Virtual mobility and teachers informal professional development networks

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Presentation in the WG8 of the EU-presidency conference on Mobility in Poland.

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  • Even if eTwinning is not about physical mobility, some ‘on-site events’ take place (PDW, Conference), they are instrumental to the set-up, development, strengthening, uptaking of virtual communities (of eTwinners, of Ambassadors, of NSS, of partners in projects etc.). eTwinners say that they create new contact both through online channels (50%) and through face-to-face meetings (50%).
  • Virtual mobility and teachers informal professional development networks

    1. 1. Dr. Riina Vuorikari European Schoolnet [email_address] Virtual mobility and teachers’ informal professional development networks Group VIII
    2. 2. <ul><li>Virtual Mobility (VM) in its own right (virtual collaborations, e.g. eTwinning) </li></ul><ul><li>ICT tools/education technology  </li></ul><ul><li>supporting physical mobility periods </li></ul>Defining virtual mobility
    3. 3. <ul><li>Virtual Mobility in its own right </li></ul><ul><li>How informal learning networks could support teachers ? </li></ul><ul><li>2 examples of networks </li></ul><ul><ul><li>(Diffusion of innovation within the network) </li></ul></ul><ul><li>Possible tensions in the network: </li></ul><ul><ul><li>open vs. closed, </li></ul></ul><ul><ul><li>anonymity vs. personal information, </li></ul></ul><ul><ul><li>centralised vs. decentralised </li></ul></ul>Outline: this presentation
    4. 4. <ul><li>With social media and Web 2.0, a new type of network emerges combining off-line and on-line -> hybrid networks </li></ul><ul><li>Virtual collaboration is nowadays at the fingertips of students and teachers in compulsory education! </li></ul><ul><li>High possibility to scale up! </li></ul>Virtual Mobility (VM) in its own right
    5. 5. <ul><li>Value defined through social capital </li></ul><ul><ul><li>the sense of belonging to the community </li></ul></ul><ul><ul><li>the provided and received support </li></ul></ul><ul><ul><li>the social network structure </li></ul></ul><ul><li>Offer a high potential for teachers </li></ul><ul><ul><li>to up-skill in areas such digital competences , </li></ul></ul><ul><ul><li>the use
of ICT to support teaching and learning, </li></ul></ul><ul><ul><li>communication in foreign
languages , </li></ul></ul><ul><ul><li>other areas of personal development such as
intercultural dialogue and social competence </li></ul></ul>Value of informal learning networks for individuals
    6. 6. TALIS, OECD, 2009
    7. 7. Example 1: Distributed web 2.0 tools
    8. 8. Example 2: Centralised tools
    9. 9. eTwinning reach = number of eTwinners / number of teachers On average, 2.64% of European teachers are eTwinners
    10. 10. Diffusion of innovation (1)
    11. 11. <ul><li>Centralised vs. decentralised underlying technical structure? => Who has the control? </li></ul><ul><li>Is it an open or closed network? => trust in the network </li></ul><ul><li>Anonymity vs. personal information </li></ul><ul><li> => how much personal information is made available? Think of under-aged students! </li></ul><ul><li>=> is the source of information acknowledged? </li></ul>Tensions in the network
    12. 12. Diffusion of innovation (2)
    13. 15. Now, imagine: “viruses” spread through collaboration. This virus is a positive one, called eTwinning . Who will not get the virus?
    14. 16. Who will not get the virus? The ones who are not connected, e.g. who are not collaborating with others.
    15. 17. Diffusion of innovation within a school follows the same pattern ! Institutionalising “culture of change”
    16. 18. What is the role of Teacher Networks for professional development in Europe in 2025? Out in 2012 Q1
    17. 19. References <ul><li>Teachers’ Lifelong Learning Network (www.tellnet.eun.org) </li></ul><ul><li>Vuorikari, R., Gilleran, A., & Scimeca, S. (2011). Growing beyond Innovators – ICT-Based School Collaboration in eTwinning. In C. D. Kloos, D. Gillet, R. M. Crespo García, F. Wild, & M. Wolpers (Eds.), Towards Ubiquitous Learning (Vol. 6964, pp. 537-542). Berlin, Heidelberg: Springer Berlin Heidelberg. http: //tellnet . eun . org/c/document_library/get_file ? p_l_id=10704 & folderId=18137 &name=DLFE-515. pdf </li></ul>

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