Web-based Learning Solutions for Communities of Practice

Visualising the Invisible in Science Centres and Science Museums
are the key players in the renewal of science
education. Among other methods, being part of
the network allows them to improve the quality
of their teaching and supports their motivation. –
Networks can be used as an effective component
of teachers’ professional development, and they
are complementary to more traditional forms of
in-service teacher training and stimulate morale
and motivation.”
Background
The presentation of the “Hot Air Balloon” is a
classical science centre exhibit in several institutes
around the world. That was one of the reasons
why it was chosen as a CONNECT-case for the
research and development. The idea was to gain
more educational value from the exhibit by using
Augmented Reality –technology added to this
classical exhibit.
The main pedagogical goal was to improve
skills for individual observation. This was
possible because by the AR-solutions certain
invisible phenomenon could made visible by
animations and demonstrations. In this case, the
main phenomenon was the content of temperature
and molecule movement. During the very
first test of the Augmented Reality –equipment
with the Hot Air Balloon seemed to work and
give practical results, but at the same time,
using the computer aided pre-lecture material
(VSTP=Virtual Science Thematic Park) caused
several difficulties.
Even teachers with clearly better than average
knowledge and skills related to computers, ict,
and e-learning had severe difficulties in using the
pre- and post-learning solutions. After the pretesting
periods and teachers training workshop it
became evident that the computer aided pre-lecture
system (VSTP) was all too complicated to use for
individual teachers – even for them with a long
experience of ICT-pedagogy! The system had
typical proto-type difficulties in reliability and
usability. Therefore, an intensive training seminar
for teachers was offered in order to learn both, the
technical use of the system and the application of
relevant contents. These experiences, inputs and
results were utilised in the final test runs.
TEACHER EVALUATION
TOOL: THE ROLE OF ICT IN
TEACHING AND LEARNING
As the pedagogical context for the development of
AR-system the “NEW EDUCATIONAL MODEL
OR PARADIGMS” (Hermant 2003) was used to
receive the feed-back from the teachers. (Figure 18.
below; original the EU-Minerva programme)
The teachers’ (n:182) opinions and visions
concerning the AR-technology were monitored
by interviews and a tool called “New Educational
Models or Paradigms”, which is 1) describing the
e-learning process by the terms Role of ICT, 2) showing
the actual Changes in learning environment,
and 3) defining Innovative learning activities.
The educators and teachers as well underlined
the main characteristics of the model as following
features and ranking order which differ clearly
from their opinions about the ICT based education
in the classroom setting.
Innovative Learning Approaches: (i) Integration
of other learning environments than the
school; (ii) differentiated learning depending
on different ways of perception; from teachercontrolled
learning to pupil orientated learning;
context-related knowledgeRole of ICT:
ICT as connection between learning environments;
(ii) ICT as instruction tool; ICT as
communication forum; ICT as mediaChanges in
Learning Environments:
Technological innovation; (ii) new physical
space; (iii) changes in roles and responsibilities
of pupils; (iv) changes in roles and responsibilities
of teachers
As the result of this inquiry, the pedagogical
experts and teachers attending the process underlined
as the main characteristics: innovative
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