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E T Ambassadors Varna 09


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Slides from my presentation on "Groups and Learning labs", their purpose and evaluation of the pilot. Outlining some of the future plans. Also, slides from the two workshops at the end.

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E T Ambassadors Varna 09

  1. 1. On Groups and Learning Labs: Sustaining and maintaining Online communities eTwinning Ambassadors Varna September 5 2009 Riina Vuorikari
  2. 2. Today’s presentation • Learning Labs and Group pilots • Future plans: – Back to school-campaign. What can I as an Ambassador do? – New platform • Online leadership and team skills • Announce the New LLP project
  3. 3. Motivation for Groups and Labs • Diversify the offer in eTwinning: new types of interactivity • Test new models of activities • Find ways to know what works and how?
  4. 4. Advancing step-by-step Project participation and sharing experiences Signing up to the online community
  5. 5. Differences Groups Learning Labs • Less structured • Structured activities activities, up to participants • Scheduled • Little schedule • Lead by a • Moderator on the “professional” background moderator • No certifications, no • Certificate when it’s clear end over
  6. 6. Groups = Thematic online communities Pilot Oct-Jan 09
  7. 7. Pilot participants Countries
  8. 8. Previous experience with online communities 1/3 “little experience!” Language issues expected?
  9. 9. MST formed sub-groups
  10. 10. Creative Classroom 24 Forum topics and more than140 replies – Does school kill creativity? – ICT role in fostering creativity Sub-Group on Web2.0 Links to “creative” mini-projects using different tools (technology is discussed a lot) – 35 bookmarks at:
  11. 11. Creative classroom Flashmeetings to “talk about Your project and creativity” • idea to introduce FM came from the Group • 7 meetings (11 and 7 partic.) • new meetings planned -> a good interest
  12. 12. School leaders • From 66 to 103 members – The growth shows that there is an interest and a need. – A lot of “broadcasting” of messages by the moderator – However, activities are scarce, which reflects a different nature of this Group
  13. 13. End evaluation: Recruitment for Groups
  14. 14. Pilot end-evaluation • 77% found Groups relevant from a professional point of view. • 75% said they enjoyed Groups.
  15. 15. Like usual... no time!
  16. 16. Activities in the Groups
  17. 17. Motivation does not always mean participation!
  18. 18. Experiences in Group
  19. 19. Task orientation vs. process
  20. 20. Different roles • Leaders: can be one or distributed – take responsibility and set the goals – determine how the group will achieve these goals • Core members: – e.g. subject matter experts, knowledge manager, content coordinator • Support persons: – e.g. mentors, tutors, event coordinators, technologist • Community members
  21. 21. Roles that were needed
  22. 22. Groups had different needs
  23. 23. What did we find out about Groups? • Leadership and teamwork skills are important • There should be more than one “leader” in a group => Leadership team • Roles should be planned and allocated clearly. This needs a push. • Planning tool to help - topic of the workshop!
  24. 24. Learning Lab
  25. 25. Podcasting – working language English
  26. 26. Creative use of media- English
  27. 27. Exploring Creativity - German
  28. 28. Mindmapping - French
  29. 29. Integrated Tools • Blog • Wiki • Document library • Photo gallery • Embedded video player • Messaging • Calendar
  30. 30. Other Tools used • The main LL Platform • Chat tool • Elluminate synchronous discussion platform • External – you tube, flicker, loudblog etc.
  31. 31. Participants in Learning Labs
  32. 32. Origin of the participants
  33. 33. Expectations for Learning Lab
  34. 34. % of initial applicants in final takeup • Podcasting 76% • Creative use of media 60% • Exploring Creativity 58% • MindMapping 51%
  35. 35. Evaluation • Results based on exit polls for each event. • Globally – 256 responses = 80% participants
  36. 36. How did you like it?
  37. 37. Certified?
  38. 38. What did we find out about Learning Labs? • Formula is flexible • Teacher comments very positive • Maybe extend the duration • Seems to provide a focus to teachers to engage with each other in a shared activity
  39. 39.
  40. 40. A whole new platform! • Platform called LifeRay • Log-in with the same eTwinning username (to come) • Everything in the same place • Unified look and feel for branding • More tools, e.g. wiki • No advertisements • Not blocked by school firewalls
  41. 41. A whole new platform! Peak in? Choose: Using Media Username: pw: demo
  42. 42. thanks! for your attention comments? questions? Check the slides avain?
  43. 43. Building and sustaining online communities Riina Vuorikari CSS, European Schoolnet Varna Sept 5, 2009
  44. 44. What are online communities of practice? • “ a community of practice is not really a thing, but rather a process in which social learning occurs because the people who participate in this process have a common interest in ..” • “The product of this process is the sharing of ideas, the finding of solutions to common problems and the building of a repository of available and new knowledge and expertise.” Kirschner & Lai (2007) Technology, Pedagogy and Education, 16, 2, pp. 127-131
  45. 45. Different sets of skills • Online leadership and teamwork skills – “good leaders need good followers” • Technical skills – use of ICTs in general and the platform in particular • Skills in content and substance – the stuff teachers know the best! • Different skills also needed for Ambassadors
  46. 46. Online leadership and teamwork skills • Vision and action: – set and attain goals, take initiative, add your energy to the groups, solve problems • Competences – assign roles and be clear when delegating • “Expedition behaviour”: – pitch in, be positive, serve group goals, respect others, work as a team • Building trust in an online community
  47. 47. Curious life of an online community • Online communities form, grow, mature and terminate = lifecycle • Each level has different issues and can be supported Lai et al. (2006) Literature Review and Synthesis: Online Communities of Practice
  48. 48. Lifecycle of an online community Phase 0: Planning. • Determine the scope and purpose of the CoP • Define roles of the CoP and assign/engage people • Make a skeleton of a plan for the CoP • Define how to evaluate whether the Group has been successful
  49. 49. Lifecycle of an online community Phase 1: Formation of the CoP • “CoPs should grow, not be implemented’ • Build trust by mandating “good profiles” • Develop clear policies such as code of conduct, community governance, netiquette, copyright • Plan activities that allow active participation, but also ‘lurking’
  50. 50. Lifecycle of an online community Phase 2: Sustain and manage CoPs. • Attract a diverse membership • Mentor new members • Delegate leadership (leader of the day) • Turn lurkers into active participants • Think “Glocal”! • Evaluate purpose and direction
  51. 51. Lifecycle of an online community Phase 3: Transformation or disengaging. • Expansion or fading away? • Evaluation of a CoP: on-going activity where the success is measured against its own goals (Phase 0)
  52. 52. Ambassadors’ wish list - Facilitate eT exchange - Professional development - Identify problems - Discuss transferability
  53. 53. "Learning is not only experience, but reflection on experience (Dewey 1938)" • In an online community, like that of Ambassadors on Ning or any other, what has been/is the biggest barrier for you to benefit from them? – write it on a post-it • What would be your solution to fix that? – write it on a post-it
  54. 54. “Back to school” campaign • CSS issued a "Call for proposals" to NSS – Topic of the Group – Volunteers for possible moderators • Ambassadors: ideas and commitments for Groups? • An “online poll” where eTwinners can vote for the suggestions, but also comment them. • Series of Learning Labs repeated in Autumn
  55. 55. “Growing” new Groups • A “tool” available to help and support the start of new Groups • Based on the lifecycle and focus on different phases • Before any Groups are formed, a plan has to be there! • Will be made available to Varna group and others!
  56. 56. To study eT network more in details.. “aims to understand drivers and enabling factors for creating suitable conditions for teachers' professional development and spreading of innovations in a networked environment.” • A new LLP project from December ‘09-’12 • Teachers' Lifelong Learning Networks (TeLLNet) • Ambassadors’ network will be crucial!
  57. 57. eTwinning as a learning network • Consists of participants (e.g. people, organizations), • Learning actions (projects, courses, blogs) • Brought together by technology • Multiple (often) overlapping communities and is specifically useful for non-formal learning, e.g. teachers’ professional development, like eTwinning
  58. 58. nodes
  59. 59. ties
  60. 60. They will never get the virus!!
  61. 61. thanks! for your attention comments? questions? Want to check the slides again?