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Holmes online learning communities nl2012
1. Online Learning Communities for Teachers'
Continuous Professional Development
Case study of an eTwinning Learning Event
April 2012
Networked Learning conference, Maastricht
Brian Holmes, Lancaster University & European Commission
Dr. Julie-Ann Sime, Lancaster University
with the support of
Tiina Sarisalmi, Municipality of Orivesi, Finland
Anne Gilleran, European Schoolnet, Belgium
2. Online Learning Communities for Teachers'
Continuous Professional Development
Case study of an eTwinning Learning Event
1. Research context
2. Research design
3. Findings
4. Conclusions
http://www.slideshare.net/holmebn 2
3. 1. Research context
Online learning communities
Study on learning communities
supported by ICT
Benefits for learners:
• Online communities support intentional and
non-intentional learning
• Participants can follow and observe life of
others, encouraging reflection
• Support active learning of all key
competences and transversal skills
• Online communities provide new opportunities
for equality
(Ala-Mutka, 2010)
• Greater individual understanding through a
group endeavour (McConnell, 2006)
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3
4. 1. Research context
Case study: an eTwinning Learning Event
• eTwinning supports teachers across Europe
° Joint pedagogical projects
° Continuous professional development
www.eTwinning.net ° 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 case
° ‘Exploiting Web 2.0: eTwinning and Collaboration’
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5. Online Learning Communities
Case study of an eTwinning Learning Event for
Teachers' Continuous Professional Development
Research context
Research design
Findings
Conclusions
http://www.slideshare.net/holmebn 5
6. 2. Research design
Theoretical framework
• Cognitive presence
Community of Inquiry active learners in a community
° Constructing meaning through sustained
communication
SOCIAL Supporting COGNITIVE ° Essential for critical thinking
PRESENCE Discourse PRESENCE
• Social presence
EDUCATIONAL
EXPERIENCE feeling a person is ‘real’
Setting
Selecting
° Projecting personal characteristics into the
Climate
Content
community
TEACHING PRESENCE
° Directly contributes to success of learning
(Structure/Process)
• Teaching presence
design and support for active learning
Communication Medium
° Support and enhance cognitive and social
(Garrison et al, 2000, p.88) presence for the purposes of learning
° Design often led by teacher
° Facilitation often shared with learners
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7. 2. Research design
Research questions
In an eTwinning Learning Event (LE) for teachers’ continuous
professional development:
– How does the online learning community influence the
development of teachers’ cognition, practice and competence?
– How do teaching presence and social presence influence the
collaboration, the cognitive presence and the development of the
community?
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8. 2. Research design
Action research
• Completed two cycles of action research
1. Initial LE, April 2010, 156 teachers
2. Revised LE, Oct-Nov 2010, 142 teachers
• Participative research
Worked together with Tiina Sarisalmi,
a teacher and the domain expert
Supported by EUN, the LE organisers
Participated as tutor
• Data collection and analysis
– Initial and final interviews
– Final online questionnaire Cycle of Action Research
– Coding of discussion forums using (O’Leary, 2004, in Koshy, 2010, p.7)
the Community of Inquiry framework
http://www.slideshare.net/holmebn 8
9. Online Learning Communities for Teachers'
Continuous Professional Development
Case study of an eTwinning Learning Event
1. Research context
2. Research design
Findings
Conclusions
http://www.slideshare.net/holmebn 9
10. 3. Findings
Recommendations from 1st LE
Meta-cognition: reflection on own practice • Increase social presence
and competence ° More support for socio-emotional
aspects (Kreijns et al, 2003,
Web 2.0 tools and collaboration
Zenios & Holmes, 2010)
Cognitive activities Social activities ° Give time to develop trust, shared
values and reciprocity
° Introductions ° Introductions
° What is web 2.0? ° Social interaction
(McConnell, 2006)
° Documenting the ° Mutual support
learning ° Feedback
• Reinforce cognitive presence
° Planning and ° Stories ° Activities for critical thinking
managing a project ° Reflection in practice and
° Sharing videos,
presentations, photos
meta-cognition
° Collaborative (Schön, 1987, Eraut, 1995)
learning
° Conclusion and • Strengthen teaching presence
evaluation ° Increase facilitation and
‘orchestration’ at key points
(Dillenbourg, 2008)
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11. 3. Findings
The revised LE
week 1 2 3 4
1st LE
2nd LE
Cognitive activities Applying ideas in practice Final reflection
• Added time for practice and reflection
– 12 days for the LE cognitive activities, 19 days to try out in own
teaching practice, 2 days of final reflection in the LE
– Encouraged sharing of stories, feelings and reflections
• Added a virtual staff room
– A place for informal discussion and reflection in practice
– Tables of small groups to foster stronger ties
• Increased moderation
– Moderation at key points to encourage and support
– Encouraged mutual support and guidance
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12. 3. Findings
All messages over time in staff room
Frequency of
messages
related closely
to activities
and to the
messages
from tutors
Almost no
messages
whilst
applying
ideas in
practice
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13. 3. Findings
Coding for cognitive presence
Critical thinking
Coding suggests critical thinking reached in later stages
Garrison et al (2001)
Resolution
Integration
Cognitive presence
Exploration
Cognition
Triggering
event
Other
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
Messages in order of time (first to last)
Example of Edita: illustrates the progression in cognition for a typical participant
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14. 3. Findings
Views of participants
Applying ideas in practice …
‘I was able to apply what I learned in the classroom and my pupils are very
excited and they want to learn more’ (final questionnaire)
Staff room …
‘most of my time was spent in the staff room, to get ideas, to get support, and
to feel proud and happy when my work got commented on. i think the idea of
the staff room was the best’ (final interview)
However ...
Collaboration does not always work…
‘Well in the forum there is merely discussion and I understand that cooperation
is a step further and collaboration even further, and I did not enjoy not
being able to collaborate in my own group’ (final interview)
Facilitation and feedback from the tutor is not always a good thing …
‘I think those are things that can very easily smother the flame of creative
thinking and learning’ (email feedback from tutor)
http://www.slideshare.net/holmebn 14
15. Online Learning Communities for Teachers'
Continuous Professional Development
Case study of an eTwinning Learning Event
Research context
Research design
Findings
Conclusions
http://www.slideshare.net/holmebn 15
16. 4. Conclusions
From the teachers’ perspective
Online learning community
The online community supports teachers to develop their professional
competence
The community provides opportunity for mutual support, exchange of
experience and reflection in a trusted environment
The community is useful for as long as it supports learning
Learning by doing
Teachers who apply what they are learning in their own teaching practice
gain motivation, confidence and belief in what they are doing
Guidance
It is beneficial to provide moderation at key points and to back-off as and
when peer support emerges
Social interaction
Social interaction is important - it facilitates learning and engenders a
sense of community
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17. 4. Conclusions
From an academic perspective (1/2)
Facilitation and mutual support
Teaching presence has a positive impact on cognitive presence
(critical thinking) (Dillenbourg, 2008; Shea & Bidjerano, 2009)
Reflective practitioners
Applying ideas in practice and reflection-in-practice with peers reinforces
competence development (Schön, 1987; Eraut, 1995)
Vicarious learning from peers (Lave and Wenger, 1991)
Social and community aspects
The learning community engendered mutual support, trust and sharing. It
provides an appropriate micro-context for reflection
(Boud and Walker, 1998; Grossman et al, 2000; McConnell, 2006)
Social ties are important for learning, however interaction is purposeful and
the community is task based and ephemeral
(Riel and Polin, 2004; Garrison and Arbaugh, 2007)
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18. 4. Conclusions
From an academic perspective (2/2)
Community of Inquiry framework
The CoI framework is useful to analyse learning holistically in a
community, and the interrelation between the cognitive, teaching and
social aspects
(Garrison et al, 2000)
The cognitive presence coding scheme was the most straightforward to
apply and the most useful, perhaps because it is based on the Practical
Inquiry model
(Garrison et al, 2001)
The teaching presence coding scheme favours instruction and ‘tutor as
expert’ rather than ‘tutor as facilitator/moderator’
(Anderson, et al.,
2001)
The social presence coding scheme needs to be updated to take into
account social affordances of modern social computing
(Rourke, et al.,
2001)
19. References (1 of 3)
Ala-Mutka, K. (2010) Learning in informal online networks and communities,
Institute for Prospective Technological Studies (IPTS), J., European
Commission (ONLINE accessed 18.11.2010 - http://
ipts.jrc.ec.europa.eu/publications/pub.cfm?id=3059 -)
Anderson, T., Rourke, L., Garrison, D. & Archer, W. (2001) 'Assessing teaching
presence in a computer conferencing context'. Journal of Asynchronous
Learning Networks, 5 (2), pp.1-17
Boud, D. & Walker, D. (1998) 'Promoting reflection in professional courses: The
challenge of context'. Studies in Higher Education, 23 (2), pp.191-206
Dillenbourg, P. (2008) 'Integrating technologies into educational ecosystems'.
Distance Education, 29 (2), pp.127 – 140
Eraut, M. (1995) 'Schon Shock: a case for refraining reflection-in-action?'.
Teachers and Teaching, 1 (1), pp.9 – 22
Garrison, D. R., Anderson, T. & Archer, W. (2000) 'Critical Inquiry in a Text-
Based Environment: Computer Conferencing in Higher Education'. The
Internet and Higher Education, 2 (2-3), pp.87-105
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20. References (2 of 3)
Garrison, D. R. & Arbaugh, J. B. (2007) 'Researching the community of inquiry
framework: Review, issues, and future directions'. The Internet and Higher
Education, 10 (3), pp.157-172
Garrison, D., Anderson, T. & Archer, W. (2001) 'Critical thinking, cognitive
presence, and computer conferencing in distance education'. American
Journal of Distance Education, 15 (1), pp.7-23
Grossman, P., Wineburg, S. & Woolworth, S. (2000) What makes teacher
community different from a gathering of teachers?, Center for the Study of
Teaching and Policy, University of Washington
Koshy, V. (2010) Action research for improving educational practice, 2nd ed.,
London, Sage publications Ltd.
Kreijns, K., Kirschner, P. A. & Jochems, W. (2003) 'Identifying the pitfalls for
social interaction in computer-supported collaborative learning environments:
a review of the research'. Computers in Human Behavior, 19 (3), pp.335-353
Lave, J. & Wenger, E. (1991) Situated Learning: Legitimate Peripheral
Participation, Cambridge University Press.
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21. References (3 of 3)
McConnell, D. (2006) E-Learning Groups and Communities. Maidenhead, Open
University Press.
Riel, M. & Polin, L. (2004) 'Online learning communities: Common ground and
critical differences in designing technical environments', in Barab, S., Kling,
R. & Gray, B. (Eds.), Designing for virtual communities in the service of
learning, pp.16-50, Cambridge University Press
Rourke, L., Anderson, T., Garrison, D. & Archer, W. (2001) 'Assessing Social
Presence in Asynchronous Text-based Computer Conferencing'. Journal of
Distance Education, 14 (2), pp.50-71
Schön, D. A. (1987) Educating the reflective practitioner, Jossey-Bass San
Francisco.
Shea, P. & Bidjerano, T. (2009) 'Community of inquiry as a theoretical
framework to foster ‘‘epistemic engagement” and ‘‘cognitive presence” in
online education'. Computers & Education, 52, pp.543-553
Zenios, M. & Holmes, B. (2010), 'Knowledge creation in networked learning:
combined tools and affordances', Proceedings of the 7th International
Conference on Networked Learning 2010, Copenhagen, pp.471-479
22. Thank you
Brian.Holmes@skynet.be
http://holmesbrian.blogspot.com/
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Editor's Notes
Slide part time PhD student at the University of Lancaster in the UK European Commission in Brussels , where I am Head of department at the Executive Agency which manages part of the Lifelong Learning Programme My research on one specific case of an online learning community set in context of the EUs eTwinning initiative , which supports teachers to work together across Europe how I used action research and the Community of Inquiry framework to propose improvements to an online learning event Present some findings showing changes in cognition , social and teaching aspects , and draw some conclusions
Slide 1) Context for my research: online learning communities , describe the eTwinning initiative Research design : the theoretical framework the research questions research approach and methods Findings and analysis: what the data suggests Conclusions: from practical perspective from academic perspective bibliographic references at the end of my presentation Slides available on slideshare 2) Start by looking at the research context
Slide 01/04/12 1) Why I am interested in online learning communities? They provide benefits to learners , by offering a rich social context for learning online – something that was missing from elearning for many years As this report from the Commission’s Joint Research Centre illustrates, written by Ala-Mutka online communities support formal and informal learning flexible learning , with learners observing each other , discussing and reflecting together they support development of key competencies and transversal skills like team work , intercultural dialogue they can provide opportunity for learning which is more equitable 2) As McConnell adds in his book online communities provide opportunity to further individual understanding through a group endeavour
Slide eTwinning is an initiative funded by EU’s Lifelong Learning Programme Supports teachers to work together on joint pedagogical projects using the Internet facilitates teachers ’ continuous professional development is basically a large online community of teachers . Recent innovation, Learning Events short dur ation, typically 10 days, teachers working with a group of peers focused on a theme , supported by a domain expert, usually a fellow teacher non-formal , learning-by-doing My case study: ‘ Exploiting Web 2.0: eTwinning and Collaboration ’
Slide Research design : the theoretical framework The research questions research approach and methods
Slide Community of Inquiry framework by Garrison, Anderson and Archer – communities for educational purposes Three interrelated aspects or presences Cognitive presence : which they define as ‘ the extent to which participants in … a community of inquiry are able to construct meaning through sustained communication ’ this equates to active learners , constructing knowledge through interaction with their environment and their peers it is essential for critical thinking and meta-cognition Social presence , defined as the ‘ ability of participants … to project their personal characteristics into the community ’ in other words, the extent to which someone is perceived as real has a direct impact on the success of an educational experience Teaching presence , defined as ‘ the design of the educational experience ’ aims to support and enhance cognitive and social presence the design is often led by a teacher (eg choice of content, ) facilitation may be shared with learners
Slide In an eTwinning Learning Event (LE) for teachers’ continuous professional development: How does the online learning community influence the development of teachers’ cognition , practice and competence ? ( cognitive presence ) How do teaching presence and social presence influence the collaboration , the cognitive presence and the development of the community ?
Slide Completed two cycles of action research 1. Initial LE, April 2010 , 156 teachers 2. Revised LE, Oct-Nov 2010, 142 teachers Participative research Worked together with the domain expert Tiina Sarisalmi Supported by the LE organisers, European Schoolnet, Participated as tutor in the second LE Data collection and analysis Conducted some initial and final interviews Final online questionnaire for all partcipants Coding of dialogue in the discussion forums using the Community of Inquiry framework
Slide Results and analysis: from the first LE changes proposed and why from the second LE
Slide Data and analysis from first LE suggested: individual cognitive activities helped participants develop expertise in use of web 2.0 tools, but not necessarily in their teaching practice social interaction good , but secondary and limited relationships developed, but not yet a community Increase further the social presence : Recognise the importance of addressing socio-emotional aspects by balancing the cognitive activities with social ones give more time for trust , shared values and reciprocity to develop between participants and community to grow Reinforce the cognitive presence : including specific activities to encourage critical thinking - encourage meta-cognition, give time for teachers to try out ideas in their own teaching practice and reflect with peers Strengthen teaching presence provide more tutor support and guidance at key points (what Dillenbourg refers to as orchestration)
What we actually did Scheduling of second LE is compared with the first Still 12 days for the cognitive activities Added time for practice and activities for reflection 19 days to try out in own teaching practice, 2 days of final reflection in the LE Encouraged sharing of stories , feelings and reflections Added a virtual staff room A place for informal discussion and reflection, available throughout the four weeks Tables of small groups of participants to foster stronger ties Increased facilitation Moderator/facilitator at key points to encourage and support Encouraged participants to support each other and to do their own facilitation Slide
Show some of the data, to illustrate results Plot of all messages in the staff room over time , over the full LE Participants in blue , tutors in red Frequency of participant messages related closely to the cognitive activities Also closely follows the messages of the tutors Almost no interaction in the staff room during the period for trying out ideas in teaching practice Purposeful communication, focused on learning Dies off when not needed Slide
Shows the results of the coding of a typical participant , named Edita . A teacher from Greece with some previous experience of web 2.0 tools and collaboration online. The graph shows all her messages over time , in the various discussion forums and in the staff room The early messages of Edita are at the lower levels of cognition , triggering event and exploration . Over time the messages move to the higher levels of cognition , integration and resolution , suggesting critical thinking We may also note that the interaction towards the end is taking place in the final reflection activity Other plots of messages do not necessarily reflect such an obvious progression as this one, especially with participants who were already experienced . However, the trend in all of them is upwards Slide
The comments of participants in the final questionnaire, interviews and discussion forums reveal how they perceived the event and how they have learned . Here are just two examples , the first is in response to a questionnaire concerning the benefit of having applied ideas in their teaching practice : It reflects success in trying out ideas and a positive impact on the motivation of the children. This teacher is now quite convinced about the value of using such tools in her teaching The second concerns a question on the value of the staff room : It suggests that he used the staff room to get ideas from other teachers and mutual support . It was a stable friendly place to go and find support, regardless of the individual activities However, comments also reflected frustration when collaboration didn’t take place And the tutor with whom I worked cautioned about going too far with our interventions , indicating that too much tutor presence can reduce the creativity and spontaneity of the participants Slide
Slide Conclusions: from practical perspective from academic perspective
From the perspective of the teachers Concerning the online community evidence suggests that the online community did support teachers’ professional development the community of peers offered mutual support and the exchange of experience in a trusted environment however, the community was purposeful and lasted only as long as it supported learning Learning by doing teachers who were able to try out what they were learning in their teaching practice were motivated , gained confidence and believed in the importance of what they were learning Guidance it was beneficial for learning to reinforce facilitation at key points , but back-off as the participant started to support each other Social interaction social interaction was important , participants felt more connected and this facilitated learning , i ncreasing the sense of community Slide
From an academic perspective first of two slides Facilitation and mutual support increasing the teaching presence (design of relevant activities and orchestration) had a positive impact on the cognitive presence and critical thinking Reflective practitioners there was evidence of competence development when teachers were able to apply and reflect with peers there was also evidence of vicarious learning , from those who could not try out things for themselves, reading and discussing the experience of others Social and community aspects social interaction was important and the community engendered mutual support , trust and sharing of stories, experience, etc. As such it was an appropriate micro-context for reflection but the community was ephemeral , focused on purposeful learning and tasks , it died quickly when no longer needed Slide
From an academic perspective second of two slides Community of inquiry useful framework for the holistic analysis of a community focused on learning, looking at cognitive , teaching and social aspects and their interrelationship cognitive presence coding scheme was the most useful, showing evidence of cognitive development over time. There is information to support its application, in the Practical Inquiry model Teaching presence coding scheme suggests indicators which favour instruction and the ‘tutor as expert’ Social presence coding scheme indicators need to be updated to reflect the social affordances of modern software Slide
Slide Here is a short bibliography of some of the key research material that I am using
Slide Here is a short bibliography of some of the key research material that I am using
Slide For now, Thank you very much for your attention