This document discusses Teachers' Lifelong Learning Network (TellNet) and the use of teachers' collaboration networks as a personal learning environment for professional development. It provides background on the speaker and their organization, European Schoolnet, which aims to transform education through technology. It also discusses the eTwinning social network for teachers and analysis that shows it depends on a core group of connected teachers to spread initiatives. The document advocates for supporting teacher competence through social learning networks and provides examples of how networks can evolve over time in different domains.

1. TeLLNet Teachers’ Lifelong Learning Network Teachers' collaboration networks as a PLE for teachers’ professional development (PD) July 13 2011 Riina Vuorikari (European Schoolnet - EUN)

5. TALIS, OECD, 2009

7. eTwinning reach = number of eTwinners / number of teachers On average, 2.64% of European teachers are eTwinners

13. tightly connected nodes ( =teachers) i n the central

14. Who will NOT get the virus?

15. The entire eTwinning “network”

16. Example SNA How dependent is the eTwinning social network structure on a small core group of eTwinners?

17. 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”

19. 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.

22. Example: evolution of a Database Research Community VLDB 1990 VLDB 1995 VLDB 2000 VLDB 2006

27. Variety of activities during a 1:1 lesson Frontal teaching Group Individual

29. Orchestration of learning activities E.g see Ingo Kollar (2010), ОrchestratingLearni: EducationalPsychologyPerspective http://www. slideshare .net/jtelss10/summer-school-kollar-final

30. wiki to work on 1:1 scenarios

31. Uptake of 1:1 scenarios is GOOD! ( n=655 )

32. Uptake of 1:1 scenarios is GOOD! ( n=655 )

33. PD teachers have participated since Jan 2010 and impact on their teaching