’Developing skills for teachers in lifelong
learning: Challenges for the new decade.’
Rob Mark, Helena Tompuri & Lenita Hietanen
39th EUCEN Conference
University of Lapland
Finland
‘Lifelong Learning in the New Decade’.
May 2010
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The EVETE 1&2 Project 2005-2009
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EU Key Competences for Lifelong Learning (2005)
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Examples from Finland and Northern Ireland
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Questions and Discussion
Rob Mark, Lenita Hietanen&Helena Tompuri
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to provide teachers and trainers working with an
understanding and competence in diversification of
training based on individual expectations and abilities
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to develop materials for teachers and trainers
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using technology enhanced learning
Rob Mark 28.5.2010
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Memorandum on Lifelong Learning (2000)
http://www.bologna-berlin2003.de/pdf/MemorandumEng.pdf
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‘Lifelong learning and key competences for all: vital
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http://ec.europa.eu/education/policies/2010/doc/keyrec_en.pdf
contributions to prosperity and social cohesion’
(2005)
Rob Mark 28.5.2010
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Communication in the mother tongue;
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communication in foreign languages;
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Basic competences in maths, science and technology;
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Digital competence;
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Learning to learn;
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Interpersonal, intercultural and social competences, and civic
competence;
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Cultural expression;
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Entrepreneurship;
http://ec.europa.eu/education/policies/2010/doc/keyrec_en.pdf
Rob Mark 28.5.2010
In EVETE 1 2005-2007
▸ Competence Assesment Tool (CAT) was developed
▸ Partners developed virtual courses for ICT
Helena Tompuri 28.5.2010
University of lapland
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virtual course
based on the European Key Competencies:
entrepreneurship
six learning units (numbers one and six common for all)
four different learning environments
pilotted during Spring 2009
one part of the new entreperneurial studies at the
University of Lapland
Lenita Hietanen&Helena Tompuri 28.5.2010
Learners (means T&T) will be able to
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know the meaning of entrepreneurial readiness at upper classes
in basic education
know how to guide each learner to be responsible for his/her
own and others´ learning
organize possibilities to each learner to make his/her own
decisions during normal learning situation at upper classes in
basic education
know how to guide each learner to participate continuously in
his/her own learning process
understand how his/her own entrepreneurial readiness is
related to organizing learners´ entrepreneurial learning
environment
Lenita Hietanen 28.05.2010
a) You advise a learner regularly to learn new skills by taking risks
with his/her instrument although a learner would sometimes
like to strengthen some already achieved skill a longer time.
b) You assume each learner to take risks by studying at least one
new phase of skills at every lesson.
c) You remind learners that if they want to progress in playing
they sometimes have to try some new skills even if they feel
themselves uncertain. You allow each learner to make the
decision according to his/her feelings.
d) You want to ensure the learning environment’s psychological
and social safety. So you recommend learners to take risks
by trying new skills only very rare.
Lenita Hietanen 28.5.2010
a) You allow each learner to choose the instrument and the
phase of skills.
b) You allow learners to decide the way they play the song. You
try to understand their aims mainly by observing that you
can give a feedback about the right things.
c) You allow some learners to do whatever they want to because
they have their rights to have some observing or just
relaxing moments.
d) You don´t know which songs learners are going to choose
this lesson but you have to rely on your skills as an expert
and think that you can guide and play every tens of songs
in the books well enough.
Lenita Hietanen 28.5.2010
The task: The teacher students plan the
accompaniment examples themselves by the piano
and play them to others
Students´entrepreneurial activity while planning own
accompaniment and playing it:
▸ creativity
▸ risk taking
▸ committing oneself to activity
Lenita Hietanen 28.5.2010
Teacher´s entrepreneurial activity when the students
have made the material and present it to others
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responsibility for safe learning environment
tolerance for uncertainty/self-confidence
risk taking/tolerance for making mistakes
ability to solve problems
ability to react in changes/creativity
Lenita Hietanen 28.5.2010
Entrepreneurial Studies 60 ECTS
University of Lapland
The Aim of the Curriculum
▸The aim of entrepreneurial studies is to promote
entrepreneurship and entrepreneurial mindset among
university students and spirit of entrepreneurship
▸ In Curriculum skills of business and entrepreneurial
mindset are integrated
Helena Tompuri 28.5.2010
Curriculum
Twelve Learning Units
▸ Basic Studies 25 cr
▸ Subject Studies 35 cr
Especially for teachers:
▸ LU 1 Fostering Entrepreneurial Mindset, 3 cr
▸ LU 12 Researching own work to develop own
entrepreneurial acting, 10 cr
Helena Tompuri 28.5.2010
Curriculum of Entrepreneurial Studies
Can be found:
▸ www.ulapland.fi/entrepreneurship
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First LU of Entrepreneurial Studies is based in
EVETE2 course (www.evete.org )
Helena Tompuri 28.5.2010
Rob Mark 28.5.2010
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Key competency 1,4 & 5 - Communication in the
mother tongue (Literacy)
Mathematical Competence ( Numeracy);and digital
competency
Queen’s University, Belfast
Tutor Education Programme, Adult Basic
Education
Rob Mark 28.5.2010
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‘an approach which aims to develop our understanding and
critical thinking skills through the use of reflection.’
the process by which we transform problematic frames of
reference (mind sets, meaning perspectives) – sets of
assumptions and expectations – to make them more
inclusive, discriminating, open, reflective and emotionally
able to change. Such frames are better because they are more
likely to generate beliefs and opinions that will prove more
true or justified and to guide action.” Mezirow (2007)
Rob Mark 28.5.2010
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Teacher as a researcher
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action-research
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‘the reflective practitioner’ (Schön, 1983),
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‘teacher as inquirer’ (Day, 1999)
Rob Mark 28.5.2010
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Planning
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Evaluating
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Acting
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Observing
Rob Mark 28.5.2010
Initial & CPD
Training
Reflective Practice
Collaborative Practice:
Exhibition
Microteaching
Presentations
Rob Mark 28.5.2010
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Self or Peer assessment
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Problem-based learning
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Group work
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Work-based learning/ learning from experience
Rob Mark 28.5.2010
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Plans for teaching & Learning
Evaluation of teaching sessions (self &
student assessment)
Learning Journal or diary
Rob Mark 28.5.2010
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to record experience and to learn from experience
to support understanding and to develop critical
thinking and a questioning attitude
to increase active involvement in and ownership of
learning
to enhance problem-solving skills
as a means of assessment
self-empowerment
to enhance your creativity
to support planning and progress in research or a
project
as a means of communication between a learner and
tutor
Rob Mark 28.5.2010
Technology Enhanced learning applications
Rob Mark 28.5.2010
Rob Mark 28.5.2010
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http://www.bakerma.com/Interactions/Essential%20Skills/pla
yer.html
http://www.bakerma.com/Interactions/Essential%20Skills/pla
yer.html
Movie for Diploma
Rob Mark 28.5.2010
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“the introduction of GoogleDocs proved a life-saver for
the group …… we created a PowerPoint file so that we
could all collaborate. This gave us an insight into what
each person was adding ”
Skype definitely contributed to us assisting and
supporting one another, especially through the difficult
times on the course
I used my mobile to take pictures during active
learning sessions; they were particularly good as a
reflection tool
I find self reflection quite difficult. I find it hard to
express myself through words
Rob Mark 28.5.2010
The use of images helped them to understand
concepts they were struggling with; they came to
understand the importance of visual literacy; the use
of images supported learner engagement in
discussion, reading and creative writing; their
enjoyment of the process of making films had
facilitated them in using this method in their own
practice (Shelley Tracey, course tutor)
Rob Mark 28.5.2010
1.
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5.
What are the challenges in teacher education in your
university or lifelong learning sector?
What skills will teachers need to teach adults in the
future?
How can entrepreneurial skills be promoted in
teacher education?
How can critical reflection among teachers be
fostered?
What new challenges does technology present?
Rob Mark, Lenita Hietanen & Helena Tompuri 28.5.2010
EVETE project
www.evete.org
Presenters:
Rob Mark
[email protected]
Helena Tompuri
[email protected]
Lenita Hietanen
[email protected]
Rob Mark 28.5.2010
Thank you for attention!