dr. Jens Haugan

Teaching in higher education isn’t always that “fun” because of the simple fact that in many cases attending classes isn’t mandatory. More and more students grasp this opportunity to study certain subjects while working full time – which is good for higher education in general. But the result might be that despite of full-signed classes the classrooms may be rather empty which may make teaching – and learning – quite a challenge. Another aspect of this scenario is the fact that students who fail their exams only generate expenses and no income for the teaching institution. To rephrase Adam Smith: There is no such thing as a free education.

One strategy, then, is trying to meet the students where they actually are: online on social platforms. But what kind of e-competence is needed on either side; the teachers’ and the students’? What are the needs and demands of innovative education? Another question arises in this context: does the teacher have to “sell his soul” on Facebook in order to help the students pass their exams? And are we seeing the contours of a 24/7 teacher ahead?

The scenario is discussed with Norwegian students studying Norwegian grammar and language history as a case, but the topic should be of general interest within the e-teaching/e-learning field.

Learning really starts when the teacher lets go of the control.

We teachers have so much we want to pass on to our students. And we tend to forget that much of our knowledge is already outdated and even more will be by the time these children leave school. We need to stop talking so much in class.

The children we teach today and in the future will have to be lifelong learners to keep up with the development. So the best things we can give them are the tools to learn and the motivation to do so. Let’s teach them how to learn instead of teaching them facts.

When the children become producers in all subjects, peer to peer teaching becomes a natural part of their learning pattern and ICT becomes part of every student’s toolbox next to the ruler and compass. They learn not only to use ICT but to choose the right type of hard- and software for the different types of problems, presentations, information retrieval etc.

When the children are in control of and co-responsible for their own learning, they learn not only the skills needed to pass the national tests. More importantly they develop a whole string of social skills in cooperation, time management, self-discipline, coaching, processing etc.

Helle Kirstine Petersen has a background in ICT where she was a project manager and consultant for IBM for more than a decade. She has been a teacher for 14 years. 11 years at Hellerup School. She’s a supervisor of learning strategies and of teaching foreign languages. She is an author of several books and teaching systems for teaching English as a second language using Learner Autonomy, Learning Styles and Cooperative Learning.

New technologies can support both formative assessment (assessment for learning) and summative assessment (assessment of learning) and are increasing the range of possibilities for assessments. Today, students can be assessed through simulations, e-portfolios, or interactive games. Formative assessment can be enabled by on-line peer assessment systems, adaptive feedback from computers, self-assessment, and assessment approaches that combine teacher, peer, and automatic feedback. Aspects of assessment identified as critical for future developments at International Summit Meetings (EDUsummIT 2011 and 2013 http://www.edusummit.nl/), which brought together policymakers, practitioners and researchers, were: student involvement in assessment, digitally-enhanced assessment and assessment involving collaborative learning. The importance of assessment as a learning context was identified as particularly important for 21st century learning. Such assessment is evident in both virtual performance assessment and in technology-supported classroom environments where the experience of the assessment can be a learning engagement.
Drawing on our work with students and teachers over recent years I will examine how assessments can be designed to support learning and learners and the roles that new technologies can play. Our work has shown that developing teachers’ and students’ use of assessment to support learning is challenging but can lead to improved learning gains and self-regulation of learning.

Mary Webb is Senior Lecturer in Information Technology in Education at King’s College London and Chair of IFIP Working Group 3.3 on Research.  Mary has developed and researched the use of information technology in learning and teaching and has taught computing, ICT and Science in secondary schools and all subjects in primary schools. Her current research interests include pedagogy for computer science education, pedagogy and professional development of teachers in the use of ICT; computer based modelling and formative assessment. She is co-author of ICT inside the Black Box.

Arijana Blažić, eTwinning ambasador, HR

This talk will give a brief overview of teaching and learning in the classroom of the future with the focus on the impact of technology on teacher-student interaction. Over the past years we have witnessed the transformation of education 1.0 to education 3.0. Teachers and students have actively participated in this process of change and have brought new ways of learning into their classrooms. The roles of teachers and students have been transformed: From Education 1:0 where teachers were lecturers and know-it-alls and students were passive onlookers and receivers of information; through Education 2:0 with teachers as moderators and facilitators and students as active participants and consumers of information to where we are right now, in Education 3.0, where the line between teachers and students is blurred, where they are all learners, discoverers of information, producers of new content and creators of new knowledge.

Slovenia has done a lot since the Independence Day in economic and social growth. However, we are facing new challenges these days. The great global economic crisis demands looking for new solutions to gain success in ever growing competition in the world, fast growing developing countries, climate changes and unresolved dilemmas in sustainable ecology-friendly development. We firmly believe that the technology will have an immense impact in reshaping the sustainable development, which is possible only if countries can offer new products on the world market, and if products are designed by advanced methods. The key to it all is innovation on all levels, which is achieved solely by highly skilled and educated citizens. The presentation will focus on the review initiatives and activities in education. We will also see examples of good practices from all around the world.

Dejan Cvetkovic is the Chief Technology Officer of Microsoft, Central and East Europe. Having gained an education in Serbia he then built his career within Microsoft Canada in a wide variety of positions, ranging from software development to business development. In his current role, Dejan works with the Government officials, policy makers and influencers to help paint the technology vision of the countries in CEE.