The
AgroWeb project mentions three specific goals:
1. The creation of an integrated framework for activities that have the
potential to provide real world results through an interdisciplinary model
easily applicable in the current educational practice.
2. The transfer of the reality of modern economy practices into the classroom.
3.
Collaboration of people from different nations with common aims and objectives.
AgroWeb
is an educational project, addressed in the secondary educational level. Three
groups were identified by AgroWeb that should directly benefit from the project:
1.
Teachers benefited by the on-line training seminars and the experience gained
in running an ODL interdisciplinary project. Both were considered as practical,
useful, and academicly valid help to any educator who incorporates ODL and
ICT practices into his/her daily teaching.
2.
Students participating in the project have benefited from the qualitative
upgrading the introduction of ODL was expected to offer to the "conventional" teaching. They had the opportunity to use the web as an interactive communication medium and cooperate with virtual classmates
remotely located and thus expand their learning experiences. At the same time
they learned about European agricultural
products and became familiar with e-commerce and the common currency. This procedure
helped them as perspective consumers but, more importantly, it served
as vocational training, equipping the students with skills that are very important for tomorrow’s citizens.
3.
Local communities/enterprises profited as well from the project, through the
promotion of their products, through the open days that students organised
all around Europe.
Economic and social Impact of the project
The AgroWeb project realized an innovation
in school education, targeting the meaningful application of ICT in an interdisciplinary approach of the learning
process. It also initiated necessary measures to prepare students for their
future active participation in e-commerce, since this new form of commerce
is rapidly increasing and represents a common practice in Europe's near future.
Undoubtedly e-commerce is a challenge for Europe as the European Union is
an attractive market of 370 million people with one single currency, the EURO. Through the use of the e-shop platform, a discussion on the EURO
was stimulated, helping students realise the imminent changes with a real
example, so that the importance of the introduction of a common currency was
understood in a clear self-discovery process.
According to the project handbook, Agroweb has generated
an integrated framework for activities that have the potential to provide
“real world” (as applied in traditional education) results through an interdisciplinary
model applicable in the current educational practice. AgroWeb provides a classroom
model of motivating activities such as e-commerce. This model includes an
innovative learning environment based on the creation of a virtual classroom,
where every possible aspect of a conventional classroom can be simulated.
The project adopts an interactive and collaborative form of ODL's application
in a decentralised organisational approach.
The AgroWeb project developed a web-based e-shop platform, in the design
of which proper weight has been given to its educational concept. It is a
tool for students, a distributed learning environment, facilitating the learning
process. The e-shop platform includes facilities to produce graphical representations
of the sales of a product (product's performance) to compare actual and anticipated
performances and in general what is necessary to monitor the financial activities
of a real shop. The e-shop is the electronic market place where, according
to AgroWeb, the person-to-person contact took place and where the students
had the chance to realize in praxis the importance of the European single
market and the common European currency.
In the framework of the project, a network of European Secondary Schools
and University Departments of Pedagogical Psychology, together with specialists
in the field of development of educational Multi-Media, developed this application,
the e-shop, through which students promoted agricultural products of their
areas. The reality of modern economy practices is thus transferred into the
classroom.
The AgroWeb project targeted the longterm effect
on students' behaviour as active players in the European market. One of the central subjects of the project was the awareness of e-commerce,
i.e., possible type of items to order via Internet, security and payment issues,
design of web sites and elementary knowledge on commercial economy. According
to the evaluator, pupils used the Internet more often in order to buy different
kinds of items at the end of the project. This observation is of great importance
as it shows that AgroWeb project had a positive influence in students’ attitude
towards e-commerce. Concerning this matter no significant difference between
technical and conventional schools could be found.
Results
of the evaluation show that AgroWeb project encourages pupils to consider
the Internet, not only as a communication tool or a source of useful information,
but also as a daily service; in other words, the web becomes a style of life.
This was achieved in the project by transmission of skills and critical knowledge
to face the challenge of ICT practices in today's and, even more, tomorrow's
daily life of European Citizens, including the motivation to constantly up-date
their knowledge and to accept life-long learning. In particular, students
involved in the project acquired tele-working experiences and organizational
and management skills that are key competencies for tomorrow's European workers.
New teacher and student
roles associated with ICT based innovative pedagogical practices
The
AgroWeb project mentions three ODL-scenarios with different roles of students
and teachers:
According
to AgroWeb, the methodology of the virtual classroom can be, depending on
the mode of instruction, a simple reproduction of the classroom model, i.e.,
a trainer-centred process or a more learner-centred process. Learners attend
class individually or in groups in one or more rooms equipped with all the
necessary infrastructures for audio/video-conference classes situated in learning
centres. These audio/video-conferences, lectures by instructors/experts at
appointed time, previously arranged, aim at delivering the core content of
the course. The optional learning material, such as complementary information,
drills, practice, and self-assessment tasks, can be accessed through off-line
technologies (drill and practice software, CD-ROM, video, etc.) and on-line
technologies (BBS, FTP, E-mail, etc.). Learners participate by asking questions
and commenting on the issues raised.
The
methodology of supported self-learning is learner-centred; i.e., the learner
is responsible for his/her progress and develops and refines learner and problem-solving
strategies. In this case learning is initiated and directed by the learner
and can include self-paced, independent, and individualized learning as well
as self-instruction. A tutor coaches learners and in general supports them
through the learning process by providing feedback, self-learning material
and an evaluation system. AgroWeb states that this methodology has a high
degree of flexibility as the learner chooses the time, the place and the pace
of learning. The learner, working at a computer at a convenient time and pace,
is able to search and utilize the vast resources of the Internet. Learners
can write collaboratively with peers and even publish written and multimedia
products on web pages.
The
use and application of ICT to the learning process allows the realisation
of collaborative learning. Technology is used in AgroWeb as a tool for learning,
group work, communication and collaboration. Collaborative learning in AgroWeb
is understood as the process of two or more students working together to learn.
AgroWeb
thinks that the aforementioned learning methodologies complement one another
and can be integrated. In this way the limitations of one method can be overcome
by another. AgroWeb combined these elements together with “traditional” forms
of classroom teaching, e.g., class teaching, self-directed learning, group
work.
Changes in patterns
of teacher-student and student-student interactions as a result of ICT mediated
innovation
In
AgroWeb the teacher is a key player in the implementation of the innovation.
He/She is at the centre of effective use of instructional technology. AgroWeb
states that for students to become comfortable and effective users of various
technologies, teachers must be able to make wise, informed decisions about
technology. All teachers should be confident in applying technology when and
where appropriate.
The
role of the teacher involves the following:
* creating an effective external
learning environment that stimulates the environment within;
* mentoring and counselling to ensure
that learners are encouraged to pursue their learning in an appropriate and
meaningful direction using approaches best suited to them as individuals;
* facilitating student inquiry, guiding
student work and offering individual help;
* coaching, observing students, offering
hints and reminders, providing feedback, scaffolding and fading, modelling.
The AgroWeb project states that collaborative work enforced a strong sense
of partnership between students and teachers and the pooling of knowledge
has been rewarding for teachers and has affected their attitudes toward students
initiative in class.
The
students have experienced the fact that teaching and learning are not opposites
but complementary activities, that partnership between students and teachers
requires the students' willingness to co-operate and offers them the chance
to use their initiative. They have become aware that the exchange and the
pooling of knowledge is efficient as no individual can ever be omniscient.
Several times students came to aid their teachers when students could not
manage the computer. They have also come to accept that learning is an element
of any individual's life independent of age or position - the need of lifelong
learning.
Finally,
the fact that many parts of the project were done in addition to the regular
school work proved that teaching and collaboration between students and teachers
may be extended out of the school context; i.e., may have the status of an
extra curriculum activity without causing any opposition from the students.
Attitudes of teachers
and trainers towards ICT
According to the AgroWeb project one of the most obvious
results was a change of attitude towards ICT. Many teachers that had been
reluctant to use of ICT in learning not only lost all reluctance as to computing
but had come to use the computer and the Internet for school work in general.
What teachers needed, in order to respond to their new role, are skills
in ICT, which have been classified by Agroweb into a range of competences:
·
positive attitudes to ICT
·
understanding of the educational
potential of ICT
·
ability to use ICT effectively in
the curriculum
·
ability to manage ICT use in the
classroom
·
ability to evaluate ICT use
·
ability to ensure differentiation
and progression
·
technical capability to use an appropriate
range of ICT resources and to update these skills, etc.
In order to develop these skills and overcome the barriers mentioned above,
AgroWeb states that teachers needed:
·
Sufficient professional development
opportunities in order to
(1) learn how technology works and how it is integrated into the curriculum,
(2) develop new skills and
(3) change attitudes.
·
Support both on pedagogical and on
technological issues in order to sustain the use of new technologies in the
instruction and to help teachers respond to the demands of their new multifaceted
role. However, changing roles and adopting a new model of instruction which
involves the use of ICT is a lengthy process. Teachers go through certain
phases before they fully adopt and commit themselves to using ICTs for instructional
purposes.
Simply providing sufficient access to technology for teaching and learning
was not enough. The preparation of new teachers has to be improved, including
their knowledge of how to use technology for effective teaching and learning;
the quantity, quality and coherence of technology-focused activities aimed
at the professional development of teachers have to be increased; and the
instructional support available to teachers who use technology has to be improved.
According to AgroWeb teachers directly benefited by the on-line training
seminars and the experience gained in running an ODL interdisciplinary project.
Teachers that have experienced the qualitative upgrade that ODL can bring
to the teaching practice act as "promoters" of the idea in the educators'
society.
Main actors, adopters
and resisters to the adoption of the innovation as identified in the projects
AgroWeb identifies a number of teacher-related factors that
should be carefully considered so that appropriate support and professional
development opportunities are provided. Teachers may have developed patterns
and styles of teaching and students interaction that fit their own circumstances
and can be managed. Previous practice provides them security. Many prefer
replicating traditional chalk and talk instruction and "safe", teacher-led
and controlled learning activities. AgroWeb observed that changing what they
think as appropriate pedagogy for the learners, themselves and their subject
area may be difficult. This can be even harder when teachers act in isolation
from one another and are not exposed to innovative models of learning.
On
the other side teachers who actively participated in the project benefited
by the on-line training seminars and the experience gained in running an ODL
interdisciplinary project. Both were considered as practical useful and academic
valid help to any educator who will decide to incorporate ODL and ICT practices
to his/her daily teaching. Although some of them were reluctant to use ICT
at school nearly all of them lost their reluctance and even started to use
ICT in other areas.
According
to AgroWeb teachers that have by themselves experienced the qualitative upgrade
that the introduction of ODL could bring to the teaching practice are definitely
effective "promoters" of the idea in the educators' society.
AgroWeb
states that students showed enthusiasm and eagerness right from the beginning
to participate in the project; they in some cases taught themselves, each
other, and their teachers how to work with the Web more efficiently and alternative
ways of creating Webpages. They created their own Websites for the promotion
of their products with a link to the AgroWeb home page. Often students worked
on the project in their free time. Students participating in the project have
benefited from the qualitative upgrading the introduction of ODL was expected
to offer to the "conventional"
teaching. They had the opportunity to use the web as an interactive communication
medium and cooperate with virtual classmates remotely located and
by this expand their learning experiences.
AgroWeb
observed many cases in which students, because of their involvment in the
project's activities, were considering very seriously the possibility of working
in fields such as Web design or e-commerce. From the intense collaboration
between companies-producers and students, there were also cases where companies
asked some of the students to work for them as trainees not only after the
end of school year but in a permanent position.
Enterprises
were main supporters of the innovations as they profited through the promotion
of their products. As already mentioned above enterprises profited by the
perspective of getting qualified personnel.
The
general organisational approach and structure was set in the partners' meetings.
During the meetings representatives from all the participating institutions
had the chance to discuss in detail all the organisational aspects of the
project and exchange ideas about theoretical and practical issues of the projects'
implementation. The applied methodology ensured the active participation of
all partner parties.
According to AgroWeb the school's climate or else the school's culture
has a major impact on the teacher and has to be considered in the implementation
of ICT based learning. AgroWeb observed that teachers working in isolation
from peers, without collegial support and in a stagnant environment, were
likely to remain static. On the other hand, an organisational culture that
is characterised by teacher collegiality and formal or informal collaborative
work, both supports and facilitates the development of the organisation's
members. Teachers working in an environment where they feel safe, give and
receive support from their peers and/ or from the head, exchange ideas and
innovative practices and share the same values, are likely to respond positively
to an innovation and embrace it.
Accessing technology for lesson preparation but also for instructional
purposes plays a significant role. AgroWeb observed that the availability
and operability of technologies influences the extent to which they are used.
Teachers' workload and lack of flexibility in time and in the curriculum are
also considerable constraints.
Based on the experience with the project, in the most of
the schools new courses related to electronic commerce and web development
will be added to their curriculum, which will be mandatory for business students,
to be taken concurrently with the business planning course. School administrations
had the opportunity to see the effects of integrating information technology
with the curriculum and the enthusiasm generated from students and other faculty.
AgroWeb mentions that they are convinced today that the Internet will become
a major source of knowledge, and may be easily integrated as an additional
tool in educational and scientific programs. Mrs. Reba Georgiadi, teacher
in the Anatolia Farm School in Thessaloniki, pointed out that the AgroWeb
project gave the school administration the opportunity to see the effects
of integrating information technology with the curriculum.