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 lessonF

ront

al t

each

ing

Gro

upIn

divi

dual

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