Projects
Current Projects |
ETIS | Project team | Duration |
1. 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 | Terje Väljataga Kairit Tammets Timo Tobias Ley |
2020–2022 |
2. 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 |
3. 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 | Triin Ulla Katrin Poom-Valickis Tiia Õun Piret Soodla Tiiu Tammemäe Lii Lilleoja Ene Varik-Maasik Eliis Ait |
2019–2023 |
4. 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 |
Eve Eisenschmidt Kätlin Vanari Berit Silvia KondratievPiret Oppi Reet Sillavee Krista Keedus |
2021-2024 |
5. 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 |
Mari-Liis Lind |
2020–2023 |
6.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 | Meril Ümarik Krista Loogma Terje Väljataga |
2021–2023 |
7. 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 | 2020–2022 | |
8. 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 | Meril Ümarik Tõnu Idnurm Lianne Teder Tanja Dibou Karolin Mäe Maarja Tinn |
2019–2022 |
9. 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 | Tiia Õun Maire Tuul Kerstin Kööp Külli Rauk Evelyn Neudorf Piia Varik Mari-Liis Lind | 2022 |
10. 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 |
Terje Väljataga Kadri Mettis Yagmur Cisem Yilmaz | 2022-2025 | |
11. "Digiloping Teachers" - Digital competences development and mentoring for teachers With "Digiloping Teachers" program goal is to help the digital transition from multiple angles. We want to address the three major groups in the learning process: teachers, students, and schools. We want to develop a comprehensive solution that gives the participants of the learning/teaching process (teacher, student) a helping hand to develop digital competence, to promote the development of a digital resilient society. We are collaborating to design a converging curriculum focused on learning and teaching 21st-century skills at schools. Sharing content on online platforms in every country and training educators in its curricular methodology. Grounded in the European Digital Competence Framework “DigCompEdu”, the initiative aims to drive the innovative use of digital technologies for educative purposes in schools and out-of-school settings as well as its confident, safe, and creative use by students and educators alike. |
TKA21055 | Janika Leoste Marika Kutškova Maire Tuul Sirly Väät | 2021-2023 |
12. ENhanced Learning and teaching in International Virtual ENvironments As a result of the project, progressive course modules will be created for the development of digital competencies for learners and teaching staff. There will be also created guidelines for creating innovative and inclusive international learning environments in virtual, blended or technologically enhanced learning contexts. |
TÕA21067 |
Janika Leoste Mart Laanpere Marika Kutškova Maire Tuul Sirly Väät Egle Hollman |
2021-2023 |
13. Towards a quality oriented system of initial teacher education to increase teacher professionalism in Kosovo 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 | Eve Eisenschmidt Kätlin Vanari Mikk Kasesalk Katrin Poom-Valickis |
2020–2023 |
14. Preparation of development program for school teams to support student mental health promotion in schools The purpose of the project is to prepare a methodology and action plan for the development program for the school team, which: |
TKA21031A | Eve Eisenschmidt Kätlin Vanari Berit Silvia Kondratjev Ott Oja |
2021 |
15. Development of school environment surveys Guidelines and specifications will be developed to support the use of self-directed assessment tools 1) for supporting teachers to become sel-directed learners 2) for students to become self-directed learners in grades 4, 8 and 11. |
TKA21221A | Eve Eisenschmidt Kati Aus Elina Malleus-KotšegarovAstra Schults Anna-Liisa Jõgi | 2021-2022 |
16. Testing the intervention "Mental health promoting schools" in 2021/2022 in 5 Estonian schools In the course of development program the management team formed in the school sets the goal of the change related to mental health and prepares a constantly updated success plan with the necessary analysis and research tools. |
TKA21180 | Eve Eisenschmidt Kätlin VanariKrista KeedusBerit Silvia KondratjevPiret Oppi Jüri Käosaar | 2021-2022 |
17. Integrated leadership in school practice The project aims to explore ‘integrated leadership’ and to stimulate school teams to realise more integrated leadership within their school |
TKA19149 | Katrin Poom-Valickis Eve Eisenschmidt Kätlin Vanari Berit Silvia Kondratjev Jüri Käosaar |
2019–2022 |
18. Adaptation and development of the VEPA Behavioral Skills Game methodology according to the context of Estonian kindergartens Adaptation and development of the VEPA Behavioral Skills Game methodology according to the context of Estonian kindergartens. Project includes the preparation of recommendations for adapting the VEPA methodology in the Estonian context, the training of VEPA teachers and evaluating the methodology in kindergartens. |
TKA21178 | Maire Tuul | 2021-2022 |
19. Research group for studying the kindergarten learning environment and teachers’ teaching practices The aim of the project is to study the social climate, teaching and instructional practices in 50 Estonian- and Russian-language kindergartens using the Early Childhood Classroom Observation Measure (ECCOM). A research group is formed with researchers from Schools of Educational Sciences and Natural Sciences and Health for achieving the aim of the project. |
TA/3221 | Anne-Mai Meesak Eve Kikas Tiia Õun Maire Tuul Piia Varik | 2021-2022 |
20. 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 | Janika Leoste Külli Kori Maria Erss Tobias Ley Maire Tuul Tiiu Tammemäe Elyna Heinmäe |
2020–2023 |
21. A Framework for Efficient and Engaging Hybrid Education in Lower-secondary Schools The FreeEd project defines a framework for hybrid education (combining learning in school with distance learning), including best practices in the project countries (most of them |
TKA21023 | Janika Leoste Larissa Jõgi Mihkel Kangur |
2021–2023 |
22. WINnovators "Boosting entrepreneurial and STEM/STEAM capacity of young Women in higher education institutions for sustainable development and INnovation" 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 | Kai Pata Terje VäljatagaIlona-Evelin Rannala Kristi Jüristo | 2021-2024 |
23. 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 | Elina Malleus-Kotšegarov Esta Kaal Mihkel KangurGrete Arro Jaanus Terasmaa Arko Olesk |
2021-2024 |
24. 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 | Janika Leoste Inge TimoštšukKaidi Nurmik Sirly Väät | 2021-2024 |
25. 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 | Rain Mikser Katrin Soika |
2021-2022 |
26. 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 |
Grete Arro |
2020-2022 |
27. Building a European Zero Waste Academy Our overall aim is to create a European Zero Waste Academy with two main objectives: |
TKA20150 | Grete Arro Liisa Puusepp Mihkel Kangur |
2020–2022 |
28. 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 | Eve-Liis RoosmaaTriin Roosalu Marti Taru Katrin Karu Halliki Põlda | 2021-2023 |
29.Educational changes in Estonia and their reflection in the experienced teachers' life histories: a developmental analysis from the late Soviet period until today The project aims at completing a monograph on the successive educational changes in Estonia throughout the last decades of the late Soviet period unitl the early 2020s. The primary sources of analysis are the written documents - scientific, legislative and popular - from the period under discussion and the life history interviews with teachers whose teaching career expands over most of the period. The monograph, intended to be published in Estonian, can be used both for research as well as teaching purposes in the field of educational studies and beyond. |
TA/821 | Rain Mikser | 2021-2022 |
30. 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 | 2021–2023 |
31. Development of e-assessment tools for entrepreneurial competence at primary and secondary school level. Tasks and scales will be developed to assess entrepreneurial competences at school level II and III. |
TKA21092A | Grete Arro Pirko Tõugu Kati Aus Kaja MädamürkEve Kikas Elina Malleus-KotšegarovKati Lehtroos Eliis Härma | 2021-2022 |
32. Development and training of the national defense education module 2021/2022 Preparation and implementation of the national defense education module in the academic year 2021/2022, which includes the development of the national defense education curriculum and the training of national defense teachers at Tallinn University. |
TÕA21039A | Meidi Sirk | 2021–2022 |
33. From I to We, enhancing social relations by creativity The goal of this project is to clarify, both theoretically and in practice, how action methods based on psychodrama, sociodrama and sociometry, can best be used to enhance sociometric potential in adult learning groups (both online and offline), and to formulate the concept, develop the training for it, carry it out and measure the efficacy. We will use participatory collaborative development and co-creation as methodology to offer adult educators and researchers a genuine opportunity to participate and have an impact on our project and in their own work. |
TKA22050 | Katrin Karu Halliki Põlda Mairi Matrov | 2021-2023 |
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Completed projects
Completed projects |
ETIS | Project team |
Duration |
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 |
Tobias Ley |
2015–2020 |
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 |
Ivor Goodson |
2014–2019 |
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 | Piret Soodla Eve Kikas Mairi Männamaa |
2021 |
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 | Tiia Õun Maire Tuul Kerstin Kööp Külli Rauk Reili Argus Ene Hiiepuu Evelyn Neudorf |
2020 |
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 | Aino Ugaste Maire Tuul Kaire Kollom Kerstin Kööp Silvi Suur Evelyn Neudorf |
2020–2021 |
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 | Grete Arro Kati Aus Kätlin Vanari Eve Eisenschmidt |
2020–2021 |
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 | Eve Eisenschmidt Kätlin Vanari Mati Heidmets |
2019–2020 |
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 | Inge Timoštšuk Anne Uusen Helene Uppin Anne-Mai Näkk Mari-Liis Lind Tähti Siinmaa |
2019–2022 |
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 | Tiia Õun Tiiu Tammemäe Maire Tuul Lii Lilleoja |
2016–2020 |
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 | Lianne Teder Tanja Dibou |
2019–2020 |
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 | Piret Soodla Eve Kikas Mairi Männamaa |
2021 |
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 | Janika Leoste Kairit Tammets Meril Ümarik Pirgit Sillaots Elyna Heinmäe Linda Helene Sillat Katrin Männik |
2021 |
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 | Janika Leoste Aino Ugaste Tiia Õun Maire Tuul Elyna Heinmäe |
2021 |
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 | Janika Leoste Tõnu Viik Luis Pastor Indrek Grauberg Larissa Jõgi Mart Susi Maire Tuul Mihkel Kangur Tiiu Tammemäe Meidi Sirk Liina Keevallik Aleksandra Ljalikova Veiko Vunder Jaagup Kippar Farshad Farahnakian Yoan Mollard Renno Raudmäe Mari-Liis Lind Henri Tammo Kristian Paekivi |
2020–2021 |
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 | Katrin Poom-Valickis Kairit Tammets Kati Aus Tiina Anspal |
2020–2021 |
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 | Piret Soodla Kairit Tammets Eve Eisenschmidt Timo Tobias Ley Terje Väljataga Mart Laanpere Elina Malleus-Kotšegarov Mari-Liis Kaldoja |
2020 |
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 | Katrin Karu Linda Helene Sillat Esta Kaal Sigrid Aruväli |
2020 |
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 | Inge Timoštšuk Helene Uppin Anne-Mai Näkk |
2019-2020 |
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 | Tiia Õun Aino Ugaste Tiiu Tammemäe Lii Lilleoja Maire Tuul Silvi Suur |
2019 |
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 |
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 | Piret Soodla Tiiu Tammemäe Maire Tuul Tiia Õun |
2019 |
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 | Piret Soodla Eve Kikas Mairi Männamaa |
2020 |
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 | Eve Eisenschmidt Kätlin Vanari Marika Kutškova |
2020 |
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 | Janika Leoste Meidi Sirk Larissa Jõgi Jaagup Kippar Tõnu Viik |
2021 |
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 | Kätlin Vanari Kati Aus |
2019 |
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 | Inge Timoštšuk Helene Uppin Anne-Mai Näkk |
2019–2020 |
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 |
Katrin Poom-Valickis |
2017–2019 |
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 | Katrin Karu Linda Helene Sillat Esta Kaal Sigrid Aruväli |
2020-2021 |
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 Anu Tammeleht |
2017–2020 |
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 | Piret Soodla Kairit Tammets Eve Eisenschmidt Timo Tobias Ley Terje Väljataga Mart Laanpere Elina Malleus-Kotšegarov Mari-Liis Kaldoja |
2020 |
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 | Tiiu Tammemäe Janika Leoste Getter Eskla |
2020–2021 |
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 | Janika Leoste Mihkel Kangur Mari-Liis Lind Maire Tuul Külli Kori Tiia Õun Kätlin Vanari Grete Arro Inge Timoštšuk Kadri Mettis Elyna Nevski |
2020 |
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 | Janika Leoste Maire Tuul |
2020 |
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 |
Janika Leoste
|
2020 |
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 |
Janika Leoste |
2019 |
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 | Eve Eisenschmidt Kätlin Vanari Mati Heidmets |
2019–2020 |
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 | Larissa JõgiMeril ÜmarikKatrin Karu Halliki Põlda Kai PataMihkel KangurLiisa PuuseppTuuli OderReeli SirotkinaKoidu SaiaKarmen Toros | 2016–2019 |