Projects
Current Projects |
ETIS | Project team | Duration |
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Enhancing Research on the Integration of Formal Educational Programmes and Workplace Learning The project aims to enhance excellenceand research potential in the field of researchon integrating formal education andworkplace learning (WPL) for students in basic and secondary schools. Facilitating multifaceted capacity building at the School ofEducational Sciences (SES) at Tallinn University (TLU)in this field will be achieved through partnership: Finnish Institute for Educational Research at the University of Jyväskylä, and Institute of Educational Sciences at Paderborn University.
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TKA22151 | 2023-2025 | |
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Electronic, Didactic and Innovative Platform for Learning based On Multimedia Assets The e- DIPLOMA project will establish e-learning in an upper quality level in a three years´research project, posing the use of Augmented Reality/VirtualReality, Artificial Intelligence, Interactive Technoligies, chatbots and gamification in a newly designed e-learning platform |
TKA22070 |
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2022-2025 |
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Creating a concept and action plan for the development of an e-handbook for supporting teaching Estonian language to children whose mother tongue is different from Estonian Creating a concept and action plan for an e-handbook for supporting teaching Estonian language to children whose mother tongue is different from Estonian. During the project, a concept, which provides the basis for the development of the e-handbook and an action plan for the period of 2024-2026 will be created.
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TKA23060 | 2023 | |
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Digital jump in the youth field
The goal of the project is to increase the digital capacity of at least 48 local governments in the youth field by 2024: create and/or develop innovative and smart solutions for higher quality functioning of youth work (including e-participation options); support and develop the digital competences of at least 200 youth workers through the development of a learning community and thematic trainings; to create prerequisites for the conscious digital leap of youth workers and local governments through the corresponding digital frameworks and evaluation models. |
TKA22121 | 2022-2023 | |
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Academy4Business Academy for Business project partners are motivated to co-design a cross-border blended digital course for academy and business to boost the entrepreneurial and scientific mind-sets for future entrepreneurs and knowledge workers in EdTech. This capacity-building project aims at reducing the cap between the academic and business worlds by reciprocal knowledge transfer between the academic and business sectors. The students and professors are supported to acquire an entrepreneurial mind-set while the business sector actors are introduced to use the evidence- and science-based approaches in their business. |
TKA23009 | 2023-2025 | |
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Supporting Ukraine through citizen engagement at Baltic Universities Analysis, design, implementation and assessment of citizen engagement actions within and beyond Baltic HEIs. Stimulating innovative educational practice and staff upskilling at Baltic HEIs through cross- cultural intercomprehension, tolerance, citizen engagement, business-academia cooperation. General objective of the Baltics4UA project is to Enhance Baltic universities’ social responsibility through civic engagement actions to address Ukrainian humanitarian crisis in the Baltics.
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TKA23013 | 2023-2025 | |
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Building Capacity for Online Tuition in Ghana There is opportunity to change course digital delivery in higher education institutions in Ghana and build sustainable digital learning policy in sub-Saharan Africa. Scaling up digital education delivery calls for strategic planning and development of existing and innovative pedagogical methods specific to digital delivery. The project will result in the development of an educational research based action plan, which will include the development of the delivery system and training. |
TÕA23008 |
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2023-2025 |
Expanding and Scaling up the Digital Education Hackathon The tender will be organised in view of establishing a service contract for further developing and scaling up the Digital Education Hackathon; managing, expanding and engaging its community; supporting the dissemination and implementation of valuable solutions; linking the initiative with the Digital Education Hub. |
TKA22216A | 2023-2025 | |
Education without gender stereotypes = more equal and wider opportunities for young people With the help of international materials and knowledge gained from training, a selective analysis of both printed and digital textbooks and educational materials is carried out by the experts, where the appearance of gender stereotypes in the educational materials of the Estonian general education system in use is investigated, including an emphasis on the view of the future, in order to avoid mistakes made so far in the preparation of textbooks and digital materials in the future. |
TRU22192 | 2022-2023 | |
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Improvement support for educational institutions TLÜ works in cooperation with HAKA on a development program of up to three years, which promotes a learner-centered culture and evidence-based management. Within the framework of the project, criteria and principles for the selection of educational institutions participating in the development program will also be developed for the involvement of the head of the educational institution participating in the development program.
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TKA22181 | 2022-2029 | |
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Developing and enhanching the teaching quality of inclusive education curriculum The aim of the project is to equip both acting and future teachers with knowledge, skills and competencies necessary to promote inclusiveness and decrease segregation of SEN students. The objective is to enhance inclusive education and promote the development, testing and implementation of innovative practices in the field of teacher training in inclusive education. The project will help to identify and address the causes that prevent teachers from supporting SEN pupils´ integration into regular classrooms and implementing the principles of inclusive education, as well as to strengthen the competencies and capacity of the Estonian universities in this field. |
TÕA19009 | 2019–2024 | |
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Co-Creating inclusive school communities The main aim of the project is to support schools in strengthening inclusive school communities in which every participant is welcomed, respected, valued and given a voice and that embrace and appreciate diversity in culture, religion, gender, ability or socio-economic background. Within this project, the focus is on the social environment where all school community members are given a voice. Through inclusive school communities, schools can increase engagement with actors within and outside the school community and are more likely to secure sustainable improvements towards the best and equal opportunities for all learners. |
TKA21209 | 2021-2024 | |
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Social inclusion through pupils' participation The purpose of the project is to allow teachers to explore and develop professional work based on pupils' perspectives and experiences on social inclusion to firstly deepen professional knowledge and competence on best practices and collegial international exchange, secondly to create didactical and educational material and thirdly to evaluate strategies where teachers and researchers in cooperation develop learning opportunities that support pupils' social belonging and agency which then can be shared in the professional community. |
TKA20172 |
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2020–2023 |
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Vocational education and workplace training enhancing social inclusion of at-risk young people The main research goal is to investigate, how can vocational education and training (VET) enhance social inclusion of young people at-risk, both in terms of combating school drop-out and promoting transitions between various (social) learning contexts, such as school-work transition. |
TAU20189 | 2021–2023 | |
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Inclusive and Innovative Pedagogies for Educators Inclusive and Innovative Pedagogies for Educators aims to close the gap between policy and practice. We firmly believe that “the quality of an educational system depends upon the quality of its teachers” (Teaching in Focus Brief 2, OECD, 2012) and so educators are at the heart of our work. Our suite of training resources will provide educators with the knowledge, skills, and confidence to create genuinely engaging learning experiences for students, in three key areas: diversity and inclusion, innovation for 21st century skills and digital technology. |
TKA20197 | 2020–2023 | |
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International Civic and Citizenship Study The purpose of the International Civic and Citizenship Education Study (ICCS) is to investigate the ways in which young people are prepared to undertake their roles as citizens in a wide range of countries. |
TRU19056 | 2019–2023 | |
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Professional Teacher of Estonian Language in Russian Speaking Group Conduct training for kindergarten teachers and teams and the implementation study of the pilot project, support with a home language other than Estonian, incl the knowledge of the Estonian language of the students who arrived from Ukraine.
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TKA23017 | 2023 | |
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Development of digitalisation in teacher education The overall aim of the digiTED@EU project is to promote and facilitate digitalisation among teacher educators in Europe (and beyond). The project aims to 1) develop a hybrid programme for professional development that enhances the digital skills, competences and creativity of teacher educators; promotes the readiness of teacher educators to teach online and to design and organise digital courses; provides resources for tech-based assessment and feedback for teacher educators. 2) empower teacher educators to become more involved, creative and active in their own learning and development 3) stimulate transnational and interdisciplinary |
2022-2025 | ||
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The project aims at enhancing quality of design and delivery of initial teacher education (ITE) towards increasing the professionalism bar for teaching profession in Kosovo through the implementation of European-inspired quality assurance mechanism that produce teacher professionalism aspired by teaching profession in Kosovo. |
TKA20017 | 2020–2023 | |
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Upgrading pre- and in-service teachers’ digital skills with online STEAM hands-on training modules The proposal seeks to provide the appropriate background for the improvement of the penetration of technology-based methods and activities into mainstream education through upscaling pre- and in-service teachers’ digital skills through modules in higher education courses. |
TKA20199 | 2020–2023 | |
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Increasing entrepreneurship and STEM / STEAM capacity in higher education, focusing on sustainable and innovative development. Particular attention will be given to promoting gender equality and addressing differences in relation to the access and use by underpresented groups. Target groups are: HEI educators and students from future educators in HEIs disciplines; young underprivileged women between 18 and 30 years old, from rural communities, or outskirts; innovation and entrepreneurship organisations and HEIs with digital, STEM/STEAM and sustainability competences and with associated partnership with STEM/STEAM tech SMEs. |
TKA21193 | 2021-2024 | |
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Discovery trail: Systematic use of digital outdoor learning tool The partners of the "Discovery Trail" project from Estonia, Finland, Greece and Austria bring together the fields of education, psychology, ecology and educational technology and explore the possibilities of using the digital solution of the Discovery Trail in nature education. In the course of the project, we will translate the Discovery Path application into different languages, develop technical solutions (to be more user-friendly), and introduce the application and paths created with local and international training to teachers and nature education centers in the participating countries. In addition, multilingual examples will be developed in the field of biodiversity to support the meaningful use of the application, and their potential impact on changing students' perceptions of biodiversity will be explored. |
TKA21192 | 2021-2024 | |
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Application for the development of green and smart city CitiesGoGreen aim to bring together environmental education, the method of gamification and STEM as an educational tool. The main objectives of the project are the following: 1. To cultivate the environmental consciousness of pupils together with other transversal skills and competences. 2. To develop a theoretical framework based on which it will cultivate the environmental consciousness of primary school pupils of age 10-12 years 3. To engage pupils with STEM and to develop the key skills of pupils through STEM 4 To design a state of the art game that will combine ENVIRONMENTAL CONSCIOUSNESS, Gamification and STEM 5. To develop an assessment tool that will be used prior and after the game to measure the skills gained through the game. The main focus of the assessment tool is the assessment of environmental consciousness. However other skills developed through STEM and through gamification will also be developed. The objective of this project is to educate pupils in the age of 10-12 years old on the importance of being green, and demonstrating sincere interest in the environment. |
TKA22035 | 2021-2024 | |
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Relationship between students' interdisciplinary knowledge and career awareness in science The aim of this research project is to develop pedagogically grounded instruments for measuring problem-solving and decision-making skills in the context of science-based and career-oriented learning. The goal is to improve the Cmap methodology for using in the learning process and for assessment. |
TA/1021 | 2021-2022 | |
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Supporting young people to succeed – Building capacities to better integrate non-formal and formal learning in Estonia The aim of the project is to analyze and the develop actionable recommendations to better integrate non-formal and formal learning. Fully adapted to the Estonian education system and context, our approach does not rely on a one-size-fits-all global methodology. Continuous stakeholder engagement, senior technical capabilities and a deep understanding of the Estonian education system and context (notably from within) are central features of our approach, and will be combined by best practices from other European countries in better integrating non-formal and formal learning. The ASCENT team is led by ICF and delivered in cooperation with Praxis, Civitta and Tallinn University. |
TRU21215 | 2021-2023 | |
| Supporting primary students´ learning engagement by phenomenon-based and subject integrative teaching in authentic learning environments
The project is based on the general goal of education to develop a learner-centred and inclusive education system based on common values, which offers learning paths that support society's needs. The project activities focus on how the learning experiences in different environments and the integration of learning content are related to primary students' learning engagement. |
TR/921 | Inge Timoštšuk | 2021–2024 |
Completed projects
Completed projects |
ETIS | Project team |
Duration |
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Horizon 2020 project Scaling Up Educational Innovations in Schools The project Scaling Up Educational Innovation in Schools (SEIS) will significantly strengthen educational innovation research not only in Estonia, but in the Baltic states and in wider Europe by taking educational research and innovation to the next level. The project will present new perspectives on educational research by turning traditional "knowledge transfer" approaches into research- and technology-driven societal innovations (research-to-innovation-to-practice knowledge transfer), establishing an international virtual Research Lab on educational innovations, facilitating the inclusion and capacity building of the new actors in the field and encouraging exchange of knowledge and experiences among stakeholders and top research groups in the field. |
TKA19154 | 2020–2022 | |
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Horizon 2020 project Cross-Border Educational Innovation thru Technology-Enhanced Research The Lifelong Learning Strategy for Estonia envisions digital turn in formal and informal education, order to change the learning paradigm towards more self-directed, creative and collaborative learning. One-to-one computing, digital learning resources, semantic web tools, linked data applications and interoperable cloud computing services will be used to build and evaluate tailored educational opportunities for every learner. This will maximize each student’s self-actualization aspirations and role in the tomorrow’s society and adaptation of educational institutions in Estonia along the expectations of rapidly changing job market and European education space. |
TAU15034 | 2015–2020 | |
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Professional Teacher of Estonian Language in Russian Speaking Group Development and implementation of trainings for kindergarten teachers and teams, development and implementation of pilot group monitoring studies. |
TKA22005 | 2022 | |
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Developing Competencies of Teachers to integrate Climate Literacy Education in European Schools The project aims at enhancing teachers' profiles to coach students effectively in European Secondary schools to raise the level of climate literacy by developing: |
TKA20198 |
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2020-2022 |
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Understanding the concept of student agency among Estonian and Russian speaking students: What is the experience and attitude of students towards agency in upper secondary schools in Estonia? This research project was developed out of the need to understand better the cultural differences in practices and attitudes towards student agency as perceived by students in Estonian and Russian language upper secondary schools in Estonia. The research follows a mixed methods approach where in the first stage, qualitative focus group interviews are conducted with students in Form 10. Using the qualitative data as an input for the second stage, a quantitative survey is administered in both types of schools. The results would help to design pedagogical interventions and teacher trainings to promote student agency. |
PUTJD1031 | Maria Erss | 2021–2023 |
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Teachers' professionality and professionalism in changing context Project aims to scrutinize how global changes and policy transformations and teachers’ life histories have affected teachers’ professionalism and professionality in Estonia. As such the project has a great potential for producing knowledge that has important practical implications allowing increasing policy take-up and maximization of teacher motivation and commitment, but also considerable international interest as relevant data from former communist countries is not available from previous studies. |
IUT18-2 | 2014–2019 | |
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Competence tests for first and second grade students (II phase) Prototype assessment instruments for first grade students' language, math and learning competences, and second grade students' language and math competences are developed, II phase. |
TKA21038A | 2021 | |
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Professional Teacher of Estonian Language in Russian Speaking Group The aim of the project is to develop and conduct trainings for kindergarten and basic school teachers, to create and carry out pilot studies of activities, to develop competences in early language learning and multilingualism. |
TRU20124 | 2020 | |
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The assessments and experience of the teachers and parents of the pre-school childcare institutions in coping with the emergency situation caused by COVID -19 The aim is to find out the early childhood teachers’ experiences in carrying out the schooling and education in emergency situation and to analyse the teachers’ utilisation of the means of information technology in children’s distance learning. In the course of the project the co-operation of the parents and employees of the childcare institutions is described and Estonian, German, Finnish and Icelandic study findings are compared. The results of the research will enable us to work out further suggestions and proposals in planning the schooling and education and ensuring the child-centred education in pre-school institutions. |
TA/5320 | 2020–2021 | |
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Improving the System of Professional Development of Teachers and School Leaders in Estonia The purpose is to improve the system of teacher and school leader education in Estonia focusing on what kind of professional development would help to improve the quality of teaching and learning. |
TKA20214A | 2020–2021 | |
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Comparative Study of Learning Systems – Research Protocols The case studies will investigate key issues and dilemmas confronted by each jurisdiction in designing their systems, how they resolved these, and to what degree they think these resolutions are successful, or not, for now and in the future. |
TRU19184A | 2019–2020 | |
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Strategic partnership for developing primary teacher education through school-based research The strategic partnership aims to support the advancement of ethical and inquiring primary teacher education by developing joint curriculum activities, and through the professional development of academic staff and future teachers. Two main areas that the inquiring approach would relate to in this project are: subject-integrative/phenomenon-based approaches in primary teacher education and learning in open settings. |
TÕA19135 | 2019–2022 | |
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International Early Learning (for Child Well-being) Study 2016-2019 The aim is to study, describe and analyse the impact of early childhood education on the development of children's (including children with special needs and different native languages) learning skills. The subaims of the pilot research are to study children's development and learning (incl. social, emotional and cognitive skills); correlations between child's participation in preschool childcare institution activities and acquiring early childhood education; the impact of individuality, home and preschool related aspects on the development of child’s social, emotional and cognitive skills. |
TAU17008 | 2016–2020 | |
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Creating Youth Workers - The Formal Education Edition The wider aim of the project is to improve the access of young people to high quality youth work services in Europe. The opportunities with curriculums for studying youth work in Estonia, Ireland, Wales and Macedonia will be analyzed, and guidelines for innovative cross-sectoral approach in developing competency based formal education opportunity for youth workers will be proposed. |
TRU19205 | 2019–2020 | |
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Competence tests for first and second grade students (II phase) Prototype assessment instruments for first grade students' language, math and learning competences, and second grade students' language and math competences are developed, II phase. |
TKA21038A | 2021 | |
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Carrying out a co-creation program for educational technological innovation Carrying out an educational technology innovation co-creation program and related activities, including additional consulting services, aimed at accelerating 6 teams to create educational technology innovation in cooperation with Startup Estonia, the Education and Youth Board (Harno) and Tallinn University (TLU). |
TKA21047A | 2021 | |
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Advising on data collection from ALPA Kids digital learning games for the preparation of a prototype of a personalized learning path, first stage Advising on data collection from ALPA Kids digital learning games for the preparation of a prototype of a personalized learning path, first stage. |
TKA21032A | 2021 | |
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By 2021, the TU EDUSPACE laboratory will have the capacity to offer internships introducing the use of artificial intelligence (AI) to students studying in non-ICT curricula. Behavioral models are created for simple AI robots to help understand the application of this type of robot in the classroom. To summarize the project, with the support of the IT Academy, a vision booklet was prepared on what role robots will (or could) play in future education. The project provided input for the next research project “ÕPPESTECH-METH Learning and Teaching at the University. Integrating new technologies and methods in university studies ”. |
TÕA20075 |
Henri Tammo Kristian Paekivi |
2020–2021 |
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Distance learning study: Lecturers’ and students’ coping with emergency distance learning in Tallinn University The study aimed to analyze the coping of Tallinn University (TLU) in the conditions of distance learning and to map the bottlenecks in order to be better prepared to carry out the learning process in similar situations in the future. |
TA/4120 | 2020–2021 | |
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The practices, efficiency, and challenges of technology-supported distance learning in Estonian comprehensive schools The study aims to map arrangement, efficiency and challenges of distance learning that was taking place in Estonian comprehensive schools during spring semester in 2020. The study focuses on aspects of regulation of teaching (including collaboration between teachers, learners and parents), the role of technology in distance learning, teaching strategies (including those for supporting students' self-regulation skills), as well as on well-being and motivation of the concerned parties. |
TA/4020 | 2020 | |
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Competencies and training needs of Estonian adult educators in training taking place in the digital environment The results fo the study include: the competences of Estonian adult educators and performance indicators in conducting trainings in a digital environment have been identified; a comprehensive understanding of the adult educators training needs based on the national qualification standard and DigCompEdu digital competence model; awareness and expectations of training institutions and trainers for EPALE as a professional development environment. |
TRU20084A | 2020 | |
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Experiential learning in an open environment An overview of activities supporting active learning in open learning environments and their management will be prepared. The overview includes theoretical analysis and practical solutions that are developed in a case study format. |
TKA19096A | 2019-2020 | |
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Professional Teacher of Estonian Language in Russian Speaking Group The main goal of the project is to contribute to the implementation of the national curriculum of preschool child care institutions through support for teachers of Estonian as a second language in pre-primary institutions. The project includes teacher training and research. |
TRU19125 | 2019 | |
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Developing the prototype of a pre-school assessment tool The aim of the project is to develop a prototype of the pre-school tool based on the concept. The prototype is a model of an assessment tool that contains, for each area, information that is evaluated in the context of that skill, and suggestions for types of tasks to assess and also contains sample tasks. |
TRU19182A | Tiiu Tammemäe | 2019 |
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OECD International Early Learning (for Child Well-being) Study The aim of the project is to contribute to the implementation of the OECD International Early Learning (for Child Well-being), including translating the results of the main survey of 5-6 years old children into Estonian and Russian, coding and participating in the preparation of the Estonian national report. |
TKA19124 | 2019 | |
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Competence tests for first and second grade students Prototype assessment instruments for first grade students' language, math and learning competences, and second grade students' language and math competences are developed. |
TKA20071A | 2020 | |
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Expert assessment and analysis of improving the standard of an Entrepreneurial School To prepare and conduct improvement expert assessment and analysis of Entrepreneurial School standard. |
TKA20112A | 2020 | |
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Development of a portfolio of interdisciplinary business education services for the EDUSPACE research laboratory The rapidly changing needs of the education and industry sectors have led to a situation where companies offering innovative technological equipment need to focus more on training their customers. The aim of this project is to continue the development of the EDUSPACE research laboratory's portfolio of educational services for entrepreneurs. As expected, a new service will be added to the EDUSPACE research laboratory's service portfolio for entrepreneurs: advising technology companies on creating trainings and co-creating a training prototype. |
TF6920 | 2021 | |
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Preparation and implementation of the study for modified national curriculum Recommendations how to formulate the concept of monitoring and studying the implementation of the modified national curriculum. |
TKA19183 | 2019 | |
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Experiential learning in an open environment An overview of activities supporting active learning in open learning environments and their management will be prepared. The overview includes theoretical analysis and practical solutions that are developed in a case study format. |
TKA19096A | 2019–2020 | |
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Combining research competencies and developing overall competence in the fields of school culture and school management The aim of the project is to tie together research activities carried out in the university and actual school development projects as well as to combine research competencies in the fields of school management and school culture in the realm of educational management in Tallinn University. The project serves as input to the sub-activities of the ERA-Chair’s field of educational innovation. The purpose of the project is to chart the dominant management styles of school leaders and to analyse the willingness of school leaders to implement educational innovations and support the professional development and learning (incl the development of ICT competencies) of their teaching staff. |
TF5716 | 2017–2019 | |
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Competencies and training needs of Estonian adult educators in training taking place in the digital environment. The results fo the study include: 1. the competences of Estonian adult educators and performance indicators in conducting trainings in a digital environment have been identified; 2. a comprehensive understanding of the adult educators training needs based on the national qualification standard and DigCompEdu digital competence model; 3. awareness and expectations of training institutions and trainers for EPALE as a professional development environment. |
TRU20084A | 2020-2021 | |
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Researcher Identity Development: Strengthening Science in Society Strategies The aim of the project is to reconceptualize the role of Early Career Researchers (ECRs) in order to enable them to successfully face current societal challenges and establish satisfactory careers and to enhance the development of ECRs’ identities and careers through training.
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TRU17140 |
Erika Löfström |
2017–2020 |
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Technology-supported distance learning pracitces, efficiency and challanges in Estonian general education schools The organization of distance learning in Estonian general education schools in the spring of 2020, its efficiency and challenges in the organization at the level of managers, teachers and students will be mapped. |
TA/4020 | 2020 | |
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Learning robot Bee-Bot possibilities in developing the social skills of children with autism spectrum disorders The study is conducted in 5-year-old children with autism spectrum disorders who have difficulty communicating socially and verbally and non-verbally. The aim of the study is to find out how the involvement of a robot in teaching contributes to the development of social relations. |
TA/5620 |
Getter Eskla |
2020–2021 |
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Digital Learning Resources STEAM K12 Provide students of teacher education field with different STEAM skills for enhancing subjects with technology: robotics, sensors, virtual and augmented realities, electronics, and statistics. Students learn to use these tools for applying modern teaching methods and influencing learning outcome. |
TRU20003 |
Elyna Nevski |
2020 |
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Computational Thinking and Control Technology with Rugged Robot Using Rugged Robot Across the Curriculum Translating the manual “Computational Thinking and Control Technology with Rugged Robot Using Rugged Robot Across the Curriculum“ and adapting it to the Estonian pre-school curriculum. |
TÕA20178A | 2020 | |
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Development of a EDUSPACE educational service prototype The goal of this project is to create a prototype of an educational service that facilitates introducing Estonian nature to the students of early childhood and primary education. |
TA/5120 |
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2020 |
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Creation of interactive math exercises, following modern teaching practices, for Robomath digital open learning recources, for the grades 3 and 6 The goal of the project is developing the Robomath method's digital learning depository and publishing it in eKoolikott environment, open to all Estonian teachers. The project is supporting the third iteration of the doctoral study, focusing on developing model's different implementation models and on ensuring sustainability. For the development of digital learning depository following tools, created by Tallinn University's Centre of Educational Excellence: the Drupal environment, and a solution that collects learning analytics data and is based on H5P interactive exercise templates. |
TF1719 |
Anastassia Skiperskaja |
2019 |
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Comparative Study of Learning Systems – Research Protocols The case studies will investigate key issues and dilemmas confronted by each jurisdiction in designing their systems, how they resolved these, and to what degree they think these resolutions are successful, or not, for now and in the future. |
TRU19184A | 2019–2020 | |
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Learning and Teaching at University. Experiences of Learning and Teaching Practices The ‘enactment’ perspective (academics and students together create their own curriculum realities) is increasingly replacing the ‘fidelity’ perspective on implementation (academisc following curricular prescriptions from external sources) (Akker 2009). That trend and changes at universities reque adopting innovative strategic approaches for supporting academics and their professional development; new relations, redisigning teaching and learning process and approaches; bridging research, practice and teaching; creating and develope innovations for supporting students learning. Ambitionalstructural reform, changes at curricula structure and innovations by implementing new interdisciplinary approaches in university study process (ELU/Life projects) call for systematic research supporting changes and new implementations. Research (2016- 2018) „Learning and Teaching at Tallinn University: experiences of learning and teaching practices” planned as an interdisciplinary educational design research ( Plomp, 2007; Akker et al., 2009), which based on institutional ethnography (Smith 2005,Walby 2002) and social-cultural approach (James et al., 2007, 28) and focuses on learning culture, institutional discourse as an „ruling relations“ in instutional documents (Smith 2005) and on experiences of learning, teaching and and teaching practices in the institutional /university context. Teaching at university is a multi-level endeavour and takes place at three inter-dependent context: at the institution-wide level; at the faculties and programme level; on Individual level, including initiatives that help academics achieve their mission, encouraging them to innovate and to support improvements to student learning and adopt a learneroriented focus. Support for teaching and learning at university can be manifested through a wide range of activities and possibilities. Research questions: What is the current practice of teaching at the university? How teaching practice (eg ELU/LIFE projects) affect students' learning experience? What are the basic principles of support for innovative teaching practice at Tallinn University? Empirical data will be collected by using triangulation of methods: focus group interviews, interviews with academics, students feedback survey. Empirical data will be analysed using mixed methods: discourse and qualitative thematic analysis with combination of statistical data analysis. Two main groups of purposeful sample will formed from academics ans students from four study fields. |
TF5416 | 2016–2019 |