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!

riina.vuorikari@eun.orgvuorikari@gmail.com