Lifelong Learning Programme
Lifelong Learning Programme Application Form
2011 Call for proposals
DETAILED DESCRIPTION OF THE PROJECT
(To be attached to the eForm)
Learning Study Model for Mathematics and ICT / LeSMIT
Page 1 of 66
PART C. Organisations and activities
This part must be completed separately by each organisation participating in the project (applicant and
partners).
Partner number - P 1 [P1 – Pn]
Organisation name
Kungälvs Kommun
C.1 Aims and activities of the organisation
Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation,
etc.) relating to the domain covered by the project.
Please describe also the role of your organisation in the project. Provide information on the operational and
financial management of the project within the organisation (limit 4000 characters).
Kungälv is a municipality 20 km north from Gothenburg in the western part of Sweden. The population is
approx 41000. Our school sector contains preschools, primary schools, secondary and upper secondary
schools. 12 teachers from primary and secondary schools will take part in our project.
Teachers at all levels work with mathematic development in a local project called “the Kungälv Model”.
However this work must be taken to higher level to engage headteachers and researchers. Our project
together with schools and universities in four countries will focus on collaboration between teachers,
headteachers and didactic researchers in order to help low achievers to reach their national goals in
mathematics.
Modern technology is an important tool for success. Our department for ICT-pedagogy, together with
Gothenburg University will help the teachers to find the most effective method.
Our key role will be as lead partner. We will have overall responsibility for the project’s management,
coordination, implementation and budget. Having a good experience in Learning Study Kungälv will secure
the outcome of the project. Together with all partners we have great responsibility in developing
mathematics education so all students may achieve a passing grade.
Together with the world leading experts in Learning Study, the researchers of Gothenburg University, and
our partners, we will ensure the best conditions for the project’s success. The project is political and
financially assured in our Municipality.
C.2 Technical capacity: Skills and expertise of key staff involved in
the project / network
Please add lines as necessary.
Name of staff
member
Summary of relevant skills and experience, including where relevant a list of
recent publications related to the domain of the project.
Ingvor Kvist
Completed her undergraduate studies at the University of Gothenburg where she
obtained her BA in Secondary education 1979 followed by a pedagogic exam
1980. Between 1980-2004 she worked as a secondary school teacher in the
Learning Study Model for Mathematics and ICT / LeSMIT
Page 2 of 66
Linda Andersson
Magnus Kvist
Johan Busck
Annika Lindell
municipalities of Gothenburg and Kungälv. 2005 she attended a course at the
University of Uppsala,” Children with specific mathematic difficulties”. 2006- she
began working as a maths supervisor in the municipality of Kungälv. 2006 she
attended a course in the Learning study model at the University of Gothenburg
and have continued the work with implementation of the model in schools in
Kungälv
2008 – Development manager at the municipal office. Develop and work with
Kungälvs external financiers and relationships, (projects and twin towns).
2000 – 2008 Head of municipal office;
1987 – 2000 Investigator (employee of the municipality of Kungälv since 1987-)
1986 University of Växjö.
Teacher in P.E. between 1976-2004. Has worked with ICT development since
1996. Since 2005 head of department of ICT-pedagogy in municipality of
Kungälv. Member of regional ICT networks.
Teacher in Math and PE for ages 12-16 since 1994. Has worked with ICT in
school since 1995 and since 2005 employed as an ICT-pedagogue in the
municipality of Kungälv. Specialized in mobile learning using gps and cell
phones.
Economist since 1989 in the Childcare and Education Department. Has an
economic degree from Gothenburg University.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 3 of 66
PART C. Organisations and activities
This part must be completed separately by each organisation participating in the project (applicant and
partners).
Partner number - P 2 [P1 – Pn]
Organisation name
The town of Varkaus, Office of education and culture
C.1 Aims and activities of the organisation
Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation,
etc.) relating to the domain covered by the project.
Please describe also the role of your organisation in the project. Provide information on the operational and
financial management of the project within the organisation (limit 4000 characters).
Our role is to be a participant. We work in two different schools, Könönpelto and Päiviönsaari. Könönpelto
is a primary school with about 300 pupils and secondary school of Päiviönsaari has about 450 pupils.
Our key activities in the project are:
- to discuss the topics we will test in our Learning study research with the University of Jyväskylä
- to prepare the lessons about the topics we have decided
- to teach the lessons and film them including the pre- and post-tests
- to analyse the lessons and test results together with the university
- to do all the practical work concerning this project
- to do our part of the management of this project
Financial management will be secured through the partnership agreement. We will report directly to lead
partner economist.
C.2 Technical capacity: Skills and expertise of key staff involved in
the project / network
Please add lines as necessary.
Name of staff
member
Mr. Kari Tyrväinen
Mr. Heikki Loimusalo
Summary of relevant skills and experience, including where relevant a list of
recent publications related to the domain of the project.
Lecturer in Mathematics and ICT, working experience: 20 years teaching in
Business College, High School and Secondary School, strong experience in
different kinds of EU –projects, skills for using technology in teaching
Class teacher, working experience: 27 years including 7 years of work with lowachievers, skills for filming and editing and using technology in teaching
Learning Study Model for Mathematics and ICT / LeSMIT
Page 4 of 66
Mr. Sami Hänninen
Ms Päivi Kilpeläinen
Class teacher , a deputy headteacher, working experience: 10 years teaching, a
lot of experience in elementary education and ICT, skills for using technology in
teaching
Headteacher of Könönpelto school, working experience 20 years, strong
experience in different kinds of EU –projects, skills for using technology in
teaching, special skills in Mathematics, teaching skills also in English
Learning Study Model for Mathematics and ICT / LeSMIT
Page 5 of 66
PART C. Organisations and activities
This part must be completed separately by each organisation participating in the project (applicant and
partners).
Partner number - P 3 [P1 – Pn]
Organisation name
Goeteborgs Universitet
C.1 Aims and activities of the organisation
Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation,
etc.) relating to the domain covered by the project.
Please describe also the role of your organisation in the project. Provide information on the operational and
financial management of the project within the organisation (limit 4000 characters).
The role of GU is foremost to support the project with supervision of the learning studies and to educate
the teachers about learning studies, variation theory and subject matter didactics. Furthermore GU is the
one part to evaluate the project and to make an exploratory study, of one of the learning studies, to gain
further insights about learning studies and the use of ICT in teaching and learning. Learning study has
been shown to be successful model for the development of student learning in mathematics (Kullberg,
2010; Wernberg, 2009). However, ICT has not previously been used to enhance student learning in
learning studies. This project further develops learning studies by means of ICT and international
collaboration about studies teaching the same content.
Financial management will be secured through the partnership agreement. We will report directly to lead
partner economist.
C.2 Technical capacity: Skills and expertise of key staff involved in
the project / network
Please add lines as necessary.
Name of staff
member
Summary of relevant skills and experience, including where relevant a list of
recent publications related to the domain of the project.
Angelika Kullberg
Angelika Kullberg, PhD, Senior lecturer in pedagogical work
Expertise: learning study and variation theory, mathematics education
Publications Peer reviewed
Kullberg, A. (2010). What is taught and what is learned. Professional insight
gained and shared by teachers of mathematics. Göteborg studies in educational
sciences 293. Göteborg: Acta Universitatis Gothoburgensis.
Kullberg, A., Watson, A. & Mason, J. (2009). Variation within, and covariation
between, representations. In M. Tzekaki, M. Kaldrimidou & C. Sakonidis (Eds.),
Proceedings of the 33rd Conference of the International Group for the
Learning Study Model for Mathematics and ICT / LeSMIT
Page 6 of 66
Johan Häggström
Psychology of Mathematics Education. Vol. 3, pp. 433-440. Thessaloniki, Greece:
PME.
Kullberg, A. (2007). Can lessons be replicated? In J.H. Woo, H.C. Lew, K.S. Park,
& D.Y. Seo, (Eds.). Proceedings of the 31st Conference of the International
Group for the Psychology of Mathematics Education, Vol 3,pp. 121-128. Seoul:
PME.
Kullberg, A. (2007). Different possibilities to learn infinity of decimal numbers. In
Woo, J.H., Lew,H.C., Park, K.S. & D.Y. (Eds.). Proceedings of the 31st
Conference of the International Group for the Psychology of Mathematics
Education, Vol 1, p. 319. Seoul: PME.
Kullberg, A., & Runesson, U. (2006). Exploring teaching and learning of letters in
algebra: a report from a Learning study. In Novotná, J., Moraová, H., Krátká, M,
& Stehlíkova, N. (Eds). Proceedings of the 30th Conference of the International
Group for the Psychology of mathematics Education, Vol 1, p. 273. Prague: PME.
Books/Bookchapters
Kullberg, A. (in press). Nycklar till elevernas lärande [in Swedish: Keys to student
learning]. I B. Jansson (Red.). Den utbildningsvetenskapliga kärnan, p. xx.
Stockholm: Lärarnas Riksförbund.
Runesson, U., Kullberg, A., & Maunula, T. (in press). Sensitivity to student
learning – a possible way of learning to enhance learning? In P.Sullivan &
O.Zaslavski Constructing knowledge for teaching secondary mathematics: Tasks
to enhance prospective and practicing teacher learning. London: Springer
Runesson, U., & Kullberg, A. (2010). Learning from variation. Differences in
learners’ ways of experiencing differences. In B. Sriraman, C. Bergsten, S.
Goodchild, C. Michelsen, G. Palsdottir, O. Steinthorsdottir & L. Haapasalo, (Eds.),
The Source book on Nordic Research in Mathematics Education, pp. 299-317.
Charlotte, NC: Information Age Publishing.
Emanuelsson, J., Fainsilber, L., Häggström, J., Kullberg, A., Lindström, B.,
Löwing, M. (in press) (Eds.) Voices on learning and instruction in mathematics.
National Centre of Mathematics Education, University of Gothenburg.
Kullberg, A. (in press). What does it take to learn negative numbers? In J.
Emanuelsson, L. Fainsilber, J. Häggström, A. Kullberg, B. Lindström, & M.
Löwing, (Eds.) Voices on learning and instruction in mathematics. National
Centre of Mathematics Education, University of Gothenburg.
Kullberg, A. (2009). Elevers möjligheter att lära sig samma sak i olika klassrum
[in Swedish: Students’ possibilities to learn the same thing in different
classrooms]. In U. Runesson. & K. Rönnerman. (Red.). Pedagogiskt arbete. Ett
forskarutbildningsämne i utveckling på IPD. IPD-rapporter 2008:08.
Johan Häggström, PhD, Senior lecturer in mathematics education
Expertise: learning study and variation theory, mathematics education
Publications Peer reviewed
Häggström, J. (2005). Begreppet funktion i historisk belysning. Normat, Nordisk
Matematisk Tidskrift, 53 (2), 82-92.
Häggström. J. (2008). Teaching systems of linear equations in Sweden and
China: What is made possible to learn? (Ph. D. Thesis). Göteborg: Acta
Universitatis
Gothoburgensis.
[Availble
as
pdf
from
http://gupea.ub.gu.se/dspace/handle/2077/17286]
Books/Bookchapters
Häggström, J. (2006). The introduction of new content: what is possible to
learn? In D. Clarke, J. Emanuelsson, E. Jablonka, & I. A. C. Mok (Eds.), Making
connections: comparing mathematics classrooms around the world (pp. 185–
200). Rotterdam: Sense Publishers.
Häggström, J. (in press). Bringing back mathematics into research on
mathematics teaching. In J. Emanuelsson, L. Fainsilber, J. Häggström, A.
Kullberg, B. Lindström & M. Löwing (Eds.), Voices on learning and instruction in
mathematics. Göteborg: National Centre for Mathematics Education.
Emanuelsson, J. & Häggström, J. (in press). Questioning in the classroom:
classroom interaction in relation to algebraic tasks. In C. Keitel, K. Hino, R.
Vithal, A. Begehr & D. Clarke (Eds.), Difference in Mathematics Classrooms
Internationally. Rotterdam: Sense Publishers.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 7 of 66
Mikael Holmqvist
Mikael Holmqvist, Senior lecturer in mathematics education
Expertise: ICT and mathematics education
Publications
Holmquist, M., & Lingefjärd, T. (2003). Mathematical modeling in teacher
education. In Q. Ye, W. Blum, S. K. Houston, & Q. Jiang (Eds.), Mathematical
Modeling in Education and Culture ICTMA 10: Applications in Science and
Technology (pp. 197-208). Horwood: Chichester.
Lingefjärd, T., & Holmquist, M. (2003). Learning mathematics using dynamic
geometry tools. In S. J. Lamon, W. A. Parker, S. K. Houston (Eds.), Mathematical
Modelling: A Way of Life ICTMA 11 (pp. 119-126). Horwood: Chichester.
Lingefjärd, T. & Holmquist, M. (2003). Datormaskinens rolle i utdanningen av
matematikklærere. In B. Grevholm (Red.). Matematikk for skolen (s 235-257).
Bergen: Fagbokforlaget.
Bergqvist, T., Holmquist, M., & Lingefjärd, T. (2004). The role of technology
when teaching mathematics. Medlemsblad (Newsletter). Svensk Förening för
MatematikDidaktisk Forskning, 9, 25-33.
Holmquist, M., & Lingefjärd, T. (2006). The Catwalk Problem. I V.
Dokumentation av Matematikbiennalen 2006 i Malmö 26-27 januari. Malmö
högskola. (http://www.mah.se/templates/Page____14761.aspx)
Lingefjärd, T., & Holmquist, M. (2007). Model transitions in the real world: The
catwalk problem. In C. Haines, P. Galbraith, W. Blum, S. Khan (Eds.),
Mathematical Modelling: Education, Engineering and Economics ICTMA 12 (pp.
368-376). Horwood: Chichester.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 8 of 66
PART C. Organisations and activities
This part must be completed separately by each organisation participating in the project (applicant and
partners).
Partner number - P 4 [P1 – Pn]
Organisation name
European University Cyprus
C.1 Aims and activities of the organisation
Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation,
etc.) relating to the domain covered by the project.
Please describe also the role of your organisation in the project. Provide information on the operational and
financial management of the project within the organisation (limit 4000 characters).
European University Cyprus (EUC, Former Cyprus College) is the first private higher educational institution
to be established in Cyprus. Today EUC is a modern educational institution of higher learning,
distinguished for its quality and continuous efforts to maintain a spirit of excellence in learning. EUC
students benefit from the wide range of academic programs both in undergraduate and postgraduate
studies, outstanding facilities, selected faculty and numerous student services and activities.
EUC has a reputation for excellence and innovation in research. It is one of the leading research
institutions in Cyprus, widely known due to its significant success in conducting innovative research.
Faculty members of EUC are involved in numerous research projects funded by national and European,
and international institutions. The research activity is centered in a number of research units and
laboratories, which among others include the ICT-Enhanced Education Laboratory (ICTEE). The basic aim
of ICTEE is to promote the intelligent use of information technologies in teaching and learning, through
the conduct of high quality research that can stimulate effective innovations and improved learning
outcomes.
Role in the Project: EUC will be actively involved in all stages of the project. Combining expertise in
mathematics education and ICT learning technologies, it will actively contribute to the development,
implementation, and evaluation of a common European Learning Study model (WP2). EUC will also be
involved in internal and external evaluation and quality management activities (WP3) and in dissemination
(WP4) and exploitation and sustainability of the project outcomes (WP5).
Financial management will be secured through the partnership agreement. We will report directly to lead
partner economist.
C.2 Technical capacity: Skills and expertise of key staff involved in
the project / network
Please add lines as necessary.
Name of staff
member
Summary of relevant skills and experience, including where relevant a list of
recent publications related to the domain of the project.
Dr. Maria MeletiouMavrotheris
is an Associate Professor of Mathematics at EUC. She holds a Ph.D. in
Mathematics Education (University of Texas at Austin, 2000), an M.Sc. in
Statistics (University of Texas at Austin, 1994), an M.Sc. in Operations Research
Learning Study Model for Mathematics and ICT / LeSMIT
Page 9 of 66
and Industrial Engineering (University of Texas at Austin, 1998), an M.A. in Open
and Distance Learning (UK Open University, 2008), a B.A. in Mathematics
Education (University of Texas at Austin, 1993), and Teacher’s Diploma in
Elementary Education (Cyprus Pedagogical Academy, 1990). Her research work
focuses on the study of issues related to the teaching and learning of statistics,
while at the same time equally contributing to several other areas of
mathematics, science and technology education, as well as to general education
issues. She has established a respected research record through several
publications in scholarly international journals, and has been able attract
considerable funding from national and international sources. Her research
record includes the coordination of the Socrates-Comenius project
“EarlyStatistics: Enhancing the Teaching and Learning of Early Statistical
Reasoning in European Schools” (level of funding €275000, 2005-2008), and of
the Lifelong Learning Program-Grundtvig Project “SMASH: Helping Parents to
Help their Children Excel in Math and Science” (level of funding €299000, 20072009). The overall aim of EarlyStatistics was to enhance the quality of statistics
education offered in European elementary and middle schools by facilitating
intercultural online professional development of teachers using exemplary webbased educational tools and resources. SMASH aimed to raise the educational
standards of European children in mathematics and science by cultivating
underlying home cultures as springboards for learning.
is an Assistant Professor of Mathematics Education at EUC. She has a Ph.D. in
Mathematics Education (Institute of Education, UK, 2003), an M.A in
Mathematics Education (Institute of Education, UK, 1998), a Bachelor of Arts in
Elementary Education (University of Cyprus, 1997), and a Bachelor of Science in
Mathematics & Statistics (University of Cyprus, 2006). Her research interests
contribute to several areas of mathematics education, including the following:
(1) study of issues related to the teaching and learning of statistics (2) design,
Dr. Efi Paparistodemou implementation, and evaluation of innovative educational technologies, (3) preservice and in-service training of teachers, and (4) distance learning. She has
several publications in international scholarly journals, and has participated in a
number of EU funded projects, including the Socrates-Comenius project
“EarlyStatistics: Enhancing the Teaching and Learning of Early Statistical
Reasoning in European Schools”, and the Lifelong Learning Program-Grundtvig
Project “SMASH: Helping Parents to Help their Children Excel in Math and
Science”.
completed her undergraduate studies at the University of Cyprus where she
obtained her BA in Primary Education with a minor degree in Psychology in
2005. Between 2006 and 2007 she worked as a primary school teacher under
the employment of the Ministry of Education in Cyprus. She undertook
postgraduate studies in 2005-2006 at the University of Manchester where she
was awarded the degree of MEd ICT in Education with Distinction. She has also
completed the M.Sc. in Educational Research with Mathematics Education in
2008 with Distinction. She is currently a Ph.D. candidate in Mathematics
Education at the University of Manchester. Her Ph.D. thesis is entitled ‘The
influence of parental aspirations on students’ dispositions to study further
mathematics’. Her doctoral studies are funded by the School of Education at the
University of Manchester and the A.G. Leventis Foundation. She is currently
Ms Irene Kleanthous
working at European University of Cyprus, where she teaches Educational
Research methods and Didactics of Mathematics for the BEd in Primary
Education. She was involved in various research projects at the University of
Manchester where she has worked as a Research Assistant for 3 years. Some of
the projects she was involved in were funded by the Economic and Social
Research Council (ESRC): Keeping Open the Door to Mathematically Demanding
Programmes in Further and Higher Education; Mathematics learning, identity and
educational practice: the transition into Higher Education. She has also
participated in a research project in distance learning: A review of Adventure
Learning. Her research interests deal with students’ dispositions towards
mathematics, parental influence, mathematics self-efficacy, teachers' and
students' attitudes to teaching and learning mathematics with technology. She is
Learning Study Model for Mathematics and ICT / LeSMIT
Page 10 of 66
Dr. Andreas Kyriakides
also interested in the use of dynamic geometry software (DGS) and the
development of students’ geometrical thinking.
currently works as a primary school teacher in Cyprus and is also a scientific
collaborator at the department of Educational Studies of European University
Cyprus. He got his bachelor degree in Education at The University of Cyprus. As
a Fulbright scholar he pursued a master’s degree in Curriculum and Teaching at
Michigan State University, USA. He then continued his doctoral studies at The
Open University, UK. His PhD thesis focuses on diagrams as a productive basis
for students to reconstruct, explore and expand their mathematics knowledge.
One consideration for Andreas, given suitable conditions, is to turn his
accumulated collection of research findings and pedagogical implications into a
significant and transforming experience for people beyond the local boundaries
of the particular primary school classroom in which his study was undertaken. In
the field of teacher education, for instance, the following questions could open
the territory for further studies: (i) What needs to be done so that the use of
diagrams, apparatus or information and communication technologies (ICT)
actually informs prospective teachers’ learning to teach mathematics? (ii) To
what extent and how prospective teachers might be educated to appreciate
learners’ “babble” as a contributor to meaning making? His sense is that in
mathematics education courses attention could be directed to choices involving
the use of pedagogical strategies and how these choices could be informed by
reference to multicultural devices (e.g., Vygotsky’s zone of proximal
development, Dienes’ notion of embodied knowledge) which together comprise
beliefs and theories about teaching and learning. Although prospective teachers
are driven by desire that everyone encounter mathematics meaningfully and
engagingly, Andreas believes that teacher educators need to awaken them into
how it is really like to be a learner of mathematics. For him, educating teachers
is as much about training them to acquire the knowledge base as it is about
sharpening their sensitivity to the complexities of learning and directing their
attention to practices and constructs which can inform preferences when
teaching.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 11 of 66
PART C. Organisations and activities
This part must be completed separately by each organisation participating in the project (applicant and
partners).
Partner number - P 5 [P1 – Pn]
Organisation name
Heads, Teachers and Industry Ltd.
C.1 Aims and activities of the organisation
Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation,
etc.) relating to the domain covered by the project.
Please describe also the role of your organisation in the project. Provide information on the operational and
financial management of the project within the organisation (limit 4000 characters).
HTI is successful in managing large scale training programmes for Teachers, Head Teachers and other
Educational Leaders at both national and regional level. We specialize in leadership development and since
1998, we have facilitated the professional development needs of over 20,000 school leaders across the
country. The programmes we manage and deliver, often involve blended learning to give flexibility to
participants.
HTI has experience in working in an international/global dimension in schools through our delivery of the
Teachers International Professional Development Programme on behalf of the Department for Education.
Within our organization we have access to staff/consultants with excellent IT expertise and knowledge.
HTI´s role in the project is to evaluate the project process and to have the responsibility for the project
overall performance, as a critical reviewer. HTI will also be responsible for the communication and project
process concerning the schools and university in UK. HTI will be moderator at the final conference.
Financial management will be secured through the partnership agreement. We will report directly to lead
partner economist.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 12 of 66
C.2 Technical capacity: Skills and expertise of key staff involved in
the project / network
Please add lines as necessary.
Name of staff
member
Andy Tromans
Pete Anstey
Summary of relevant skills and experience, including where relevant a list of
recent publications related to the domain of the project.
is an E-Twinning consultant for British Council an in this capacity leads ETwinning and Global dimension training for teachers and school leaders. He also
has extensive Comenius Project experience and has lead international schools
development training in Egypt.
He is also a national award holder for the use of ICT in school leadership.
was responsible for researching, developing, piloting and establishing a National
ICT programme for headteachers, focusing on their role in strategic leadership of
ICT ‘Strategic Leadership of ICT in schools’ programme (SLICT). He also directed
the open elements of the highly successful Learning and Technology World
Forum (LATWF) 2009 and 2010.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 13 of 66
PART C. Organisations and activities
This part must be completed separately by each organisation participating in the project (applicant and
partners).
Partner number - P 6 [P1 – Pn]
Organisation name
University of Wolverhampton
C.1 Aims and activities of the organisation
Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation,
etc.) relating to the domain covered by the project.
Please describe also the role of your organisation in the project. Provide information on the operational and
financial management of the project within the organisation (limit 4000 characters).
Teacher education, initial & CPD
- Initial – Primary (5-11)
- “Outstanding” Ofsted (2010)- (national inspection measure)
- Secondary (11-18)
- Teaching Maths + ICT
- Developing & Researching Maths Pedagogy
- School of Education – 1400 full time + part time student teachers
- High Quality ICT Facilities in bespoke building
- Secure partnerships with a variety of schools and other institutions (in UK and overseas)
- Comenius Project – use of ICT in outdoor learning (Eng & Greece)
Recent publications/projects of key staff
- First year experience in H.E – European study
- Developing Maths - subject knowledge/pedagogy
- Use of electronic record of professional development
- Impact of SEN experience on students training to teach 5-11 year olds.
The role in the project will be to supervise the english teachers in the learning studies and to support the
schoolpartners in all countries with ICT competence .
Financial management will be secured through the partnership agreement. We will report directly to lead
partner economist.
C.2 Technical capacity: Skills and expertise of key staff involved in
the project / network
Please add lines as necessary.
Name of staff
member
Summary of relevant skills and experience, including where relevant a list of
recent publications related to the domain of the project.
Ms Balbir Ahir
High Standard of Teaching (Ofsted Grade 1- national inspection outcome)
- The university has a High level of Maths & ICT expertise.
- We enable students to experience curriculum development involving working
collaboratively with teachers’ networks.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 14 of 66
- All staff are involved in Educational research.
- All staff are involved in number of international projects/conferences relating to
development in learning/teaching of Maths & Technology supported learning,
pedagogy + subject knowledge development
- We have developed an International reputation in use of ICT to support
teacher-teacher, pupil-pupil reflection on progress, attainment and action
planning/review
We use ICT creatively including, VLE, blended learning and independent study.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 15 of 66
PART C. Organisations and activities
This part must be completed separately by each organisation participating in the project (applicant and
partners).
Partner number - P 7 [P1 – Pn]
Organisation name
North Leamington School
C.1 Aims and activities of the organisation
Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation,
etc.) relating to the domain covered by the project.
Please describe also the role of your organisation in the project. Provide information on the operational and
financial management of the project within the organisation (limit 4000 characters).
North Leamington School is a non-selective comprehensive school with the full ability range (no selection
in central Warks) from Special Educational Needs (SEN) students to Gifted & Talented students on a
pathway to Higher Education.
Number on roll: 1240 (370 in sixth form)
International School (Full DfE Status)
New, state of the art = £32m campus building opened September 2009: high technical specification as an
‘eco-school’ of the future.
Electronic whiteboards and VLE environment in all classrooms, maths rooms all suited together in Maths &
Science faculties building.
Emphasis on creative approaches to teaching and learning:
- use of ICT in every lesson
- assessment for learning strategies in every lesson
- continuous programme of joint lesson observations in order to raise standards of teaching and learning
and to make them consistently high across the departmental team
- top priority focus on every student’s progress within current 2010-2011 School improvement and
Development Plan (SIDP) 2011-2014
The school has 1 computer per 2 students throughout the school, including portable systems
wireless environment, with broadband access etc in every room.
The role in the project is to:
- performe learning studies
- participate in videomeetings
- participate in workshops
- collaborate with the university of Wolverhampton
Financial management will be secured through the partnership agreement. We will report directly to lead
partner economist.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 16 of 66
C.2 Technical capacity: Skills and expertise of key staff involved in
the project / network
Please add lines as necessary.
Name of staff
member
Summary of relevant skills and experience, including where relevant a list of
recent publications related to the domain of the project.
Mr David Hazeldine
Headteacher
3 full time ICT technicians
5 full time Maths teachers; 3 full time ICT teachers; large team of teaching
assistants to support classroom teachers
Learning Study Model for Mathematics and ICT / LeSMIT
Page 17 of 66
PART C. Organisations and activities
This part must be completed separately by each organisation participating in the project (applicant and
partners).
Partner number - P 8 [P1 – Pn]
Organisation name
Tipton Green Junior School
C.1 Aims and activities of the organisation
Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation,
etc.) relating to the domain covered by the project.
Please describe also the role of your organisation in the project. Provide information on the operational and
financial management of the project within the organisation (limit 4000 characters).
Tipton Green Junior School is a community school with a 3 form entry intake. There are 360 pupils on
role.
The proportion of white British/Ethnic minority is 40%-60%
The area of Tipton is low on the socioo-economic indicator with most pupils coming from hard-pressed
backgrounds.
The school has had a priority for improving mathematics for the past 5yrs since experiencing a dip in
results.
As a result we have looked at ways of improving maths teaching and learning.
The school has been involved in many institutes including being a ‘satellite school’ for the Tipton area –
(supporting other schools to help develop ICT).
The school is undergoing a complete ‘rebuild’ which will be ready for Sept 2011. There will be a
dedicated training room to help develop teaching /learning. (One-way viewing area/sound included so as
not to physically disturb lessons). The school will also have a range of 21st century ICT resources to fully
meet the needs of all students.
TG is a lead school for assessment/APP and has acted as the ‘hub’ for local schools – training teachers
and generating moderation meetings to develop assessment.
Pupils are given targets in Eng/maths/Sc/ICt as a result of Assessment for learning and APP. Children are
able to verbalise these for a variety of purposes – termly targets are also produced to extend pupils’
learning even further.
Additional inset has recently been carried out for ‘problem solving’ and ICT
Numeracy results have improved to National standards since focusing on maths.
1 to 1 tuition is also carried out.
The role in the project is to:
- performe learning studies
- participate in videomeetings
- participate in workshops
- collaborate with the university of Wolverhampton
Financial management will be secured through the partnership agreement. We will report directly to lead
partner economist.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 18 of 66
C.2 Technical capacity: Skills and expertise of key staff involved in
the project / network
Please add lines as necessary.
Name of staff
member
Summary of relevant skills and experience, including where relevant a list of
recent publications related to the domain of the project.
Lawrence Rouse
Headteacher
The deputy Headteacher was a Maths/ICT consultant for Wolverhampton.
The ICT teacher was trained in ICT when studying to become a teacher.
The school also has a dedicated IT technician who supports our school as well
as other schools in the local area.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 19 of 66
PART C. Organisations and activities
This part must be completed separately by each organisation participating in the project (applicant and
partners).
Partner number - P 9 [P1 – Pn]
Organisation name
University of Jyväskylä
C.1 Aims and activities of the organisation
Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation,
etc.) relating to the domain covered by the project.
Please describe also the role of your organisation in the project. Provide information on the operational and
financial management of the project within the organisation (limit 4000 characters).
The role of University of Jyväskylä is to support Finnish teachers in the project and to communicate with
University of Gothenburg concerning evaluation. One researcher, Markus Hähkiöniemi, from Department
of Teacher Education will participate in the project. In addition, several other researchers and lecturers
can be consulted in the department.
Financial management will be secured through the partnership agreement. We will report directly to lead
partner economist.
C.2 Technical capacity: Skills and expertise of key staff involved in
the project / network
Please add lines as necessary.
Name of staff
member
Summary of relevant skills and experience, including where relevant a list of
recent publications related to the domain of the project.
Markus Hähkiöniemi
has been teacher in high school as well as lecturer and researcher in the
Department of Mathematics and Statistics. Hähkiöniemi finished his PhD-thesis in
2006 in the field of mathematics education. Currently Hähkiöniemi works as a
Post-Doctoral Researcher in the Department of Teacher Education. Hähkiöniemi
is leading an ongoing research project on how mathematics teacher trainees
implement technology enriched inquiry mathematics.
Articles in refereed international scientific journals:
1.
Hähkiöniemi, M. (2007). How the derivative becomes visible: the case of
Daniel. Teaching Mathematics and Computer Science, 5(1), 81-97.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 20 of 66
2.
Hähkiöniemi, M. (2006). Associative and reflective connections between
the limit of the difference quotient and limiting process. Journal of Mathematical
Behavior, 25(2), 170-184.
3.
Hähkiöniemi, M. (2006). Perceiving the derivative: the case of Susanna.
Nordic Studies in Mathematics Education, 11(1), 51-73.
Articles in refereed international scientific conference proceedings:
4.
Hähkiöniemi, M. (2008). Durability and meaningfulness of mathematical
knowledge – the case of the derivative concept. In O. Figueras, J.L. Cortina, S.
Alatorre, T. Rojano & A. Sepúlveda (Eds.) Proceedings of the Joint Meeting of
PME 32 and PME-NA XXX, Morelia, México, Vol. 3, 113-120.
5.
Francisco, J. & Hähkiöniemi, M. (2006). Insights into students’ algebraic
reasoning. In J. Novotná, H. Moraová, M. Krátká & N. Stehlíková (Eds.)
Proceedings of the 30th conference of the international group for the psychology
of mathematics education (PME), Prague, Vol. 3, 105-112.
6.
Hähkiöniemi, M. (2006). Is there a limit in the derivative? – Exploring
students’ understanding of the limit of the difference quotient. In M. Bosch (Ed.)
Proceedings of the fourth congress of the European society for research in
mathematics education (CERME 4), Sant Feliu de Guíxols, Spain – 17 - 21
February 2005, 1758-1767. (http://ermeweb.free.fr/CERME4/).
7.
Hähkiöniemi, M. (2005). The role of different representations in teaching
and learning of the derivative through open approach. In E. Pehkonen (Ed.),
Problem solving in mathematics education. Proceedings of the ProMath meeting
2004 in Lahti. University of Helsinki, Research Report 261, s. 71-82.
8.
Hähkiöniemi, M. (2005). Susanna’s tools to perceive the derivative. In
Lloyd, G. M., Wilson, M., Wilkins, J. L. M., & Behm, S. L. (Eds.). Proceedings of
the 27th annual meeting of the North American Chapter of the International
Group for the Psychology of Mathematics Education (PME-NA), Roanoke, Virginia
USA.
9.
Hähkiöniemi, M. (2004). Perceptual and symbolic representations as a
starting point of the acquisition of the derivative. In M. Hoines & A. Fuglestad
(Eds.), Proceedings of the 28th conference of the international group for the
psychology of mathematics education (PME), Bergen, July 14-18, 2004, Vol. 3,
73–80.
Articles in refereed international scientific conference proceedings:
10.
Hähkiöniemi, M. & Leppäaho, H. (2010). Matematiikan aineenopettajaksi
opiskelevien
valmiudet
ohjata
opiskelijoita
GeoGebra-avusteisissa
tutkimustehtävissä. [Prospective mathematics teachers’ abilities to guide
students in GeoGebra supported inquiry tasks.] In M. Asikainen, P.E. Hirvonen, &
K. Sormunen (Eds.), Ajankohtaista matemaattisten aineiden opetuksen ja
oppimisen tutkimuksessa. Matematiikan ja luonnontieteiden opetuksen
tutkimuspäivät Joensuussa 22.-23.10.2009. [Proceedings of the Finnish
Mathematics and Science Education Research Association.] Joensuu: University
of Eastern Finland, p. 59–75.
Scientific monographs published in Finland:
11.
Hähkiöniemi, M. (2006). The role of representations in learning the
derivative. University of Jyväskylä. Department of Mathematics and Statistics.
Report 104. (Doctoral dissertation.)
12.
Hähkiöniemi, M. (2006). Ajattelun apuvälineet – tapaustutkimus
derivaatan representaatioista. [Tools of thinking – A case study of
representations of the derivative.] University of Jyväskylä. Department of
Teacher Education. Research report 82.
13.
Hähkiöniemi, M. & Viholainen, A. (2004). Lukion ja korkeakoulujen
matematiikka. Lukion
pitkä matematiikka pohjana
korkeakoulutason
matematiikan opinnoille. [Secondary level and tertiary level mathematics.
Secondary level mathematics as basis for mathematics studies at tertiary level.]
University of Jyväskylä. Department of Teacher Education. Research report 79.
Articles under review:
14.
Francisco, J. & Hähkiöniemi, M. (Submitted). Students’ ways of
Reasoning about Non-linear Functions in Guess-My-Rule Games. Submitted to
International Journal of Science and Mathematics Education.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 21 of 66
15.
Hähkiöniemi, M. (Submitted). Miten opettaja kokee valmiiksi suunnitellun
opetusjakson
tukevan
GeoGebra-avusteisen
tutkivan
matematiikan
toteuttamista. [How a preplanned teaching unit supports a teacher to implement
GeoGebra enriched inquiry mathematics.] Submitted to Proceedings of the
Annual Symposium of the Finnish Mathematics and Science Education Research
Association in Tampere, October 14-15, 2010.
16.
Hähkiöniemi, M. (Submitted). Teacher’s experiences of a GeoGebra
enriched inquiry mathematics teaching unit. Submitted to Proceedings of the
35th Conference of the International Group for the Psychology of Mathematics
Education. Ankara, Turkey: PME.
17.
Hähkiöniemi, M. & Leppäaho, H. (Submitted). Do GeoGebra-solutions
need to be justified? – Teachers’ levels of guidance. Submitted to Proceedings of
the 35th Conference of the International Group for the Psychology of
Mathematics Education. Ankara, Turkey: PME.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 22 of 66
PART D. Project characteristics
D.1 Why does the consortium wish to undertake this project?
Rationale of and background to the project
Please outline the motivation behind your project, clearly identifying the specific needs or
problems/challenges which it intends to solve. Explain why these needs/problems were selected over others,
and how the project proposal fits within the development strategies of the partners involved. Please include
references to any declared regional, national, EU or international political priority in this area.
Also, please describe briefly how your project proposal was prepared (e.g., capitalising on previous
experiences, based on achieved outcomes in former projects, following previous cooperation amongst the
consortium members, etc.) (limit 6000 characters).
Many compulsory school pupils do not achieve the goals they need to attain a passing grade in
mathematics. Students in the low-achieving group should understand what they need to do to develop
their mathematics competence and have found benefit in achieving targets designed to enable their
development. Focusing on low achievers will highlight the importance for society to enhance their
possibility to succeed.
Our partners bring different experiences from mathematics education in their countries. But they can see a
negative trend in interest and in knowledge of mathematics. There are far too few applying for natural
science and technical education programs. Many students think that the subject of mathematics is difficult
and boring. The development of ICT applications can provide a more varied and pleasurable manner of
working. Our partners different cultural backgrounds and how they approach mathematical problems will
be one object to study in our project.
The influence of new technologies on children's reading and their mathematical and scientific competences
should be scrutinised, so as to ensure appropriate methods to exploit the potential of such technologies
for new forms of learning. (Council of the European Union, Brussels 2010)
The proposed project aims to improve teachers' professional knowledge (through in-service training) in
relation to what pupils are supposed to learn. It is important that headteachers and teachers learn to take
advantage of current research and how it can be integrated into the school. Teachers need to jointly
reflect on their practice, but also to gain new knowledge from university research regarding development
of mathematics education and ICT. The educational leadership must be developed.
Moreover, in order to overcome qualification shortfalls, there should be more emphasis on the subjectspecific education of those who specialise in the teaching of basic skills (particularly MST). Encouraging
networking between MST teachers and linking up MST education with the research and scientific
community and the world of work might also prove helpful in this respect. (Council of the European Union,
Brussels 2010)
The rapid changes in society and the ambition to develop the school into a learning organization
accentuate the necessity of the teachers and headteachers continually studying systematically generated
knowledge concerning their educational activities. Teachers and headteachers also possess a certain
insight concerning the need to seek out and develop new knowledge as a part of their school's
development, the lifelong learning objective and their own professional development. The headteachers of
a school has a special responsibility for the workplace being a learning organization and for the teachers
and other personnel to obtain the competence development they require in order to be able to carry out
their duties in a fully professional manner. (This refers to the strategic priorities in General Call for
Proposals 2011-2013, in the Comenius Multilateral Projects).
Learning Study Model for Mathematics and ICT / LeSMIT
Page 23 of 66
Our project links to EU’s key competences, No. 3 concerning Mathematics and No 4, concerning Digital
Competence.
All partners in our project understand the need for increasing the collaboration between teachers,
headteachers and researchers. Our Manual and the results of our performed Learning Studies will be of
great help to teachers and headteachers in their work. It will increase their understanding of teaching and
how students learn.
If your proposal is based on the results of one or more previous projects / networks, please provide precise
references to this / these project(s) / network(s) in the table below.
Please add tables as necessary.
Reference number
Project / network dates
Programme or initiative
(year started and completed)
Title of the project /
network
Coordinating organisation
Website
http://
Password / login if necessary for website
Please summarise the project / network outcomes and describe (a) how the new proposal seeks to build
on them and, (b) how ownership / copyright issues are to be dealt with (limit 1000 characters).
Rationale for the setting-up of the consortium
Please explain why the selected partners are best suited to participate in this European project. Describe
complementary skills, expertise and competences within the consortium directly relating to the planned
project activities (limit 3000 characters).
Learning Study Model for Mathematics and ICT / LeSMIT
Page 24 of 66
Kungälv and the University of Gothenburg have the experience of using the Learning Study Model.
Together with ICT-pedagogs we will take part in developing the model into something that never has been
done before. Our partners will contribute with international experience, mathematic skills and ICT-skills to
various extent.
Our Finnish group of teachers have a strong experience in teaching mathematics to pupils from primary
school to high school. They know well the area of mathematics. Their wide knowledge is an important part
concerning the Learning Studies.
All primary school partners’ experience of teaching several subjects will also help them seeing things that
effects the learning in mathematics. Problems in learning mathematics, can be observed not only in
mathematics lessons. The teachers have the knowledge in seeing a child as a whole with his/her learning
problems.
Different partners contributes with specific skills in various work packages. As lead partner Kungälv will
provide administrative and economic expertise from the community. As university partner, Gothenburg will
provide researchers and administrative expertise to the project. Kungälv and the University of Gothenburg
will communicate continuously with the responsible person in each country, schools and universities.
Our University partners contribute with mathematics didactics and ICT experts. Our school partners
contribute with the variety of student’s ages and skills, culture of learning and equipment. In Cyprus the
schools can use the facilities of the ICTEE laboratory (ICT Enhanced Education) whose experiences will be
spread through our workshops.
Finland has for many years achieved good results from the PISA-tests. They have been working to get
better results with low achievers and recently made a project with University of Jyväskylä in mobile
technology and are willing to share their knowledge with our partners.
Investigation of the field (state of the art) and innovative character
Please explain how the field of operation has been explored and indicate what the project is offering that is
new and what are the main innovating elements (limit 3000 characters).
The Learning Study Model has been developed from the Japanese Lesson Study by two Swedish
researchers, Prof Ference Marton and Prof Ulla Runesson. The differences are the variation theory (Marton
& Booth 1997) and pre- and post-tests used in Learning studies. These differences have a great impact in
the students learning, specially for low achievers.
In order to investigate the innovation of Learning Study from an EU perspective, we contacted NCM,
National Centre for Mathematics Education. Through PhD Johan Häggström we learned that the Learning
Study model has been explored to some extent in Sweden and occurred in Oxford UK (Peter Davies, Anne
Watson, John Mason) but not in any other EU countries. At the WALS 2010 conference a Learning Study
from Switzerland (not EU) was presented. http://www.ubd.edu.bn/conference/wals2010/index.htm There
has never been a Learning Study combining mathematics and ICT as in our project.
The Learning Study Model has been highlighted as an innovative way of teaching from Sweden, in the EU
Commission “Cluster on Maths, Science and Technology”. Two partners, Cyprus and UK, are members in
the Cluster whose Swedish representative are Bengt Johansson, NCM and Erik Henriks, Department of
education http://www.kslll.net/Documents/MST%20Compendium.pdf
The Learning Study Model has so far not been tested in an EU funding project, according to the following
link below. http://eacea.ec.europa.eu/llp/results_projects/project_compendia_en.php
New target groups will be reached as we spread the model to other countries. The Learning Study
Model will specially benefit low achievers as their teachers find new ways of teaching.
Combining mathematics and ICT in a Learning Study. Modern technology and modern pedagogy are a
substantial part of the solution. Mathematics is the one subject that makes the least use of modern
technology. This is to a large extent due to the lessons being tied to textbooks and it being difficult to
write mathematical signs and symbols in a simple manner on a computer.
Learning study has been shown to be a successful model for the development of student learning in
Learning Study Model for Mathematics and ICT / LeSMIT
Page 25 of 66
mathematics (Kullberg, 2010; Wernberg, 2009). However, ICT has not previously been used to enhance
student learning in learning studies. This project further develops learning studies by means of ICT and
international collaboration about studies teaching the same content. (Angelika Kullberg Goeteborgs
Universitet).
D.2 Aims and objectives
Please define the concrete aims and objectives of the project / network and describe the ways in which the
situation set out under the previous section (D.1) will be changed. (limit 3000 characters).
Objectives:
- Enhance collaboration between teachers and researchers
- Develop pedagogic leadership among headteachers
- Show how ICT has a potential as an important tool in mathematics learning
- Improve life chances of students through math/ICT competences
- Improve educational systems and better prepare students for the workplace
- Support a culture of teachers as learners and career development as future leaders and inspire other
colleagues
Aims:
- Improve the performance of low achievers
- Change students attitudes towards mathematics
- Enhance students confidence in their ability
Through developing and disseminate the Learning Study Manual produced in the project, we create
opportunities for all teachers and all headteachers to perform Learning Studies.
D.3 Methodology
Please define the methodology proposed for achieving the objectives (including major milestones,
measurable indicators, etc) (limit 3000 characters).
Learning Study Model for Mathematics and ICT / LeSMIT
Page 26 of 66
The project will begin with an analysis of the Learning Study (LS) model and develop mahematics
education with ICT based on the LS-model. A group of teachers will work together with researchers to
identify critical features that are necessary for the learner to discern in relation to the object of learning.
The pedagogical team will find out what kind of prior knowledge the pupils have through a pre-test, and
thereafter discuss how the lessons in the particular field can be developed through the support of ICT and
by videoing the lessons. Through this approach, the LS model will be developed. The model will be tested
during the pilot phase in schools in different countries, both in Sweden and in the other partner countries.
In order to facilitate the implementation and dissemination of the model, a manual will also be developed
and revised. Through this model it will be possible to find the critical features of the pupils learning
process. By sharing experiences and developing the model, the intention of the project is to work out a
common European LS, which in the longer term will raise the quality of education.
A LS is a cyclic process of planning and evaluating, in most cases, one lesson. The teachers plan the
lesson together and one of the teachers conducts the lesson. The lesson is recorded and analyzed
together with a researcher. The lesson is revised and the whole process is repeated, this time with
another teacher conducting the lesson with another group of pupils. The process is repeated one more
time and finally you have the “perfect lesson” that also could be used by other teachers.
The analysis of tests/evaluations provides the teachers with information about how students experience
what is to be learned. The results of the assessment lays the basis for planning the lesson and hence
contributes to the analysis. Research about the effect of LS supports the assumption that student learning
increases through the LS process. The teachers investigate in a systematic way what makes a difference
for their students’ learning by analyzing the teaching. The findings of a study are what the teachers had
found to be critical for learning a specific competence. In a LS teachers and researchers are involved in
the production of knowledge on teaching and learning.
Learning methods should better exploit children’s natural curiosity in mathematics and science from an
early age. It’s important to help children to become autonomous, motivated learners, for whom literacy as
well as the use of mathematical and scientific competences become part of everyday life. (Council of the
European Union, Brussels 2010)
There are three major milestones, workshops, in the project. Production of a manual in winter 2012 to all
participants. Evaluation and revising manual in autumn 2012 and finally a third time in June 2013. These
milestones compare to the LS performances in the schools. The project ends with a conference where the
final manual is presented.
D.4 European added value
Please describe the benefits of and need for European cooperation (limit 3000 characters).
The project engages partners from old and new EU member states. Everyone with its own skills and
experience. By ensuring that all partners’ knowledge is being used to carry the work forward we will
secure the quality of the outcome of the project. As the manual being an international product it will be
applicable and exportable to other nations.
Through the modernisation of the pedagogical methods, enhancement of teachers’ professional profiles,
promotion of partnerships between schools and universities and addressing of the needs of special groups
such as low achievers, the project will contribute to the aims set out in the Council conclusions on
increasing the level of basic skills in the context of European cooperation on schools for the 21st century.
The Learning Study Model includes collaboration as a major part. Collaboration is a central element of the
'open method of coordination' in education and training and, as confirmed by the discussions in the
Education Council, is seen as a crucial tool with considerable potential to support education and training
reforms. By modernizing pedagogical methods, enhancing the professional profile of teachers, promoting
partnerships between schools and universities and addressing the needs of special groups, such as low
achievers, the European added value would be:
-Improved life chances of students through increased math/ICT competences
-Improved educational systems and better prepared students for the workplace
-A culture of teachers as learners and career development as future leaders and inspiration to other
colleagues
-Training and professional development practices will be strengthened by its transferring in an European
context involving teachers´ communities and university centres coming from different experiences all
inspired by the same aims.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 27 of 66
These values also relate to European educational objectives concerning an increase in recruitment into
scientific and technical programs.
D.5 Budget and cost effectiveness
Please describe the strategy adopted to ensure that the proposed results and objectives will be achieved in
the most economical way. Explain the principals of budget allocation amongst partners. Indicate the
arrangements adopted for financial management ((limit 3000 characters).
The consortium consists of groups of highly educated researchers, headteachers, teachers and
administrative persons showing a strong desire to enhance their skills in education. To ensure the most
effective outcome of the project, all partners will focus the most on the implementation (WP2). It’s
important that the analysis, workshops and learning studies are carried out thoroughly and effectively so
that the produced Manual will be as precise as possible. To save both money and contribute to a low
carbon economy (EU2020 priorities, sustainable growth) we will frequently use ICT to produce video
conferences and forums.
WP1 management, is mainly conducted by Kungälv. One economist and one manager will be given time to
secure the quality of the project and secure budget in all work packages. The rest of the management is
divided by all partners.
WP2 Implementation, is the greatest part in our project. In this part all school partners are equally
handled. Among the university partners in WP2 the WP leader Gothenburg will take a greater responsibilty
and therefor a larger budget. Much work and control will be handled through our VLE, Fronter.
WP3 Quality assurance is lead by University of Gothenburg supported by European University Cyprus.
Researcher Angelika Kullberg will write an article concerning the outcome of the performed Learning
Studies comparing solutions and results related to different cultures and methods. An overall assurance of
the project will be lead by Dr Maria Melethiou who will focus on the effectiveness of the Learning Study
Model and will carry out in-depth research through the engagement of teachers, students and researchers.
A third partner HTI will evaluate the performance of the project through four reports including the final
evaluation report.
WP4 Dissemination. Modern technology gives great chances, compared to budget, to spread results.
Website, social media, videoconferences, Virtual Learning Environment are the most important ingredients
in our dissemination. There will be as few physical meetings as possible in consideration of the carbon
footprint and the project budget. However we will arrange press conferences and a final conference (WP5)
WP5 Exploitation. The physical outcome of the project, “the Manual of Learning Study for Mathematics
and ICT”, will be spread through websites and Media as well as the manual. Target groups are teachers,
headteachers and researchers but indirectly politicians, students and citizens. Our english partner HTI will
take a great responsibility in this work package together with lead partner Kungälv. All other partners
contribute to this WP in an equal way.
Travel costs are proportional to planned travel arrangements.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 28 of 66
PART E. Impact, dissemination and exploitation,
sustainability
E.1 Expected impact of the project
Who will use these project outputs / products / results and how will the consortium reach them?
Please describe how the target groups (including participating institutions, stakeholders) will be reached and
involved during the life of the project (limit 3000 characters).
During the life of the project the target groups will be teachers, headteachers, researchers, Math and ICT
networks and EACEA. The project will produce analysis, manual, frequent meeting protocols and reports.
Target groups can be reached through our project website; http://webfronter.com/kungalv/EU,
newspapers and social media. The website will contain a manual, posters and folders describing the model
and the ongoing work. During the project this manual will be continuously evaluated and revised until the
final conference. Links in institutional websites will be created in order to redirect to the main project
website.
Please describe how the target groups (including participating institutions, stakeholders) will be reached
after the project is finished (limit 3000 characters).
In the project a manual in how to conduct a Learning Study will be developed. This manual will be
available on the Internet both on the specific project website but especially in all nations and EU:s
websites handling education. An article upon the results of the Learning Study Model carried out in the
project will be submitted as well as a manual. In the participating countries and in other EU countries, the
teachers and researchers that has been involved may perform workshops and lectures together with other
teachers and researchers.
The results will also be spread in international conferences and clusters. Both by teachers, researchers and
potential associated partners.
The Learning Study Manual aims to help students, especially low achievers, in their mathematical
development. Headteachers and mathematics networks have an important role to provide teachers with
opportunities in performing learning studies to enhance student skills. Further on The Learning Study
Manual will be of great help to institutions performing teachers’ education.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 29 of 66
E.2 Dissemination and exploitation strategy
How will the dissemination be organised and how will exploitation activities ensure optimal use of the
results? (limit 3000 characters).
We will disseminate information both at the national and at the European level. It will be done through
websites, educational radio, press releases, press conferences, articles, social media and EUcommission/EVE platform. Seminars can act as meeting places for stakeholders from all over Europe who
are interested in the issues. All partners will adapt a part of the project website to their national language
for better understanding.
Project results will further be disseminated through conference presentations and publications at different
levels from articles to general manuals, posters and informational leaflets. Experiences and results of the
project will be presented in the context of conferences and seminars organized by other actors but
addressing issues related to the project.
The final conference will raise awareness among relevant actors at all levels, upon the need to act
differently. To achieve the goal of the communication we will show up and profile:
- Every single activity to make results public.
- All information to wake interest and engagement.
- Headteachers and teachers development.
- The project ideas and model in as many European countries as possible.
The communication will give such an engagement that it will survive after the project has ended.
The target groups for disseminate the project are:
- School leaders and Teachers
- Researchers
- Math and ICT networks
Final beneficiaries are
- Students
- Citizens, Politicians
The strategies described above will assure that the results will be used optimally.
E.3 Sustainability
How will the impact of this project be sustained beyond its lifetime? How will the results be mainstreamed
and multiplied in the sector of activity? (Limit 3000 characters)
Part of the project will involve developing a manual in how to conduct a Learning Study. This manual will
be available on the Internet both on the specific project website but especially in all nations and EU:s
websites handling education. An article upon the results of the Learning Study Model carried out in the
project will be submitted. A manual will be produced, published and presented at the final conference.
This is the end of the project and the start of disseminating the results and ideas all over the EU. In the
participating countries as well as in other EU countries, the teachers and researchers that have been
involved may perform workshops and lectures together with other teachers and researchers.
Further on The Learning Study Manual will be of great help to institutions performing teacher’s education
and guarantee the sustainability of the project outcome.
Our project will link to project granted by FP7, “2.2.3.1, Science and mathematics related activities carried
out in pre-school and in the first years of primary schools: their link to the development of creative skills”
focusing on curiosity-based learning methods to attract more young people to choose technology,
mathematics and science. The long term goal is to get more young people into graduate studies but also
to build bridges between school and the research community.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 30 of 66
PART F. Action or programme specific information
This section should allow you to provide specific information related to the Action under which you are
submitting your application. Please refer to the "Instructions for Applicants" (limit 3000 characters).
Learning Study Model for Mathematics and ICT / LeSMIT
Page 31 of 66
PART G. Work plan and work packages
IMPORTANT: Sections G.1 to G.3 should be duplicated and completed together for each work package.
G.1 Identification
Work package
Management
title
Work package number 1
Work package type
Start
Month number
1
Management
Implementation (the substance of the work planned including production,
testing, etc)
Quality Assurance (quality plan)
Dissemination
Exploitation of results
End
Month number
24
Duration
in number of months
24
Description of the work package (limit 3000 characters)
The Lead partner (LP) will have the overall responsibility for the coordination and implementation of the
project and will be the contact point for EACEA/commission in all contractual matters.
The LP will provide three persons for the transnational project management.
The LP will establish a Steering Group (SG) comprising one representative from each country. The
representative will be of enough seniority to make significant decisions on behalf of their organisation.
The SG will meet regularly, face to face 5 times and by video conference 4 times, to consider Management
and Financial reports, to review progress against agreed objectives including monitoring and evaluation
activity and to advice on future activities.
The SG will also link up remotely to handle management issues or resolve any conflict resolution that is
required. The decisions of the SG shall be unanimous. Operational matters will be dealt with by the SG.
The project co-ordinator and financial manager will keep a close and active contact with the other partners,
following up on progress in each partner organisation. The day to day communication in the project will
mainly be made digitally through the VLE, Fronter and the website where all information can be
communicated & disseminated. The use of ICT in the daily communication between partners will be an
effective working tool. A correct project management will have a positive effect in fluent partner relations,
overall communication and a pro-active team spirit fostering the creation of future collaboration and
exchanges between partners.
Monitoring and evaluation will have two levels:
1 Routine monitoring and evaluation of project activities (outputs, results and impacts)
2 Ongoing developmental evaluation of operation processes in order to ensure and improve effective
coordination.
Findings from monitoring and evaluation will be included in all reports submitted to the EACEA/Commission.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 32 of 66
G.2 Deliverables – outputs / products / results
Please add tables as necessary.
Deliverable number
15
Title
Partnership agreement
Type of outcome /
product / results
Document
Delivery date
Nature
Dec 2011
Dissemination
level
Public
Restricted to other programme
participants (including Commission
services and project reviewers)
Confidential, only for members of
the consortium (including EACEA
and Commission services and
project reviewers)
Report
Service / Product
Demonstrator / Prototype
Event
Other
Language versions
English
Target languages
English
Description (limit 1000 characters)
To secure the Management between all partners involved, an agreement will be made. It contains
obligations and rights, and specifies the different roles each partner has in the project.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 33 of 66
G.2 Deliverables – outputs / products / results
Please add tables as necessary.
Deliverable number
1:1, 1:2, 1:3, 1:4 and 1:5
Title
Management meetings
Type of outcome /
product / results
Meeting minutes
Delivery date
Nature
Dec 2011
April 2012
Dec 2012
June 2013
Nov 2013
Dissemination
level
Public
Restricted to other programme
participants (including Commission
services and project reviewers)
Confidential, only for members of
the consortium (including EACEA
and Commission services and
project reviewers)
Report
Service / Product
Demonstrator / Prototype
Event
Other
Language versions
English
Target languages
English
Description (limit 1000 characters)
To secure the Management operation 5 project meetings have been planned. Except for the first start
meeting they will all coincide with the different workshop and conference events. The management
consists of a Steering Group. The SG includes 3 people from Lead partner and one person from every
other country. After each meetings the minutes will be the delivery D1. The representative will be of
enough seniority to make significant decisions on behalf of their organisation.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 34 of 66
G.2 Deliverables – outputs / products / results
Please add tables as necessary.
Deliverable number
2:1, 2:2, 2:3, 2:4
Title
Video Conference Management
Type of outcome /
product / results
Meeting minutes
Delivery date
Nature
Feb 2012
Aug 2012
Feb 2013
Sept 2013
Dissemination
level
Public
Restricted to other programme
participants (including Commission
services and project reviewers)
Confidential, only for members of
the consortium (including EACEA
and Commission services and
project reviewers)
Report
Service / Product
Demonstrator / Prototype
Event
Other
Language versions
English
Target languages
English
Description (limit 1000 characters)
To secure Management 4 video conferences have been planned. In the video conferences all partners
participate with at least one person. These meetings will all be in between the physical SG meetings and
is also a possibility for everyone in the project to take part. After each meeting the minutes will be the
delivery D2.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 35 of 66
G.2 Deliverables – outputs / products / results
Please add tables as necessary.
Deliverable number
3:1, 3:2, 3:3, 3:4
Title
Project status
Type of outcome /
product / results
Report
Delivery date
Nature
Apr 2012
Nov 2012
May 2013
Nov 2012
Dissemination
level
Public
Restricted to other programme
participants (including Commission
services and project reviewers)
Confidential, only for members of
the consortium (including EACEA
and Commission services and
project reviewers)
Report
Service / Product
Demonstrator / Prototype
Event
Other
Language versions
English
Target languages
English
Description (limit 1000 characters)
The progress reports will include the developing of the project concerning analysis, the manual, the
workshops, the Learning Studies, dissemination and exploitation. The progress reports will clearly point
out the development and results of the project.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 36 of 66
G.3 Consortium partners involved and resources required to complete the work package
Please add lines as necessary.
Indicative input of consortium staff - The total number of days per staff category should correspond with the information provided in the budget tables.
WP1
Lead partner
Number of staff days
Partners
involved
Country
Short name
1
Sweden
SE
2
3
4
5
Suomi
Sweden
Kypros
United
Kingdom
United
Kingdom
United
Kingdom
United
Kingdom
Suomi
FI
SE
CY
UK
6
7
8
9
Total
Category
1
Category
2
Category
Role and tasks in the work
package
Category
4
Total
125
28
5
158
4
10
33
6
14
37
16
19
14
WP leader. Management
and budget controll.
SG member. Coordinator.
SG member.
SG member. Coordinator.
SG member. Coordinator.
UK
14
5
19
Participant
UK
19
19
Participant
UK
19
19
Participant
FI
15
5
20
Participant
148
24
321
5
14
149
Learning Study Model for Mathematics and ICT / LeSMIT
Page 37 of 66
Please explain how the overall project management will be implemented making specific reference to the
management structure of the partnership, how decisions will be taken and how the partnership proposes to
ensure permanent and effective communication and reporting (limit 1000 characters).
Partnership agreement will regulate detailes concerning decisions, budgetcontroll and reports on
project proceedings. Decisions will be taken in the SG. Each coordinating partner will be
communicating with schools and university in each country and report to SG.
Tasks that will be subcontracted
Please add lines as necessary.
Partner responsible for entering into a subcontract with a sub-contractor
N° days (where appropriate)
Brief
description
of task
P(n)
Explanation of work package expenditures
Please explain and justify budget items included in the detailed budget that relate to this work package,
specifically, where relevant under the headings: "travel and subsistence (of the staff of the consortium)",
"equipment" and "other" (limit 3000 characters).
Travel and subsistence: 4 meetings in Brussels arranged by EACEA, 5 SG meetings arranged in each
country. 3 of these meetings will be arranged during the WP2 workshops.
Equipment: Videoequipment for videoconferences are important to secure all partners having functional
equipment. It consists of webcamera and a microphone that collects sound from all persons in the room
participating in the conference. Alla other equipment is excluded in the budget, such as projectors and
computers.
Other: Licenses for video conferences.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 38 of 66
PART G. Work plan and work packages
IMPORTANT: Sections G.1 to G.3 should be duplicated and completed together for each work package.
G.1 Identification
Work package
Learning Study/ production of manual
title
Work package number 2
Work package type
Start
Month number
1
Management
Implementation (the substance of the work planned including production,
testing, etc)
Quality Assurance (quality plan)
Dissemination
Exploitation of results
End
Month number
24
Duration
in number of months
24
Description of the work package (limit 3000 characters)
Lead partner is University of Gothenburg.
Analysis – during the first two months all partners, specially the universities, will work together analysing the
need for developing a manual for the Learning Study Model. In the end of this period the work with the
manual will start. The period contains two physical meetings and one video meeting. All other
communication will be done through our VLE and website.
Development manual – during two months, containing one workshop, a manual will be produced. This
manual will be evaluated and revised two times later on in the project. This work will be done as part of the
workshops/visits to other countries.
Workshops – During our project we will have three workshops. One in each country, Cyprus, Finland and the
UK. During the workshops, teachers and researchers meet to discuss the developing of manual and outcome
of the Learning Studies being made. The workshops are carefully prepared through the use of video
conference and VLE.
Learning Study Model – This which is the main part of our project starts with a video conference (D2.1)
where the researchers from Gothenburg will present the Learning Study and the variation theory. The
researchers continue to communicate during the life of the project. The schools in each country conduct two
series of Learning Studies together with their headteacher and their local researcher. Each Learning Study
leaps over the period of three months.
Final development manual – with the experience from Learning Studies, communications, workshops and
earlier evaluations, the final manual will be produced and published.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 39 of 66
G.2 Deliverables – outputs / products / results
Please add tables as necessary.
Deliverable number
D4
Title
Initial Analysis
Type of outcome /
product / results
Report
Delivery date
Nature
March 2012
Dissemination
level
Public
Restricted to other programme
participants (including Commission
services and project reviewers)
Confidential, only for members of
the consortium (including EACEA
and Commission services and
project reviewers)
Report
Service / Product
Demonstrator / Prototype
Event
Other
Language versions
English
Target languages
English
Description (limit 1000 characters)
The initial analysis will be reported. All partners take responsibility in analysing the situation in each
country. It concerns pedagogical and didactical issues, such as student results in mathematics, the
teaching conditions in primary and secondary schools, use of ICT, organisation of the education, the role
of headteachers, links to researchers and teacher trainer institutes. In each country the university
partners lead the process. University of Gothenburg is responsible for compiling the different partner
analysis. The outcome of the analysis will be the point of departure towards producing the first manual.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 40 of 66
G.2 Deliverables – outputs / products / results
Please add tables as necessary.
Deliverable number
5:1, 5:2, 5:3
Title
Development manual
Type of outcome /
product / results
Report
Delivery date
Nature
May 2012
Dec 2012
Jun 2013
Dissemination
level
Public
Restricted to other programme
participants (including Commission
services and project reviewers)
Confidential, only for members of
the consortium (including EACEA
and Commission services and
project reviewers)
Report
Service / Product
Demonstrator / Prototype
Event
Other
Language versions
English
Target languages
English
Description (limit 1000 characters)
The reports describes the work all partners perform in developing the manual. The actual manual is
presented in another deliverable (D8). The work will be carried out during three periods. The first, before
first Learning Studies, refers to the results of the analysis. The second report describes the work revising
the first manual and will be ready in time of the second period of Learning Study. Eventually the third
report describes the work revising the final manual.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 41 of 66
G.2 Deliverables – outputs / products / results
Please add tables as necessary.
Deliverable number
6:1, 6:2, 6:3
Title
workshops
Type of outcome /
product / results
report
Delivery date
Nature
Apr 2012
Dec 2012
Jun 2013
Dissemination
level
Public
Restricted to other programme
participants (including Commission
services and project reviewers)
Confidential, only for members of
the consortium (including EACEA
and Commission services and
project reviewers)
Report
Service / Product
Demonstrator / Prototype
Event
Other
Language versions
English
Target languages
English
Description (limit 1000 characters)
All partners are being represented in workshops. The workshops are organized by schools in Cyprus,
Finland and the UK and develop from the experiences from Learning Studies. With the input from the
workshop the Learning Study model manual will be revised and finalized at the end of the project.
From the results of the initial analysis the first workshop will be on the first manual which the schools will
follow in their first learning study. The second workshop will handle the outcome of the first learning
studies, discussions on the manual and preparations for the next learning studies. Finally, the third
workshop in June 2013, will handle the outcome of the second learning study and process the work
revising the manual that will be concluded in October 2013.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 42 of 66
G.2 Deliverables – outputs / products / results
Please add tables as necessary.
Deliverable number
7:1, 7:2
Title
Presentation of a Learning Study Model
Type of outcome /
product / results
Poster
Delivery date
Nature
Nov 2012
May 2013
Dissemination
level
Public
Restricted to other programme
participants (including Commission
services and project reviewers)
Confidential, only for members of
the consortium (including EACEA
and Commission services and
project reviewers)
Report
Service / Product
Demonstrator / Prototype
Event
Other
Language versions
English
Target languages
English
Description (limit 1000 characters)
All the partner schools will present results from their Learning studies in 2 posters, one from each study.
All posters will also be published on the website. Kungälv will provide all schools with a template for
producing the poster. Kungälv will handle the printing. The posters are an important part in disseminating
the Learning Study Model and shows pictures of participating teachers, description of the work, a diagram
of pre- and posttests and first of all presents the learning objective chosen and the critical features.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 43 of 66
G.2 Deliverables – outputs / products / results
Please add tables as necessary.
Deliverable number
8
Title
A Learning Study Manual for Mathematics and ICT.
Type of outcome /
product / results
Manual
Delivery date
Nature
Nov 2013
Dissemination
level
Public
Restricted to other programme
participants (including Commission
services and project reviewers)
Confidential, only for members of
the consortium (including EACEA
and Commission services and
project reviewers)
Report
Service / Product
Demonstrator / Prototype
Event
Other
Language versions
English
Target languages
English
Description (limit 1000 characters)
The final developed manual will be presented at the final conference. The manual is intended to be used
as a manual for schools and others who wish to adopt the Learning Study Model after the project. The
content of the manual will develop during the project. It will contain a description of the learning study
model and the use of ICT in specific mathematical areas. It will contain examples of questions to discuss
in order to develop teachers work and collaboration. The manual will be printed and published on the
Internet.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 44 of 66
G.3 Consortium partners involved and resources required to complete the work package
Please add lines as necessary.
Indicative input of consortium staff - The total number of days per staff category should correspond with the information provided in the budget tables.
WP2
Lead partner
Number of staff days
Partners
involved
Country
Short name
3
2
1
4
Sweden
Suomi
Sweden
Kypros
SE
FI
SE
CY
11
16
5
5
United
Kingdom
United
Kingdom
United
Kingdom
United
Kingdom
Suomi
UK
5
6
7
8
9
Total
Category
1
Category
2
30
71
96
30
Category
Role and tasks in the work
package
Category
4
5
6
10
5
Total
35
88
122
40
5
WP leader. Researcher
Performing LS
Performing LS
Researcher. Performing
LS
Critical reviewer
UK
30
5
35
Researcher
UK
44
3
47
Performing LS
UK
44
3
47
Performing LS
FI
30
5
35
Researcher
375
42
454
37
Learning Study Model for Mathematics and ICT / LeSMIT
Page 45 of 66
Please explain how the overall project management will be implemented making specific reference to the
management structure of the partnership, how decisions will be taken and how the partnership proposes to
ensure permanent and effective communication and reporting (limit 1000 characters).
University of Gothenburg will, as the WP leader, be responsible for communicating the ongoing work
with analysis and learning studies to the lead partner. Each school participating in the learning studies
report financial status through the coordinator, appointed by the SG, to lead partner. All
communication will be in the VLE Fronter, video meetings and the website except for the physical
meetings in the SG and the workshops. Each school is responsible of producing a poster presenting
the performed learning study. Lead partner will coordinate the work, provide templates and print the
posters. The final manual will be produced in the last months of the project. All partners, especially the
universities, will take part in this work. It will be communicated and produced by lead partner.
Tasks that will be subcontracted
Please add lines as necessary.
Partner responsible for entering into a subcontract with a sub-contractor
N° days (where appropriate)
Brief
description
of task
P(n)
Explanation of work package expenditures
Please explain and justify budget items included in the detailed budget that relate to this work package,
specifically, where relevant under the headings: "travel and subsistence (of the staff of the consortium)",
"equipment" and "other" (limit 3000 characters).
Travel and subsistence: Includes travels to workshops, startmeeting and the final conference. To these
meetings and workshops key persons will travel. It will be researchers, headteachers and teachers. From
the arranging country more people will attend, depending on the purpose of the activity. To the final
conference we will encourage as many as possible to come. Our budget however only includes 3-5
people per country.
Other: Manual and posters are produced as an important part in disseminating our project. All material
will be available on the Internet on our website, but some will be printed. All partners distribute the
material locally. Arrangements for workshops, material, invitation and rooms are included in partners
budget.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 46 of 66
PART G. Work plan and work packages
IMPORTANT: Sections G.1 to G.3 should be duplicated and completed together for each work package.
G.1 Identification
Work package
Evaluation
title
Work package number 3
Work package type
Start
Month number
5
Management
Implementation (the substance of the work planned including production,
testing, etc)
Quality Assurance (quality plan)
Dissemination
Exploitation of results
End
Month number
24
Duration
in number of months
20
Description of the work package (limit 3000 characters)
Workpackage leader is the University of Gothenburg
Evaluation of this project is devided into three different parts:
1 The evaluation of the results from the Learning Studies and
2 The evaluation of the project process
3 The efficiency of the Learning Study
The evaluation under no 1 is lead by University of Gothenburg, Angelika Kullberg PhD, who writes an article
on the results from all our performed learning studies, focusing on the use of ICT and different cultures.
The evaluation under no 2 is lead by HTI, and concists of evaluating the project process and the overall
performance, as a critical reviewer.
The evaluation under no 3 is lead by European University of Cyprus who will carry out an in-depht research
through the engagement of groups of teachers and students.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 47 of 66
G.2 Deliverables – outputs / products / results
Please add tables as necessary.
Deliverable number
9
Title
Evaluation on the performed learning studies
Type of outcome /
product / results
Report
Delivery date
Nature
Nov 2013
Dissemination
level
Public
Restricted to other programme
participants (including Commission
services and project reviewers)
Confidential, only for members of
the consortium (including EACEA
and Commission services and
project reviewers)
Report
Service / Product
Demonstrator / Prototype
Event
Other
Language versions
English
Target languages
English
Description (limit 1000 characters)
The University of Gothenburg will be responsible for the evaluation on the performed learning studies in
all partner schools. This will be in the form of an article.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 48 of 66
G.2 Deliverables – outputs / products / results
Please add tables as necessary.
Deliverable number
10:1, 10:2, 10:3, 10:4
Title
Evaluation of the project performance
Type of outcome /
product / results
Report
Delivery date
Nature
Apr 2012
Nov 2012
Apr 2013
Nov 2013
Dissemination
level
Public
Restricted to other programme
participants (including Commission
services and project reviewers)
Confidential, only for members of
the consortium (including EACEA
and Commission services and
project reviewers)
Report
Service / Product
Demonstrator / Prototype
Event
Other
Language versions
English
Target languages
English
Description (limit 1000 characters)
HTI (UK) will be responsible for the evaluation of the project process and the overall performance.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 49 of 66
G.2 Deliverables – outputs / products / results
Please add tables as necessary.
Deliverable number
11
Title
Evaluation on the efficiency of the Learning Study
Type of outcome /
product / results
Report
Delivery date
Nature
Nov 2013
Dissemination
level
Public
Restricted to other programme
participants (including Commission
services and project reviewers)
Confidential, only for members of
the consortium (including EACEA
and Commission services and
project reviewers)
Report
Service / Product
Demonstrator / Prototype
Event
Other
Language versions
English
Target languages
English
Description (limit 1000 characters)
The European University of Cyprus will be responsible for evaluation on the efficiency of the learning
study.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 50 of 66
G.3 Consortium partners involved and resources required to complete the work package
Please add lines as necessary.
Indicative input of consortium staff - The total number of days per staff category should correspond with the information provided in the budget tables.
WP3
Number of staff days
Partners
involved
Lead partner
3
2
1
4
5
6
7
8
9
Total
Country
Short name
Sweden
Suomi
Sweden
Kypros
United
Kingdom
United
Kingdom
United
Kingdom
United
Kingdom
Suomi
SE
FI
SE
CY
UK
Category
1
6
12
Category
2
68
5
5
24
Category
Role and tasks in the work
package
Category
4
10
Total
78
5
5
30
12
WP leader
Participant
Participant
Ass WP leader
Ass WP leader
UK
5
5
Participant
UK
2
2
Participant
UK
3
3
Participant
FI
5
5
Participant
118
117
10
Learning Study Model for Mathematics and ICT / LeSMIT
Page 51 of 66
145
Please explain how the overall project management will be implemented making specific reference to the
management structure of the partnership, how decisions will be taken and how the partnership proposes to
ensure permanent and effective communication and reporting (limit 1000 characters).
Quality assurance in the evaluation process will be managed by University of Gothenburg who will
secure the participating of all partners. WP leader reports continuously to the SG. All communication
will be in the VLE Fronter, video meetings and the website. HTI will report their observations
continuously to the SG and their reports will be a part in the reports to the EACEA/DG. Part from the
SG meetings the communication will be as above. EUC will collect information from schools concerning
their field of evaluation, efficiancy of the learning study model. This will be done through physical
meetings, videomeetings and Fronter. EUC reports to SG.
Tasks that will be subcontracted
Please add lines as necessary.
Partner responsible for entering into a subcontract with a sub-contractor
N° days (where appropriate)
Brief
description
of task
P(n)
Explanation of work package expenditures
Please explain and justify budget items included in the detailed budget that relate to this work package,
specifically, where relevant under the headings: "travel and subsistence (of the staff of the consortium)",
"equipment" and "other" (limit 3000 characters).
Travel and subsistence: In order to evaluate the performed LS University of Gothenburg will visit the
university partners in each country. EUC will visit the school partners and HTI attends the SG meetings.
Number of travels will be held as low as possible. This can be done through our performance of video
conferences/meetings, website and use of our VLE Fronter. The responsibilty of the website, video
conference tool and the VLE is on lead partner Kungälv.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 52 of 66
PART G. Work plan and work packages
IMPORTANT: Sections G.1 to G.3 should be duplicated and completed together for each work package.
G.1 Identification
Work package
Dissemination
title
Work package number 4
Work package type
Start
Month number
1
Management
Implementation (the substance of the work planned including production,
testing, etc)
Quality Assurance (quality plan)
Dissemination
Exploitation of results
End
Month number
24
Duration
in number of months
24
Description of the work package (limit 3000 characters)
We will disseminate information both at the national and at the European level. All partners will adapt a part
of the project website to their national language for better understanding.
Project results will be disseminated through conference presentations and publications at different levels
from articles to general manuals, posters and informational leaflets. Experiences and results of the project
will be presented in the context of conferences and seminars organized by other actors but addressing issues
related to the project.
The final conference will raise awareness among relevant actors at all levels, upon the need to act
differently. The communication will give such an engagement that it will survive after the project has ended.
The target groups for disseminate the project are:
- School leaders and Teachers
- Researchers
- Math and ICT networks
Final beneficiaries are
- Students
- Citizens, Politicians
Learning Study Model for Mathematics and ICT / LeSMIT
Page 53 of 66
G.2 Deliverables – outputs / products / results
Please add tables as necessary.
Deliverable number
12
Title
Dissemination plan and website
Type of outcome /
product / results
Report
Delivery date
Nature
Dec 2011
Dissemination
level
Public
Restricted to other programme
participants (including Commission
services and project reviewers)
Confidential, only for members of
the consortium (including EACEA
and Commission services and
project reviewers)
Report
Service / Product
Demonstrator / Prototype
Event
Other
Language versions
English
Target languages
English
Description (limit 1000 characters)
During the first project meeting, a proposal for a dissemination plan will be presented. The proposal will
be adapted to the input and opinions from the partners and decided upon. Information and means of
sharing will in the dissemination plan be tailored to the needs of each user group category. The user
groups targeted will be teachers, headmasters, students and other stakeholders. Our project website is a
part of D12 and will host all public documents delivered in the project. The official project website will be
launched.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 54 of 66
G.2 Deliverables – outputs / products / results
Please add tables as necessary.
Deliverable number
13
Title
Project description leaflets
Type of outcome /
product / results
Leaflets
Delivery date
Nature
Jan 2012
Dissemination
level
Public
Restricted to other programme
participants (including Commission
services and project reviewers)
Confidential, only for members of
the consortium (including EACEA
and Commission services and
project reviewers)
Report
Service / Product
Demonstrator / Prototype
Event
Other
Language versions
English
Target languages
English
Description (limit 1000 characters)
In the beginning of the project a leaflet will be produced. The leaflets will describe the aims and
objectives in our project, the partner members, the learning study model and the website. This work will
be communicated by the lead partner who is responsible for collecting material and the printing. The
leaflet will also be published on the website. Target groups will be teacher training institutes, teachers,
headteachers and other stakeholders. The leaflet will be printed in 1000 copies.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 55 of 66
G.3 Consortium partners involved and resources required to complete the work package
Please add lines as necessary.
Indicative input of consortium staff - The total number of days per staff category should correspond with the information provided in the budget tables.
WP4
Lead partner
Number of staff days
Partners
involved
Country
Short name
1
2
3
Sweden
Suomi
Sweden
SE
FI
SE
4
5
Kypros
United
Kingdom
United
Kingdom
United
Kingdom
United
Kingdom
Suomi
CY
UK
6
7
8
9
Total
Category
1
25
Category
2
Category
Role and tasks in the work
package
Category
4
Total
5
5
20
5
5
20
10
10
10
WP leader. Webmaster.
Local disseminators
International pedagogic
and didactic mathematics
networks
Local disseminators
International media.
UK
10
10
Local disseminators
UK
2
2
Local disseminators
UK
3
3
Local disseminators
FI
10
10
Local disseminators
65
100
10
35
Learning Study Model for Mathematics and ICT / LeSMIT
Page 56 of 66
Please explain how the overall project management will be implemented making specific reference to the
management structure of the partnership, how decisions will be taken and how the partnership proposes to
ensure permanent and effective communication and reporting (limit 1000 characters).
We will continuously update and publish information and reports on the public website.
Communication with the EACEA, media, math and ICT network, researchers and schools will be
regular according to the dissemination plan. All partners are responsible towards local media as local
disseminators and will communicate the outcomes with local politicians and stakeholders.
Tasks that will be subcontracted
Please add lines as necessary.
Partner responsible for entering into a subcontract with a sub-contractor
N° days (where appropriate)
Brief
description
of task
P(n)
Explanation of work package expenditures
Please explain and justify budget items included in the detailed budget that relate to this work package,
specifically, where relevant under the headings: "travel and subsistence (of the staff of the consortium)",
"equipment" and "other" (limit 3000 characters).
Other: Project description leaflets will be produced in order to disseminate the project idea and the
learning study model. It’s an important part in creating interest locally, nationally as well as
internationally in our project. A limited number of leaflets will be provided to all partners and published
on the website as pdf-files.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 57 of 66
PART G. Work plan and work packages
IMPORTANT: Sections G.1 to G.3 should be duplicated and completed together for each work package.
G.1 Identification
Work package
Exploitation
title
Work package number 5
Work package type
Start
Month number
9
Management
Implementation (the substance of the work planned including production,
testing, etc)
Quality Assurance (quality plan)
Dissemination
Exploitation of results
End
Month number
24
Duration
in number of months
16
Description of the work package (limit 3000 characters)
Work package leader is HTI (UK).
The project will produce a manual of the Learning Study Model and an article on the results of our specific
carried out Learning Studies from different countries and cultures. These results will be presented at the final
conference and through articles in pedagogic magazines, both national and international, spread to teachers,
headteachers, researchers, stakeholders and politicians. Our findings will be linked to projects that will be
granted on FP7, 2.2.3.1
Websites and social media will be of great importance in spreading the findings. All partners will work locally
and nationally to make teacher training institutes adopt the learning study model.
Results during the life of the project will be presented in reports to the EACEA/Commission and press
conferences. The website will continuously be updated with reports and results showing the developing of
the project. These documents will be on the website after the life of the project.
Throughout the project several pressconferences will be held. In the beginning in Sweden and the end at the
final conference. In other countries press conferences will be held at the workshops.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 58 of 66
G.2 Deliverables – outputs / products / results
Please add tables as necessary.
Deliverable number
14
Title
Final conference
Type of outcome /
product / results
Conference
Delivery date
Nature
Nov 2013
Dissemination
level
Public
Restricted to other programme
participants (including Commission
services and project reviewers)
Confidential, only for members of
the consortium (including EACEA
and Commission services and
project reviewers)
Report
Service / Product
Demonstrator / Prototype
Event
Other
Language versions
English
Target languages
English
Description (limit 1000 characters)
The final conference will be held att University of Gothenburg in november 2013. All partners and as
many teachers and headteachers from participating schools, as possible, will attend the conference, as
well as all partner researchers. Special invitations will be sent to teachers, headteachers, researchers,
polititians, math and ICT networks and media. WP leader, HTI, will communicate with the lead partner
Kungälv who will make local arrangements togehther with University of Gothenburg. HTI will be
moderator at the conference and handle seminar bookings and international media.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 59 of 66
G.3 Consortium partners involved and resources required to complete the work package
Please add lines as necessary.
Indicative input of consortium staff - The total number of days per staff category should correspond with the information provided in the budget tables.
WP5
Number of staff days
Partners
involved
Lead partner
5
2
3
4
1
6
7
8
9
Total
Country
Short name
United
Kingdom
Suomi
Sweden
Kypros
Sweden
United
Kingdom
United
Kingdom
United
Kingdom
Suomi
UK
Category
1
Category
2
Category
4
WP-leader, moderator
19
15
11
7
11
19
15
11
47
11
Conference participants
Lecturer
Lecturer
Conference participants
Lecturer
UK
12
12
Conference participants
UK
10
10
Conference participants
FI
10
10
Lecturer
40
59
10
Total
29
FI
SE
CY
SE
UK
19
Category
Role and tasks in the work
package
95
10
Learning Study Model for Mathematics and ICT / LeSMIT
Page 60 of 66
164
Please explain how the overall project management will be implemented making specific reference to the
management structure of the partnership, how decisions will be taken and how the partnership proposes to
ensure permanent and effective communication and reporting (limit 1000 characters).
As the final conference is held in Gothenburg it’s of the utmost importance that the communication
between the WP leader, HTI, and the lead partner, Kungälv, is secured. This will be done in the SG
meetings and the partnership agreements. At the final conference all partners will participate and in
seminars and lectures present their experiencies and findings. The conference will be broadcasted on
the website. At the conference the final manual will be released.
Tasks that will be subcontracted
Please add lines as necessary.
Partner responsible for entering into a subcontract with a sub-contractor
N° days (where appropriate)
Brief
description
of task
P(n)
Explanation of work package expenditures
Please explain and justify budget items included in the detailed budget that relate to this work package,
specifically, where relevant under the headings: "travel and subsistence (of the staff of the consortium)",
"equipment" and "other" (limit 3000 characters).
Travel and subsistence: Final conference will be visited by all partners. The project will fund 15
participants from partners all together, described in the budget plan. However we encourage all partners
to bring more people to the conference, travelling at their own expenses.
Other: Final manual will be delievered at the conference but produced in D8, described earlier. Meeting
rooms, invitations and adds will be at the lead partners expense.
Learning Study Model for Mathematics and ICT / LeSMIT
Page 61 of 66
Third country participation
(where applicable)
Please complete this section if the application includes participation from third country
partner(s). It must contain only information relating to organisations in third countries and
their activities.
PART H. Organisation and activities
This part must be completed separately by each third country organisation participating in the project.
Third country partner number - P x [P1 – Pn]
Organisation name
H.1 Aims and activities of the organisation
Please provide a short presentation of your organisation (key activities, affiliations etc.) relating to the
domain covered by the project.
Please describe the role of your organisation in the project. Provide information on the operational and
financial management of the project within the organisation (limit 3000 characters).
H.2 Technical capacity: Skills and expertise of key staff involved in
the project / network
Please add lines as necessary.
Name of staff
member
Summary of relevant skills and experience, including where relevant a list of
recent publications related to the domain of the project (limit 750 characters per
person).
Learning Study Model for Mathematics and ICT / LeSMIT
Page 62 of 66
PART I. Work plan and work packages
I.1 Added value of the third country participation
Please describe the added value that the third country participation will bring to the main project in terms of
project outputs/results, the impact on the target groups in the main LLP application, the choice of partners
and value for money. (limit 2000 characters)
IMPORTANT: Sections I.2, I.3 and I.4 should be duplicated and completed together for each work
package.
I.2 Identification
Please describe the activities that will be undertaken by the partner organisation(s) in third countries
following the logic of the work packages already established in the main application form. Activities that are
additional to existing work packages should be completed using the existing work package number.
New work packages need to take a new work package number. All the information presented in this
section should relate to the activities of the third country participants only.
Work package
title
Work package number
Work package type
Start
Month number
Management
Implementation (the substance of the work planned including production,
testing, etc)
Quality Assurance (quality plan)
Dissemination
Exploitation of results
End
Month number
Duration
in number of months
Description of the third country partner activities in the work package (limit 2000 characters).
Learning Study Model for Mathematics and ICT / LeSMIT
Page 63 of 66
I.3 Deliverables – outputs / products / results
Please specify any additional deliverables that will be produced by partner organisation(s) in third countries.
Please add tables as necessary.
Deliverable number
Title
Type of outcome / product
/ results
Description (limit 500 characters)
Learning Study Model for Mathematics and ICT / LeSMIT
Page 64 of 66
I.4 Consortium partners involved and resources required to complete the work package
Please include only the partner organisation(s) in third countries.
Please add lines as necessary.
Number of staff days
Partners
involved
Lead
partner
Country
Short name
Category
1
Category
2
Category
Category
4
Role and tasks in the work
package
Total
P(n)
Total
Explanation of work package expenditures
Please explain and justify budget items included in the detailed budget that relate to third country organisations working on this work package, specifically, where
relevant under the headings: "travel and subsistence (of the staff of the consortium)" and "other" (limit 2000 characters).
Learning Study Model for Mathematics and ICT / LeSMIT
Page 65 of 66
List of Associated Partners
(where applicable)
These organisations may provide the consortium with facilities or assistance that enhances the
quality of work, but they may not be responsible for core activities of the project (e.g. management,
coordination, leader of a work group etc.). No financial contribution from EU resources
will be allocated to these organisations.
Nr
Name of organisation
Type of
institution
City
Learning Study Model for Mathematics and ICT / LeSMIT
Page 66 of 66
Country