EARTH 2.0: Ohjelmoinnin oppimista tukevan pelimaailman suunnittelu ja toteuttaminen Minecraftissa – YouTube

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Nyt kun ITK tulokset ovat vihdoin tulleet, voin laittaa Jussi Koiviston tekemän videon tänne ihmeteltäväksi. Nimittäin tämä video oli myös meidän esityksemme esitykseksi..

MISTÄ ON KYSE?
No, Jussi on pelannut ikänsä tietokoneella ja on nyt valmistumassa luokanopettajaksi Oulun yliopistosta. Hän on myös kiinnostunut ohjelmoinnista ja Minecraftista.

Työn ohjaajana olen jäävi kauheasti kehumaan, mutta sanottaisiinkos että nyt on kunnollista kamaa. Kerrassaan.

Jussi on siis tehnyt osana graduprojektiaan laajan Minecraft kartan/maailman ohjelmoinnin opettamiseen/oppimiseen. Itse gradu on vielä tulossa, mutta video kertoo kaiken olennaisten itse käytännön värkistä..

SUOSITTELEN katsomaan vaikka video kestääkin aikansa

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Erasmus+ courses about teaching migrant students in Helsinki in May and September 2018

ICT Migrants Course2

Why does Euneos recommend you to choose Erasmus+ course “ICT in Teaching Newly-Arrived migrants”?

It’s because we think that such a course in Helsinki metropolitan area is really an adequate learning event for your school or institution if you are interested in the issues of refugees and asyl seekers.

First, this country has a lot of knowledge and experience about teaching newly-arrived migrants. Finland received more than 30 000 migrants within one year in 2015. It’s a lot for a small country. Finland is also one of the few countries in Europe that are really trying to fulfill their promise to face the common challenge of refugees, as you can see in the chart (September 2017) below:

euneos_courses_migrants_01

Second, the Finnish course provider Euneos works together with Varia vocational college, which is the biggest educator of immigrants in Finland.

Third, the international team of Euneos trainers has experience about giving pedagogic training in tablet use since 2011. Today our training also includes smartphones, which are maybe the most important life line for newly-arrived migrants with no ties in their new home countries. The entire mobile technology is exploited as much as possible.

Fourth, Euneos wants to promote the whole KSAVE concept – knowledge, skills, attitudes, values and ethics – and not just technology in education.

Euneos courses make a difference. Schools prefer.

More about the Migrants’ course on Euneos website in https://www.euneoscourses.eu/?p=1425 .

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Should #ErasmusPlus courses be forbidden because of lacking “net positivism”?

Video conferences in the Internet are a great contribution to in-service teacher training. How far can they cover the need of IST training? Would it be possible that, for example, today’s #ErasmusPlus courses on the spot could be replaced by live sessions in the net?

Before trying to answer this question, I first have to reveal that I don’t believe in national training only. Exchange of knowledge, skills and attitudes across the borders is necessary for the professionals of education. I have a strong opinion that if countries are not open to international their schools will lag behind the others not only in education but in all cultural and social development.

On the other hand, it’s justified to ask if it’s ecologically wise to organise F2F events here and there in Europe, sometimes even in overseas areas of some European countries. This happens in Erasmus+ program, where schools can choose faraway training courses to their teachers. Flying with jets is not ecological as we know.

The concept of ‘net positivism’ was launched by Finnish ecologists recently. ‘Net’ does not mean the Internet in this context, but it’s used as a mathematical term. Net is like 1 = 2 – 1. What do Erasmus+ courses look like, seen from an ecological point of view? Do they bring more good, ecologically seen, than bad consequences.

I couldn’t imagine European development, or actually any development, in schools without international collaboration. It’s been part of my thinking for more than 20 years, after I became involved in the activities of European Schools Project in 1996. I know I can’t ever stop thinking like that.

Should we restrict the interaction of schools to virtual collaboration only? No events on the spot, no job shadowing exchanges. Instead eTwinning, MOOCs, webinars and live online courses only? In that way we would decrease our ecological footprints. Such an approach would certainly correspond to the perspective of ‘net positivism’ in ecological terms.

My opinion is that it’s important and quite necessary to enhance virtual means of education and training. But I think it’s not just so simple.  I have a long experience about the development of videoconferencing in the past. There’s been a most rapid technological development in schools within only few decades.  At the same time development in pedagogy has been relatively slow. Most schools and teachers have not taken VC into use in their education yet.

I encountered live phone chat in the Internet in 2004. Soon after that I joined a course of Hartmut Karrasch from Germany and learned about videoconferencing. Then, for nearly ten years I worked together with Michael Goriany and Angelika Guettl-Strahlhofer from Austria in DaF Community. We gave live online training to teachers of German on a weekly basis.

What I want to state here is that video conferences have taken a longer time to become what they are now.  Quite many businesses have adopted live online sessions into their daily routines.  But is this the case in education? How many teachers of foreign languages have understood the real strength of live online in their lessons? In what scale is project-based learning PBL used in international projects of schools? I think such progress is still in baby shoes.

I suppose the speed of digital development in schools is often underestimated, whereas the corresponding development in pedagogy is overestimated. Therefore, I am afraid that it will take still years and years before the big masses of teachers in Erasmus+ member countries are really ready to virtual training, webinars or live online courses.

A lot of F2F training is needed before that. There are some hundreds of thousands of schools and probably millions of teachers in Erasmus+ member countries. There is a big gap between the demands of digitalisation and the skills of the staff in most schools of all countries. I don’t believe the gap can be bridged by virtual means of training only.

Much should be done about the emissions of flight traffic, true. And teachers are strong influencers also in ecological things. Children and adolescents listen to teachers’ words everywhere. Teachers can contribute to ecological ‘net positivism’ best by telling their students about ecological challenges. It’s much more than what the majority of their fellow flight passengers, tourists,  are able to do.

 

 

 

 

 

 

 

 

 

 

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Erasmus+ courses about digital topics

You may ask why so many courses of Euneos are about different topics of digitalisation. It’s because we think that digital turn in schools is not only technological but essentially pedagogic. Unlike in pedagogy before, teachers learn digital things by doing and by comparing teaching methods with their colleagues. Live online courses may also be very helpful, but it’s like in cooking – learning to make a cake means baking a cake. A real cake, not only a virtual one Euneos courses make a difference. Schools prefer.

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Luova luokka -mediakasvatusseminaari

Blogin keskeisin teema on tieto- ja viestintätekniikan opetuskäyttö, erityisesti sosiaalinen media ja mobiilioppimineen.

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Kuvaus, editointi ja pikkukuvan lisäys? | Miten tehdä kännykällä video YouTubeen

Tällä kertaa opastin vähän kännykällä kuvaajia, ja kerroin mitä välineitä käyttää, miten kuvata, editoida, tehdä/laittaa pikkukkuva ja miten ladata vide

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Mikkelin opettajien kolme työpajaa

Blogin keskeisin teema on tieto- ja viestintätekniikan opetuskäyttö, erityisesti sosiaalinen media ja mobiilioppimineen.

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