Online Module Description (March 2021)
This document is part of Work Package 3, Activity 3.1. It offers an overview of the online modules and their structure.
Training Needs Analysis Focused on ICT/ET in Cambodian Education (October 2019)
This report is part of Work Package 3, Activity 3.3. The report is based on desk research, information provided by the project partners in Cambodia (PUC and UC) and findings from focus group interviews with 29 participants of the project's three target groups (in-service teachers, trainee teachers and teacher trainers) in Cambodia in March 2019. The goal of the report is to outline the current ICT situation, the expectations of the partners and the ICT opportunities for CONTESSA.
Media Concept for Online Modules (March 2020)
This report is part of Work Package 3, Activity 3.3. The report outlines a media concept for CONTESSA including an overview of all selected course elements provided by the OLAT/OPAL platform.
Report on EduTech Implementation at PUC (January 2020)
This report is part of Work Package 3, Activity 3.3. The report is based on qualitative and structural data collected in a focus group discussion with representatives from PUC. The focus groups were conducted in an informal, participatory, and interactive environment with the aim of exploring the needs and issues surrounding the context of the study. Questions asked during these focus group meetings included inquiring about the professors’, lecturers’ and students’ experience in using web-based technologies for teaching and learning purposes, what they thought were the challenges in their teaching and learning, and how the use of technology could help address these challenges.
Report on EduTech Implementation at UC (January 2020)
This report is part of Work Package 3, Activity 3.3. The report is based on qualitative and structural data collected in a focus group discussion with representatives from UC. The focus groups were conducted in an informal, participatory, and interactive environment with the aim of exploring the needs and issues surrounding the context of the study. Questions asked during these focus group meetings included inquiring about the professors’, lecturers’ and students’ experience in using web-based technologies for teaching and learning purposes, what they thought were the challenges in their teaching and learning, and how the use of technology could help address these challenges.
Report on EduTech Implementation at UoC (January 2020)
This report is part of Work Package 3, Activity 3.3. The report is based on qualitative and structural data collected in a focus group discussion with representatives from UoC. The focus groups were conducted in an informal, participatory, and interactive environment with the aim of exploring the needs and issues surrounding the context of the study. Questions asked during these focus group meetings included inquiring about the professors’, lecturers’ and students’ experience in using web-based technologies for teaching and learning purposes, what they thought were the challenges in their teaching and learning, and how the use of technology could help address these challenges.
Report on EduTech Implementation at OUSL (January 2020)
This report is part of Work Package 3, Activity 3.3. The report is based on qualitative and structural data collected in a focus group discussion with representatives from OUSL. The focus groups were conducted in an informal, participatory, and interactive environment with the aim of exploring the needs and issues surrounding the context of the study. Questions asked during these focus group meetings included inquiring about the professors’, lecturers’ and students’ experience in using web-based technologies for teaching and learning purposes, what they thought were the challenges in their teaching and learning, and how the use of technology could help address these challenges.
CONTESSA Online Modules Manual
This document is part of Work Package 3, Activity 3.2. It serves as a manual on how to use the CONTESSA course as a whole and each individual module within the course. In this document you can find:
• a general description for the overall course that illustrates how CONTESSA is structured in order to achieve its goal of establishing a teacher education program;
• a visual representation of the modules and their components; and
• the individual modules including a short description of each module, the content, objectives, working material, learning methods, learning activities and criteria for success.