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Leading to autonomy: the essential role of teachers in online learning

Presentation for Online Educa Berlin, 2013

Published in: Education, Technology
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  1. 1. Leading to autonomy: the essential role of teachers in online learning Brian Holmes Interim Director Education, Audiovisual & Culture Executive Agency
  2. 2. Leading to autonomy: the essential role of teachers in online learning 1. Digital competence 2. Leading to autonomy 3. Online learning 4. Teacher training 2
  3. 3. 1. Digital competence Beyond ICT skills  Digital competence involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication. (EU, 2006)  Framework for developing digital competence: 1. Information ⬅ Can critically evaluate information 2. Communication ⬅ Participates in online collaboration, team work 3. Content creation ⬅ Can use and create online content 4. Safety ⬅ Understands personal identity, netiquette 5. Problem solving ⬅ Knows how to use ICT for innovation (Ferrari, Punie & Brečko, 2013) 3
  4. 4. 2. Leading to autonomy Developing professional intellect Know what: cognitive knowledge Basic skills acquired through training Know why: advanced skills Ability to apply skills to complex problems Know how: systems understanding Ability to apply knowledge and skills to new problems Care why: self-motivated creativity Will, motivation and adaptability (Quinn, Anderson & Finkelstein, 1996)
  5. 5. 2. Leading to autonomy The riddle of the liberating structure (1) Teacher decides model • Learners follow the same path • Learners aim for the same goal • Learning resources are common and defined by the teacher • Teacher teaches  Learners develop skills (Pedlar, 1981, p.74)
  6. 6. 2. Leading to autonomy The riddle of the liberating structure (2) Learning community model • Learner decides • Learners follow their own path • Learners have individual goals • Wide scope of learning resources chosen by learners • Teacher supports learning  Learners develop competence and autonomy (Pedlar, 1981, p.76)
  7. 7. 3. Online learning Action research: an online learning community • eTwinning supports teachers across Europe ° Joint pedagogical projects ° Continuous professional development ° Thriving community of teachers •‘Learning Events’ ° Short, intensive online sessions, in groups ° Focused on a theme, led by a subject expert ° Involve teachers in hands-on, non-formal learning with peers • My research, a Learning Event on Web 2.0 7
  8. 8. 3. Online learning The role of the tutor is key to ensuring an effective educational experience in online learning  The tutor’s preparations and interventions had a positive impact on critical thinking and meta-cognition  It was beneficial to reinforce facilitation at key points and to back-off as and when peer support emerged  The tutor’s presence helped strengthen the feeling of community (Holmes, 2013) 8
  9. 9. 3. Online learning Plot of messages over time in the online LE forum 2) Later the students are less dependent on tutor support 1) Frequency of student messages initially follows closely those of the tutors (Holmes, 2013, p.103)
  10. 10. 4. Teacher training Online learning communities for teachers’ continuous professional development  Online learning communities are an attractive alternative to traditional face-to-face training courses  They enable teachers to try out what they are learning in the context of their everyday practice, thereby increasing confidence and motivation  They provide an opportunity for mutual support, exchange of experience and reflection  They are fostered by social interaction which also facilitates learning  They are useful for as long as they support purposeful learning (Holmes, 2013) 10
  11. 11. References EU (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Official Journal of the European Union, L394/310. Ferrari, A., Punie, Y., & Brečko, B. N. (2013). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe: Institute for Prospective Technological Studies (IPTS), JRC, European Commission Holmes, B. (2013). School Teachers' Continuous Professional Development in an Online Learning Community: lessons from a case study of an eTwinning Learning Event. European Journal of Education, 48(1), 97-112. Retrieved 03.03.2013, from Pedler, M. (1981). Chapter 5: Developing the learning community. In T. Boydell & M. Pedler (Eds.), Management Self-development: Concepts and Practices (pp. 68-84). Aldershot: Gower Publishing Company Ltd. Quinn, J. B., Anderson, P., & Finkelstein, S. (1996). Managing professional intellect: making the most of the best. Harvard Business Review, 74(2), 71-80.
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