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Associate Introductions

Mike Tribe

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From 1994 to 1996, I worked as teacher and at the same time as independent journalist. I have joined to the European Navigator project since its foundation in 1996. In 2000, I have contributed to establish the Centre Virtuel de la Connaissance sur l’Europe and have joined the board of coordinators and since 2003, I’m mainly in charge of the relations with the teachers.

European NAvigator (ENA), a multimedia database on the history and institutions of post-war Europe, is the flagship service of the Centre Virtuel de la Connaissance sur l’Europe (CVCE). Accessible on www.ena.lu., the database provides students, researchers and anyone who is interested with all that is necessary to form their own opinions about the process of European integration. ENA brings together more than 7000 rigorously selected documents. The material is structured chronologically and by subject, each section featuring original historical documents – photos, sound clips, film recordings, treaties, press articles, cartoons and so on – alongside documents created by the CVCE, such as interviews, and interactive maps and diagrams.

For two years we have worked with some pilote sites to see how such a database can be used in class. Among our pilote sites at university level are the European University Institute in Florence and the Universities of Cergy-Pontoise and Luxemburg. Concerning the secondary schools we’ve worked mainly in Luxembourg until now where we have direct contacts with the schools and also work within the framework of teacher’s life-long learning.

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45 years old, he is a graduate in Modern History at Universidad Autónoma of Barcelona (1982). He is a History and Philosophy teacher at IES Escola Municipal de Treball de Granollers (Barcelona), where he is the head of the Social Sciences Department. Executive director from 1992 to 2000 of Nexus Publicitat, an advertising and graphic design agency. He is a member of DIGHES (Didáctica de la Historia y la Geografía en la Enseñanza Secundaria), an investigation group of the Barcelona University about Didactics of the History and Geography. He has been the director of EDUCAHISTORIA.COM for two years. EDUCAHISTORIA is a History website with a didactic focus.

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Head of Multimedia System Laboratory, Ph.D, Associate Professor

Head of Hypermedia Centre of Mari State University

External Associate of Advanced Learning Technologies Research Centre, Massey University, New Zealand.

Professional Training

1998 Manchester Metropolitan University, UK, 4-week training in TEMPUS-TASIS program (EU)

2000 Turku University, Finland, 2-week training in TEMPUS-TASIS program (EU)


A member of the Expert Council on IT for Education (Branch "Multimedia in Education")., Ministry of Education, Russian Federation, (1998-1999)

A member of the Council of the Russian Scientific Technical Program "Multimedia in Education",( 1998-1999)

A representative of the International Association for the Advancement of Computing in Education (AACE) in Russia (multimedia and hypermedia branch).


Collaborative Virtual Environment for History Learning (Virtual Time Travel) (2004)

Collaborative Virtual Environment for Literature Learning (2004)

LMS for rich multimedia content (joint project) (2004)

R&D project Computer Supported Collaborative Language Learning (2004)

Virtual Chemistry Laboratory for schools (2004)

CD-ROM "Natural Science" (Part 2) (2003)

CD-ROM “Electrician’s Workshop” (2002)

Russian component of the multi-language DEMO CD-ROM "Practical Laboratory Chemistry" (2002)

CD-ROM "Natural Science" (Part 1) (2001)

CD-ROM "Alternative dispute resolution" (2001)

CD-ROM "Intellectual properties rights of the European Union" (2001)

CD-ROM "International commercial arbitration" (2001)

CD-ROM "Contract law of the European Union" (2001)

CD-ROM "Chemistry for beginners" (2000)

CD-ROM "Children right protection" (2000)

CD-ROM "Speech communication for lawyer" (2000)

CD-ROM "Legal regulation of stock market" (2000)

CD-ROM "Advocacy" (2000)

CD-ROM "Organic chemistry" (1999)

CD-ROM "General and inorganic chemistry" (1998)

CD-ROM "Mechanics of materials" (1997)

The "LANGUAGE-MM" system (1995)

Authoring system "LECTOR-MM" (1994)

As a grant of Eurasia Foundation (S99-0151) there was developed the site "Alternative dispute resolution".


AACE Prize Winner: EW-ED'94: Third East-West Conference on Computer Technologies in Education 19th-23rd Sept. 1994, Yalta, Crimea, Ukraine.

CD-ROM "Organic chemistry" is the WINNER of New Talent Competition at the international exhibition MILIA-2000 (15-18 February, Cannes, France).

CD-ROM "Organic chemistry" is the WINNER in the nomination "Best Educational Software" at the Russian Multimedia Festival Anigraf-Content-2000". (24-28 May, Moscow, Russia).

CD-ROM “Chemistry for beginner” is the WINNER in the nomination "Best Educational Software" at the Russian Multimedia Festival "Content-2003".

"Virtual Chemistry Laboratory for schools” is the WINNER in the nomination "Best Educational Software" at the Russian Multimedia Festival "Content-2004".

Grant from IEEE Computer Society for IWALT 2000 International Workshop on Advanced Learning Technologies, Palmerston North, 2000 New Zealand.

Outstanding paper award, "Educational multimedia: from flat paper to multidimensional word", ITO-2001, Moscow.

Outstanding paper award "Who does meet children in virtual world: pedagogical agents in multimedia natural science course", ITO-2002, Moscow.

Keynotes/Invited Talks:

"Engaging Multimedia eLearning Materials (Russian Case Study)”, May 2004, e-Learn Expo, Moscow, Russia.

Program Committee Member:

IEEE International Conference on Advanced Learning Technologies (ICALT 2004) August 30 - Sept 1, 2004 Joensuu, Finland.

The 2nd IEEE International Conference on Advanced Learning Technologies, September 9-12, 2002, Kazan, Russia.

IEEE International Conference on Advanced Learning Technologies, July 9-11, 2003, Athens, Greece.

Professional Publications (In English):

Morozov M., Tanakov A., Gerasimov A., Bystrov D., Cvirko V. "The Virtual Laboratory as an Active Learning Environment", eAdoption and the Knowledge Economy: Issues, Applications, Case Studies. Part 2, Amsterdam: IOS press, ISBN 1-58603-470-7, pp.1742-1748 (2004).

Morozov M., Tanakov A., Gerasimov A., Bystrov D., Cvirco V. "Virtual Chemistry Laboratory for School Education." The 4th IEEE International Conference on Advanced Learning Technologies (ICALT). 30 August - 1 September 2004, Joensuu, Finland. IEEE Computer Society 2004, ISBN 0-7695-2181-9, pp.605-608.

Morozov, M., Tanakov, A., and Bystrov, D. (2004) "A Team of Pedagogical Agents in Multimedia Environment for Children", Educational Technology & Society, 7(2), 19-24.

Morozov M., Tanakov A., Bystrov D. "Pedagogical Agents in the Educational Multimedia for Children", Building the Knowledge Economy: Issues, Applications, Case Studies. Part 2, Amsterdam: IOS press, ISBN 1-58603-379-4, pp.1611-1616 (2003).

Morozov M., Tanakov A., Bystrov D. "Pedagogical Agents in the Multimedia Natural Sciences for Children." Mat. of IEEE international Conference on Advanced Learning Technologies (ICALT). 9-11 July 2003, Athens, Greece. IEEE Computer Society 2003, ISBN 0-7695-1967-9, pp.62-65.

Morozov M., Tanakov A., Bystrov D. "Pedagogical Agents in the Educational Multimedia for Children. Virtual Travel Around the Course of Natural Sciences", MIPRO Proceedings of the 26th International Convention, International Conference on Hypermedia and Grid Systems, May 19-23, 2003, Opatija (Croatia), p.158-160.

M.N. Morozov, A.I. Markov. How to make courseware for schools interesting: new metaphors in educational multimedia. (Kinshuk, Jesshope C. & Okamoto T. (Ed.) (2000). Proceedings IWALT 2000 International Workshop on Advanced Learning Technologies. Advanced Learning Technology: Design and Development Issues, Los Alamitos, CA: IEEE Computer Society (ISBN 0-7695-0653-4), pp 217-220.).

Morozov M, Sokolov S, Markov I. Educational Multimedia: the third dimension for world of knowledge."Electronic Imaging & the Visual Arts" EVA-99, Moscow, Proceedings,1999

Morozov M. Multimedia learning environment in the lecture room – New media and Telematic Technologies for Eastern European Countries, Twente University Press, Enschede, 1997. P. 163-170.

Morozov M. Multimedia lecture room: a new tool for education. - Lecture Notes in Computer Science, 1077, Multimedia, Hypermedia, and Virtual Reality, 1996.

Morozov M. Multimedia lecture: designing and delivering. - Educational Multimedia and Hypermedia, Proceeding of ED-MEDIA 95, Graz, Austria, p.792.

Morozov M. Multimedia learning environment in lecture room: experiences at Mari Politechnical Institute, Proceedings of EW-ED'94: Third East-West Conference on Computer Technologies in Education 19th-2. 1994, Yalta, Crimea, Ukraine, p.171-175.

Morozov M. Multimedia lecture room: a new tool for education. Proceedings of MHVR'94: International Conference on Multimedia, Hypermedia and Virtual Reality. 1994, Moscow, p.126-131.

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I am a history teacher in my second qualified year of teaching. I teach history to 11-18 year olds in a comprehensive school in Reading, Berkshire.

Before training as a history teacher I was a practising information technology and intellectual property lawyer. In my spare time I studied history and completed a certificate in post graduate history with the OU. As time when on I realised that it was history and not law that was important to me, and that I waned to communicate my interest in discovering history, so I applied for various PGCE courses. In October 2002 I started my PGCE at Oxford University; more by luck than judgement I stumbled across two fantastic history educators in Dr Anna Pendry and Dr Katharine Burn.

I want my students to do history, not to learn it. I refer to my pupils in lessons as historians and because of my lack of content knowledge (I’ll catch up!) I find that often I am learning alongside my pupils through the activities that we do together.

I suppose that my specialism in terms of teaching is the use of Digital Video. I am currently engaged in some research with Anna Pendry into the use of DV and interactive whiteboards in the classroom. This research will be based in my classroom. The first stage is the use of the documentary form for pupils to improve their essay writing skills. I have largely finished the practical side of this. The second will be the use of footage from sources such as Pathe in classroom activities. The third will involve the creation of video footage by teachers for their use in their classrooms.

It is the first and third aspects that really excite me. In the first aspect I’ve taken an idea from some research by the BFI into the use of DV to improve narrative literacy. I have been using a guidance frame to encourage students (a year 9 class on my PGCE and a year 7 class in my current school) to plan and make documentaries, using a traditional “source sheet” as their starting point.

In the third aspect I want to encourage teachers to make their own, focused footage. If they don’t want to set out specifically to make a film on a distinct topic then I hope to inspire other teachers to take a video camera with them on holidays, days out, going to town, and if they see something interesting and potentially useful, to stick it on tape, and to use this footage in their lessons.

You can see an low quality example of a video that I’m currently working on at:


This example took me a couple of hours to shoot and a couple of hours to edit using windows movie maker.

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I'm Jean Philippe Raud Dugal. I teach history and geography with english as a second language in France. It's so challenging to teach in what we call european section.

I did many things (but everybody here did marvellous things too!) over the last 6 years.

I was, together with John and Juan Carlos a member of the spring day team in 2002.

I tried to create. many activities linked to what I read in this forum or in scholhistory and sln geography.

I believe, like John, that sometimes the students have to become the teacher, like Richard, that students can create new things by themselves(videos, ppt...). I'm using a lot the decision making as a tool to make them speak which is the main goal of european section.

Have a look to what I did:



I have just created a blog one week ago on the GO issue next month. This is summer work for my students.... :D

Hope to see you soon

Jean Philippe

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After reading all of the above, I've decided to add some more detail!

I’m currently an NQT and also a History co-ordinator in an 11-16 school in Swansea, Wales. Before this, I spent many years at University as a doctoral student in International Politics where my areas of research included post-colonial/multicultural societies. At the same time, I started working in the field of widening access to Higher Education. After gaining my degree, I went to work in a boarding school and realised I wanted to be teacher. Since then, historical significance as a pedagogical concept has been added to my list of interests.

I use ICT all the time in class and think it is a fantastic teaching tool. I'm not as advanced as the other posters when it comes to creating content, but I am looking to improve! <_<

Edited by Nick Dennis
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I have worked in UK comprehensive schools as a history teacher and head of department for 11 years, the last three of which I have also combined with being an Advanced Skills Teacher. In this role I spend 80% of my time in the classroom and 20% doing outreach work within Hampshire history departments and beyond. This has included work for the Schools History Project, BECTA and the Historical Association. My work has particularly focussed on effective use of ICT in the History classroom, more recently looking at getting pupils to evaluate websites effectively and using databases to encourage more rigorous historical thinking.

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My name is Peter Tollmar and I teach History, Social studies, Basic Computer skills, Design history and a subject called Technology, Man and Society (TMS) at Fredrika Bremergymnasiet in Haninge, Sweden. I also run a project called the Learning Bridge (www.learningbridge.nu) with Dalibor Svoboda, which was the first school based internet project in Sweden when it started in 1991 (I joined in 1997). In Learning Bridge our students collaborate with American students over the internet, raise money and go visit them for two weeks.

Since I started teaching, and since I joined the Learning Bridge, I have been more and more involved and interested in using ICT and computers, and here are some of my experiences:

a. I have my own web site, www.tollmar.com/skola (mainly in Swedish) where I post all my classes and exercises, and also some student work.

b. I lived 6 months in New York City in 2003 and had distance learning with two of my classes back in Sweden. I was usning my web-page, e-mail and a discussionforum created in FrontPage.

c. All senior students in Sweden have to do an independent project. For the last two years I’ve had students doing a project called “Virtual Historic Movies”, where the make their own historical documentaries without leaving the classroom by using movie clips downloaded from the Prelinger archive at www.archive.org in combination with stills and their own voice-over.

d. In Learning Bridge we work with Digital Storytelling. The students make digital stories about someone in their life who has been important to their personal development, by combining scanned images, music and voice-over etc in Windows Moviemaker.

e. Instead of teaching the Basic Computer course, Design History and TMS as separate courses I fuse them into one course. Assigments I give my students can be “make a Q&A game about Bauhaus using Powerpoint”, “make a short movie about postmodern design using Windows Moviemaker” or “do a cartoon in Powerpoint where a painting by Mondrian is turned into a De Stijl-table”. I then evaluate the content for the Design history grade and the presentation for the Computer course grade.

These are some of the things I do and have been doing in the past. In Gothenburg in September I will talk about Digital storytelling and show some of the stories my students have made.


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Head of Humanities, Rush Croft School & Sports College. Sarah has been teaching History for 3 years and is now running the department here at Rush Croft. She is dedicated to trying out new pedagogic ideas and has literacy responsibilities to. She also won the Jack Petchey Leaders award in 2003.

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Geraint Brown has taught history in an 11-16 comprehensive near Cambridge for nine years. He became a Head of Department at Cottenham Village College in his third year of teaching and has worked as an AST since May 2004. Geraint’s recent AST outreach work has included work on an HA primary-secondary transition project, the use of ICT in History and the links between history and citizenship. He published a joint article on ‘Assessment Without Levels’ at KS3 in Teaching History in June 2004 and has run various subject-specific workshops for teachers both in Cambridgeshire and nationally.

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I qualified to teach History in the summer of 2005. I have worked since then at Little Heath School, an 11-18 comprehensive on the edge of Reading. I am currently leader of Key Stage Five History coordinating the teaching of 95 sixth-form historians. I am planning to develop the department's use of ICT and explore the possibilities of distance learning. Encouraged by my colleague Ed Podesta, I have already set up http://www.ilovehistory.co.uk/. This website is using 'blogs' and 'podcasts' to help History students across Little Heath and beyond.

This year I have also started a Students as Researchers project. Through a collaboration with the Department of Education at Oxford University, and BECTA, 30 students were trained in educational research techniques. The students have investigated a number of questions to do with teaching and learning at Little Heath using a variety of methods: lesson observations, interviews, and questionnaires.


Before training to teach I completed an MPhil in Educational Research Methodology. As part of this, I investigated the implementation of the 'political literacy' strand of Citizenship education in English schools. I have also worked as a sailing and windsurfing instructor and continue to be active in extra-curricular activities at school, including Duke of Edinburgh's Award and drama.

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I'm currently Head of History at Mexborough School. I love history and believe in its power to transform and inspire disengaged students. My main aim in life is to change my little corner of the world and make a difference.

I've been involved in a wide range of e-learning initiatives and achieved some success in pioneering the use of IWB, PowerPoint and Video Clips in the history classroom. Now a days these ideas all sound very ordinary, but six years ago we were at the cutting edge.

As a department we are always on the look out for fresh ideas and big contributers to www.schoolhistory.co.uk. In my spare time I run a variety of seminars on the use of ICT for various universities and companies.

I have an open door policy at my school and all history collegues are always welcome to come and visit and share ideas, resources and good practice. No timewasters please!

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I have been a History teacher since 1997 and worked in two large comprehensive schools in East Anglia. I am currently working at Neatherd High School, an 11-18 in Norfolk. I resigned my Head of History post three years ago to become an AST and I now do work within school and across the county. My specialisms include using ICT within the classroom, Thinking Skills, Gifted & Talented Education, curriculum planning and making school trips memorable. This means I get to work with a range of staff on a one-to-one basis and develop good practice within schools.

This year I have been working with the DfES and Specialist Schools Trust on a G&T programme and have undertaken a post-graduate course in e-learning. I have also created a number of interactive Captivate files that target exam skills in order to aid revision and I am currently developing a set of revision Podcasts in the form of mock radio shows. As well as this, I have been using Moviemaker with pupils to enable them to create short films. This allows them to focus on the skills of inference and selection.

I am keen that ICT not be an end in itself, but a way to motivate students and draw out key historical skills.

Beyond the classroom, I am involved with an international schools project to create a multi-media exhibition about ‘Children Living through War’ and the school’s Drama productions. Also, Johannes Ahrenfelt and I have just finished writing a book on essential teaching skills for Continuum Publishing where we have devoted a chapter to innovative use of ICT in teaching.

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My name is Franck Le Cars, I'm a French teacher of history in the French bilingual system (a third of my history and geography lessons are taught in English). I live in Montpellier. Following a meeting in Lisbon about E-learning objects Juan invited to introduce myself and my professional background to the group and to say what I could bring to the project.

My experience is not very long. After archaeological studies and a grant in contemporary history from the Historial of Peronne (WW1), I've been teaching for 10 years. I have worked in the USA, Great Britain, Belgium and France at different levels from the 1th form to the University and pedagogical institutes, frequently in a bilingual context. This Multilingual environment is a great approach for multiperceptivity in history teaching. My background in history and European topics is recent but diversified. I do some teacher training too about Europe, multilingual teaching and project running.

My competences are mainly a consequence of theses experiences with its strengths and weaknesses.

My main subject of researches and teaching is Europe and to be involved in several European projects is, in a certain way, a solution to be involved into its construction. Europe faces a larger transformation than its enlargement, it profoundly and rapidly moves and it is a passionate issue.

On ICT, I started to build a network and publish resources during my university years, when the web was truly a community, my first e-twining project started 10 years ago but I am still challenged by IT. For my point of view, ICT is just a tool to serve human purposes. I am doing my best to cure my original disabilities and I got a little experience as a web editor or resources provider for the CIEP (International Centre for Pedagogical Studies). I have a little practice on projects which brings me a wide approach and tool of evaluation and dissemination.

What could I bring to the group? Well, I won't promise anything; just share my pleasure to exchange experiences and may be a contribution on practical and theoretical approach of teaching history in another language in France. Bilingual teachings are usually isolated and poor on resources, ICT play a key role there! And Juan told me that the next meeting will be in Toulouse, my region and I'm frequently there.

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