Active and inactive                  eTwinners	                       Active	ypically the onesho have been gistered during...
Ini9ated	  various	  	                                 projects	                                                          ...
Active and inactive                  eTwinners	                       Active	                                             ...
Par;cipated	  	  	   High	  number	  	         in	  various	  	                                                       NSS	...
Active and inactive                  eTwinners	                       Active	                                             ...
Ministry	  	              	                                                                                               ...
Local	  	                                                                                                                 ...
Ins$tu$onal	      Low	  Ac;vity	  	  	         &	        Profile      	                                                    ...
Likes	  the	  idea	  	  	              of      teachers’       network               	                        	           ...
Where to focus? some exampels oes not need your help :) !                               Maria	  	                         ...
some exampels                                                              Maria	  	   r training: think of different     ...
Design challenge 1: What are the most efficient strategies      to engage   each persona   in eTwinning?               Thi...
The Invisible eTwinner	                  In the CSS stats	he “I use my colleague’s account on the school          The “the...
Who else        ?                                                               Marcus                                    ...
Who else   ?     Schools with 2 or       more teachers      on average 26%        In Sweden           32%                 ...
Design challenge 2: What are the most efficient strategies          forinvisible eTwinners         and    the ones who    ...
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Invisibles eTwinners and Personas workshop challenges

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Workshop challenges for Ambassadors to work on eTwinning personas and on invisible eTwinners

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Invisibles eTwinners and Personas workshop challenges

  1. 1. Active and inactive eTwinners Active ypically the onesho have been gistered during a Active eTwinner whoaining workshop is motivated andnd never return to works a lot! Twinning willingness Willingork to woThe ones who arenactive and do not Typically inactive, buwish to be bothered. still motivated! CouldThey consider be easily lured toeTwinning emails as eTwinning! spam”. Inactive
  2. 2. Ini9ated  various     projects   Highly  Ac9ve  on   High-­‐level  of   eTwinning     ICT  integra9on   Desktop   Pedagogical   Ins9tu9onal   eTwinning   competences   Recogni9on   Ministry Educa9o NSS, local  autho  Computer    Literacy     Problems   High   Maria  Primary  school  teacher,  “Enthusias9c  user”   Age:  42  years     Has  been  par9cipa9ng  in  eTwinning  since  the  beginning  of  the  ac9on.    She  is   highly  computer  literate  and  she  enjoys  using  the  Internet.  Integra9ng   eTwinning  and  Comenius  in    her  teaching  is  not  difficult,  she  has  a  very  high-­‐ level  of  ICT  integra9on  in  her  teaching  and  learning  ac9vi9es.         She  has  ini9ated  a  number  of  projects  on  eTwinning  and  has  also  received   na9onal  and  European  awards.    She  keeps  her  eTwinning  Desktop  ac9ve   through  status  updates  in  her  journal  to  tell  her  colleagues  and  partners  what  is   going  on  in  her  projects.         Her  network  has  been  expanding  and  she  is  now  an  eTwinning  Ambassador.     Her  work  is  recognised  by  both  her  school  and  her  na9onal  educa9on  system.   Her  only  problem  is  lack  of  9me.    Most  of  what  she  does  for  eTwinning  she  has  
  3. 3. Active and inactive eTwinners Active Maria  Primary  school  teach “Enthusias9c  ypically the ones  user”    ho have been gistered during aaining workshop Peter  ICT  teacher,    nd never return to “Networker”    Twinning willingness Willingork to woThe ones who arenactive and do notwish to be bothered.They considereTwinning emails as spam”. Inactive
  4. 4. Par;cipated       High  number     in  various     NSS   of  contacts   projects   Highly    Ac;ve  on   Low-­‐level  of   ICT  integra9on   eTwinning     Desktop   Pedagogical   Ins9tu9onal   eTwinning   competences   Recogni9on     I Computer   R  Literacy     Problems   Average   Canno due  t te sub Peter  ICT  teacher,  a  “Networker”   Age:  37  years     Peter  is  highly  computer  literate  and  has  been  ac9ve  in  eTwinning  since   five  years.    He  has  joined  projects  (not  ini9ated  them)  and  has  an  ac9ve   eTwinning  Desktop.  His  has  more  competences  in  ICT  than  pedagogical   implementa9on,  so  he  oXen  works  with  other  teachers  and  gives  them   hints  on  new  “gadgets”.  For  this  reason,  he  has  many  contacts  in  his   network  and  thus,  he  is  an  important  networker  in  the  eTwinning  site.       Unfortunately,  his  high  ac9vity  in  eTwinning  is  not  recognised  in  his   school.    His  head  teacher  does  not  want  him  to  allocate  any  9me  to   eTwinning  during  school  hours  and  will  not  allow  him  to  travel  for  any  of   eTwinning  workshops  or  trainings.    The  main  issue  is  that  if  he  is  absent   from  the  class,  the  head  teacher  has  no  teacher  subs9tute.    Peter  has   tried  to  get  support  from  the  NSS,  but  it  is  hard  to  bypass  his  head   teacher.    Peter  feels  his  school  is  not  taking  advantage  of  the  
  5. 5. Active and inactive eTwinners Active Maria  Primary  school  teach “Enthusias9c  ypically the ones  user”    ho have been gistered during aaining workshop Peter  ICT  teacher,    nd never return to “Networker”    Twinning willingness Willingork to wo Lucia   Secondary   school   teacher,  The ones who are “Occasional  nactive and do not Marcus  Teacher,   “Support  user”   user”  wish to be bothered.  They consider Shaun   Nina  Tea Teacher,   “WishfueTwinning emails as “Dor  -­‐   mant   spam”. user”   Inactive
  6. 6. Ministry       of  Educa9on Member  since   Joint  1  Learning   2009   Event  &     partners     Medium-­‐level     projects   of   ICT  integra9on  o       s   Pedagogical   Ins9tu9onal   eTwinning   competences   Recogni9on   e a   Computer   o  Literacy     Problems   High   He  can  to  teac Marcus  Teacher,  “Support  user”   Age:  32  years     Marcus  is  a  young  teacher  who  is  very  ac9ve  in  networking  sites.    He  has   created  various  accounts  in  various  sites  and  tries  to  collaborate  with   other  teachers  through  new  technologies.         About  three  years  ago,  somebody  men9oned  he  should  join  eTwinning.     Marcus  par9cipated  once  in  a  Learning  Event  and  partners  in  projects.   He  does  a  lot  of  similar  collabora9on  with  teachers  in  other  networks   outside  of  eTwinning.  He  prefers  to  do  the  core  part  of  his  collabora9on   on  other  site,  where  is  able  to  share  videos,  etc  easily.  Linking  to  his   friends,  most  of  whom  are  not  necessarily  teachers,  is  important,  and   thus  expands  his  already  huge  network.         In  his  country  he  is  very  popular,  as  he  is  always  happy  to  help  and   support  other  colleagues  use  eTwinning.    He  wishes  that  the  eTwinning  
  7. 7. Local     educa9on     authori9es   Low  Ac;vity     &   Profile   Low-­‐level     of   ICT  integra9on   Ins9tu9onal   eTwinning   Pedagogical   Recogni9on   competences     Training Computer   needed  Literacy   Problems     Average   Language   Lucia  Secondary  school  teacher,  “Occasional  user”   Age:  48  years     Lucia  logs  in  eTwinning  once  in  a  while.  Her  school  is  aware  of  eTwinning,   but  she  s9ll  does  not  know  how  to  integrate  it  her  teaching.  Last  9me  she   logged  in  was  to  search  for  a  partner  for  a  Comenius  partnership  that  her   school  was  preparing.  Her  school  has  previously  been  ac9ve  in  interna9onal   co-­‐opera9on.       Apart  from  that,  she  does  not  browse  much  on  eTwinning  pla_orm.  Lucia  is   willing  to  engage  more,  but  she  feels  she  needs  some  training  on  how  to   use  the  site.  Her  ICT  skills  are  average,  but  she  really  lacks  in  knowledge  on   integra9ng  ICT  in  her  teaching.  Besides,  with  recent  financial  crises,  she  has   been  given  new  tasks  in  her  school  and  she  feels  pressed  by  9me.     Language  is  another  problem.    Although  she  feels  she  may  be  able  to   communicate  in  a  second  language,  she  knows  for  sure  that  her  students  
  8. 8. Ins$tu$onal   Low  Ac;vity     &   Profile   Low-­‐level     of   Co ICT  integra9on   Pedagogical   I innovator   Recogni9on   eTwinning   Pedagogical   competences   D   u Computer   b  Literacy   e   Problems   Low   He  fe job  d not  n techn Shaun  Teacher,  “Dormant  user”   Age:  56  years     Shaun  received  a  lot  of  informa9on  about  the  eTwinning  site  from  his   school  and  colleagues.    His  school  encourages  par9cipa9on  in  eTwinning   and  the  work  carried  out  in  eTwinning  is  highly  recognised  in  his  school.     However,  Shaun  is  not  so  enthusias9c  about  new  technologies.  He  has   been  teaching  for  the  past  30  years  and  he  feels  he  can  do  his  job  well   without  technology.  Students  love  his  pedagogical  innova9on  anyway   and  are  well  mo9vated.  He  looks  forward  to  teaching  another  10  years.       Recently,  his  colleagues  started  a  new  project  on  eTwinning  and  they   encouraged  him  to  join  the  site.    He  has  logged  in  a  couple  of  9mes,  but   he  s9ll  does  not  understand  how  he  can  par9cipate  or  contribute  to   eTwinning.    Shaun  does  not  have  a  computer  at  home  and  hence,  he  will  
  9. 9. Likes  the  idea     of teachers’ network       ?   Ac9ve  in     school     collabora9on   Strong   pedagogical   Ins9tu9onal   eTwinning   experience   Pedagogical   Recogni9on     competences     I Computer   R  Literacy     Problems   Average   La gui  &  t Nina  Teacher,  “Wishful  user”   Age:  58  years     Nina  is  close  to  re9rement.    She  has  been  teaching  for  more  than  30   years  and  she  s9ll  loves  her  profession.  However,  with  recent  changes  in   her  school  (e.g.  more  administra9onal  work,  more  tasks,  possible  pay-­‐ cuts)  she  is  ready  to  re9re  soon.         She  got  to  know  about  eTwinning  from  a  teachers  newsleger.    About   two  years  ago,  she  tried  to  register  to  the  site,  but  did  not  succeed.  She   has  tried  on  various  occasions  to  convince  some  of  her  colleagues  to   par9cipate  in  eTwinning,  but  in  general,  her  school  is  not  interested.       She  is  currently  collabora9ng  with  a  school  in  another  country  and  she   has  ideas  on  how  to  link  such  collabora9on  with  eTwinning.  She  would   like  to  be  part  of  the  teachers’  network,  as  she  misses  the  collegial  
  10. 10. Where to focus? some exampels oes not need your help :) ! Maria     Primary  school  teach “Enthusias9c  user”   od with ICT. A valuable   ticipant in eTwinning m to help with hnology, Portal and Peter     er tools. ! ICT  teacher,  a  “Networker”     Active on FB and Twitter, but not on the Desktop. He can be a key disseminator to new audiences through his networks. ! Marcus     Teacher,     her training on “Support  u   gogical use of ICT get her introduced to Lucia     cts and partners.! Secondary  school   “Occasional  user”     ong pedagogical mpetences: team him up eTwinners in his ool! He needs support ICT. ! he needs to be found, ven a bit of support and Shaun     Teacher,     Nina  Teach e is happy to work! “Dormant  user”   “Wishful  u
  11. 11. some exampels Maria     r training: think of different Primary  school  teaches. Who would benefit from a “Enthusias9c  user”     agogical and who from ahnical approach? ! Peter    Offer things such as partner ICT  teacher,  a  “Networker”    finding, ambassador’s help,how to”-workshops (e.g. how take the first steps of social networking).! teachers are attracted bygnition. Talk about Quality ls. Inform about possible Marcus     ning that is accredited, Teacher,    e they can receive career “Support  u   points, etc.! Lucia     Secondary  school   “Other eTwinners in your “Occasional  user”   school” email. When a new   eTwinner signs up, inform them about the names of the other ones in the school.! Ambassadors in targetedctions. Think where theire is best spend and where Shaun    ey also get the feeling of Teacher,     Nina  Teach success.! “Dormant  user”   “Wishful  u
  12. 12. Design challenge 1: What are the most efficient strategies to engage each persona in eTwinning? Think of “follow-through” rather than “follow-up”!
  13. 13. The Invisible eTwinner In the CSS stats he “I use my colleague’s account on the school The “the local computer” user eTwinning star”nown user KnSS to The “invisi team m use The“non-registered outside
  14. 14. Who else ? Marcus Don’t Teache “Suppo abo   eTwin Lucia     Secondary  school   “Occasional  user”     Nina  Teacher,     “Wishful  user”   Shaun     Teacher,    
  15. 15. Who else ? Schools with 2 or more teachers on average 26% In Sweden 32% Don’t eTwinners in Sweden on average:abo •  46% got contacts eTwin •  13% have received wall posts •  8% has a picture •  4% have written wall posts •  2% are in Teacher rooms on ave 26% In Swe
  16. 16. Design challenge 2: What are the most efficient strategies forinvisible eTwinners and the ones who do not knowabout eTwinning yet? How can the strategies from personas be reused here?

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