Social Learning Analytics to study Teachers' Large-scale Professional Networks (eTwinning)

OST’12, Tallinn, Estonia July 30 2012 Social Learning Analytics to study Teachers’ Large-scale Professional Networks dr. Riina Vuorikari  Tellnet project manager (external expert) European Schoolnet

Who am I?• Riina from Finland• Teacher from my first training (MEd in Fi), - then hypermedia & web (DEA in Fr), research & doctoral (PhD in Nl)• 2000-2011 in European Schoolnet as Senior Research Analyst and Project Manager• 2012: independent expert in education and TEL• www.vuorikari.com

European Schoolnet (EUN)• Created in 1997, based in Brussels• Network of 30 European Ministries of Education (MoE) or national educational authorities• Promotes the use of ICTs in school• “Transforming education in Europe”

Presentation1. Context • Some current trends; eTwinning2. Why Social Learning Analytics are needed? • Mapping w/OECD index on teachers’ cooperation3. Proof of concept: 3 research questions4. Some announcements

1. Context: need for moreprofessional development

Trend 1.“ more than half of the teachers surveyed reported having wanted more professional development than they had received.” Teaching and Learning International Survey (Talis) OECD, 2009

TALIS, OECD, 2009

Teachers’ co-operation (TALIS, OECD, 2009)• Implies teachers working together in groups or teams to improve educational processes and outcomes. Trend 2. – Frequency to undertake activities on 6-point scale ranging from “never” to “weekly• A statistical factor analysis showed that is was possible to group activities across two indices: – Exchange and co-ordination for teaching – Professional collaboration

Teachers’ co-operationEXCHANGE AND CO-ORDINATION PROFESSIONAL for teaching COLLABORATION• Discuss and decide on the • Teach jointly as a team in the selection of instructional media (e.g. textbooks, exercise books). same class.• Exchange teaching materials with • Take part in professional colleagues. learning activities (e.g. team• Attend team conferences for the supervision). age group I teach. • Observe other teachers’• Ensure common standards in classes and provide feedback. evaluations for assessing student • Engage in joint activities progress. across different classes and• Engage in discussion about the age groups (e.g. projects). learning development of specific students. • Discuss and co-ordinate homework practice across subjects.

Teachers’ co-operation (TALIS, OECD, 2009)• Co-operation among staff creates opportunities for – social and emotional support, – exchange of ideas and – practical advice.• It can thus enhance – professionalism, – feelings of self-efficacy and – prevent stress and “burnout”.• Different kinds of collaboration may not have the same effects!

Value of informal learning networks for individualsValue defined through social capital– the sense of belonging to the community– the provided and received support Trend 3.– the social network structureInformal networks offer a high potentialfor teachers to– up-skill in areas such digital competences,– use of ICT to support teaching and learning,– communication in foreign languages,– other areas of personal development such as  intercultural dialogue and social competence

1. Context: eTwinning

eTwinning offers:1. Cross-border school projects • Using Information and Communication Technologies2. Formal and informal professional development • On-line: distance courses and online interest for teachers, • Off-line: Professional Development Workshops, national meetings3. Social networking tools

Breuer et al. (2009)

eTwinning spreads a(positive) virus called pedagogical innovation.

eTwinning reach =number of eTwinners / number of teachers On average, 2.64% of  European teachers are eTwinners

2. Why areSocial Learning Analytics needed for eTwinning ?

Questions for eTwinning Analytics?• How can evidence be gathered of how and under which conditions do teachers gain new competences in socio- technical network?• Do certain activities support better teachers’ lifelong learning goals and professional development?• How do the activities undertaken in socio-technical networks eventually translate into actions in classroom (e.g. student-oriented and enhanced activities)?

eTwinning Analytics• Based on the idea of Web-analytics (e.g. Google Analytics) and Learning Analytics• eTwinning Analytics focuses on the collection, measurement, analysis and reporting of data about eTwinners and their actions,   for purposes of understanding and optimising their co- operation and the environments in which it occurs.

2. OECD index on teachers’ cooperation- mapping with eTwinning

eTwinning Analytics“..eTwinning Analytics focuses on the collection, measurement, analysis and reporting of data about eTwinners and their actions..” – What data is collected? Where it is collected?“.. for purposes of understanding and optimising their co- operation ...” – Underlying framework: teachers co-operation (TALIS, OECD, 2009): • Collaboration and coordination activities • Professional collaboration activities

Index: exchange and co-ordination for teachingTALIS eTwinning activities:• Discuss and decide on the • Participate in a Group to selection of instructional media discuss and exchange (e.g. textbooks, exercise books). – on a topic of interest• Exchange teaching materials with colleagues. – on pedagogical practices• Attend team conferences for the – on ICT tools and practices age group I teach. – on teaching materials• Ensure common standards in • Comments and ratings on Kits evaluations for assessing student • Posts and comments on progress. Project Cards Engage in discussion about the• learning development of specific • Applications for Quality Lables students.

Index of Professional collaborationTALIS eTwinning activities on the portal• Teach jointly as a team in the • Take part in Learning Lab, a short same class. intensive online event offered on a• Take part in professional learning number of themes. activities (e.g. team supervision). • Engage in a cross-country project• Observe other teachers’ classes using ICT. These projects can be and provide feedback. either within or across disciplines• Engage in joint activities across or age groups. different classes and age groups (e.g. projects).• Discuss and co-ordinate homework practice across subjects.

eTwinning Analytics: basics“....collecting data about eTwinners and their actions..”• Aggregated statistics 1. number of items, e.g. total number of journal posts 2. number of users engaged in this action, e.g. number of teachers with contacts• Disaggregated by – teachers with projects / teachers without project, e.g.accessing the Desktop – by country• Activities – within a period of time, e.g. Jan 1 to March 31 – snapshot of time, e.g. how many contacts there are at that given point of time

3. Some results:3 research questions

Q1:Is there evidence of eTwinners remaining engaged with the action over a long period of time, i.e. since its beginning in 2005-06?

eTwinning retention rate

Q1: There evidence of some eTwinners (1/6) remaining engagedwith the action over a long period of time.

Two groups of eTwinners:1.engaged in “professional collaboration”   (i.e. run school collaboration projects) 2. the ones who are notQ2: Do these two groups use Socialnetworking tools in the same way?

                Personal profilePersonal contentContacts ProjectsJournal 3 3

Social networking tools: project vs. no projects

Q2: These two groups do not use Social networking tools in the same way.Similarities are only found in how “contacts” are used.

Q3: Over a long period of time (i.e. 6 years), are there any trends that emerge inteachers’ co-operation activities?

Trends over a long period of time

Q3:1. Professional collaboration: eTwinners in their early years seem to be less engaged in project collaboration than those who have been on the platform for 3 years or more (average 18% vs. 30%). 2. Social networking: Contacts feature seems to be well used by almost half of the eTwinners (45%)

4. Some announcements

Other Tellnet activities1. Papers related to the use of Social Network Analysic for eTwinning Analytics:• Draft deliverable: talk to me (later on the site)• Breuer, R., Klamma, R., Cao, Y., & Vuorikari, R. (2009). Social Network Analysis of 45,000 Schools: A Case Study of Technology Enhanced Learning in Europe.• Pham, M., Cao, Y., Petrushyna Z. & Klamma, R. (2012). Learning Analytics in a Teachers Social Network.2. Open dataset? Data on eTwinning social graph• under discussion; procedure

3. Teachers’ profession in 2025You decide how your future looks like!

Thank you!riina.vuorikari@eun.org vuorikari@gmail.com

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Social Learning Analytics to study Teachers' Large-scale Professional Networks (eTwinning)

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Social Learning Analytics to study Teachers’ Large-scale Professional Networks (eTwinning) Presentation Transcript