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The complete LANCELOT programme consists of 12 learning weeks, also called learning blocks, of which the last 2 weeks are part of the assessment process. Each week approximatly 10h study time is required.

The 10h a week study program consists of

• 2h synchronous group session
• 2h synchronous peer-to-peer collaboration
• 6h directed and non-directed self-study and portfolio creating

Synchronous group sessions are intended to give the trainees the opportunity to reflect on and discuss the contents they have come across in the specific learning unit. These sessions thus function as a means for trainees to receive as well as to give to their fellow trainees some feedback and to deepen their understanding through collaborative efforts. The actvities that the trainees have to initially work on their own (such as observing lessons and learning about teaching methodology, ICC and various teaching technologies) will be picked up on in this setting and critically discussed.

The synchronous group sessions are naturally conducted in virtual classroms and inevitably involve the utilisation of a great variety of live online tools and options like text chatting, screen sharing, audio-conferencing, whiteboarding etc. They provide the ideal 'playground' for the trainees to access and use their thus far theoretical knowledge about live online teaching. It is in this setting that trainees give their 'mock' sessions or rather, self-prepared little teaching untis. The same goes for work produced in peer-to-peer activities.

Peer-to-peer activities are activities, during which you meet your fellow trainees or peers in the group in a more private online setting. Someteims you wil meet in pairs, sometimes as triads. As the same paragraph subsequently points out, the significance of synchronous activities in general is not least founded on the fact that some fo the most important and basic live online teaching and learning tools are of a synchronous nature and can only be tried out with a partner.

Peer-to-peer actvities begin early in the course, learning block 1 requiring the trainees to utilise this option for system check and getting to know one another informally. Instant messaging is already introduced int he first block in the obligatory 'Tools' (i.e. technologes) section to cut the path for ongoing activities and interaction of this type.

Directed and non-directed self-study includes lesson observations of recorded lessons and portfolio creation. For more information about the portfolio requirement, navigate down this page to the section Certification.

Technology is a fantastic tool, or in fact millions of tools. What is important is to find ways to use them that are conducive to learning. So, again it comes down to hard work for tutors, there are no shortcuts unfortunatley. I do however firmly believe that used imaginatively and well technology supports learning. Helena Wiklund, Swedish teacher in Sweden.