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Paper presented at OST12
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SocialLearningAnalyticstostudy
Teachers’Large-scaleProfessionalNetworks
OST’12,Tallinn,EstoniaJuly302012
dr.RiinaVuorikariTellnetprojectmanager(externalexpert)
EuropeanSchoolnet
WhoamI?• RiinafromFinland
• Teacherfrommyfirsttraining(MEdinFi),-thenhypermedia&web(DEAinFr),research&doctoral(PhDinNl)
• 2000-2011inEuropeanSchoolnetasSeniorResearchAnalystandProjectManager
• 2012:independentexpertineducationandTEL
• www.vuorikari.com
• Created in 1997, based in Brussels
• Network of 30 European Ministries of Education
(MoE) or national educational authorities
• Promotes the use of ICTs in school
• “Transforming education in Europe”
EuropeanSchoolnet(EUN)
Presentation1.Context
• Somecurrenttrends;eTwinning
2.WhySocialLearningAnalyticsareneeded?
• Mappingw/OECDindexonteachers’cooperation
3.Proofofconcept:3researchquestions
4.Someannouncements
1.Context:needformoreprofessionaldevelopment
“morethanhalfoftheteacherssurveyed
reportedhavingwanted
moreprofessionaldevelopment
thantheyhadreceived.”TeachingandLearningInternationalSurvey(Talis)
OECD,2009
Trend1.
TALIS,OECD,2009
Teachers’co-operation(TALIS,OECD,2009)
• Impliesteachersworkingtogetheringroupsorteamstoimproveeducationalprocessesandoutcomes.– Frequencytoundertakeactivitieson6-pointscalerangingfrom“never”to“weekly
• Astatisticalfactoranalysisshowedthatiswaspossibletogroupactivitiesacrosstwoindices:– Exchangeandco-ordinationforteaching– Professionalcollaboration
Trend2.
Teachers’co-operationEXCHANGEANDCO-ORDINATIONforteaching
• Discussanddecideontheselectionofinstructionalmedia(e.g.textbooks,exercisebooks).
• Exchangeteachingmaterialswithcolleagues.
• AttendteamconferencesfortheagegroupIteach.
• Ensurecommonstandardsinevaluationsforassessingstudentprogress.
• Engageindiscussionaboutthelearningdevelopmentofspecificstudents.
PROFESSIONALCOLLABORATION
• Teachjointlyasateaminthesameclass.
• Takepartinprofessionallearningactivities(e.g.teamsupervision).
• Observeotherteachers’classesandprovidefeedback.
• Engageinjointactivitiesacrossdifferentclassesandagegroups(e.g.projects).
• Discussandco-ordinatehomeworkpracticeacrosssubjects.
Teachers’co-operation(TALIS,OECD,2009)
• Co-operationamongstaffcreatesopportunitiesfor– socialandemotionalsupport,– exchangeofideasand– practicaladvice.
• Itcanthusenhance– professionalism,– feelingsofself-efficacyand– preventstressand“burnout”.
• Differentkindsofcollaborationmaynothavethesameeffects!
Valuedefinedthroughsocialcapital– thesenseofbelongingtothecommunity– theprovidedandreceivedsupport– thesocialnetworkstructure
Informalnetworksofferahighpotentialforteachersto– up-skillinareassuchdigitalcompetences,– useofICTtosupportteachingandlearning,– communicationinforeignlanguages,– otherareasofpersonaldevelopmentsuchasinterculturaldialogueandsocialcompetence
Valueofinformallearningnetworksforindividuals
Trend3.
1.Context:eTwinning
eTwinningoffers:
1. Cross-borderschoolprojects• UsingInformationandCommunicationTechnologies
2. Formalandinformalprofessionaldevelopment• On-line:distancecoursesandonlineinterestforteachers,
• Off-line:ProfessionalDevelopmentWorkshops,nationalmeetings
3. Socialnetworkingtools
Breuer et al.(2009)
Breuer et al. (2009)
Breuer et al. (2009)
eTwinning
spreadsa(positive)viruscalled
pedagogicalinnovation.
eTwinningreach=
numberofeTwinners/numberofteachers
Onaverage,2.64%ofEuropeanteachersareeTwinners
2.WhyareSocialLearningAnalytics
neededforeTwinning?
QuestionsforeTwinningAnalytics?
• Howcanevidencebegatheredofhowandunderwhichconditionsdoteachersgainnewcompetencesinsocio-technicalnetwork?
• Docertainactivitiessupportbetterteachers’lifelonglearninggoalsandprofessionaldevelopment?
• Howdotheactivitiesundertakeninsocio-technicalnetworkseventuallytranslateintoactionsinclassroom(e.g.student-orientedandenhancedactivities)?
eTwinningAnalytics• BasedontheideaofWeb-analytics(e.g.GoogleAnalytics)andLearningAnalytics
• eTwinningAnalyticsfocusesonthecollection,measurement,analysisandreportingofdataabouteTwinnersandtheiractions,
forpurposesofunderstandingandoptimisingtheirco-operationandtheenvironmentsinwhichitoccurs.
2.OECDindexonteachers’cooperation-mappingwitheTwinning
eTwinningAnalytics“..eTwinningAnalyticsfocusesonthecollection,measurement,analysisandreportingofdataabouteTwinnersandtheiractions..”– Whatdataiscollected?Whereitiscollected?
“..forpurposesofunderstandingandoptimisingtheirco-operation...”– Underlyingframework:teachersco-operation(TALIS,OECD,2009):
• Collaborationandcoordinationactivities• Professionalcollaborationactivities
Index:exchangeandco-ordinationforteaching
TALIS• Discussanddecideontheselectionofinstructionalmedia(e.g.textbooks,exercisebooks).
• Exchangeteachingmaterialswithcolleagues.
• AttendteamconferencesfortheagegroupIteach.
• Ensurecommonstandardsinevaluationsforassessingstudentprogress.
• Engageindiscussionaboutthelearningdevelopmentofspecificstudents.
eTwinningactivities:• ParticipateinaGrouptodiscussandexchange– onatopicofinterest– onpedagogicalpractices– onICTtoolsandpractices– onteachingmaterials
• CommentsandratingsonKits• PostsandcommentsonProjectCards
• ApplicationsforQualityLables
IndexofProfessionalcollaboration
TALIS• Teachjointlyasateaminthesameclass.
• Takepartinprofessionallearningactivities(e.g.teamsupervision).
• Observeotherteachers’classesandprovidefeedback.
• Engageinjointactivitiesacrossdifferentclassesandagegroups(e.g.projects).
• Discussandco-ordinatehomeworkpracticeacrosssubjects.
eTwinningactivitiesontheportal• TakepartinLearningLab,ashortintensiveonlineeventofferedonanumberofthemes.
• Engageinacross-countryprojectusingICT.Theseprojectscanbeeitherwithinoracrossdisciplinesoragegroups.
eTwinningAnalytics:basics“....collectingdataabouteTwinnersandtheiractions..”
• Aggregatedstatistics1. numberofitems,e.g.totalnumberofjournalposts2. numberofusersengagedinthisaction,e.g.numberofteacherswithcontacts
• Disaggregatedby– teacherswithprojects/teacherswithoutproject,e.g.accessingtheDesktop– bycountry
• Activities– withinaperiodoftime,e.g.Jan1toMarch31– snapshotoftime,e.g.howmanycontactsthereareatthatgivenpointoftime
3.Someresults:3researchquestions
Q1:IsthereevidenceofeTwinners
remainingengagedwiththeactionoveralongperiodoftime,i.e.sinceitsbeginning
in2005-06?
eTwinningretentionrate
Q1:ThereevidenceofsomeeTwinners(1/6)remaining
engagedwiththeactionoveralongperiod
oftime.
TwogroupsofeTwinners:1.engagedin“professionalcollaboration”
(i.e.runschoolcollaborationprojects)2.theoneswhoarenot
Q2:DothesetwogroupsuseSocialnetworkingtoolsinthesameway?
Personalprofile
33
Personal content
Contacts
Journal
Projects
Socialnetworkingtools:projectvs.noprojects
Socialnetworkingtools:projectvs.noprojects
Q2:ThesetwogroupsdonotuseSocialnetworkingtoolsinthe
sameway.Similaritiesareonlyfoundinhow
“contacts”areused.
Q3:Overalongperiodoftime(i.e.6years),
arethereanytrendsthatemerge
inteachers’co-operationactivities?
Trendsoveralongperiodoftime
Q3:1.Professionalcollaboration:eTwinnersintheir
earlyyearsseemtobelessengagedinprojectcollaboration
thanthosewhohavebeenontheplatformfor3yearsormore
(average18%vs.30%).
2.Socialnetworking:Contactsfeatureseemstobewellused
byalmosthalfoftheeTwinners(45%)
4.Someannouncements
OtherTellnetactivities1.PapersrelatedtotheuseofSocialNetworkAnalysicforeTwinningAnalytics:
• Draftdeliverable:talktome(lateronthesite)• Breuer,R.,Klamma,R.,Cao,Y.,&Vuorikari,R.(2009).SocialNetworkAnalysisof45,000Schools:ACaseStudyofTechnologyEnhancedLearninginEurope.
• Pham,M.,Cao,Y.,PetrushynaZ.&Klamma,R.(2012).LearningAnalyticsinaTeachers'SocialNetwork.
2.Opendataset?DataoneTwinningsocialgraph• underdiscussion;procedure
3.Teachers’professionin2025
Youdecidehowyourfuturelookslike!
Thankyou!
[email protected]@gmail.com