Figure 2 - uploaded by Christine Redecker
Content may be subject to copyright.
Contexts in source publication
Context 1
... time-series analysis shows that the Project network is developing well. We fi nd that it is becoming densifi ed at a very high speed, while other networks are densifying at a much slower pace. A closer look at other parameters reveals that the Project network was developing towards a cohesive and well-connected network quite early, by around month 9. In fact, the Project network developed to the focused stage by month 25, as depicted in the model in Figure 2. This means that it is now mature and with time, it most likely to continue to evolve in the same ...
Context 2
... in which some "super gatekeepers" connect a hierarchy of groups together. To track the development of eTwinning networks, we analyse the network parameters of each network over time. At each time point, we have taken a snapshot of each network and computed its parameters. We plot these parameters over the course of observation, called "Age of the network". The age of the Project network is the longest (82 months), whereas others are rather younger (see Table 2). This allows us to observe the evolution of the networks and the stage towards which they are tending to develop, according to the model depicted in Figure ...
Context 3
... we correlate the social capital attaining process with the community development model of Figure 2, we also fi nd that those projects that have received Quality Labels have the partnership network in the bonding stage of community structure. This shows that those projects that have received Quality Labels favour the gatekeepers and that diversity in the partnership is part of the success factor. Membership in the bonding stage has two advantages. On the one hand, members in densely connected groups have close and trusting relations with other members of the group. On the other hand, when the project is carried out, it brings these groups together and combines their ideas, resources and information. This behaviour is in line with the goals of eTwinning platform and projects: to facilitate the communication and collaboration of teachers through the means of ...
Context 4
... have developed a model to analyse the development of a community of practice; this model is depicted in Figure 2. We can use the same model to better study and understand our various networks in eTwinning. In general, in the beginning of a community formation, there are only a few connections between nodes (i.e. teachers). This is called "born" stage. After a period of time, groups start becoming apparent in the network by communicating and collaborating with one another (e.g. projects). This is called the "bonding" stage. Consequently, these groups are gradually integrated, in our case for example through projects that involve teachers from more than one group. This stage is called the "emergence" stage. Over time, the teacher network may form a network topology that features a strongly connected core group of teachers that is connected to other smaller groups (focused stage). Alternatively, the network may develop towards an interdisciplinary typology where several groups are connected via some gatekeepers, but where there is no core group. It may also develop towards a ...
Context 5
... about the structure of the project partnership (or local) networks? For this question and calculation, only projects with more than two members were considered, although small project partnerships in eTwinning are as much encouraged as bigger ones. We can conclude that the projects studied in eTwinning present either closure or gatekeeper properties. Projects in the focused stage (Figure 2) present a dense and well-connected community structure and are therefore closures. They can benefi t from the secure and trusting relationship among members. On the other hand, projects in the bonding stage are described as unconnected communities: they can have many new ideas from different groups when they are brought together (identifi ed as gatekeepers). Next, we will consider those forms of social capital based on the "Quality Label" as an indicator of the recognition of teachers' project work within the Project ...
Similar publications
Citations
... Theoretically, teacher collaboration is one component of teacher networks (Adams, 2008). At least two types of relationships -collaboration and cooperation -can be identified as teacher networks (Hanraets et al., 2011;Meyers et al. 2009;Vuorikari et al. 2012). However, practically, collaborative relationships in teacher networks seem to be the only empirically studied variable (e.g. ...
... Whereas scholars such as Wilhelm et al. (2016) found that teacher networks are more likely to be naturally formed by teachers within the same grade and same subject, recent findings suggest the need for intentionally offering opportunities for teachers from different levels to work together to improve student achievement. The network could take place at different levels Vuorikari et al. (2012): grade level, schoolwide, interschool networks, etc. In a recent article, Coppe et al. (2022) argued that examining organisational-level teacher-to-teacher data has fewer risks than interpreting individual-level networking activities. ...
In this meta-analysis, we investigated the association between teacher-to-teacher relationships and student achievement. We specifically explicated (a) the association between a teacher’s individual relationship with other teachers and student achievement; (b) the association between teacher-to-teacher relationships at the organisational level (i.e. school or grade team) and student achievement; and (c) how three frequently used theoretical frameworks in studying teacher-to-teacher relationships – teacher network, teacher collaboration, and professional learning community (PLC), at either individual or organisational level – were associated with student achievement. Key findings included (a) teachers’ individual relationships were not associated with student achievement; (b) the relationships in schools or grade teams were significantly positively associated with student mathematics and reading achievement; and (c) at the organisational level, all three theoretical frameworks had small, positive associations with maths achievement (r = 0.191 for teacher collaboration, r = 0.202 for teacher network, r = 0.189 for PLC), but the positive associations with reading achievement decreased from teacher network (r = 0.290) to teacher collaboration (r = 0.163) and to PLC (r = 0.078). The implications of the findings are discussed.
... As a result, the role of teachers and instructors is also expected to change. Not only the way of teaching and learning will change but also the training and professional development of teachers, as well as their use of online networking and collaboration tools (Vuorikari et al., 2012). The teachers "love to engage in and lead professional development . . . ...
Currently, in the field of teacher training, there is an increasing understanding of the importance of networking as an effective innovative technology that allows educational organizations to develop dynamically and improve the quality of professional training of prospective teachers. The authors of the article, having analysed the main characteristics of networking, show that networking within the framework of the WorldSkills movement, on the one hand, has all the advantages of a “classical” network association, but on the other hand, has its own specifics. The effective principle of networking is translated to the level of each specific Worldskills competence. In this regard, successful network projects implemented since 2016 by the competence Primary School Teaching R21 are of great interest. One of the most successful network projects of the competence R21 was the creation of one of the largest and most active professional communities, which currently has more than 800 experts at various levels. The expansion of the professional community is facilitated by the implementation of educational projects within the framework of the Academy of WorldSkills. At the initiative of the regions, the competence R21 develops new championship lines aimed at young participants (schoolchildren) and representatives of the older generation. In general, networking in the WorldSkills format can be considered as a driver of the development of the teacher training system at the level of secondary vocational education in the specialty 44.02.02. Primary School Teaching with the possibility of further transferring positive experience to the level of higher education.
... In January 2012, the YELL/TELL community was founded, and LearnWeb was chosen as the collaborative platform that would support the activities of its various teaching and learning scenarios for teacher professional development, pre-service, in-service, and lifelong learning of language teachers. The YELL/TELL community has the following purposes: 1 to raise language teacher awareness about multimodal resources and multiliteracies practices; 2 to promote nding, sharing, and using resources and practices for teaching languages to young and teen learners; 3 to promote teacher multiliteracies competence for language teachers (in-service) and teacher educators (Kalantzis et al., 2010;Cope & Kalantzis, 2015); 4 to promote collaborative re ection on multiliteracy and multimodal resources for teaching university student teachers (pre-service) and among language teachers (in-service, lifelong); and 5 to promote the relevance of networking for teachers (Vuorikari et al., 2012) to share resources, competences, practices and re ection. ...
... Analysis of the paths they followed while performing searches on the web and the strategies they adopted when selecting resources showed interesting patterns that have a relevance for teacher education. One of the two main strategies was personalisation: Due to the enormous amount of potentially interesting online resources, they tended to rely on other experienced teachers as a network of professional knowledge (see Vuorikari et al., 2012 andVuorikari &Brecko, 2014) and on websites or resources checked and approved of by trusted peers. The second main strategy was trustworthiness: Experienced teachers tended to rely on well-known, trustworthy, institutional websites and portals. ...
... Analysis of the paths they followed while performing searches on the web and the strategies they adopted when selecting resources showed interesting patterns that have a relevance for teacher education. One of the two main strategies was personalisation: Due to the enormous amount of potentially interesting online resources, they tended to rely on other experienced teachers as a network of professional knowledge (see Vuorikari et al., 2012 andVuorikari &Brecko, 2014) and on websites or resources checked and approved of by trusted peers. The second main strategy was trustworthiness: Experienced teachers tended to rely on well-known, trustworthy, institutional websites and portals. ...
This chapter focuses on a multidisciplinary collaboration aimed at promoting multiliteracies practices and re!ection in university courses. It discusses two ongoing sets of educational projects based on multiliteracies for pre-service and in-service teacher education (YELL/TELL: Young English Language Learners/Teen English Language Learners) and for language studies in a university degree in foreign languages for interpreters (LabInt). Albeit developed for two rather different educational contexts and professional needs, these projects have in common the aim of enhancing multiliteracies as co-construction of knowledge, re!ection, and expertise through open educational practices and user-generated resources. The practices presented in the chapter are also relevant to improve the general offer for higher education students learning English as a foreign language and to meet some of their needs as language experts, such as enhancing their digital skills and multimodal competences while learning languages.
The ultimate goal of our collaboration within the LearnWeb project is to enhance the multiliteracies experience for language learners in a lifelong learning perspective by optimising an adaptable digital environment on the basis of actual user requirements and feedback.
The research questions we investigated in our studies are the following:
1- How was the multiliteracies approach integrated into the LearnWeb
project?
2- How can the LearnWeb collaborative environment be implemented to meet the needs of various learning scenarios?
3- How do participants use online affordances in their teaching profession and their learning?
... Talking about network of interaction among teachers, Vuorikari, et al (2012) considered teacher networks as simply learning networks: technologysupported communities through which learners share knowledge with one another and jointly develop new knowledge. The purpose of teacher networks is henceforth to contribute the quality of the teaching profession and also the learning experience of students in their varied stages, by encouraging collaboration and knowledge conversation at both teacher and student level. ...
The teaching and learning enterprise require several inputs and a framework upon which the teacher’s practice and repertoires are put into action and one such input is cognitive coaching. It is important to note that schools that are known to be successful have a distinction and ability to enhance teaching practices, where teachers can collaborate among themselves in designing subject materials and other professional undertakings .Additionally, the ability to inform and critique each other in an honest way has a long lasting feature to ensure growth and improvement in the individual teacher and also in the ability to sustain an effective organization. This paper provides a platform upon which the construct of cognitive coaching can be examined. The paper embodies a critical analysis of chapters two, five and seven of Newell-McLymont (2015). In Chapter two, Collaboration in the classroom context is seen as a critical component in the teaching/learning environment, bringing benefits to both teachers and the students at their disposal. Collaboration has been proven to be the panacea for eliminating teacher isolation and encourages problem solving approaches. An analytic perspective on generating the cognitive coaching approach, while bearing in mind, the power of teacher networks, is the thrust of chapter five. Chapter seven in examining the cognitive approach through application presents several studies that looked at the environment and culture as essential consideration for collaborative learning. Given the benefits of cognitive coaching, the reviewers have sounded the call for this to be fully embraced especially during the COVID 19 period of crisis.
... • Teaching Methods: The learning and the digital landscape in which education is operating, requires comparable teaching instruments to fulfill the new needs for subjects and learning methods, such as: Collaborative, Personalized and Parents' teaching (Vuorikari et al., 2012). • Teaching Applications: In the environment of high technology in which education is operating, the most important teaching application trends are: real-time assessment and predictive analysis. ...
As technology has become an agent of immense change, it has forced upon the education system Cloud Computing, which in the form of School on the Cloud will have significant future ripple effects. In moving from ground (present conditions) to Cloud (future conditions), there is a need to examine the educational enhancements and the future ramifications of this technology. The description of these effects represents the goal of this chapter, by reviewing the major aspects of the future of Cloud Based Education and by presenting the approach and the results of a foresight exercise, which have led to the development of a series of future scenarios related to the future roles of the major education stakeholders.
... Personalization: given the excess of online resources, experienced teachers tend to rely on themselves as a network of professional knowledge (colleagues they meet offline in school and/or online; see Vuorikari et al., 2012 andVuorikari andBrecko, 2014) to assess, recommend and rely on websites or resources which are previously checked and approved of by trusted peers. The result is a complex network of collective intelligence and professional competences that often results in personal or school networks and blogs (Facebook groups, personal blogs, Whatsapp groups, etc.). ...
... Personalization: given the excess of online resources, experienced teachers tend to rely on themselves as a network of professional knowledge (colleagues they meet offline in school and/or online; see Vuorikari et al., 2012 andVuorikari andBrecko, 2014) to assess, recommend and rely on websites or resources which are previously checked and approved of by trusted peers. The result is a complex network of collective intelligence and professional competences that often results in personal or school networks and blogs (Facebook groups, personal blogs, Whatsapp groups, etc.). ...
The ongoing study looks at the online behaviours of language teachers in the open access professional online environment YELL / TELL. The present paper focuses on how language teachers (from different backgrounds and experiences) carry out web searches and collaboratively tag and comment online open access, Open Educational Resources and user-generated resources in order to find and re-find them and make them more easily accessible to other colleagues. This allows teachers to exchange professional knowledge and practice giving colleagues suggestions on how resources can be used, re-contextualised, reused and become relevant for different teaching and learning contexts. The qualitative and quantitative analysis of their behaviour allowed researchers to create a new search interface to facilitate sharing resources and practices, personalising their digital environment while learning in the process.
... Todos estos atributos son esenciales para la creación de cualquier portafolios digital (Barrett, 2016;Peacock, Gordon, Murray, Morss y Dunlop, 2010;Gordon y Campbell, 2013;Guasch, Ortiz y Barberá, 2009). Además, nos permite analizar los modelos pedagógicos, interiorizar las «buenas prácticas» (¿dónde o por qué son tales en una secuencia del vídeo?), aplicar criterios y compartirlos entre pares (competencia digital y pedagógica que le servirá a todo enseñante en el futuro profesional [Ambrose y Chen, 2015;Vuorikari et al., 2012]), entre otras funcionalidades posibles. No obstante, lo esencial e importante para el aprendizaje en los portafolios electrónicos de las prácticas externas y en el prácticum desde nuestra experiencia se debe a varias razones que entendemos interesantes, a saber: ...
Las tecnologías emergentes del vídeo digital (ontologías, reconocimiento de voz e ima-gen, anotaciones, etc.) permiten establecer nuevas interacciones entre usuarios y otorgan posibilidades innovadoras a las ya conocidas ventajas en la enseñanza universitaria, como la documentación de evidencias multimedia en los portafolios electrónicos del estudian-te de prácticas externas. El presente trabajo muestra el modelo de uso, al tiempo que señala líneas de investigación para mejorar la docencia, con ejemplos de análisis de contenidos y reflexiones pedagógicas vertidas en las anotaciones de un grupo de 21 estudiantes del máster de secundaria en el momento de diseñar sus unidades didácticas en las prácticas. Entre las conclusiones, destaca que la utilización del vídeo se ha mos-trado útil especialmente para aquellos estudiantes que no provienen de una formación de grado en educación, porque la teorización pedagógica mediante el análisis de imáge-nes y de evidencias visuales facilita las ejemplificaciones metodológicas, la discusión, la argumentación y la interiorización de modelos teóricos y prácticos. Por tanto, se demues-tra cómo documentar los portafolios electrónicos y analizar las prácticas con evidencias de vídeo es una metodología, una línea de investigación innovadora y una competencia profesional en la formación del docente de secundaria.
... In respect of sharing multimedia digital contents, teachers' networking skill is necessary as well along with pedagogical and subject knowledge. Vuorikari, Garoia, Punie, Cachia, Redecker, Cao, Klamma, Pham, Rajagopal, Fetter and Sloep (2012) argue, "the unprecedented opportunities brought about by networking tools enable teachers to network and collaborate with other teachers from anywhere, at any time" (p.16). In this respect, the teachers' Portal of Bangladesh, the online platform was created to connect teachers for sharing subject contents, ideas and experiences. ...
The Teachers’ Portal (teachers.gov.bd) is an online platform for Bangladeshi teachers designed to store and retrieve digital educational contents of different subjects useful for classroom teaching and students’ learning. The portal also facilitates professional networking among teachers across the country. This study aims to find out the benefits of using this Portal and associated challenges from teachers’ perspective. Following a mixed methods research approach Teachers, head teachers, teacher educators from primary, secondary, madrasa and vocational educational institutions and specialists on teachers’ Portal (N=410) were interviewed and consulted for the study. Telephone interviews, online surveys, Key Informant Interviews (KII), Focused Group Discussions (FGD), Face-to-Face interviews, and large consultative workshops were used to collect data. The results suggest that teachers are motivated to use the Portal as its contents stimulate students’ creativity and encourage students’ active participation in classrooms learning. Besides, it empowers teachers in a number of ways. However, internet connectivity, slow Internet speed, power failure, technical issues, high cost of Internet and unavailability of equipment are found as major challenges. In short, the Teachers’ Portal is a key driver for changing Bangladeshi education and by so doing preparing the young generation with quality education.
... In respect of sharing multimedia digital contents, teachers' networking skill is necessary as well along with pedagogical and subject knowledge. Vuorikari, Garoia, Punie, Cachia, Redecker, Cao, Klamma, Pham, Rajagopal, Fetter and Sloep (2012) argue, "the unprecedented opportunities brought about by networking tools enable teachers to network and collaborate with other teachers from anywhere, at any time" (p.16). In this respect, the teachers' Portal of Bangladesh, the online platform was created to connect teachers for sharing subject contents, ideas and experiences. ...
The Teachers’ Portal (teachers.gov.bd) is an online platform for Bangladeshi teachers designed to store and retrieve digital educational contents of different subjects useful for classroom teaching and students’ learning. The portal also facilitates professional networking among teachers across the country. This study aims to find out the benefits of using this Portal and associated challenges from teachers’ perspective. Following a mixed methods research approach Teachers, head teachers, teacher educators from primary, secondary, madrasa and vocational educational institutions and specialists on teachers’ Portal (N=410) were interviewed and consulted for the study. Telephone interviews, online surveys, Key Informant Interviews (KII), Focused Group Discussions (FGD), Face-to-Face interviews, and large consultative workshops were used to collect data. The results suggest that teachers are motivated to use the Portal as its contents stimulate students’ creativity and encourage students’ active participation in classrooms learning. Besides, it empowers teachers in a number of ways. However, internet connectivity, slow Internet speed, power failure, technical issues, high cost of Internet and unavailability of equipment are found as major challenges. In short, the Teachers’ Portal is a key driver for changing Bangladeshi education and preparing the young generation with quality education.
... Given the increasing amount of online resources, experienced teachers rely on themselves as a flexible network of experts (Vuorikari et al. 2012, Vuorikari andBrecko 2014); they search for resources trusting professional peers they meet in school and/or online and rely on their suggestions (Nürberger, Stange and Kotzyba 2015). It is a complex network of collective intelligence (Rheingold 2012) and professional competences that results into personal or school networks and blogs: Facebook groups, Cimetta's blog; Ziraldo's blog, I ragazzi del fiume, YELL/TELL. ...
This paper discusses the results of a project investigating the use of web searching for professional purpose by language teachers of different school levels. The study focuses on language teachers’ actual practice: criteria for planning the web search, identifying and selecting resources, sharing and using them for their teaching practice. Resources (Open Educational Resources in particular) have been multiplying on the web, but finding specific resources is often difficult because they are not uniformly classified and organized on the net, and there are no user-friendly interface/tools that facilitate search. This research project aims at identifying best practices and developing guidelines for web searching in language teacher education. The research questions addressed are: How do (language) teachers search for resources on the Web? What categories of resources? What strategies do they adopt for selecting, assessing and sharing resources? We interviewed and recorded six expert teachers about their web searches for educational purposes; we video-recorded their web searching tasks while they were commenting on their online choices through think-aloud protocols. The results of data analysis show main trends in the strategies used by these expert teachers: personalization of the web searching process by accessing websites suggested by trusted colleagues offline or online; selecting trustworthy websites of well-known institutions; relevance of resources not created for educational purposes; need for adaptation and re-contextualization of resources; web searches for class activities as a reflection on teaching practice and personal development. Ultimately web searching is a heuristic process of personal and collective learning for professional purpose in a lifelong perspective.
