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LLT as a community of practice


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LLT - Lifelong Learning Teachers Workshop presentation, Laura Maffei - eTwinning Conference 2010, Seville

LLT - Lifelong Learning Teachers Workshop presentation, Laura Maffei - eTwinning Conference 2010, Seville

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  • 1.  
  • 2. Introducing a teachers’ only eTwinning Project
    • The birth of the project: answering a need
    • Teachers looking for an innovative pathway to professional development
    • Not a tutorial, but an experts’ meeting point
    • The core words: working TOGETHER
    • Theory behind the project: Learning is a social act
    E. Wenger Sugata Mitra
  • 3. LLT as a community of practice (E. Wenger)
    • Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly
    • A community of practice is not merely a club of friends or a network of connections between people. It has an identity defined by a shared domain of interest .
    • Membership therefore implies a commitment to the domain, and a shared competence that distinguishes members from other people. (You could belong to the same network as someone and never know it.)
    • In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information . They build relationships that enable them to learn from each other . (Wenger circa 2007)
  • 4. Members of an active community We are generally involved in a number of communities of practice. Of course, in some groups we are core members, in others we are more at the margins
  • 5. Working in LLT: our steps
    • Getting to know each other
    • Keeping a free and open environment
    • Fostering discussion and exchange
    • Choosing the topics of debate
    • Putting into practice in our classes some of the activities suggested or built together through debate
    • Monitoring the results
    • Sharing achievments, problems, practical ideas to avoid dead-ends
    • Building up a corpus of “good practices” that help us to perform better in our job
  • 6.
    • an environment that stimulates curiosity can cause pupils’ learning through self-instruction and peer-shared knowledge
    • knowledge is not the result of transmission but of cooperation
    • the quality of education reduces with remoteness , in geographic, social, and cultural terms
    Peers instructing themselves via the ICT Prof. Sugata Mitra –minimally invasive education
  • 7.
    • approach activities, learning pathways and pedagogical strategies from the widest possible perspective (all school levels involved)
    • involve tiny schools and decreasing schools, addressing their different reality
    • involve cut-off, isolated schools giving them the opportunity to enter the European community of learning
    • involve special schools, encouraging the debate about special needs students in order to overcome disadvantaged situations
    • use of ICT as a medium for auto–training among teachers of all European Countries
    • compare different national solutions to shared issues (students with special needs, gifted students, pupils with disruptive behavior, lack of ICT equipment, etc…)
    LLT: strategies against geographic, social and cultural remoteness
  • 8. User Participation: Encouraging More Users to Contribute
    • In all multi-user communities and online social networks (including LLT) user participation more or less follows a 90-9-1 rule :
    • 90% of users are lurkers (i.e., read or observe, but don't contribute)
    • 9% of users contribute from time to time
    • 1% of users participate a lot and account for most contributions
  • 9. Overcoming participation inequality
    • The problem is that the overall picture is not representative of the members if you always hear from the same 1% of users, who almost certainly differ from the 90% you never hear from.
    • To overcome this impasse we:
    • try to make it easy to contribute (use of ICT tools welcome but not mandatory)
    • offer different opportunities – and different places – for contribution (TwinSpace, blog, social networks’ communities)
    • use questionnaires and surveys that could explore the point of view of all members
    • choose topics of debate related to general issues of the “being a teacher” everyday life
    • pay attention to the forum, trying to meet the needs of everybody.
  • 10. life of a community over time LLT: where are we going?
  • 11. … willing to join us ? Laura Maffei Monika Kiss