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I hope that such course will not simply become a memory but will be the beginning of a new adventure in learning.

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http://v.gd/Uggcjc

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Module 4: Benefits and Challenges of a Flipped Classroom

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Module 4: Benefits and Challenges of a Flipped Classroom

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Read attachment.

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Go to school, listen to your teacher lecture, go home, do your homework. For centuries, this has been the way that school’s been done.

Under the flipped classroom model, students watch lessons at home, online. Class time is reserved for collaborative activities that help reinforce concepts and increase engagement.

Flipped Learning allows for a variety of learning modes; educators often physically rearrange their learning spaces to accommodate a lesson to support either group work or independent work.

They create flexible spaces in which students choose when and where they learn. Furthermore, educators who flip their classes are flexible in their expectations of student timelines for learning and in their assessments of student learning.

In the traditional teacher-centered model, the teacher is the primary source of information. By contrast, the Flipped Learning model shifts instruction to a learner-centered approach, where in-class time is dedicated to exploring topics in greater depth and creating rich learning opportunities. As a result, students are actively involved in knowledge construction as they participate in and evaluate their learning in a manner that is personally meaningful.

Flipped Learning Educators continually think about how they can use the Flipped Learning model to help students develop conceptual understanding, as well as procedural fluency. They determine what they need to teach and what materials students should explore on their own. Educators use Intentional Content to maximize classroom time in order to adopt methods of student-centered, active learning strategies, depending on grade level and subject matter.

The role of a Professional Educator is important, and demanding, in a Flipped Classroom. During

class time, they continually observe their students, providing them with feedback relevant in the moment, and assessing their work. Professional Educators are reflective in their practice, connect with each other to improve their instruction, accept constructive criticism, and tolerate controlled chaos in their classrooms. While Professional Educators take on less visibly prominent roles in a flipped classroom, they remain the essential ingredient that enables Flipped Learning to occur.

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Tablets help in making learning personalized. Pupils can interact in a different way for example they can highlight notes in the way they do with their handouts. They can record videos and take photos for documentation. Teachers can move amongst pupils, interacting and talking to them.

Pupil’s work is appearing up on the board. Communication is happening. You get a conversation going on in rather than having an empty vessel and knowledge being poured into it.

It’s a collaborative and cooperative learning environment. The pupils and the teachers are learning from each other.

Tablets are excellent portable devices that can change how learning and teaching is happening.

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Each person prefers different learning styles and techniques. Everyone has a mix of learning styles. There is no right mix. Some students prefer one of more of the following: visual, aural, verbal, physical, solitary, collaborative.

I believe that it all depends on the teaching methods used. Some teachers lecture, others demonstrate or lead students to self-discovery; some focus on principles and others on applications; some emphasize memory and others understanding.

When mismatches exist between learning styles of most students in a class and the teaching style of the teacher, the students may become bored and inattentive in class, do poorly on tests, get discouraged about the courses, the curriculum, and themselves, and in some cases change to other curricula or drop out of school.

Teachers will realise that something is not right when they are confronted by low test grades, unresponsive or hostile students, poor attendance and dropouts, They may become overly critical of their students or begin to wonder if they are in the right profession.

To overcome these problems, educators should strive for a balance of instructional methods (as opposed to trying to teach each student exclusively according to his or her preferences.) If the balance is achieved, all students will be taught partly in a manner they prefer, which leads to an increased comfort level and willingness to learn.

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http://www.teachthought.com/learning/12-smart-ipad-apps-collaboration-collaborative-learning/

http://www.edudemic.com/50-must-download-apps-for-lifelong-learners/

https://www.commonsensemedia.org/lists/awesome-android-apps-for-learning

http://www.ala.org/aasl/standards-guidelines/best-apps/2013

https://play.google.com/store/apps/category/EDUCATION/collection/topselling_free

http://www.teachthought.com/apps-2/the-55-best-best-free-education-apps-for-ipad/

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Depending on the objectives of the assignment, the teacher might want to assess the team’s final product (e.g., design, report, presentation), their group processes (e.g., ability to meet deadlines, contribute fairly, communicate effectively), or both.

Group performance must be translated into individual grades – which raises issues of fairness and equity.

Allocating a single group mark to all members of a group rarely leads to appropriate student learning behaviour and so the potential learning benefits of group work are likely to be lost, and in addition students may, quite reasonably, perceive their marks as unfair.

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Module 3: Success factors of school-to-school collaboration projects

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Module 3: Success factors of school-to-school collaboration projects

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During the year I was involved in two eTwinning projects. I only used personal tablets/mobile devices for certain tasks (we do not have tablets yet). However I can assure you that working collaboratively is a nice experience. We also planned to showcase our projects to the rest of the school on the 22nd of April

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Ambassador's Visit at Tarxien Middle School

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Animoto turns your photos and video clips into professional video slideshows in minutes. Fast, free and shockingly simple - we make awesome easy.

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Module 3: Challenges of Collaborative Learning

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Module 3: Challenges of Collaborative Learning

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For Teachers:

Extensive revision of syllabus to account for increase in group work

Revision of time allocation for assignments

Adaptation to changing role that includes increased student responsibility for own learning

For students:

Adjustment to group work format

Time management issues involved with working around group members’ schedules

Increased responsibility for own learning

Classrooms set-up for teacher-centered/lectures

Conversion from competitive to cooperative nature

These are general issues and some can be solved with the use of tablets and other technologies. Unfortunately, a comment like
“Oh, you’re doing groups today. I’ll come back when you’re teaching.” is still common from certain SMTs.

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"You cannot teach people anything. You can only help them discover it within themselves" - Galileo

Collaboration is a skill that needs to be learnt and which requires guidance and planning by the teacher. It puts students at the center of learning. Students will share ideas, knowledge and resources with each other. Tablets support peer learning, mobile group work and project work. Number of students, students' age and skills and gender need to be taken into consideration during collaboration. The bigger the groups, the bigger the chance of inactive members.

Students enjoy working on a project based learning if they are trained because they can decide on what to do and how to do it. This will be facilitated with the help of tablets, smartphones, computers, apps, software etc... This creates lots of discussion whilst learning is taking place.

During eTwinning sessions where I used mobile devices, it is very evident that students lack certain digital skills. If all teachers pull one rope in the same direction this will transform education.

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Module 2: Content Creation with Tablets - What kind of content can you produce in your class? This is an example created by myself.

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Module 2: Content Creation with Tablets - What kind of content can you produce in your class? This is an example created by myself.

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Students need to develop an understanding of a topic, learn how to create content (creators, explorers, assessers and presenters) as well as improve their motivation, participation and achievement.

The teacher role is now different since s/he is an advisor and not the centre of the classroom.

I would use the tablets to create content on the topic "Matter". Collect Data (students start to learn about matter guided by various worksheets and online resources, Make (students will work in groups to create their own content on "Matter", Ask (students go for an outing to try out some experiments related with "Matter", Show (they show their final product online e.g. school website). This is an example of a final product created with a tablet using Zaption. I can then use this content to give it to other children.

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Module 2 -What do you make of the learning scenarios concept?
        
          
          
        
      
    
        
          
          
        
      
    

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Module 2 -What do you make of the learning scenarios concept?
        
          
          
        
      
    
        
          
          
        
      
    

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We all need to have a vision to address the challenges that schools face. How about having a set of learning activities that support a specific pedagogical approach? These scenarios can be adapted according to the needs of students taking into account the school curriculum, age, level of students and the subjects taught. A Learning Scenario is made up of Learning Objectives, Activities, Timeline Plans and Lesson Plans.

Learning Scenarios consist of seven phases. This is a way I can use a Learning Scenario with students in a project named "Fly Me to the Moon Travel Agency". Dream (Brainstorming ideas about space ), Explore (collect information on topic), Map (understand and structure the ideas, Make (develop, a water rocket), Ask (interview an expert), Re-Make (re-plan the product in case it has not been successfull) & Show (Trying out the water rocket).

All this goes hand in hand with Content Creation, Collaboration, Flipped Classroom as well as Personalised Learning. This is an example of a learning scenario WITHOUT the use of tablets.

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Students scanned QR Codes created with www.qrstuff.com usingthe app "QR Scanner".

The QR Codes asked students to:

Mention different healthy food items that they like to eat and to present them on a padlet.

Do some research about the benefits of nuts and effects of fast food and present them on ISSUU (a publishing tool)

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Module 1 Question 2: What whole school \hallenges do I already face or do I anticipate facing when using tablets?

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Module 1 Question 2: What whole school \hallenges do I already face or do I anticipate facing when using tablets?

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From the video, I learnt that a teacher can use an Instructional approach (when the teacher together with the students go thorughout the apps) or use a series of tasks approach where students learn on their own by following a series of steps thus develop their own learning. The instructional approach can be monotonous for the more able students. A teacher can give a series of "I can do" checklist so that students can be able to do self assessment during the tasks process. During eTwinning I use series of task approach. However since I do not have tablets, I anticipate that school rules, classroom rules and teacher expectations are essential. For example if tablets are not used for learning, would students be breaking the rules?

Another challenge would be the classroom layout. Should learning spaces for tablets be introduced? Would a walk or a visit be beneficial whilst using the table? These are just some questions that need to be answered.

What type of content and planning shall I prepare for the students? Is it according to the learning outcomes? WIll the students be actually learning? Are they being formatively assessed? If I simply let them on their own, will I end up with very little evidence of what they have learned? Are students allowed to choose apps themselves? Will students still remember how to write if they use tablets too much? Will students still learn how to use a mouse or a touchpad?

As a teacher, I need to find out what works most and what works less with students and trying out different approaches. This is where sharing of ideas between teachers involved, comes in handy.

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Module 1 Question 1: What is your main reason for using or wanting to use tablets in your classroom?

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Module 1 Question 1: What is your main reason for using or wanting to use tablets in your classroom?

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Students are already using tablets at home. Can I use tablets at school and make learning more exciting? Numerous educational apps are available which make learning interesting. There are many apps that can be used such as simulation games, skill training and gauging how well students learned. Tablets help students learn at their own pace. but to do this, I need to use new pedagogies. Using tablets in the classroom can bring many challenges. This is where teacher-training on digital literacy becomes extremely essential. I cannot simply replace the "old" textbook with an ebook. In spite of students being digital natives, they still need to be trained on how to make the right choices whilst they are online.

Tablets' use in classroom can and does make a positive difference in how students learn (individually or in group), and it’s not just because of the “cool” factor. When used the right way, mobile technology has the potential to help students learn more and comprehend that knowledge. Of course, having a one tablet per child is not the silver bullet since classrooms are never a perfect picture of how students should learn. Most importantly is that the use of tablets in the classroom is not about technology but about teaching and learning.

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Module 1 Reflections: What do I need to consider at a classroom level when using tablets?

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Module 1 Reflections: What do I need to consider at a classroom level when using tablets?

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Some educators are still skeptical about the use of tablets in the classroom. How can a tablet enhance the learning process, without causing distraction?  Students and teachers need to slowly adapt to different pedagogies which go hand in hand such as flipping the classroom. This is a big change if one is not used to it. This is where training sessions are extremely important. Of course, a classroom management system would also be needed to make sure that the teacher has full control of the situation. These are just some ideas that helped me get started. The most important thing in this process is not technology but the learning process behind it. This is what we emphasize on our Pilot Project.

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Module 1 Question 3: What do I need to consider at a more broader, whole-school level when using tablets?

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Module 1 Question 3: What do I need to consider at a more broader, whole-school level when using tablets?

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Of course , as educators we need to keep an open eye to make sure that the digital behaviour is along acceptable lines (eSafety, Data Privacy, Policies, Procedures). Successfull use of tablets, should be showcased to other teachers (feedback) regularly so as to celebrate good practice amongst teachers at a school level. A school should invest in proper infrastructure such as appropriate wi-fi so that each and every corner of the school is connected. A standard classroom management system is also needed (to access lesson content and resources). The SMT need to keep encourage such initiatives on a regular basis otherwise the system will not be effective. New 21st century teaching and learning should be used. WIth the use of tablets. teachers ideally work with a smaller group of students. A learning environment is important as it might be that students will need more space where to learn and move around (example use of different learning zones). Regular support (pedagogical and technical) is also needed. Involving parents should also be encouraged as this is essential especially if students are going to take tablets home.

Planning, clear objectives, how and when the tablets will be used, how will the programme be implemented. The school should involve a team of educators and not just one individual. A strategy is essential.

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		Why do I want to use tablets? In other words what is the added 
benefit in general and more importantly what is the benefit for my own 
situation.

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		Why do I want to use tablets? In other words what is the added 
benefit in general and more importantly what is the benefit for my own 
situation.

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As an eLearning Support Teacher, I feel that education is convinient on a tablet and it can make education more appealing if used properly. Of course my main concern is not the hardware here. Giving out tablets to teachers and students without training is not suggested at all. I believe that if used properly, it will lead to a big transformation in education.

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I am Gordon Cassar a Maltese eLearning Support Teacher. My main duty is to support secondary school teachers in the use of eLearning and ICT. Maltese primary schools are currently at the final stages of the pilot project on the use of tablets in the primary school (mainly 8 year old students). In secondary schools we have not started using tablets however a group of volunteering teachers have expressed interest to join a community of practice.