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NWL Conference 2012 Raffaghelli
NWL Conference 2012 Raffaghelli
NWL Conference 2012 Raffaghelli
NWL Conference 2012 Raffaghelli
NWL Conference 2012 Raffaghelli
NWL Conference 2012 Raffaghelli
NWL Conference 2012 Raffaghelli
NWL Conference 2012 Raffaghelli
NWL Conference 2012 Raffaghelli
NWL Conference 2012 Raffaghelli
NWL Conference 2012 Raffaghelli
NWL Conference 2012 Raffaghelli
NWL Conference 2012 Raffaghelli
NWL Conference 2012 Raffaghelli
NWL Conference 2012 Raffaghelli
NWL Conference 2012 Raffaghelli
NWL Conference 2012 Raffaghelli
NWL Conference 2012 Raffaghelli
NWL Conference 2012 Raffaghelli
NWL Conference 2012 Raffaghelli
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NWL Conference 2012 Raffaghelli

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  • 1. Teachers’ selfand the LLL transitions throughnetworked learning experiences Juliana Raffaghelli University Ca’ Foscari of Venice 8° International Conference on Networked Learning Maastricht 2-4 April 2012
  • 2. Teachers’ learning to supporteducational challenges Quality teachers for …an active and constructive quality education process that is problem oriented, grounded in social Teachers training settings and circumstances, adapted to the and (…) throughout teachers’ lives (EU-OECD, teachers’ needs: 2010 p.32) TPD
  • 3. THE CASE OF EDUCATIONALTECHNOLOGIES INTO TPD A CHALLENGE Preparing teachers to integrate ICT into their pedagogical practice is exacerbated by the instability associated with the rapid development of technology Yet if institutions have been ICT-equipped and teachers and trainers ICT-trained, ICT has not yet transformed teaching and learning as it has transformed processes in other key sectors such as enterprise or public services -SEC(2008) 2629 final- Adequate support to teachers professional learning!
  • 4. TEACHERS PROFESSIONALDEVELOPMENT NETWORKED LEARNING Observation of teaching followed by  Beyond the technological “medium” reflection and feedback to teachers; (eLearning) The use of external expertise  More than just access (distance supporting processes of innovation education) within the school; Scope for teachers to identify their own professional learning focus;  connection between learning communities and resources, by An emphasis on peer support; enhancing information and Processes to encourage, extend communication technologies and structure professional dialogue; (Goodyear et al. 2004) Processes for sustaining  The Web as part of a scheme of professional learning over time to social activity (professional enable teachers to embed practice learning) in their classrooms.  The Web of (professional) identity TPD / NWL : designing effective professional learning environments
  • 5. The case studyPromote intercultural dialogue against social exclusion, using children literature characters as a base for pre-school and school children and their parents (COMENIUS LLP – IT – UK – PT – CH – EL –BE) ◦ Teachers’ formal training on the project’s approach, the process of implementation of innovations, and the use of specific tools and methods. ◦ Adoption of technologies for better children access to stories and tales. ◦ Testing activities (i): “Intercultural Workshops”, shared activities among children, migrant- children and their parents focusing on intercultural dialogue through children literature and invented stories. ◦ Testing activities (ii): Creativity Labs for the development of key competences for social inclusion, on the basis of traditional and invented stories’ characters.
  • 6. Digital tools within approach  Digital tools where hence conceived as mean for analysing, manipulating and re-elaborating storiesDigital Tool Brief Description of Educational Educational Aim ImplementationBlog To document and reflect on learning Open Class Learning processes (as a course of environment - actions/practices) Collecting Class To communicate with other european Narratives schools within P.IN.O.K.I.O community(blogroll)Movie Co-construction of learning processes Planning, Producing Cooperative-learning and Sharing Stories Peer-collaboration and Peer-tutoringPodcast Understanding temporal sequences in a story: telling stories as a process Sharing learning results “ubiquitously”
  • 7. Methodology Foreshadowed problem: are teachers prepared to adopt technologies? Which kind of professional learning experience can support adequate qualification to implement transformation of the own practice? Action Research (McNiff,2010) ; Interventionist approach (Sannino & Sutter 2010) Progressive phases where the process of educational development is implemented and the transformational potential of action through participation and reflection A transnational Teachers Professional Development activity to support pedagogical innovations (PINOKIO) Five phases, the NWL approach across Web-spaces. Methods ◦ After training questionnaires: teachers’ opinion on their own initial learning and motivation to transfer ◦ Analysis of messages - Online Forum exchanges (open codification) ◦ Teachers and children production: semiotic analysis of blog posts (including pictures and audiovisual materials). ◦ Teachers’ Interviews by the end of the experience
  • 8. The transnational NWL approachCountry-Region Italy (IT) Italy (IT) Switzerland (CH) UK Portugal (PT) Pescia Palermo Ticino London MadeiraType of School 4 Pre-primary (PP) - - 3 Pre-primary 2 Pre-primary 3 Primary (P) 1 Primary 2 Primary 3 Primary 3 PrimaryClasses involved 6 PP - 8 P 3P 5P 4 PP - 9 P 5 PP - 5 PTeachers 7 PP - 14 P 3P 5P 6 PP - 18 P 5PP - 7PChildren 316 54 98 273 103Foreign Children 76 8 10 159 41 Teachers Sep/Dec 2010 Sep/Dec 2010 Nov 10/Jan Jan/March 2011 Jan/March 2011 20% eL 2011 10% eL 10% eL 10% eL Formal 50% eL - 10% FTF 60% FTF 80% FTF 80% FTF 80% FTF 40% C & PC 20% C&PC 10% C&PC 10% C&PC 10% C&PC Training Children Literature and Intercultural Learning (mainly PT); Selecting stories, Learning on Blog, Movie, Podcast; Digital Storytelling and Key competences promoted by PINOKIO (focus on “Movie”) (mainly CH and UK); European Key competences Framework ; Introducing Testing Methods; Reflecting on practices: use of blog; Learning Design March-April 2011 Testing: 10% eLearning; 30% Coaching and peer collaboration; 40% Activities in class; 20% Intercultural Use of Social Networks (Web 2.0) Workshops Teachers’ transnational networked learning activities to plan intercultural workshops Implementation of activities with families May – June 2011 Testing: 10% eLearning; 30% Coaching and peer collaboration; 40% Activities in class; 20% Creativity Use of Social Networks (Web 2.0) Creating games with children - Children create the rules of games, using characters and Labs situations of both traditional stories and stories told with parents. Results are shared through the blog or movie to show “how to play” to other kids.
  • 9. The teachers’ NWL processTechnological Project’s Website Isomorphismaffordances TPL / p.i.n.ok.i.o Innovation onProfessional Exploring the Pedagogicallearning approach and tools Practices(reshapingbeliefs on ET) Educational Outcomes The Teacher’s Systematizing, p.in.o.k.i.o approach Sharing, Learning Design Conceptualizing achievements Dissemination to an European Community of Teachers and Learners Implementation Learning Outcomes Testing Reflecting Collecting Stories Social Networks eLearning Platform Web 2.0.
  • 10. Results (i) Teachers’ impressions on initial NWL and motivation to transfer  Trainers’ guidance and Contents of training scaffolding on networked were clearly delivered learning activities (87% completely stimulated the teacher agree), even when interest on the project’s considered complex methodology and (58% completely activities (83% agree and 12% completely agree), which agree). was considered innovative (75% completely agree);
  • 11. Results (i) Teachers’ impressions on initial NWL and motivation to transfer 87% that completely agreed on  Through open questions, the usefulness of blog, and teachers’ manifested that 79% and 58% of usefulness online discussions, matched for movie and podcast with peer collaboration to respectively. experiment and produce first When teachers’ were asked “prototypes” of digital tools, about their applicability in were extremely supportive their classrooms, 91% replied and important in order to gain to be motivated to use the blog; confidence with a language a 62%, to use movie; and just a they had never experienced 20%, to adopt podcasts. before.
  • 12. Results (ii) Teachers’ expressions about national seminars and international online conference on practices• “ Educational technologies have been our privileged tool to carry out our final products. We realized that making audio- books, recording pupils voices, designing maps through the web fostered the development of pupils various abilities and skills ( metacognitive, logic,creative,linguistic and artistic)…But in the end it was fun and thoughtful for us also! We have had many occasions to work in small groups in which pupils, particularly foreigners and disabled,could have the chance of being protagonist of their own learning process”
  • 13. Results (ii) Teachers’ expressions about national seminars and international online conference on practicesHi, we are Giulia and Barbara from (…)Italy! About the project, the most difficultthing in its esecution (execution), was that Kids weren’t the only toof "thinking in a technological way"; in enjoy results.fact, at the very beginning, we found some …adoptingtroubles, because we were used to technologies to re-telldocument our work through pictures, old stories was funbooks and not through e-books, pod-cast and, in the end,etc. Children answered very well to the challenging to me asproject and they showed their interest in teacher.the light of the new ways of projecting (Giulia, Interview)(doing in class); especially, they likedhearing their voice and watching theirworks in the blog (…)Bye Bye,
  • 14. ResultsThe “isomorphic effect” the reflective deconstruction of fear and prejudices against educational technologies, while using them to build learning environments “talking languages closer to those of kids” the isomorphic effect, takes place in an authentic learning environment for teachers (the process of planning and implementation), which is nurtured with dialogue and interactions supported by the NWL approach Identities play an important part in shaping the professional learning environment
  • 15. ResultsTeachers’ log and the multimodal narratives collected on NWL spaces Teachers reflections, collected through an online diary, showed how the process of creating and “expanding” the “personal” networked learning space accompanied the deconstruction of beliefs about the use of educational technologies against traditional conceptions The teacher becomes aware of the own professional transition looking back on the own experience on the NWL space: the multimodal narrative
  • 16. Results A multimodal narrativeTimeline Beginning of Middle November Middle December Beginning of Middle Aprile October 2010 2010 2010 March Inventing Games and Confident with Digital Performance, Opening reflecting storytelling, shy representation of recording, sharing classes to with the traditional tale to the Blog parents technologies With kidsTeacher First post on Blog First Digital The story of Pippi From stories and The travel of Pippi.Alessandra I’m Pippi storytelling and friendship, from open labs with The game on the floor, Longstocking, “Pippi performance to the parents the game on paper, the because I like to Longstocking” blog: Travelling and game as online be independent Discovering with Diverse friends, cooking: the representation. and I’m a kids: she’s not unusual people, use book of tastes. This is my own travel as traveller! Italian, where’s she to be with Pippi. She (Blog post and teacher (from Interview) (blog post) from? was so independent! personal diary) (e-Book audio and (Blog post and blog post) pictures)
  • 17. CONCLUSIONSLearning biographies and teachers’discourses within NWL experiences Teachers build their own identities through meaning making processes in the several, interconnected learning spaces on the Web, linking the several learning cultures, resources and models with their own personal/professional narrative of the self The NWL experience generates a space where the professional identity is (dis)played, and its symbolic elements rearranged (By writing and representing with mixed words- images their experiences back into the virtual context) Embodied cognition in the virtual learning spaces ( Macfadyen, 2008)
  • 18. CONCLUSIONS Learning biographies and teachers’ discourses within NWL experiences A fractal perspective of LLL transitions Learning Culture AgencyCo-design Pedagogical Professional Innov ation Identity (Adoption of ET) Educational Utopia Multimodal Pedagogical “Isomorphic natrrative Practices Effect” The NWL as the base for a “Transformation” TPD approach Social Inclusion
  • 19. Is this the end…? Identity, agency, transformation will start (unpredictably) their loop again and again…A fractal in the nature
  • 20. References(this presentation)Scheerens J. (ed.) (2010) Teachers’ Professional Development - Europe in international comparison: An analysis of teachers’ professional development based on the OECD’s Teaching and Learning International Survey (TALIS), Luxembourg: Office for Official Publications of the European UnionEuropean Commission, SEC(2008) 2629 final-. The use of ICT to support innovation and lifelong learning for all - A report on progressGoodyear, P., Avgeriou, P., Baggetun, R., Bartoluzzi, S., Retalis, S., Ronteltap, F., & Rusman, E. (2004). Towards a pattern language for networked learning. In Banks, S., Goodyear, P., Hodgson, V., Jones, C., Lally, V., McConnell, D. & Steeples, C. (Eds) Proceedings of the Fourth International Networked Learning Conference. http://networkedlearningconference.org.uk/past/nlc2004/proceedings/individual_papers/goodye ar_et_al.htm Retrieved September, 4, 2010Macfadyen, L. P. (2008). Constructing ethnicity and identity in the online classroom: linguistic practices and ritual text acts, pp. 560-568. Proceedings of the 6th International Conference on Networked Learning. ISBN 978-1-86220-206-1. http://www.networkedlearningconference.org.uk/past/nlc2008/abstracts/PDFs/Macfadyen_560- 568.pdf Retrieved September, 10, 2010McNiff, J. (2010), Action Research for Professional Development. Concise advice for new (and experienced) action researchers. Dorset: September BookSannino, A., Sutter, B. (2011), Cultural-historical activity theory and interventionist methdology: Classical legacy and contemporary developments, Theory&Psychology 21(5) 557-570

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