EMERGENT Cyprus online training

2-4 December 2020



EMERGENT Cyprus online training meeting

2-4 December 2020

(all times are European Central Time)

Day 1: 2 December 2020

9:00                 Welcome by Project & Training Coordinator

9:15                 Presentation: Preparing Teachers as Researchers

Description: Teacher research is a worldwide movement, which includes a variety of action research approaches that differ in teacher roles and research purposes. This movement has helped teachers to become more reflective practitioners and to take action to improve their practices. This presentation will elaborate on the need to prepare teachers as researchers and discusses possible approaches that can be used in this field.

Gultekin Cakmakci, Professor, Hacettepe University, STEM & Maker Lab[1]

9:45                 Workshop 1: Training for Science Teachers and Science Teacher Education and Development

                        Description: This is a workshop addressing the main approaches to teacher training and teacher professional development as identified in the literature. We will discuss the principles guiding teacher development in science education and explore examples of teacher professional development programs.

Loucas Louca, Associate Professor, Department of Education Sciences, European University Cyprus[2]

10:35               Coffee Break

11:05               Workshop 2: The notion of inclusiveness in on- & off-line learning (BLENDI[i])

Description: This workshop focuses on students’ inclusion in online and offline contexts. More specifically, it will explore the following questions: In what ways are students excluded from online and offline contexts? In what ways can students be included in online and offline contexts? What is the role of students’ voice about their learning in online and offline contexts? In attempting to answer these questions the workshop will draw theoretical connections and present examples and ideas from current work on these topics.

Laia Albo, Postdoc, Research Group on Interactive and Distributed Technologies for Education (TIDE), Universitat Pompeu Fabra, Barcelona, Spain[3]

Nayia Stylianidou, Scientific Collaborator, Department of Education, Research Associate at The Center of Excellence in Research & Innovation in Social Sciences, the Arts and the Humanities (SoScieAtH) – Research Unit Assistive Technology, Disability and Inclusive Education, European University Cyprus[4]

12:20               Lunch break

14:00               Workshop 3: How to take in mind Gender issues in the covid-19 era (EMCI[ii])

Description: The workshop will address gender issues including definitions and a discussion of the relationship between sex and gender, gender stereotypes in general and more specifically in education, and it will make references to contemporary challenges to gender equality especially in the post-covid era.

Charis Xinaris, Associate Professor, Department of Humanities, European University Cyprus[5]

15:30               Coffee break

16:00               Asynchronous reflection by individual partners/institutions – Summary of Day 1 activities and further needs

17:00               Submit reflections.

Day 2: 3 December 2020

9:00                 Workshop 4: Digital enhanced learning in the Covid-19 era for STEAM education.

Description: This workshop aims to identify, describe and analyze common pedagogical issues that arise during teaching and learning through the distance teaching approach (synchronous and asynchronous). The workshop is based on our experience from Spring 2020 with Emergency Response Teaching approaches and the know-how from the European University Cyprus with distance learning and learning-support solutions with digital learning tools. At the same time, the workshop seeks to describe pedagogical solutions to these problems through the use of selected tools of new digital technologies specifically designed for teaching and learning. The workshop will describe examples of these approaches with very young learners doing science (5-year olds), pre-service teachers and in-service teachers.

The webinar will try to answer questions such as:

  • How do we use the disadvantage of “distance” in distance education as an advantage in the learning process?
    • How can digital tools enhance the learning experience?
    • How do we (re-) create learning communities outside the traditional classroom that have meaning and added value for participating learners?
    • How do we turn the distance “delivery” of a lesson into a distance productive, active learning experience with added pedagogical value for participating learners?

Loucas Louca, Associate Professor, Science Education Department of Education Sciences School of Humanities, Social and Education Sciences

10:30               Coffee Break

11:00               Presentation session by partners

Elhuyar, Experimentarium, HISA, Hacettepe, Nemo, NTNU, St Mary’s University College Belfast

12:00               Lunch break

13:30               Presentation session by partners, continued

Elhuyar, Experimentarium, HISA, Hacettepe, Nemo, NTNU, St Mary’s University College Belfast

15:00               Coffee break

15:30               Workshop 5: Professional learning communities (HeadsUP[iii]; ProFLüp[iv]; TePinTeach[v])

Description: The session focuses on Professional Learning Communities (PLCs) as an instrument for the development in school teaching and leading. It relates to an international discourse that describes PLCs to be promising. Empirical findings are built on a heterogeneous understanding of PLCs, characteristics are not distinct. Practical experiences report quite often about positive effects. In the field of teacher education latterly PLCs appear as suitable format for mutual learning at university and during internship.

The workshop first introduces the format of PLC with a few suggestions how to differentiate, regardless which field they are applied on (15‘). Afterwards the participants get the chance to share experiences in groups on how learning is pursued in cooperation in their work fields and of which characteristics is can be described overall to disperse the status quo (20‘). Then a short insight in the main activities and findings of the two projects HeadsUp and TePinTeach will be given (20‘). The final step of the workshop gives the opportunity to discuss aspects of further interest which are connected to the participants‘ work activities and allows further perspectives for all (35‘).

Katja Kansteiner, Professor, University of Education Weingarten, Educational Science Department, Weingarten -Germany[6]

17:00               End of day 2

Day 3: 4 December 2020

09:00               Presentation of reflection by partners on the Researcher’s Night in their countries on 3 themes

  • Science
  • Gender
  • Online delivery

10:30               Coffee Break

11:00               Presentation of reflection by partners on the Researcher’s Night in their countries on 3 themes

  • Science
  • Gender
  • Online delivery

12:30               End of training

                        Asynchronous reflection by individual partners/institutions – Summary of Day 1-2-3 activities. Submit reflections by 11 December.

                        Asynchronous evaluation of the training by 11 December

[1] Gultekin Cakmakci is a Professor of Science Education at Hacettepe University and has been teaching courses on STEM education and public engagement with STEM. His research interests focus on developing scientific literacy among students and the general public and on the design, implementation and evaluation of STEM teaching. http://gultekincakmakci.weebly.com

[2] Loucas Louca is an Associate Professor of Science Education in the Department of Education Sciences and the Director of the STEM Education Multidisciplinary Research Unit at the Center of Excellence in Research & Innovation in Social Sciences, the Arts and the Humanities, at the European University Cyprus (SOSCIEATH). He is experienced in supporting teacher’s professional development in science education. His research interests focus on student abilities for inquiry in STEM, on teachersʼ instructional strategies for promoting student inquiry in STEM, and teachers’ responsiveness to student abilities in scientific inquiry. He has been involved in several nationally funded projects and European funded projects, focusing on student thinking in science, teacher professional development, modeling-based learning in science, development of curriculum materials, promoting opportunities for gender balance in science education and promoting inquiry-based teaching and learning in STEM education. He is interested in the use of authentic videotaped lessons as tools for teachersʼ pre-service and in-service professional development. Loucas has been heavily involved in the Digital enhanced Learning (DEL) initiative at the European University Cyprus, which started from 2019 and seeks to improve student learning experiences throughout European University Cyprus campus through the use of cutting-edge, emerging digital learning technologies.

[3] Laia Albó is a postdoctoral researcher in the TIDE research group within the Department of Information and Communications Technologies (DTIC) at the University Pompeu Fabra. She is an Audiovisual Systems Engineer from the Universitat Pompeu Fabra (UPF) and she has a master’s degree in Education and ICT (e-learning) from the Universitat Oberta de Catalunya (UOC). She received her PhD in Information and Communication Technologies in 2019 at UPF. She was a visiting Pre-doctoral Research Fellow at the University of Pittsburgh – USA (2019) and a YERUN visiting scholar at Maastricht University – the Netherlands (2019). One of the outputs of her doctoral thesis has been the design and development of the tool ed Crumble (https://ilde2.upf.edu/edcrumble/), a social lesson planning tool for educators. The tool is framed in a community platform which allows teachers to explore, create, co-create and share lessons with other teachers – facilitating communication among teachers in the community and contributing in the improvement of their teaching practices. Her research interests focus on Technology Enhanced Learning, Learning Design, MOOCs, Blended Learning, Human Computer Interaction and Artificial Intelligence in Education.

[4] Nayia Stylianidou is a Scientific Collaborator at the Department of Education, European University Cyprus and a Research Associate at The Center of Excellence in Research & Innovation in Social Sciences, the Arts and the Humanities (SoScieAtH) – Research Unit Assistive Technology, Disability and Inclusive Education, European University Cyprus. She holds a PhD in the area of Inclusive Education and Disability Studies (European University Cyprus), MA in Special Needs (University of Nottingham) and a BA in History and Archaeology  (Aristotle University of Thessaloniki). Her research interests focus on Inclusive Education, Disability Studies, Disability Studies in Education, Universal Design for Learning, Blended Learning, Augmented Reality, Alternate Reality Games, Teachers’ professional development, Media Literacy. She has participated in projects involving teachers, and students from disadvantaged backgrounds with regards to education, digital technologies and immersive technologies (eg. Living Book: Augmenting Reading for Life). Currently, she is participating in projects related to blended learning and inclusive education (BLENDI – Blended learning for inclusion), to media literacy (European Media Coach Initiative – EMCI, European SafeOnline Initiative – ESOI) and to a project focusing on effective strategies and tools to promote love for reading among young people (ReadTwinning-Connecting students through shared interests to develop a love for reading).

[5] Charis Xinari holds a PhD in English Literature (focus on Gender Studies) and an MSc from the University of Edinburgh, as well as a B.A. from the University of Cyprus. Dr Xinari is Associate Professor in Critical and Cultural Theory at European University Cyprus (EUC) and has served as Chairperson of the Department of Humanities from 2016 to 2020. She is the academic coordinator of the BA in Mass Media and Communications and the MSc in Digital Media. Her research interests lie in the area of Gender with a particular interest in matters of identity and the body in cultural narratives, gender and identity in relation to “new” media. She was a member of the Scientific Committee of the European Science Foundation (ESF) Forward Look in “Media Studies: new media and new literacies” and co-author of the Final Report published by ESF. She is currently the Project Coordinator for the Erasmus+ co-funded project “The European MediaCoach Initiative”, which promotes good practices towards the establishment of Media Literacy among youth. She is also currently participating as domain expert in the EUC team in the KA2 Erasmus+ funded project ASTRAPI (Active Strategies for Prevention and Handling Sexual Harassment Incidents). She is also a researcher in the EUC team for the the KA2 Erasmus+ funded project ESOI (European Safe Online Initiative). In addition, she will soon be starting work in the recently approved KA2 Erasmus+ project “Behind Sexting” and KA3 Erasmus+ funded project SEMELI.

[6] Katja Kansteiner is a professor for educational science with a focus on teaching research and school development since 2009. Her scientific work embraces research on the professional development of teachers and school leaders, on gender perspectives in teaching and leading in school and diversity-oriented education. She runs the international Master Program‚ “School Development” and is member of the board of the Master Program “International Teaching”. She is also member of the Research Centre for Innovation in Education and Professional Development (http://zebip.ph-weingarten.de/das-zentrum/). In her first profession, Katja Kansteiner was a primary and secondary I teacher.

[i] BLENDI (Blended Learning for Inclusion)https://www.blendedinclusion.eu/

Blended learning means an approach where modern digital possibilities and online educational materials are combined with traditional classroom methods to support the learning process. Blended Learning for Inclusion aims to empower educators in using blended learning in schools, in an attempt to deal with the social and educational exclusion of students from disadvantaged backgrounds. The project offers easily accessible and tailor-made solutions based on schools’ wishes to support digital knowhow, and to enhance digital inclusion and equality throughout Europe. The project aims to promote inclusion for all students by: (1) Improving teachers´ digital skills; (2) Increasing students´ participation in digital environments; and (3) Offering schools training courses and practical tools for blended learning.

[ii] EMCI (European MediaCoach Initiative) – http://mediacoacheurope.eu/

The main focus of the European Media Coach Initiative (EMCI) is the improvement of media literacy levels among young people through the development of a large pool of media literate professionals working with young people in schools, youth centers and in non-formal contexts like libraries and museums. The project is organized around the delivery of a series of training seminars on ten trending issues in the field, including issues of participation, sexualisation and identity.

As the project aims to train potential MediaCoaches and equip them with the skills and knowledge necessary to empower young users in a media saturated world, it is also imperative that it uses the critical media literacy approach which aims at identifying and examining the power structures that nurture the inequalities—gender included—reflected and perpetuated in media culture, to which education and the formal curriculum also play an important role. Media literacy and media education, are in that respect two related concepts which directly relate to the ways the gender issue is addressed in formal education.

[iii] HeadsUP – Heads Using Professional Learning Communities (ERASMUS+) – http://www.plc-headsup.eu/

HeadsUP is unique in its introduction of professional learning communities (PLCs) for the development of heads from participating countries and the improvement of their leadership skills, in order to support teachers in developing their own practice within learning groups.

[iv] ProFLüp – Professionalisierung von Führungs- und Lehrkräften über PLG (Robert-Bosch-Stiftung)

The project explores the establishment of school principals professional learning commnuities (SL-PLCs) in Baden-Württemberg/Germany. Leading questions are how SL-PLC work and what effect their work has on leadership skills, teacher professionalism and school development. The project aims to develop a model of school leader professional learning communities. The model states about basic structures, processes and significant agreements of SL-PLCs.

[v] TePinTeach – Professional Learning Communities as a Means for Bringing Teacher Professionalization in Teacher Education – http://www.tepinteach.eu/

Since PLCs are an instrument of professionalization in the teaching profession and need to be well established in schools, student-teachers, as soon-to-be teachers, should become familiar with it already during their teacher education at university. Courses on practical issues at university as much as phases of internship/practicum offer the opportunity to anticipate the later job, to practice and to reflect on this practical experience. The project ties to this idea and includes learning how to professionalize in university studies, in particular courses that go along with internship/practicum.