View
604
Download
4
Category
Preview:
DESCRIPTION
Citation preview
TeLLNet Teachers’ Lifelong Learning Network
Teachers' collaboration networksas a PLE
for teachers’ professional development (PD)
July 13 2011Riina Vuorikari
(European Schoolnet - EUN)
Who am I?• Riina from Finland
• Masters in Education from Finland - then hypermedia,web stuff, research, doctoral, etc.
• Since 2000 in European Schoolnet asSenior Research Analyst and Project Manager
• Created in 1997, based in Brussels
• Network of 31 European Ministries of Education
(MoE) or national educational authorities
• Transforming education in Europe
– change in schooling through the use of new
technologies
European Schoolnet (EUN)
Why the Tellnet project?
To better understand
how
social learning networks can support
teachers' competence building
TALIS, OECD, 2009
eTwinning reach=
number of eTwinners / number of teachers
On average, 2.64% of European teachers are eTwinners
Why do some teachers get the "eTwinning" virus
and are able to spread it around
- and others don’t?
tightly connected nodes
(=teachers)in the central
Who will NOTget
the virus?
The entire eTwinning “network”
Example SNA How dependent is the eTwinning social network structure on a small core group of
eTwinners?
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”
and in eTwinningeTwinningmentoringProject collaborationParticipates in GroupsUses DesktoptoolsSigned up: Reads/LurksNot signed up
Different roles on the web
Different roles in the networkIn Figure 5a, the larger nodes indicate that those teachers play an important role as a “broker” 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.
The Economist (Sep 2nd 2010)• “People are online what they are offline:
divided, and slow to build bridges.” • This seems to be the case for commerce, news
and social networks!
Zuckerman on Google data, 50 top websites in 30 countries
• Almost every country reads all but 5% of its news from domestic sources
Zuckerman on “Peace on Facebook”• Only 1-2% of the combined total of
friendships on Israeli and Palestinian accounts. For Greece and Turkey, his estimate was 0.1%
The internet was supposed to transcend colour, social identity and national borders…
Example: evolution of a Database Research
Community
VLDB 1990
VLDB 1995
VLDB 2000
VLDB 2006
Spreading pedagogical innovation:
Case of the Acer-EUN Educational Netbook Pilot
www.netbooks.org
• You have 8000 netbooks
to give out to 220 schools
in 6 European countries
to do a study on how netbooks are used in
education
• Timeline January 2010-July 2011
Mission impossible?
•Don’t just dump hardware to schools without
dedicated teacher training!
• Training teachers is expensive and time
consuming - time to adopt training into
classroom practices is long
• School shun away from disruptive stuff
What do we know from previous experience and studies?
•Each school was asked to create a netbook
team of 5 teachers including an ICT
support person (if available)
•1:1 pedagogical scenarios to help teachers to “orchestrate
learning”
School-based netbook teams and 1:1 pedagogical scenarios
Variety of activities during a 1:1 lessonFr
onta
l tea
chin
gG
roup
Indi
vidu
al
1:1 pedagogical scenarios
• Help teachers “orchestrate” the learning situations with netbooks
• The interplay :– between different activities– between individual and social processes
• Short sequences alternating activities (e.g. sequencing different activities)
• Describe the organisationl conditions (material and tools, classroom setting, estimated time, evaluation)
• Step-by-step• Suggestion rather than prescriptive• Not subject-specific or detailed lesson plans
Orchestration of learning activities
E.g see Ingo Kollar (2010), ОrchestratingLearni: EducationalPsychologyPerspectivehttp://www.slideshare.net/jtelss10/summer-school-kollar-final
wiki to work on 1:1 scenarios
Uptake of 1:1 scenarios is GOOD! (n=655)
Uptake of 1:1 scenarios is GOOD! (n=655)
PD teachers have participated since Jan 2010 and impact on their teaching
Recommended