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eTwinning Ambassadors PDW

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  • 1. eTwinning PDW eTwinning Groups From pilots to a big scale! Riina Vuorikari October 1 2009
  • 2. Riina, who? Riina Vuorikari from Finland, lives in Brussels since 1999 • Slides available: http://www.slideshare.net/vuorikari • Since 2000 worked in European Schoolnet • MEd in Finland, DEA in Hypermedia, PhD in November!!
  • 3. What’s on your plate? • Goal: What can Ambassadors do for Groups? • Groups’ pilot: – examples of what Groups do – what have we learned • Roll out the eTwinning Groups: – Ambassadors’ key role in Groups – Next steps - describing Groups
  • 4. A buffet of Groups? On Sunday, for each Groups, I would like to see: • A vision (what will this Group be about?) • A tagline (e.g “eTwinning, the community for schools in Europe”) • Some engagement and leadership taken (e.g. I will run this activity once a month in Spanish)
  • 5. Groups = Thematic online communities Pilot Oct-Jan 09
  • 6. Creativity
  • 7. MST
  • 8. School leaders
  • 9. What are Groups about? • “ a community of practice is not really a thing, but rather a process in which social learning occurs because the people who participate in this process have a common interest in ..” • “The product of this process is the sharing of ideas, the finding of solutions to common problems and the building of a repository of available and new knowledge and expertise.” Kirschner & Lai (2007) Technology, Pedagogy and Education, 16, 2, pp. 127-131
  • 10. Differences Learning Labs Groups • Structured activities • Less structured • Scheduled activities, up to participants • Lead by a • Less schedule “professional” • Moderator on the moderator background • Determined time • No clear end
  • 11. Creative Classroom (1) • Members were invited to join the Group to “foster creativity at schools and in eTwinning projects” • About 40 teachers + one moderator • First: create your profile and introduce your self • Discussion activity: Does school kill creativity?
  • 12. Creative Classroom (2) the Groups was to define • Their way to describe “creativity in learning” • Define their goals • Discussion lead to links in “creative” mini- projects using variety of tools • 35 bookmarks at: http://delicious.com/tag/etwinningcreativity
  • 13. Creative classroom (3) • Scheduled events using Flashmeeting to “talk about Your project and creativity” • Scheduling events is important as teachers are busy. • This allows better planning of their time!
  • 14. Like usual... no time!
  • 15. Creative classroom (4) Different tools used: • Online community (Ning), e.g. creation of sub-groups based on interest, profiles and writing on walls, polls, forum, upload images • External tools, e.g. creating bookmark lists (delicious), integrate videos from YouTube, FlashMeeting
  • 16. Activities in the Groups (5)
  • 17. What have we learned? (1) • Leadership and teamwork skills are needed • There should be more than one “leader” in a group => Leadership team
  • 18. What have we learned? (2) • Online leadership and teamwork skills – “good leaders need good followers” • Technical skills – use of ICTs in general and the platform in particular • Skills in content and substance – the stuff teachers know the best! • Different skills also needed for Ambassadors
  • 19. Different roles (3) • Leaders: can be one or distributed – take responsibility and set the goals – determine how the group will achieve these goals • Core members: – e.g. subject matter experts, knowledge manager, content coordinator • Support persons: – e.g. mentors, tutors, event coordinators, technologist • Community members
  • 20. Motivation does not always mean participation! (4)
  • 21. Task orientation vs. process (5)
  • 22. Ambassadors’ role? Plan, build, support and moderate Groups with other eTwinners! “Show leadership in building eTwinning Community”
  • 23. Online leadership and teamwork skills • Vision and action – Set and attain goals, take initiative, add your energy to the group • Competences – Assign roles and be clear when delegating • “Expedition behaviour” – pitch in, be positive, serve group goals, respect others, work as a team
  • 24. Ambassador’s roles in Groups • Leaders: can be one or distributed – take responsibility and set the goals – determine how the group will achieve these goals • Core members: – e.g. subject matter experts, knowledge manager, content coordinator • Support persons: – e.g. mentors, tutors, event coordinators, technologist • Community members: – “expedition behaviour”
  • 25. Timeline 1. 2. 3... 1. Pilot 2. Ambassadors: Ideas and commitments for Groups - work in Chania. 3. Rolling out..
  • 26. • Unified look and feel (“branding”) • More tools, e.g. wiki • No advertisements • No problems with school firewall • Log-in with the same eTwinning username • LifeRay (open source - more control!)
  • 27. Group activity: Working on the proposed themes
  • 28. A buffet of Groups? On Sunday, for each Groups, I would like to see: • A vision (what will this Group be about?) • A tagline (e.g “eTwinning, the community for schools in Europe”) • Some engagement and leadership taken (e.g. I will run this activity once a month in Spanish)
  • 29. Group activity: Working on the proposed themes • Brainstorming in Groups for 1 h • Plan and build a foundation for your thematic Group • Continuation in workshop “building and sustaining online communities” • Sunday: 45 min to polish up and present your ideas to all
  • 30. Now • Find your Group • Decide – who holds the pen and drafts ideas on the flipchart • Use the planning tool (8 questions) to get started • Try to answer to questions that make sense! • To be continued...
  • 31. Building and sustaining online communities Riina Vuorikari CSS, European Schoolnet Chania Oct 2, 2009
  • 32. Curious life of an online community • Online communities form, grow, mature and terminate = lifecycle • Each level has different issues and can be supported Lai et al. (2006) Literature Review and Synthesis: Online Communities of Practice
  • 33. Lifecycle of an online community Phase 0: Planning. • Determine the scope and purpose of the CoP • Define roles of the CoP and assign/engage people • Make a skeleton of a plan for the CoP • Define how to evaluate whether the Group has been successful
  • 34. Lifecycle of an online community Phase 1: Formation of the CoP • “CoPs should grow, not be implemented’ • Build trust by mandating “good profiles” • Develop clear policies such as code of conduct, community governance, netiquette, copyright • Plan activities that allow active participation, but also ‘lurking’
  • 35. Lifecycle of an online community Phase 2: Sustain and manage CoPs. • Attract a diverse membership • Mentor new members • Delegate leadership (leader of the day) • Turn lurkers into active participants • Think “Glocal”! • Evaluate purpose and direction
  • 36. Lifecycle of an online community Phase 3: Transformation or disengaging. • Expansion or fading away? • Evaluation of a CoP: on-going activity where the success is measured against its own goals (Phase 0)
  • 37. "Learning is not only experience, but reflection on experience (Dewey 1938)" • In an online community, like that of Ambassadors on Ning or any other, what has been/is the biggest barrier for you to benefit from them? – write it on a post-it • What would be your solution to fix that? – write it on a post-it
  • 38. Participation inequality J.Nilsen (2006) Participation inequality: Encouraging More Users to contribute

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