In-House Teacher Training (TT) Course at National Polytechnic University of Armenia (NPUA)
12 Feb 2019
Internal Teacher Training Courses
In the frameworks of Erasmus+ PRINTeL project in February-March, 2019 a Teacher Training (TT) Course directed at retraining NPUA teaching staff members is planned to take place at National Polytechnic University of Armenia (NPUA).
The trainers of the TT Course who passed ToT (Training of Teachers) Courses at 5 EU Project partner universities (Katholieke Universiteit Leuven, Universitat de Barcelona, Universidade do Porto, Linköpings Universitet, FH Joanneum Gesellschaft mbH) have prepared courses on teaching and learning in innovative methods for NPUA teachers and have programmed to share with their colleague teachers all the experience they have previously gained in the course of the trainings at the abovementioned universities.
The TT courses are going to be delivered by the 11 ToT courses participants from NPUA. It is envisaged that up to 110 NPUA teaching staff members will pass the TT course.
During the course NPUA lecturers are going to be trained in a number of fields related to innovative technology-enhanced teaching and learning.
TT Course #11 "Active Learning in the Flipped Classroom"
Trainer: Assistant Professor Vahram Muradyan (NPUA Gyumri Branch, Faculty of Energoenergetics, Informationand Automation Systems)
A 5-day training course entited “Active learning in Flipped classroom” was delivered to more than a dozen of teachers from NPUA Gyumri campus department of Mechanics and Graphics, Physics and Mathematics, Electroenergetics, Information and Automation Systems, Branchy Economics and Management, Machine-building and Transport Systems, Textile and Light Industry. The program and the schedule of the course together with reading materials and a guide to key concepts of active learning and flipped classroom had been provided them well beforehand. Results and impacts of the course were discussed after each day’s session.
1st day: PRINTeL project, its aims and intended outcomes were briefly presented to the participants. The structure, schedule, aims and outcomes also were briefly presented and discussed. The concept of active learning was introduced and its meaning was discussed in the context of achievement of higher order outcomes in Bloom’s taxonomy. Padlet toolkit was presented and a group exercise on active learning experience and future plans was completed. The participants read about a number of active learning techniques and methods making notes about whether they fully or partly use them or do not use yet but wish to use. Then those methods and techniques were classified according to their complexity level (both in methodological and in high technological means) on active learning grids in group works. The results of group works were presented by the participants.
2nd day: The model “Flipped Classroom” was presented and discussed. A group exercise on what students do before, during and after classes using Padlet toolkit was completed. An exercise using Mentimeter also was completed. Then the participants were taught to create a video material converting their PPT lectures into video with their voice recorded.
3rd day: Some of the participants were happy to announce that they already used some active learning methods and techniques. Absence of corresponding equipment and traditional form of classroom design were counted as major problems. The University College London ABC learning design was introduced and a long lasting workshop was completed. On a pair basis the participants mapped their teaching course syllabi with the help of the provided learning types (acquisition, discussion, investigation, collaboration, practice and production) and activities.
4th day: The concept of the Linkoping University DEF course development lab was introduced and discussed. The participants redesigned parts of their course syllabi. The trainer circulated and provided methodological assistance. The participants were assigned to prepare PPT presentations on their redesigned parts of course syllabi.
5th day: The redesigned parts of course syllabi were presented, discussed and amended.
TT Course #10 “Active Learning in the Flipped Classroom”
Trainer: Associate professor, PhD Meri Ghazaryan (NPUA, Institute of Energy and Electrical Engineering, Chief of Chair of Thermal Power Engineering and Environmental Protection)
Within the framework of the Erasmus + PRINTeL project, the representatives of the academic teaching staff of the Institute of Energy and Electrical Engineering Cheirs participated in the TT Course on "Active Learning in the Flipped Classroom" (March 11-25).
The purpose of this course was to figure out the basic concept of active learning and to point out the main strategies and methods of active learning and principles of applying Flipped Classroom as an approach in Active learning.
Training consisted in the presentation of key materials, providing supporting links and holding discussions with the duration of 8 hours and presenting current and final results by trainees and summarizing the course with the duration of 2 hours.
The 1st day of the training includes the presentation of the re-training purpose and the timetable, the active learning (AL) methodology, the possibilities of increasing the effectiveness of the teaching process by using AL, analyzing the aim and objectives of student-centered learning within the framework of Bloom Taxonomy, active learning methods, the advantages and disadvantages of their application.
The second day of the course included studying some ICT tools and online systems/programmes used in the active learning process. In particular the TAT-SAT: self-assessment tool, Mentimeter: interactive presentations tool, Padlet: "brainstorming" tool, and otherswere partially used during the training along with the discussion of the results.
On the third day of the training, the "Flipped Classroom" method was considered within the framework of Bloom Taxonomy and Student-centered Learning. Four Principles of the "Flipped Classroom" and 5 Key Steps of its implementation were presented, together with Training/Module schedule by using of "Flipped Classroom" methodology (the example of Lynchoping University). Some ICT tools for organizing the training process, such as Lightboard, Explain everything, and the Powerpoint video presentations were also introdueced during the training course. The trainees prepared and then submitted a presentation with the help of Power Point, either individually or in groups (by chairs), for 7 to 10 minutes, by using the Recording Narration function or separate slide audio recording.
The 4th day of the course was devoted to thediscussion of ABC learning developing method (Arena Blended Connected Learning Design), its application in other countries, ABC learning design cards, info and graphs sheet, storybouard sheet, design plan and the steps for developing any course/module.
On the 5th day of the training a course/module was designed by using the ABC method with the principle of group-work (per chair). Presentation, discussion, and final analysis of the training results were summarized at the end of the training course.
As a result of the training, the audience will be capable to:
- compare and contrast/combine Active Learning and Flipped Classroom with Traditional models,
- define/understand the advantages and limitations of AL&FC,
- enhance pedagogic-digital competences,
- design or redesign of own courses.
TT Course #9 “Video as a Teaching and Learning Tool for Teachers and Students”
Trainer: Assistant Professor Armen Amirjanyan (NPUA, Chair of Economics and Transportation, Institute of Mechanical Engineering, Transportation Systems and Design)
Within ERASMUS + PRINTEL project lectures and practical classes on “Video as a Teaching and Learning Tool for Teachers and Students” were conducted at National Polytechnic University of Armenia starting from March 11 to March 25. The total number of attenders was 11.
The purpose of this teacher training (TT) course was to provide new approaches in making and conducting lectures by means of video recording, the role and benefits of video lecturing, the methodology how to make it as well as to develop skills for making their own video lectures through various tools.
The training included presentations with video applications, demonstrations, discussions, practical applications.
Participants reflected and discussed the role, different implications and challenges of using video in teaching and learning processes as well as were presented with tools that would contribute for the enhancement of their own training video materials.
The techniques and methodology of video recording and editing has been presented to the participants. Practical classes of video editing have been conducted using the tools of Adobe Premier Pro software. There were represented the advantages of Panopto and Explain Everything programmes as well as recording opportunities of Power Point programme.
At the end of the training course all attenders successfully made and presented their own short video training materials.
TT Course #8 “E-content recording. Interactive Classroom: Video as a tool for flipped learning”
Trainer: Lecturer Ella Hovhannisyan (IICTE Institute, Chair of Information Security and Software Engineering)
The purpose of this teacher training course was to provide teachers with a specific expertise in e-content recording methodologies along with innovative information technology tools and software. During five-day training 11 participants were trained. Trainings days were held on 12 March - 26 March 2019.
In the course of the trainings the usefulness and the applicability of the video in the context of the classroom, the advantages and disadvantages of video lectures, the useful of videos in Video Lecture Capture and in flipped classrooms were discussed with practical examples. The participants learned the role and effectiveness of interactive learning in teaching and got acquainted with the innovative teaching and learning methods.
The course explored the using videos in flipped classrooms. Furthermore, a methodology to produce small videos as support of classes or to be used in a flipped classroom context, applied in the course. The participants learned a simple Video Lecture Capture System, by using MS Power point and Movie Maker.