STEAM CAPACITY BUILDING

This free online course was designed for basic and secondary teachers, interested in STEAM education, integrated teaching and learning, innovative teaching methods, using ICT in the classroom.

In this online course, you will find the introduction to STEAM education, found out answers, related to philosophy, epistemology and didactic of STEAM education. You will have the possibility to discuss the similarities and differences of STEM and STEAM, get specific lesson ideas and high-quality examples of lessons and units that qualify as STEAM.

It's FREE...

The online course opens on 1st day of each month. Participants have to complete the course in 2 months.

The contents of the course:

1 module. Introduction to the STE(A)M framework
2 module. Review of epistemology and pedagogy of STEM / STEAM
3 module. Review of three previous examples of STEAM projects
4 module. Examples of themes STEAM & Interdisciplinary Problems Based Learning styled designer – a hands-on
5 module. Program Sustainability considerations and tactics

Each module of the course consist of theoretical part, practical examples, activities and independent work, questionnaires for participants and takes around 7 hours.

And it’s absolutely FREE…

Here You will...

Learn about STEM and STEAM
Learn about innovation in the classroom and school.
Develop and enhance teaching practice
Get experts’ feedback and share their experiences with them.
Connect with like-minded peers across Europe.
Reflect and discuss the course topics and the role of technology in education, the role of STEM knowledge in the future.
Feel empowered and inspired to try out something new in to your practice.
Receive digital module badges for every completed module of the course as well as a course badge and a course certificate (40 h) upon completion of the full course.

About...

This interactive self-paced audio/video/text courses are created by the best Greeks, Lithuanian, Spanish, Netherlands, Portuguese teachers and designed to help teachers meet their educational goals. On this learning hub, Erasmus + KA2 Project “STEAM capacity building” (No: 2016-1-LT01-KA201-023146) offers free online courses for teachers’ professional development.

ONLINE COURSE DEVELOPERS

Instructional design	Dimensions	Reason
Learner Analysis	Creative thinking abilities (various answers approaching different problems)	To define the needs for which instructions is the solution
Learner Analysis	Critical thinking skills	To define the needs for which instructions is the solution
Context Analysis	Designed teaching and training environment in school spirit	To select instructional strategy, method and technique
Organization of Instructional Objectives	As consisted of learner and context study	To address measurable aims for target instruction by considering learner and the context
Development of instructional Strategy	Creative thinking skills (brainstorming, problem-solving, case study, project, PBL, demonstration, role-playing	Thought development & analytical thinking
Development of instructional Strategy
Implementation Process	Instructional delivery in the classroom environment
Assessment Techniques	Formative by performance assessment or authentic	Multiple thinking & solution, looking at problem from different perspectives encourage higher order thinking skills

*Does the project meet the below criteria?*	Yes (☒)	No –	Comments
*Essential knowledge, understanding, and success abilities* The project concentrated on teaching learners’ fundamental knowledge and understanding acquired from standards, and success techniques including critical thinking/problem solving, cooperation, and self-administration.
*Challenging problem or topic* The project focused on a significant problem to solve or a topic, at the suitable level of difficulty for learners, which is operationalized by an open-ended, engaging driving question.
*Supported questioning* This project includes an operating, in-depth method over time, in which learners create questions, find and use sources, ask extra points, and promote their answers.
*Authenticity* The project has a real-world context, uses original arrangements, tools, and quality criteria, makes a real result, and connected to learners’ interests, and characters.
*Learner choice* The project empowers learners to make some choices about the outcomes they create, the way they work, and how they use their knowledge, guided by the teacher.
*Reflection* The project gives chances for learners to reflect on what and how they are receiving, and on the project’s purpose and implementation.
*Analysis & improvement* The project introduces methods for learners to give and receive feedback on their work, to develop their ideas and outcomes or conduct more questioning.
*Public outcome* The project needs learners to show what they learn by producing a product that provided or offered to people beyond the classroom.

PROS	CONS
Helps students to develop writing skills	May not sample a wide range of content
Can reveal errors in understanding or misconceptions	Questions may not be well thought out
Takes less time to set than short form questions such as multiple choice	Hand written responses may be graded on factors other than the content, such as legibility
Requiring students to write can improve understanding of a topic	Time consuming to grade
Helps students to develop information literacy skills	Consistency in assigning marks is difficult to maintain
	Subjectivity may affect fair grading

PROS	CONS
Encourages students to take ownership of the learning process	May be time consuming to set, present and assess
Replicates real world conditions or contexts	Can be difficult to determine assessment criteria
Students have the opportunity to demonstrate mastery of what they have learned	Can prompt performance anxiety in students
Can assess a range of skills or outcomes including generic skills	May require additional resources
Allows for a variety of tasks	Makes comparison between students difficult since the products may be very different
Encourages active learning	Subjectivity may affect fair grading

PROS	CONS
Replicates real world activity	May encourage students to fabricate data to make the report ‘look good’
Marking for grading using a template is relatively fast	Inconsistent marking between multiple markers can arise
Gives students practice in writing using a standard format	Can prompt performance anxiety in students
Can assess generic skills such as information and computer literacy	Marks allocated may not reflect time and effort needed to complete the task
Allows for a range topics and foci	Producing a report as an assessment task may not align with the intended learning outcomes
May encourage reflection and problem solving	Subjectivity may affect fair grading

PROS	CONS
Allows for greater student involvement in and responsibility for learning	May be time consuming to develop and mark
Assesses in-context student learning	Can be difficult to determine assessment criteria
Encourages initiative, independence and problem solving	Subjectivity may affect fair grading
Can assess a wide range of skills or outcomes including generic skills particularly time and task management	May require additional resources
Provides an opportunity to showcase skills and achievements	Makes comparison between students difficult since the projects may be very different
Is comprehensive, multidimensional and flexible	Allows students to explore a topic in depth

PROS	CONS
Provides an opportunity to display creativity and originality	Can focus unduly on presentation rather than content or understanding
Can assess a range of skills or outcomes including generic skills	May require additional resources
Marking using criteria is relatively fast and reliable	Makes comparison between students difficult since the posters may be very different
Allows for a variety of topics	Subjectivity may affect fair grading
Has potential for peer assessment
Encourages active learning

Ugdymo plėtotės centras, Vilnius, Lithuania
EPIMORFOTIKI KILKIS, Kilkis, Greece
CREF EDUCATION (Centro de Recursos Educativos e Formação), Sesimbra, Portugal, Portugal
DIDE KILKIS, Greece
Centro Autonomico de Formacion e innovacion, Santiago de Compostela, Spain
Amsterdam University, Netherlands

STEAM CAPACITY BUILDING

It's FREE...

The online course opens on 1st day of each month. Participants have to complete the course in 2 months.

The contents of the course:

Each module of the course consist of theoretical part, practical examples, activities and independent work, questionnaires for participants and takes around 7 hours.

And it’s absolutely FREE…

Here You will...

About...

Thank you!