The document discusses the essential role of teachers in online learning. It argues that developing digital competence, leading learners to autonomy, and online learning communities can help teachers' continuous professional development. Specifically, it notes that (1) digital competence involves confident and critical use of technology, (2) leading learners to autonomy means applying knowledge to solve complex problems, and (3) online learning communities provide mutual support and reflection among teachers. The document emphasizes that the teacher's preparations, interventions, and presence are key to ensuring an effective educational experience in online learning.

1. Leading to autonomy:
the essential role of
teachers in online learning
Brian Holmes
Interim Director
Education, Audiovisual & Culture
Executive Agency

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
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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)
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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. 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. 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. 3.
Online learning
Action research: an online learning community
www.eTwinning.net
• 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
http://holmesbrian.blogspot.com/
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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)
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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. 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)
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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
http://dx.doi.org/10.1111/ejed.12015.
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.

12. http://eacea.ec.europa.eu
eacea-info@ec.europa.eu
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