This work package will focus on equipping in-service and trainee teachers with pedagogic competencies that will encourage them to engage all students in classroom activities and learn new ways to help students reach their full potential.

In WP3, we will create the approach for the module contents and ultimately the online platform where the modules will live. Therefore, it is crucial that the development phase follows the research and results uncovered in the environmental analysis from WP1. 

This work package includes:

3.1 Development of a didactic concept for the development of teaching skills

3.2 Development of contents and tasks

3.3 E-didactic conceptualization and realization

3.4 Technical realization

3.5 Institutional realization

Work Package 3 - Reports

Module Description and Pedagogical Approach (October 2019)

This report is part of work package 3: activity 3.1 and contributes to the output activity labeled Contents and Tasks for Online Modules E-didactic Concept on the LFM. It outlines the first concept for the CONTESSA course and each individual module within the course.

Training Needs Analysis Focused on ICT/ET in Cambodian Education (October 2019

This report is part of work package 3: activity 3.3 and contributes to the output activities labeled E-didactic Concept and Installation of a Learning Platform on the LFM. 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 in Cambodia in March 2019 with the target groups (in-service teachers, trainee teachers and teacher trainers). The goal of the report is to outline the current ICT situation, the expectations of the partners and the ICT opportunities for CONTESSA.

Report on EduTech Implementation in PUC (January 2020)

This report is part of work package 3: activity 3.3 and contributes to the output activities labeled E-didactic Concept and Installation of a Learning Platform on the LFM. 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 in UC (January 2020)

This report is part of work package 3: activity 3.3 and contributes to the output activities labeled E-didactic Concept and Installation of a Learning Platform on the LFM. 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 in UoC (January 2020)

This report is part of work package 3: activity 3.3 and contributes to the output activities labeled E-didactic Concept and Installation of a Learning Platform on the LFM. 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 in OUSL (January 2020)

This report is part of work package 3: activity 3.3 and contributes to the output activities labeled E-didactic Concept and Installation of a Learning Platform on the LFM. 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.

Media Concept for Online Modules (March 2020)

This report is part of work package 3: activity 3.3 and contributes to the output activities labeled E-didactic Concept and Installation of a Learning Platform on the LFM. The report outlines a media concept for CONTESSA including an overview of all selected course elements provided by the OLAT/OPAL.

WP3: Activities

100%

3.2 Development of contents and tasks

50%
50%

3.4 Technical realization

50%

3.5 Institutional realization

0%
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