Teachers Collaboration Network

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Text of Teachers Collaboration Network

  • 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)
  • 2. Who am I?
    • Riina from Finland
    • Masters in Education from Finland - then hypermedia, web stuff, research, doctoral, etc.
    • Since 2000 in European Schoolnet as Senior Research Analyst and Project Manager
  • 3. European Schoolnet (EUN)
    • 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
  • 4. Why the Tellnet project?
    • To better understand
    • how
    • social learning networks can support
    • teachers' competence building
  • 5. TALIS, OECD, 2009
  • 6.
  • 7. eTwinning reach = number of eTwinners / number of teachers On average, 2.64% of European teachers are eTwinners
  • 8.
  • 9.
    • Why do some teachers get
    • the "eTwinning" virus
    • and
    • are able to spread it around
    • - and others dont ?
  • 10.
  • 11.
  • 12.
  • 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
  • 18.
    • and in eTwinning
    • eTwinning mentoring
    • Project collaboration
    • Participates in Groups
    • Uses Desktop tools
    • Signed up: Reads/Lurks
    • Not signed up
    Different roles on the web
  • 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.
  • 20.
    • 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
  • 21.
  • 22. Example: evolution of a Database Research Community VLDB 1990 VLDB 1995 VLDB 2000 VLDB 2006
  • 23.
    • Spreading pedagogical innovation:
    • Case of the Acer-EUN Educational Netbook Pilot
    • www.netbooks.org
  • 24. Mission impossible?
    • 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
  • 25. What do we know from previous experience and studies?
    • Dont 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
  • 26. School-based netbook teams and 1:1 pedagogical scenarios
    • 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
  • 27. Variety of activities during a 1:1 lesson Frontal teaching Group Individual
  • 28.
    • 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
    1:1 pedagogical scenarios
  • 29. Orchestration of learning activities E.g see Ingo Kollar (2010), rchestratingLearni: 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 )