LSP Teacher Education Online Course for Professional Development

Welcome to the LSP-TEOC.Pro website!
This website will offer a free, LSP teacher training course, designed by a consortium of experts with funding from Erasmus+. The course will be available in Croatian, English, French, German, Italian, Polish, Slovenian, Spanish and Turkish; though we aim to have the English version finished first.
To use the course, or stay up to date with the project, please use the navigation buttons!

Overview

Project blog

2020: News on the project's progress...

LSP-TEOC.Pro on homepage of University of Cádiz

Find information on the kick-off meeting in Spanish here.


Project added on ResearchGate

Follow the project on ResearchGate.


LSP-TEOC.Pro on homepage of Hochschule Pforzheim

Find information on Pforzheim's participation in the project here.


LSP-TEOC.Pro Kick-off meeting

On Friday 2nd October, representatives of all partner institutions met online for a Zoom meeting to kick off the LSP-TEOC.Pro project. The project’s aims, designing an online, tailor-made LSP Teacher Training curriculum, were presented and partners old and new introduced themselves. The next step, Output 1, entails the analysis and synthesis of existing LSP teacher education and development programmes in Europe and will be spearheaded by our partners at the University of Zagreb.
The project consortium is highly enthusiastic to get started, the creation of a Massive Online Open Course (MOOC) is especially relevant in times of lockdown and travel restrictions, which may limit access to educational resources for many. Despite the ongoing COVID-19 restrictions, an in-person meeting is predicted for early next year and will take place in Germany.


Project start in September 2020

The LSP-TEOC.Pro project has started and all partners are excited. Funded by the European Union, this Erasmus+ project builds on the success of the TRAILs project, which created a curriculum for teachers of languages for specific purposes (LSP). The LSP-TEOC.Pro project aims to broaden this curriculum by creating a multilingual online course for LSP teacher training, in consultation with LSP practitioners across Europe.
By creating a massive online open course (MOOC), the project will enable both prospective and accomplished LSP practitioners worldwide to expand their skills, even in the context of COVID-19 and the social distancing challenges it entails.
Our project partners offer a wealth of expertise, and we are proud to welcome back partners from the TRAILs project:
• Adam Mickiewicz University, Poznan, Poland
• Arcola Research LLP, United Kingdom
• Jade University of Applied Sciences, Lower Saxony, Germany
• The University of Bergamo, Italy
• The University of Bordeaux, France
• The University of Cádiz, Spain
• The University of Ljubljana, Slovenia
• The University of Zagreb, Croatia
We are also delighted to welcome two new partners to the LSP-TEOC.Pro consortium:
• Pforzheim University of Applied Sciences, Germany • University of Cukurova, Turkey
Our project starts with the first output: an analysis and synthesis of existing LSP teacher education and development programmes, spearheaded by the University of Zagreb.


Activities

Read about the project's intellectual outputs....

Intellectual output 1: Analysis and synthesis of existing LSP teacher education and development programmes

Work on this intellectual output involves the definition of a methodology for analysing and synthesizing existing learning programmes with regards to their possible transferability into self-guided online learning formats. The methodology, transferability potential and results of intellectual output 1 will be summarised in academic publications and disseminated via conferences. The impact will thus reach beyond this project and provide a guideline for any future research into the adaptation of existing teaching and learning materials into self-guided online content.


Intellectual output 2: Definition of an online teaching methodology

Based on the synthesis, report and data provided by intellectual output 1, an online teaching methodology will be defined in intellectual output 2. The adaptation of existing LSP teacher training teaching and learning content will include different didactic and pedagogic elements which have been found to be especially useful in online learning (e.g. spaced learning concept, gamification, item response theory, etc.).


Intellectual output 3: Development of course content for LSP teacher education and development

Intellectual output 3 includes the development of the actual course content for the online LSP teacher education and development course. The development is based on the adaptation of programmes identified in intellectual output 1 into those online course formats defined in intellectual output 2. In this output, course content is firstly developed in English. After the initial development stage the contents are reviewed by partners and translations as well as intercultural adaptations are undertaken into the different native languages of project partners. The development of course content will be based on templates which have been implemented for the purpose of an efficient integration into the online course. The templates will guarantee a constant format and very little variation amongst the different implementation languages (i.e. Croatian, English, French, German, Italian, Polish, Slovenian, Spanish and Turkish).


Intellectual output 4: Implementation of online course for new LSP Teacher Education Development on Internet platform

In intellectual output 4, the multilingual course content developed in intellectual output 3 will be integrated into the selected learning management systems (LMS). The online course will allow its users to choose the language they wish to learn and train LSP teacher contents in. Options for self-registration, use of quizzes and individual feedback are decided on and issues of usability are solved. At the end of this intellectual output, the LSP teacher training online course will be ready for piloting and trialling, including all language options.


Intellectual output 5: Piloting developed LSP Teacher Education online course

In intellectual output 5, the online LSP teacher training course will be tested by project partners and selected external users. The aim is to identify and eliminate any remaining technical or other issues which may jeopardise the functions of the online course. During the piloting, a diary will be kept which includes all positive and negative aspects and the possible impact on the system's usability. The diary is based on previous research into usability and other issues which need to be considered in the implementation of online content. Apart from the technical issues mentioned, the diary shall also list which course contents have proved to be especially rewarding or challenging with the aim to equalise the user experience throughout the whole online system. At the end of this intellectual ouput, the online LMS teacher training course will be ready for the large-scale trialling phase.


Intellectual output 6: Trialling developed LSP Teacher Education online course

In intellectual output 6, a large-scale trialling of the multilingual online LSP teacher training course will be carried out. Here, a large number of external individuals and stakeholder organisations will be approached to use the online course and give feedback on their experience. This intellectual output is a decisive step in the dissemination of the project whilst at the same time gathering valuable empirical information of user needs, usage patterns and languages used. All user data will be gathered in accordance with the European General Data Protection Regulation 2016/679 (GDPR). The user experience will be collected and analysed. The empirical approach is highly innovative as it used actual user data to provide e.g. pathways through the online course contents instead of relying on more subjective means of data collection, e.g. through surveys.


Intellectual output 7: Analysis of trialling user data and application of learning analytics

Intellectual output 7 applies learning analytics methods on the data gathered during the large-scale trialling phase of the project. The trialling phase will have provided the project consortium with a large dataset on empirical data of user interaction with the online LSP teacher training course. The data will include the users' nationality, affiliation, status (e.g. student, early career, experienced practitioner), their choice of their learning content, the dedication time to the different course contents, the correctness of the quizzes, to name but a few. In this intellectual output, typical groups of users shall be identified with the aim to develop individualised pathways through the online course. These individualised pathways will clearly improve the user experience and increase the survival rate. The learning analytics included in this intellectual output will make use of descriptive and inferential statistics and highly innovate machine learning algorithms to classify the different LSP practitioners into separate pathway groups. The machine learning algorithms may include supervised and unsupervised methods, clustering methods, etc.


Intellectual output 8: Methodologies / guidelines – Evaluation method and tool

This intellectual output will set out the overall evaluation design and plan for the project, including the ‘internal’evaluation, process evaluation and summative (outcomes) evaluation. It will provide the data collection instruments and templates for data collection and analysis. These include: automated data capture (for example website logfiles); self-administered questionnaires and interviews; focus groups; diaries and logs; observation. The Toolkit will also set out the procedures for providing support to partners to help them collect and analyse data (including workshops, webinars and ‘ad hoc’ support). The Toolkit will include procedures and tools for the ‘internal’ evaluation, including a ‘Partner Survey’.
The output has high expected impact for the project, ensuring effective monitoring and robust evaluation of project outputs and outcomes, feeding results into the Transferability Toolkit.


Project results / Publications

None so far.

The strategic partnership

See who we are...

Jade University of Applied Sciences (Jade Hochschule)

... is a state university of applied sciences in north-western Lower Saxony with study locations in Wilhelmshaven, Oldenburg and Elsfleth. Jade Hochschule sees itself as a modern university with a maritime focus and courses in engineering and economics.


University of Bordeaux (Université de Bordeaux)

... is a comprehensive, research-intensive university covering areas of Science and Technology, Law, Economics, Management, Human Sciences, Health and Life Sciences. UBx is one of the first French universities to be awarded an Initiative of Excellence label by the French government. It offers 250 Master programs, 150 Bachelor programs, more than 50 national diplomas in Health and 50 PhD majors for a total of 56,000 students (incl. PhDs) and nearly 6,000 staff members. UBx is also committed to developing international opportunities for all students and staff. Internationalisation at home is thus a key strategy with staff development programmes, virtual exchange (including Erasmus+Virtual) and promotion of mobility at all levels. Research at the University of Bordeaux is both multidisciplinary and interdisciplinary and is organized across 11 departments working in close collaboration with over 70 research units (3,000 academic and research staff, 2,000 PhD students) with around 900 international researchers welcomed to UBx each year.


University of Ljubljana (Univerza v Ljubljani)

... is the oldest, largest, and internationally best ranked university in Slovenia, being among the top 500 universities according to the ARWU Shanghai ranking. The university was established in 1919 and encompasses 23 faculties, 3 art academies and 3 associated members.


University of Cádiz (Universidad de Cádiz)

... is a 40-year old higher-education institution located in south-western Spain. It has four campuses and offers 69 graduate degrees, 44 master’s courses and 15 doctoral programmes in the areas of the humanities, social sciences, science, health science, and engineering.


University of Zagreb (Sveuciliste u Zagrebu)

The Faculty of Mechanical Engineering and Naval Architecture is an integral part of the University of Zagreb and the oldest and the largest faculty in the field of mechanical engineering in Croatia. The Faculty provides state-of-the-art education in mechanical engineering, naval architecture and aeronautical engineering courses.


Pforzheim University (Hochschule Pforzheim)

... is a state university with three faculties Design, Engineering and Business and Law. The faculties combine creativity with business education and technical precision. This means students have the opportunity to change their perspective by participating in numerous interdisciplinary projects. With around 6,200 students, Pforzheim is one of the largest universities for applied sciences in the state of Baden-Württemberg.


Çukurova University (Çukurova Üniversitesi)

... is a state university located on Balcali campus, in the southern part of Turkey, Adana province. Çukurova University sees itself as a modern research-oriented university with well-equipped infrastructure facilities offering undergraduate and post-graduate courses in Arts, Engineering, Business, Law, Theology, Education, Pharmacy, Health Sciences, and Music to over 44000 students with 1900 academic staff. It is among the top 500 in World University rankings and is among the top 5 in the country. The university values international networks and partnerships particularly with EU countries to strengthen international co-operation and to boost higher education performance of academics through educational projects including Erasmus Network, Vocational Education Training Programmes (VET-pro, TOI), and Youth Programmes. Priority is given to strengthening the research and business to increase the employability of our university graduates and to contribute to regional and international development.


Adam Mickiewicz University (Uniwersytet im.Adama Mickiewicza w Poznaniu)

... in Poznań was founded in 1919 and is now the major academic institution in Poznań, having been ranked among the top three universities in Poland for the last five years. It encompasses 15 faculties, 29 institutes, two interuniversity science centres and a network of interdisciplinary university centres.


University of Bergamo (Università degli Studi di Bergamo

... is located in Lombardia, a region in Northern Italy. It is a State University with more than 20,000 students (under- and post-graduates), and 230 PhD students. A staff of 340 professors and researchers, 90 research fellows (as well as and 200 visiting scholars & professors) provides a dynamic scientific and teaching environment open to innovations. The academic groups operating within the different departments carry out out extensive research which stands out for its interest in the nature of intercultural and interdisciplinary dialogue, approached through a highly international perspective, as witnessed by the activities of the research centres.
The results of all these research initiatives are regularly disseminated through international conferences and publications.


Arcola Research LLP

... is a limited liability partnership that provides research, evaluation and consultancy services. We work across a number of sectors – including health, criminal justice, education and training, technology development, social and digital inclusion and youth – and for different kinds of clients, including government, the private sector, NGOs and community groups.
Four things make Arcola Research distinctive. First, we apply innovative methods and tools to solve complex problems. Second, we use new technologies to get to places other researchers can’t go. Third, we belong to an extensive network of international researchers and evaluators that gives us and our clients access to a worldwide knowledge base and community of practice. Finally, we don’t just do research and evaluation. We use evidence and knowledge not just to help clients solve an immediate problem but to support them in developing and evolving as ‘learning organisations’.
Arcola Research has been established in London for over ten years and now has affiliated research and training centres on the Iberian Peninsula in Portugal and Spain.

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The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant no. 2020-1-DE01-KA203-005687.
Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.

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Artwork

All images taken from pixabay or provided by the partnership.

Project coordinator (Impressum)