Teacher Collaboration in the Context of Networked Learning

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Teacher Collaboration in the Context of Networked Learning: Current e. Twinning Practices and Future

Teacher Collaboration in the Context of Networked Learning: Current e. Twinning Practices and Future Perspectives R. Cachia Y. Punie Yves Punie Head of Research “ICT for Learning and Inclusion” JRC-IPTS 3 April 2012, Networked Learning Conference, Maastricht

Part of Joint Research Centre of the EC Research to support EU policy-making on

Part of Joint Research Centre of the EC Research to support EU policy-making on socio-economic, scientific and/or technological issues Institute for Prospective Technological Studies

Overview § Introduction: Future of learning, foresight method § Approach § Results: Literature, persona

Overview § Introduction: Future of learning, foresight method § Approach § Results: Literature, persona development, scenarios § Conclusion

“The educational challenge” • As our societies are changing, we need to rethink Education

“The educational challenge” • As our societies are changing, we need to rethink Education and Training policies and to develop current and future learning opportunities that are more efficient, relevant, inclusive, innovative and meaningful than they ever were in the past. • Aim of our research is to provide evidence, guidelines and visions to meeting the Grand Challenge: • Educational Transformation in a Digital World

5 Have you been paying attention?

5 Have you been paying attention?

Significant changes in what we learn, how we learn, where we learn and when

Significant changes in what we learn, how we learn, where we learn and when we learn Thus affecting also role of teachers in a networked learning context

Foresight § Identifies possible futures – no predictions § Assumes that the future is

Foresight § Identifies possible futures – no predictions § Assumes that the future is not pre-determined but can evolve in different directions § Involves different stakeholders and is often multidisciplinary § Stories of possible futures, imagining how the teacher collaboration could look after 2025, in order to challenge assumptions and stimulate thinking about the present. Cagnin & Keenen, 2008 Keenen & Popper, 2007

Approach Review of literature on teacher collaboration networks Future Scenarios with policy makers Personas

Approach Review of literature on teacher collaboration networks Future Scenarios with policy makers Personas Future of Teacher Networking Expert Workshop with teachers

Literature § Surveys indicate that teacher networks can enhance quality of teaching by enabling

Literature § Surveys indicate that teacher networks can enhance quality of teaching by enabling teachers to expand their capacity through exchange with other teachers − Fighting teacher isolation (Gatt et all. 2009) − Informal dialogue ranked high in terms of impact (OECD TALIS 2009) − Reducing workload through re-use of OER (Johnson et all. 2011) § Research & Foresight on Teacher Collaboration Networks not widespread § Teachers positive on ICT, use for preparation but little pedagogical use and in classroom

Development of personas § Fictional, detailed archetypical characteristics that represent distinct groupings of behaviours,

Development of personas § Fictional, detailed archetypical characteristics that represent distinct groupings of behaviours, goals and motivations (Calde, Goodwin & Reiman, 2002) § Allow to highlight user behaviours and interactions without development of prototypes (Long, 2009) § Show diversity of users and uses <-> typical user of a system § 6 personas, based on research and interviews (draw maps of contacts and interactions on e. Twinning)

Activity Recognition High Normal low High Maria Marcus Shaun User: Enthusiastic Age: 32 years

Activity Recognition High Normal low High Maria Marcus Shaun User: Enthusiastic Age: 32 years Low Peter User: Networker Age: 27 years User: supporter Age: 27 years User: Lurker Age: 47 years Nina User: Wishful Learner Age: 58 years Lucia User: Occasional Age: 28 years 4 dimensions: § Characteristics in e. Twinning § Competencies: digital literacy (& pedagogical comp. ) § Importance of institutional recognition § Problems

Feedback from teachers § Confirmation of key dimensions, especially recognition (formal – informal) §

Feedback from teachers § Confirmation of key dimensions, especially recognition (formal – informal) § Divergence on aims: CPD vs student learning/outcomes § Interoperability between different network applications § Wider diffusion of e. Twinning § The status of lurkers – different uses/users of e. Twinning

Future Teacher Collaboration Networks Scenario 1: e. Net: European Education Network Scenario 2: My.

Future Teacher Collaboration Networks Scenario 1: e. Net: European Education Network Scenario 2: My. Network Scenario 3: Intelligent Agents Scenario 4: Diversified Teaching Careers Scenario 5: Offline Networking

Scenario 1: e. Net: European Education Network

Scenario 1: e. Net: European Education Network

Scenario 2: My. Network

Scenario 2: My. Network

Scenario 3: Intelligent Agents

Scenario 3: Intelligent Agents

Scenario 4: Diversified Teaching Careers

Scenario 4: Diversified Teaching Careers

Scenario 5: Offline Networking

Scenario 5: Offline Networking

Final Views from e. Twinning teachers − Learn digital competence (but more needed: privacy,

Final Views from e. Twinning teachers − Learn digital competence (but more needed: privacy, security, data) − Interpersonal and transversal skills (collaboration, time management, language, intercultural) − Little gain in ICT pedagogical competences − Importance of formal recognition and incentives – but also of informal, bottom-up networking Views from experts − − − Teacher networking (Co. P) can only become more important in future Co. P but needs institutional and technical support Integration in Teacher Training (Initial & CPD) Quality of teaching and potential to reducing workload Secure environment – walled garden - interoperability

Thank you for your attention • http: //is. jrc. europa. eu/pages/EAP/e. Learning. html •

Thank you for your attention • http: //is. jrc. europa. eu/pages/EAP/e. Learning. html • http: //is. jrc. europa. eu/pages/EAP/e. Inclusion. html • yves. [email protected] europa. eu