Content of the workshop Clause Samples

The 'Content of the workshop' clause defines the specific topics, materials, and activities that will be covered during the workshop. It typically outlines the scope of instruction, learning objectives, and any deliverables or resources participants can expect, such as handouts, presentations, or hands-on exercises. By clearly specifying what the workshop will entail, this clause ensures that both organizers and participants have aligned expectations, reducing the risk of misunderstandings about the event's substance and outcomes.
Content of the workshop. The workshop was co-organised with the CEN Workshop Learning Technologies in Stockholm, Sweden. The workshop organisers moderated an additional discussion. It consisted in the following content: - OSR application profiles: discussion and feedback on the metadata profiles, in particular for LOM for science education. - OSR educational pathways: discussion of educational pathways as an extension or alternative to learning design. - Future standardisation work items: open discussion on possible future work items.
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Content of the workshop. The duration of the workshop was ca. 4 hours. The workshop consisted of the following successive stages and topics (Table 14). Session Topic Facilitator Time allocated Technology support Session I: Open Science Resources: State- Introduction: Science centres and museums contribution to Open Educational resources: the ▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇ 20 min (9:00 – 9:20) PowerPoint presentation of-the-Art Chair: ▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇ OSR Project. Experiences with development, usage and quality assurance of open science resources in ▇▇▇▇▇▇▇▇▇ Foundation (Greece) ▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇ 20 min (9:20 – 9:40) PowerPoint presentation, online demonstration Experiences with development, usage and quality assurance of open science resources in Palace of Miracles (Hungary) and Universcience (France). ▇▇▇▇▇ ▇▇▇▇▇▇ 15 min (9:40 – 9:55) PowerPoint presentation, online demonstration Experiences with development, usage and quality assurance of open science resources in Heureka (Finland) ▇▇▇▇ ▇▇▇▇▇▇▇ 25 min (9:55 – 10:20) PowerPoint presentation, online demonstration Coffee Break 15 min (10:20 – 10:35) Session II: Open Science Resources: Future Trends Chair: ▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇ Social tagging of open science resources ▇▇▇▇▇ ▇▇▇▇▇▇ 25 min (10:35 – 11:00) PowerPoint presentation, online demonstration Award winning pathways and scenarios with ScienceCEntreToGo - suitcase. ▇▇▇▇ ▇▇▇▇▇▇▇ and ▇▇▇▇ ▇▇▇▇▇▇▇ 25 min (11:00 – 11:25) PowerPoint presentation, online demonstration Coffee Break 10 min (11:25 – 11:35) Interactive session III: Open Educational vs. Open Science Resources: Introduction of the brain storming session with the workshop participants to identify possible future trends in development, ▇▇ ▇▇▇▇▇▇▇ ▇▇▇▇▇▇ 25 min (11:35 – 12:00) PowerPoint presentation. Anticipating the future Chair: ▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇ quality assurance and usage of OERs/OSRs. Sharing experiences (on online resources and social tagging) Coffee Break 10 min (12:00 – 12:10) Session IV: Open Educational vs. Open Science Resources: Anticipating the future Brain storming session with the workshop participants to identify possible future trends in development, quality assurance and usage of OERs/OSRs. (Roadmap to identify future trends) ▇▇▇▇▇ ▇▇▇▇▇▇, ▇▇▇▇▇▇▇ ▇▇▇▇▇▇, ▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇ 40 min (12:10 – 12:50) Interactive discussion Conclusions and closing speech Chair: ▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇ 10 min (12:50 – 13:00) The workshop organisers presented the following topics and aspects: ▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇ (Ecsite, Belgium) - Objectives of the OSR pr...
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Content of the workshop. The workshop covered main topic areas, which can be addressed on a policy level: The first part of the interviews focused on the opportunities of OER for science education. As a first step, it needed to be analysed whether stakeholders are aware of OER in general (conceptual knowledge about OER) and more specifically of potential offers (such as the OSR/other OER portals or Europeana).
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Content of the workshop. The duration of the workshop was about three hours. The workshop consisted of the following successive stages and topics (Table 13): # Topic Time allocated Technology support 1. Introduction into open educational and open science resources 10 min. Power Point presentation 2. Introduction into social tagging 10 min. Power Point presentation 3. Introduction into the OSR portal for open science resources Content of the portal (open science resources, educational pathways, metadata, social tags, community of the users) Main functionality of the portal 30 min. Online demonstration 4. Testing the online version of the OSR social 40 min. Online testing tagging system 5. Testing the mobile version of the OSR social tagging system 40 min. Online testing by means of participants’ mobile devices (mobile phones, smart phones, iPhones, iPads, etc.) 6. Evaluation of the OSR tagging system in the form of oral discussion and paper-based questionnaire(s) 40 min. White board, paper-based questionnaire(s) 7. Conclusions and wrap-up 10 min. White board
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Content of the workshop. The research workshop started with a lecture on “The National Space Centre as an external environment of the school”, given by ▇▇▇▇▇▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇▇, Emeritus Professor of Education at the University of Leicester. According to ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇, the teacher attitudes are very important and pre-visit preparation is important for pupils but also for teachers to get motivated towards the subject. The following three pictures by ▇▇▇▇▇▇ show the three types of teachers, classified according to their attitude to the visit. ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇ pointed out the best practices for teachers when preparing a visit to a science centre or museum. Each point was discussed in connection to the OSR portal (in italics): - Visit the science museum beforehand/find and study LOs and pathways at the OSR portal and take the related in-service. - Share the purpose of the visit with the children before the visit. - Make it clear to the children that the visit is a learning experience, not only a recreational day out. - Explain the structure of the day and the environment/visit the website of the science centre/museum before the visit to the children before the visit to reduce anxieties about being lost or not knowing what to do. - Enable children to practice skills that are necessary to optimise their involvement in any practical work or to engage in a simulation at the science centre/study the exhibits virtually beforehand via the OSR portal. - Provide tasks to be carried out at the science centre that are manageable in numbers for both children and helpers/study the different phases of the selected pathway at the OSR portal. - Have a limited number of open-ended tasks at the science centre that require observation, discussion, and deduction rather than a lot of written recording of factual information. - Advise helpers that they should give practical help with hands-on activities, act as play partners for children, read labels for the children, and discuss exhibits. - Do follow-up work in the classroom/find additional information and after-the-visit tasks at the OSR portal. - Send information about the day to parents and share the OSR portal pathway link with parents to help them talk about the visit with their children and support parents willing to encourage their child’s interest. - Review and recall the visit and ideas experienced in the science museum later in the academic year when studying related new science topics/find more resources at the OSR portal, visit other science c...
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