Teachers' collaboration networks as a PLE for professional development
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  • The Economist ( Sep 2nd 2010) : A cyber-house divided. Online as much as in the real world, people bunch together in mutually suspicious groups.., peacemaking is an uphill struggle The internet was supposed to transcend colour, social identity and national borders. But research suggests that the internet is not so radical. People are online what they are offline: divided, and slow to build bridges. P e ace on Facebook, where it describes how it can 電 e crease world conflict � by letting people from different backgrounds connect.
  • Pham Manh Cuong

Teachers' collaboration networks as a PLE for professional development Teachers' collaboration networks as a PLE for professional development Presentation Transcript

  • TeLLNet Teachers’ Lifelong Learning Network Teachers' collaboration networks as a PLE for teachers’ professional development (PD) July 13 2011 Riina Vuorikari (European Schoolnet - EUN)
  • Who am I?
    • Riina from Finland
    • Masters in Education from Finland - then hypermedia, web stuff, research, doctoral, etc.
    • Since 2000 in European Schoolnet as Senior Research Analyst and Project Manager
  • European Schoolnet (EUN)
    • Created in 1997, based in Brussels
    • Network of 31 European Ministries of Education (MoE) or national educational authorities
    • Transforming education in Europe
      • change in schooling through the use of new technologies
  • Why the Tellnet project?
    • To better understand
    • how
    • social learning networks can support
    • teachers' competence building
  • TALIS, OECD, 2009
  •  
  • eTwinning reach = number of eTwinners / number of teachers On average, 2.64% of European teachers are eTwinners
  •  
    • Why do some teachers get
    • the "eTwinning" virus
    • and
    • are able to spread it around
    • - and others don’t ?
  •  
  •  
  •  
  • tightly connected nodes ( =teachers) i n the central
  • Who will NOT get the virus?
  • The entire eTwinning “network”
  • Example SNA How dependent is the eTwinning social network structure on a small core group of eTwinners?
  • Example SNA How dependent is the eTwinning social network structure on a small core group of eTwinners? “ ... no super-hubs who exclusively connect the clusters. Clusters are typically connected via several hubs. In conclusion, although eTwinning is dependent on a core group, this is a large and well connected”
    • and in eTwinning
    • eTwinning mentoring
    • Project collaboration
    • Participates in Groups
    • Uses Desktop tools
    • Signed up: Reads/Lurks
    • Not signed up
    Different roles on the web
  • Different roles in the network In Figure 5a, the larger nodes indicate that those teachers play an important role as a “b r oker ” in the network by connecting to different clusters of teaches who collaborate within different projects . In Figure 5b, the larger nodes in the project cooperation network indicates that those teachers are part of more projects than the other teachers with the smaller nodes.
    • The Economist (Sep 2nd 2010)
    • “ People are online what they are offline: divided, and slow to build bridges.”
    • This seems to be the case for commerce, news and social networks!
    • Zuckerman on Google data, 50 top websites in 30 countries
    • Almost every country reads all but 5% of its news from domestic sources
    • Zuckerman on “Peace on Facebook”
    • Only 1-2% of the combined total of friendships on Israeli and Palestinian accounts. For Greece and Turkey, his estimate was 0.1%
    The internet was supposed to transcend colour, social identity and national borders…
  •  
  • Example: evolution of a Database Research Community VLDB 1990 VLDB 1995 VLDB 2000 VLDB 2006
    • Spreading pedagogical innovation:
    • Case of the Acer-EUN Educational Netbook Pilot
    • www.netbooks.org
  • Mission impossible?
    • You have 8000 netbooks to give out to 220 schools in 6 European countries to do a study on how netbooks are used in education
    • Timeline January 2010-July 2011
  • What do we know from previous experience and studies?
    • Don’t just dump hardware to schools without dedicated teacher training!
    • Training teachers is expensive and time consuming - time to adopt training into classroom practices is long
    • School shun away from disruptive stuff
  • School-based netbook teams and 1:1 pedagogical scenarios
    • Each school was asked to create a netbook team of 5 teachers including an ICT support person (if available)
    • 1:1 pedagogical scenarios to help teachers to “orchestrate learning”
  • Variety of activities during a 1:1 lesson Frontal teaching Group Individual
    • Help teachers “orchestrate” the learning situations with netbooks
    • The interplay :
      • between different activities
      • between individual and social processes
    • Short sequences alternating activities (e.g. sequencing different activities)
    • Describe the organisationl conditions (material and tools, classroom setting, estimated time, evaluation)
    • Step-by-step
    • Suggestion rather than prescriptive
    • Not subject-specific or detailed lesson plans
    1:1 pedagogical scenarios
  • Orchestration of learning activities E.g see Ingo Kollar (2010), ОrchestratingLearni: EducationalPsychologyPerspective http://www. slideshare .net/jtelss10/summer-school-kollar-final
  • wiki to work on 1:1 scenarios
  • Uptake of 1:1 scenarios is GOOD! ( n=655 )
  • Uptake of 1:1 scenarios is GOOD! ( n=655 )
  • PD teachers have participated since Jan 2010 and impact on their teaching