each other, but not only classmates, but people from outside (SKYPE, HANGOUTS, CHATS...) using free internet tools or paying for some of them to keep in touch with the world.

Each pupil is a world, and they are learning in close places. Their minds are asking us for help, and the only word we give them is "study"; but "How?"

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In our school, we are in process to the real change of our way of teaching and learning. In Kindergaden, our pupils are starting to learn according to the MI of Howard Gardner. In Primary school, our pupils and teachers have recently started with the collaborative learning, and in the first years of secondary too. Our next step is to generalize it and start to work with PBL (Problems Based Learning and Projects Based Learning). Inmediately after starting with that, tablets in our school will be a reality. Our motto is "step by step"

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Course Introduction  - 5th entry - Vitoria-Gasteiz, 2012 European Green Capital

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Course Introduction  - 5th entry - Vitoria-Gasteiz, 2012 European Green Capital

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Do you want to know our city? It was honored with the title of 2012 European Green City, and this is why:

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Vitoria-Gasteiz, founded in 1181, is second in size (only to Bilbao) in the Basque Country, and has some 240,000 people currently inhabiting this gem in northern Spain

Vitoria-Gasteiz is the capital of the Álava province and of the Basque Country. The city will hold the title of European Green Capital in 2012.

Nature Brought into the City

Vitoria-Gasteiz is comprised of concentric circles, with the city itself at centre. The "Green Belt", a semi-natural green area partially reclaimed from degraded areas, surrounds the centre and brings nature into the city. The third circle is dominated by forestry and mountains.

The city has a high proportion of green public areas, ensuring that the entire population lives within 300m of an open green space. Numerous tangible measures are in place to assist and increase biodiversity and ecosystems services.

Flora and fauna are monitored, habitat fragmentation is reduced wherever possible, and measures have been introduced to decrease light pollution. Besides being recreational areas and natural habitats for plant and animal life, the green areas also have an educational purpose: the community gardens, for example, enable the population to study horticulture at close range.

Managing Water Scarcity

Vitoria-Gasteiz has an ambitious objective of reducing domestic water consumption to below 100 litres per capita per day. Already today, water consumption has decreased steadily from 1999 to 2009. Water-related investments have been made within the context of the Agenda 21 environmental action plan for improved water supply, to reduce losses, work towards sustainable consumption and improve water quality. A citizen's information office on water consumption and efficiency has also been set up.

Vitoria-Gasteiz presentation (video)
Vitoria-Gasteiz application
Vitoria-Gasteiz Post Assessment Report for 2012
For a short overview of Vitoria-Gasteiz as the European Green Capital 2012, view the winning cities leaflet here (Click language icons below to view)
EN ES FR DE
To discover Vitoria-Gasteiz in detail, please view our Quality Brochure (Click language icons below to view)
EN ES

The Green Book is passed from the outgoing European Green Capital to the next winner each year at the Handover Ceremony.
To read the comments from the citizens of Vitoria-Gasteiz about their year as European Green Capital 2012 as written in the Green Book please click here.

El Libro Verde se pasa todos los años a la ciudad ganadora del premio Capitalidad Verde Europea en la ceremonia de traspaso de poderes. Para leer algunos de los comentarios de los ciudadanos de Vitoria-Gasteiz recogidos en el Libro Verde durante su año como Capital Verde Europea 2012, por favor haz click aquí.

Photos from the handover ceremony- 2011
Photos from award ceremony - 2010
You can view all of our photographs on our Flickr account by clicking here
You can view Vitoria-Gasteiz's official Flickr page here

Related Websites
Vitoria-Gasteiz official website

Related Videos
A number of videos have been produced about the European Green Capital award - the concept, the winners and related subject.
We link to the latest videos here, but the total collection can be found on the EGC YouTube Channel here or via the Vitoria-Gasteiz YouTube Channel here.

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Vitoria-Gasteiz, founded in 1181, is second in size (only to Bilbao) in the Basque Country, and has some 240,000 people currently inhabiting this gem in northern Spain Vitoria-Gasteiz is the capital of the Álava province and of the Basque Country. The city will hold the title of European Green Capital in 2012.

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Baskonia, much more than only a basketball club

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Web Oficial Saski Baskonia. Club de Baloncesto de Turkish Airlines Euroleague y Liga Endesa. Vitoria - Gasteiz.

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Our school in Vitoria-Gasteiz

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Course Introduction  - 2nd entry - My teaching context

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Course Introduction  - 2nd entry - My teaching context

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I work in a private school ("escuela concertada" in spanish means a school, which is private, but receive money from the government). Our school belongs to a congregation of friars called "The Brothers of the Sacred Heart", that has got in Spain 11 different school. We are known in Vitoria-Gasteiz as "Corazonistas" or "Coras". Our school is located in Vitoria, just beside Ajuria Enea, the palace where the President of the Basque Country lives, and it has got around 1200 pupils, from 2 years old until 18 years. Our pupils can stay at the school with us from the beginning or their academical until they leave us for going to the University.

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Course Introduction - 1st entry - Introduction

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Course Introduction - 1st entry - Introduction

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Hi everybody. My name is Chema Rodrigo, 49 years old and New Technologies fan. married, two daughters. Originally from Sheffield (my mother says that it was an accident, but I don't really know what does she refer to: me or the situation). My life as a teacher started in 1996, while I was preparing myself for my future as a librarian. My main hobby is basketball, and I was basketball coach for more than 20 years. Coached at Baskonia (Vitoria-Gasteiz), U13 - U15 and U18.