Difference Between Search & Browse Methods in Odoo 17
eTwinning Ambassadors PDW
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)
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!
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
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
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.
26. Timeline
1. 2. 3...
1. Pilot
2. Ambassadors: Ideas and commitments for
Groups - work in Chania.
3. Rolling out..
27. • 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!)
29. 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)
30. 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
31. 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...
32. Building and sustaining online
communities
Riina Vuorikari
CSS, European Schoolnet
Chania Oct 2, 2009
33. 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
34. 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
35. 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’
36. 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
37. 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)
38. "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
