social learning analytics to study teachers' large-scale professional networks (etwinning)
DESCRIPTION
Paper presented at OST12TRANSCRIPT
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SocialLearningAnalyticstostudy
Teachers’Large-scaleProfessionalNetworks
OST’12,Tallinn,EstoniaJuly302012
dr.RiinaVuorikariTellnetprojectmanager(externalexpert)
EuropeanSchoolnet
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WhoamI?• RiinafromFinland
• Teacherfrommyfirsttraining(MEdinFi),-thenhypermedia&web(DEAinFr),research&doctoral(PhDinNl)
• 2000-2011inEuropeanSchoolnetasSeniorResearchAnalystandProjectManager
• 2012:independentexpertineducationandTEL
• www.vuorikari.com
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• 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)
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Presentation1.Context
• Somecurrenttrends;eTwinning
2.WhySocialLearningAnalyticsareneeded?
• Mappingw/OECDindexonteachers’cooperation
3.Proofofconcept:3researchquestions
4.Someannouncements
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1.Context:needformoreprofessionaldevelopment
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“morethanhalfoftheteacherssurveyed
reportedhavingwanted
moreprofessionaldevelopment
thantheyhadreceived.”TeachingandLearningInternationalSurvey(Talis)
OECD,2009
Trend1.
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TALIS,OECD,2009
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Teachers’co-operation(TALIS,OECD,2009)
• Impliesteachersworkingtogetheringroupsorteamstoimproveeducationalprocessesandoutcomes.– Frequencytoundertakeactivitieson6-pointscalerangingfrom“never”to“weekly
• Astatisticalfactoranalysisshowedthatiswaspossibletogroupactivitiesacrosstwoindices:– Exchangeandco-ordinationforteaching– Professionalcollaboration
Trend2.
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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.
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Teachers’co-operation(TALIS,OECD,2009)
• Co-operationamongstaffcreatesopportunitiesfor– socialandemotionalsupport,– exchangeofideasand– practicaladvice.
• Itcanthusenhance– professionalism,– feelingsofself-efficacyand– preventstressand“burnout”.
• Differentkindsofcollaborationmaynothavethesameeffects!
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Valuedefinedthroughsocialcapital– thesenseofbelongingtothecommunity– theprovidedandreceivedsupport– thesocialnetworkstructure
Informalnetworksofferahighpotentialforteachersto– up-skillinareassuchdigitalcompetences,– useofICTtosupportteachingandlearning,– communicationinforeignlanguages,– otherareasofpersonaldevelopmentsuchasinterculturaldialogueandsocialcompetence
Valueofinformallearningnetworksforindividuals
Trend3.
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1.Context:eTwinning
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eTwinningoffers:
1. Cross-borderschoolprojects• UsingInformationandCommunicationTechnologies
2. Formalandinformalprofessionaldevelopment• On-line:distancecoursesandonlineinterestforteachers,
• Off-line:ProfessionalDevelopmentWorkshops,nationalmeetings
3. Socialnetworkingtools
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Breuer et al.(2009)
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Breuer et al. (2009)
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Breuer et al. (2009)
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eTwinning
spreadsa(positive)viruscalled
pedagogicalinnovation.
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eTwinningreach=
numberofeTwinners/numberofteachers
Onaverage,2.64%ofEuropeanteachersareeTwinners
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2.WhyareSocialLearningAnalytics
neededforeTwinning?
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QuestionsforeTwinningAnalytics?
• Howcanevidencebegatheredofhowandunderwhichconditionsdoteachersgainnewcompetencesinsocio-technicalnetwork?
• Docertainactivitiessupportbetterteachers’lifelonglearninggoalsandprofessionaldevelopment?
• Howdotheactivitiesundertakeninsocio-technicalnetworkseventuallytranslateintoactionsinclassroom(e.g.student-orientedandenhancedactivities)?
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eTwinningAnalytics• BasedontheideaofWeb-analytics(e.g.GoogleAnalytics)andLearningAnalytics
• eTwinningAnalyticsfocusesonthecollection,measurement,analysisandreportingofdataabouteTwinnersandtheiractions,
forpurposesofunderstandingandoptimisingtheirco-operationandtheenvironmentsinwhichitoccurs.
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2.OECDindexonteachers’cooperation-mappingwitheTwinning
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eTwinningAnalytics“..eTwinningAnalyticsfocusesonthecollection,measurement,analysisandreportingofdataabouteTwinnersandtheiractions..”– Whatdataiscollected?Whereitiscollected?
“..forpurposesofunderstandingandoptimisingtheirco-operation...”– Underlyingframework:teachersco-operation(TALIS,OECD,2009):
• Collaborationandcoordinationactivities• Professionalcollaborationactivities
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Index:exchangeandco-ordinationforteaching
TALIS• Discussanddecideontheselectionofinstructionalmedia(e.g.textbooks,exercisebooks).
• Exchangeteachingmaterialswithcolleagues.
• AttendteamconferencesfortheagegroupIteach.
• Ensurecommonstandardsinevaluationsforassessingstudentprogress.
• Engageindiscussionaboutthelearningdevelopmentofspecificstudents.
eTwinningactivities:• ParticipateinaGrouptodiscussandexchange– onatopicofinterest– onpedagogicalpractices– onICTtoolsandpractices– onteachingmaterials
• CommentsandratingsonKits• PostsandcommentsonProjectCards
• ApplicationsforQualityLables
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IndexofProfessionalcollaboration
TALIS• Teachjointlyasateaminthesameclass.
• Takepartinprofessionallearningactivities(e.g.teamsupervision).
• Observeotherteachers’classesandprovidefeedback.
• Engageinjointactivitiesacrossdifferentclassesandagegroups(e.g.projects).
• Discussandco-ordinatehomeworkpracticeacrosssubjects.
eTwinningactivitiesontheportal• TakepartinLearningLab,ashortintensiveonlineeventofferedonanumberofthemes.
• Engageinacross-countryprojectusingICT.Theseprojectscanbeeitherwithinoracrossdisciplinesoragegroups.
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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
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3.Someresults:3researchquestions
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Q1:IsthereevidenceofeTwinners
remainingengagedwiththeactionoveralongperiodoftime,i.e.sinceitsbeginning
in2005-06?
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eTwinningretentionrate
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Q1:ThereevidenceofsomeeTwinners(1/6)remaining
engagedwiththeactionoveralongperiod
oftime.
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TwogroupsofeTwinners:1.engagedin“professionalcollaboration”
(i.e.runschoolcollaborationprojects)2.theoneswhoarenot
Q2:DothesetwogroupsuseSocialnetworkingtoolsinthesameway?
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Personalprofile
33
Personal content
Contacts
Journal
Projects
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Socialnetworkingtools:projectvs.noprojects
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Socialnetworkingtools:projectvs.noprojects
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Q2:ThesetwogroupsdonotuseSocialnetworkingtoolsinthe
sameway.Similaritiesareonlyfoundinhow
“contacts”areused.
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Q3:Overalongperiodoftime(i.e.6years),
arethereanytrendsthatemerge
inteachers’co-operationactivities?
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Trendsoveralongperiodoftime
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Q3:1.Professionalcollaboration:eTwinnersintheir
earlyyearsseemtobelessengagedinprojectcollaboration
thanthosewhohavebeenontheplatformfor3yearsormore
(average18%vs.30%).
2.Socialnetworking:Contactsfeatureseemstobewellused
byalmosthalfoftheeTwinners(45%)
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4.Someannouncements
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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
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3.Teachers’professionin2025
Youdecidehowyourfuturelookslike!