Handbook

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This article is the authors' handbook. It collects ideas for designing, structuring and writing your articles. And some rules.
It should tell the authors "how the 
  1. Aim of the curriculum: The aim of the curriculum is to inspire teachers for using social media in classroom teaching.
    1. The aim is not to write a full compendium, but to supply the target group with easy to understand and easy to copy examples of social media use in classroom teaching.
    2. On the other side, the curriculum is adressing teachers with low ICT skills. Therefore, the curriculum should be a "one stop shop" - it should contain all information in one platform, because each link to outside resouces will make some readers drop out.
    3. The curriculum has so prepare teachers to prepare their students for a working life inflicted by social media. See it this way: social media are currently changing the world of work, of leisure and education. Team work is supported, the is a shift from a "finished product" to products that are continuously under development by a lot of people. Social media a forstering and speeding up this process. This has consequences for the skills needed from future employees: They need communication skills, coorperation skills, negogtiation and facilitation skills. Does school prepare students for that working life? Are teachers prepared to prepare students? The curriculum should start this preparation process on the teachers' end. They should be inspired to start using social media in the classroom in order to make social media and the "user generated content" approach in teaching and learning.
    4. The learning outcome adresses the knowledge level, not skills, but should link to specific competence (EQF understanding). It is an environment that offers first inspirations, but links to further resources for deeper work on lessons.
    5. The curriculum should be usable in a one week holiday period. The workload is about 40 hours. This includes reading the curriculum, further reading in the linked resources and discussions with tutors and other learners.
  2. Learning content: The curriculum is trying to describe social media from a social perspective. It highlights social aspects of social media.
    1. It describes social media as a social innovation rather than a technological innovation.
    2. It implies technology only to allow teachers to perform social media classroom teaching.
    3. The main message on the content layer is: Social media are changing our society and students as well as school need to be prepared for that change. You can't stay out.
    4. The first "buying argument" is: Social media will change the world of labour to which schools are leaving their students. And school is a necessary place to prepare students for a reflected, responsible and safe use os social media.
    5. The second "buying argument" is: Social media can improve classroom teaching if seen (and exploited) as a didactical setting. User created content, student-to-student-interaction and a changeable, flexible, interactive and rich environment can improve didactical approaches that "place the learner in the middle".
    6. The curriculum should be a learning environment that offers informations that are needed for the self-learning process of teachers. Multiple pathways to the learning content should be offered.
    7. The curriculum should link to further resources, but should stand alone for a first entry into social medi use in classroom teaching. It should be a one stop shop with further links.
  3. Target group: The target group are teachers that are experienced in teaching their schools subjects, but not in social media use in classroom teaching.
    1. Think of the target group as "Mrs Jones": Experienced teacher in her mid career but with only very low ICT skills, even afraid of ICT. Has not reflected the change from web 1.0 to web 2.0. Does not know how which ICT competneces working life today is demanding.
    2. The target groups has no or only limited experience in social media use from private life.
    3. They need a very basic introduction.
    4. The starting point is a teacher that might even be afraid of social media. Articles should respond to fears, show opportunities and argue why ist worth to use social media in classroom teaching.
  4. Approach: The approach of the curriculum is to illustrate how teachers actually and successfully used social media in classroom teaching. Examples are desired.
    1. Wording: Wording should be friendly and in a partnership style. Not patronising. We are speaking from teacher to teacher / collegue to colleague. Hints should be given. The reader can be adressed directly ("You can try"), but you should not write in the "I" style - this is because individual authors will not be visible in the national editions.
    2. Examples: Examples will be the biggest gain for the reader. We have to supply teaching samples, assignment examples and best practice examples. An individual perspective from teacher to teacher will add value. Please make the "how to use it in a classroom" section as instructive, inspiring and practical as possible. It might be the most important section!
    3. Reference level: The articles should link to the state of the art of other resources in the field of classroom teaching and social media. The resources report (by Pontydusgy) links a lot of resources. Each article should link to those resources for further reading
  5. Learning setting: Tutored online course. The curriculum adresses teachers in their holiday preparation period and is aiming at giving inspirations.
    1. THIS NEEDS TO BE INVESTIGATED ....
    2. What are the knowledge, skills and dispositions (KSD) that teachers will need in order to incorporate social media into their work, the KSD that are over and above those used by teachers who are already experienced, competent, andenthusiastic teachers of, say, history or hairdressing?
    3. Moreover, it is important to respect different didactical approaches depending on the tradition of teaching various subjects.
  6. Design aspects
    1. Please make use of bullet point lists - especially in the "what you will learn" section. Bullet point lines start with an "*".
    2. Please make use of numbered lists - especially in the "how to use it in the classroom" section. Numbered lines start with an "#".
    3. Please make use of bold headlines inside the sections to support reading.
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