Teachers' collaboration networks as a PLE for professional developmentPresentation 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
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
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
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
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)
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