The LeTeEm project ran from 1 November 2013 until 31 October 2015 and exceeded all its original targets. This page provides a summary of the highlights of the project.
The project carried out three extremely large social media campaigns during its lifetime:
This went to 99 groups with 2,208,631 members.
This went to 149 groups with 10,114,320 members.
This went to 108 groups with 2,469,183 members.
The project website had 42,500 pages viewed during the two years of the project. The top few pages were:
|Aims and Objectives||1,919|
The partnership have posted a number of articles, videos and presentations on various social networking sites that have had over 90,000 views.
The partnership has carried out over 60 presentations as part of dissemination and recruitment for teacher training and piloting and has reached over 8,300 stakeholders.
Deliverable 3.3 - Training Course for teachers/teacher trainers
Deliverable 3.5 - Analysis of Training Courses
Deliverable 5.2 - List of pilot institutions
Deliverable 5.3 - Analysis of Pilot
Deliverable 7.1 - Quality Assurance Strategy
Deliverable 7.2 - Peer Review Reports
Deliverable 8.1 - Dissemination Strategy Report
Deliverable 8.2 - Brochure
Deliverable 8.4 - Refereed Academic & Professional Papers
Deliverable 8.5 - European Conference
Deliverable 8.7 - Establish Project Reference Group/Community of Practice
Deliverable 9.1 - Exploitation Plan
A quasi-experimental design was used with the pre-course and post-course questionnaires used to collect data from the teachers. At the start of training, trainees stated a familiarity with Web 2.0 and e-learning and managed to give relevant examples. They found it difficult, however, to conceptualise the use of these in their teaching practices. In the same way, the trainees were not familiar with LbD, but shared an openness to learn about it and some of them managed to guess successfully the meaning of the LbD4All dimensions. At the end of the training course, there were indications that teachers could use the proposed methodology in order to combine education with real-life demands. They demonstrated awareness of the importance of systematized pedagogical and theoretical information that could be helpful in developing tangible products of their work in and out of the classroom. The overall results were very encouraging:
The teacher training facilitated making the conceptual framework accessible and meaningful to a larger audience of teachers, teacher trainers and school principals across Europe. The following real-life circumstances were taken into consideration and built into the training materials and training courses: existence of dynamic online and offline environments; rapid development of software, apps and devices; businesses support and promotion of the above; educational institutions gradually open up to the dynamic ICT changes; the existing need for educators and businesses to establish a common space and acknowledge mutual benefits by collaborating offline and online for the future of learners.
A quasi-experimental design was used with the pre-pilot and post-pilot questionnaires used to collect data from the students. A brief summary is provided here that focuses on four key aspects of the methodology around creativity, research, teamwork and its experiential nature. The majority of students (58%) felt they had excellent creativity skills after the pilot an increase from the pre-pilot value of 30%. In addition, the percentage of students who felt their creative skills were passable had increased from 4% to 14%. This suggests that the methodology has had a positive effect on their creative skills. The methodology has improved their “ability to create new and interesting things” as stated by one of the students. Other similar comments made by students were:
In terms of research, only 35% of students felt their research skills were excellent before the pilot whereas this percentage significantly increased to 60% after the pilot. The proportion with passable skill levels also increased from 6% to 16%. The following sample student comments indicate that the methodology has improved their research skills:
Now I can find information, benefit from information, find arguments, estimate the reliability of information, perceive big pictures [and] draw conclusions.
In terms of teamwork, 67% of students felt their teamwork skills were excellent after the pilot compared to 50% before the pilot started. For the experiential nature of the methodology, 49% of the students classified their experience and their ability to enhance the experience of their colleagues as excellent, a significant improvement from before the pilot when only 31% of respondents rated their experiential skills. Other improvements were seen in the students’ knowledge and use of Web2.0 tools.
T-tests were used to measure the effects of the four variables using paired data before and after the pilot. The paired samples statistics are shown in Table 1 where the means and standard deviations are presented. The result of the t-tests can be seen in Table 2. As can be observed in the last column, they are all significant with a p-value less than 0.05 (actually 0.000 in all cases), showing significance at the 95% level, indicating that the methodology can achieve its core objectives (creativity, research, teamwork and experiential nature) in secondary education levels.
From the teacher and employer perspectives, two people who participated in the project activities, including our final conference, stated:
“I participated in the LeTeEm teacher training and then the main pilot with my secondary school: my students were encouraged and developed new skills and competences. They really experimented with the methodology and realised how it was very helpful for their curriculum and personal growth as students and as people. It was also a huge responsibility, trying to achieve concrete results by the end. I look forward to using the methodology again in the future with more students so that they can have the best for their future”. Vice-school Director at a school in Aveiro (Portugal)
“Participating in a pilot project within LeTeEm was challenging but satisfying. I believe that the project was beneficial for all parties. Students gained experience, confidence and skills, teachers gained new methodology and modern tools to work with, and RCCI team was inspired by young people’s original ideas and the serious input they can provide when guided properly”. Project Manager at a Chamber of Commerce and Industry (Bulgaria)
Overall, the piloting has been highly successful and the adapted methodology, pedagogic guides, competition materials and Web2.0 platform show promise as an innovative approach to teaching and learning that engages students, teachers and businesses in joint ventures.