teaching & learning – OLIVE project

April 12, 2022April 12, 2022

Behind OLIVE project – Faculty and facts

***The author of this blogpost is Mia Laitinen*.***

Featured image credits: Ayman A Rezeqallah, Faculty of Education, Birzeit University

*Mia is a Master’s student at the Faculty of Education, University of Helsinki. Currently she is writing her thesis. For this blogpost, Mia met online with OLIVE members from Birzeit University and discussed with them themes related to the project aims.

I was kindly introduced to three participants with undeniable impact for OLIVE project. The participants are Ahmad Aljanazrah, Assistant Vice President of Academic Affairs at Birzeit University and coordinator for the project, welcoming the discussion and ideas concerning OLIVE; Refa’ Ramahi, Dean of the Faculty of Education at Birzeit University, who’s working on planning structures of workshops and developing practicum courses; and Abdallah Bsharat, faculty member at Curriculum and Instruction department of College of Education at Birzeit. Abdallah is supporting co-operation in the school field and the upgrading of courses.

All the participants have worked with the project from its early stages to develop the quality of teacher education in Palestine with colleagues around the world. When sending the interview questions all the way from Finland I was curious to know, what kind of roles are needed to run an international project such as OLIVE. I have come to realize that it’s very important to include the administration level in the co-operation as well as the sense of believing in the project. This engagement can be seen in participating in activities and common projects and planning, but also as an aim to reach goals that flow at an abstract level. Such goals include equality in teacher education and sensitive learning environments.

From a Finnish perspective, I guess that, at some level, these apply to our educational system as well. In addition, during the interviews I came to realize these are issues we’re dealing with all around the world. When adding the current pandemic situation into the plot, this turns out to be a story of global teacher hood.

“We don’t have control over the future” – but… shift in education during the Covid-19 pandemic

OLIVE project is future-oriented, raising the discussion about using technology in teaching, so the pandemic – even when shaking the norms of teaching – may have offered some forcing power to really elaborate on how technology can be integrated into teaching.

May 22, 2021September 16, 2021

Online teaching and learning environments

Possibilities and challenges for pedagogical use.

Author: Marianna Vivitsou

As virtuality is a topical issue in OLIVE project, online teaching and learning environments are at the core of discussions that take place in the pedagogical cafes. In the gathering early last April, I came up with the idea to frame the discussions on the basis of types of interaction and on whether platforms and/or web services are integrated in the official curricula. Here are some highlights that emerged out of this framework, along with my reflections upon these conversations.

The categorization is an initial one and is linked with institutional practices. Thus, the category formal online teaching environments concerns those playing an integral part in the everydayness of teaching (e.g., Moodle) and have substituted (to an extent) its conventional paper-load (e.g., by uploading digital assignments instead of their paper versions; inserting links to resources thus replacing photocopies; uploading slides instead of blackboard chalk writings and notes, etc.).

Despite their contribution to a potentially more ecologically oriented pedagogical practice, it is questionable whether online teaching environments have kept their promise. Instead, it seems that technologies have been received as self-fulfilling promises themselves. Very often they are treated as the content of the pedagogical practice, when the interest turns to what brands we will bring into the classroom at the expense of a student-centered pedagogical use. Also what pedagogical use means in different situations.

This instrumental approach to technology integration (whether for online, blended or hybrid teaching), as research has shown, has reproduced patterns of fragmented, a-contextual learning.

The use of Moodle groups is one example of this situation. Teachers, for instance, often comment that student exchanges in group work are lacking depth, thus limiting the narrative to superficial interactions, comments and so on. Questions that arise, then, concern the root causes of such phenomena. What are the reasons underlying content limitations? And, what can we do to overcome them?

This is, then, a quite complicated affair that the rhizomatic use of technology makes it even more complex than we are, possibly, willing to admit.

April 12, 2021September 16, 2021

Teaching STEM with technology and collaborative work

Voice Analyzer with Gas and Mirrors, Natural Sciences and Technology Museum, National & Kapodistrian University, Athens

Out-of-the-box approaches and practices for thinking critically

authored by Marianna Vivitsou

Thinking STEM in education

The theme of STEM education is intertwining with many of the basic areas of interest in OLIVE and relates to different outputs and project activities.

These include, among others, the need to establish virtual peer mentoring teams to strengthen exchange of ideas and learning from one another, to define new practicum strategies and set a framework for shared teaching in the OLIVE partner universities. Undoubtedly, this is a complex situation. Yet, this is not the only kind of complexity that approaching STEM education presents.

As it spans across major fields of science, research and teaching, considerations arise concerning the epistemologies and the pedagogies that should underlie the effort to introduce a working model of STEM (i.e., an acronym for Science, Technology, Engineering and Mathematics) in education. In addition to that, although science, technology, engineering and mathematics related occupations are expected to experience rapid growth in the years to come, STEM does not seem to be for all.

Recent studies show that gender gaps and other divides and inequalities in the professional domain are rooted within expectations, stereotypes and structures established and observed early in the education continuum. In alignment with these, an introduction to a collection of articles with a focus on participation barriers, Nature Research and Scientific American point out that many groups are underrepresented in research including women, ethnic minorities, people with disabilities and socially disadvantaged populations. Far more action, therefore, needs to be taken in institutions and scientific communities.

Taking these insights into consideration, in the pedagogical team of OLIVE we departed to set some commonly agreed principles aiming to frame the basis of joint work. At the same time, we recognized the need to think and act differently and in ways that would align with out-of-the-box approaches and practices. «Out of the box» is a metaphor that signifies new, creative ways that are go beyond established (here, teaching) practices and look into the multiple dimensions of phenomena with a critical eye.

March 22, 2021March 12, 2022

Teaching, assessment of learning, technology and other entanglements

Favorite street on a cloudy day by anim@vit

Co-authored by Marianna Vivitsou & Hanna Posti-Ahokas

How does digital learning challenge our thinking around assessment?

Assessment is a multi-dimensional and highly debated topic in higher education research and practice. The Olive team gathered in its first pedagogical café to discuss assessment with the aim to think how the digitalization of learning challenges practice. The new ways of teaching and learning require new ways of assessment. How to respond to the change in a way that makes assessment work towards it intended purpose of supporting learning?

Assessment in focus

Assessment is multi-dimensional and highly debated. For a start, it draws parallels with research, as when we set off to construct an assessment tool, we should take care that we assess what needs to be assessed. Validity, therefore, is one significant criterion of the assessment process. Second, assessment seems to be often confused with evaluation. While evaluation is product-oriented, assessment is process-oriented. In education, evaluation concerns the outcomes of a course, a lesson or a project, where learning has taken place. Contrary to this, assessment concerns the process that leads to learning outcomes. The fact that what constitutes a learning outcome (or not) is itself a highly debated area makes even more pressing the need to revisit assessment and evaluation as intertwining and overlapping concepts.

In this complexity, it could be helpful to think of what the focus of our assessment is and what the purposes of assessment are.

In the small group discussion during the pedagogical café, one recurrent theme was how the use of technology in teaching and learning relates with assessment. While it was agreed that the new ways of teaching require new ways of assessment, the path towards renewed assessment practice is not a clear cut one. The functionality of technology and fairness of online assessment have already manifested as obstacles after moving teaching and learning onto digital and technology-supported environments. These may be considered as implications of more fundamental issues around assessment.

Assessment should be connected to the learning objectives and expected outcomes. However, learning is not always measurable. The instrumentalist, exam-focused culture of assessment does not necessarily capture/support deep understanding. Large student groups may also have influenced the use of instrumentalist approaches. However, as Gandini & Horák (2020), among others, point out, it is essential to seek ways to integrate into technology-supported assessment personalised feedback for students. In this way, we will be able to highlight areas they need to work on and give suggestions, and, thus, guide them through their future learning. In addition, personalised feedback opens up the whole process of assessment and allows the students to get deeper into its logic. Based on this understanding, students can be better equipped to modify their own approaches and practices in the learning process.