Are CSCL and Learning Sciences research relevant to large-scale educational reform?

This Symposium includes 4 papers: Paper 1 - From e-Learning Pilot Scheme to Scalable e-Learning Innovations: Wishful thinking or reality? (pp. 573-574 Nancy Law and Yeung Lee, University of Hong Kong) Paper 2: Restoring “how people learn” as the core of educational reform in Japanese classrooms (pp. 574-575 Naomi Miyake, University of Tokyo) Paper 3: Scaling up rapid collaborative practices in Singapore schools (pp. 575-577 Chee-Kit Looi, National Institute of Education, Nanyang Technological University Paper 4: eTwinning: a European Network Community for Teachers to support cross-border school collaboration (pp. 577-579 Riina Vuorikari, European Schoolnet)CSCL 2013 Proceedings: v. 1 - Full Papers & Symposia - http://www.isls.org/cscl2013/Volume%201%20Final%20CSCL%202013%20Proceedings.pdf ; v. 2 - Short Papers, Panels, Posters, Demos, & Community Events - http://www.isls.org/cscl2013/Volume%202%20Final%20CSCL%202013%20Proceedings.pdfConference Theme: To see the world and a grain of sand: Learning across levels of space, time, and scaleMany scholars have contributed efforts to improve education in schools. A major motivation for learning scientists to develop design research as a methodology is to contribute to theory and educational practice through rigorous research without avoiding the complexities and messiness in authentic educational settings. There are many examples of successful implementation of collaborative, knowledge-construction oriented pedagogies using socio-cognitive and socio-metacognitive tools in formal and informal educational settings as well as in teacher professional development. However, there are many challenges to scaling up such innovations beyond small-scale implementation, including that of developing into “fatal mutations” (Brown, 1992). This symposium provides an opportunity for discussion and reflection on the impact that CSCL and Learning Sciences researchers have made on large-scale education reform and what, if any, may be done to extend this impact by bringing together a set of papers describing some large-scale education innovation initiatives in Asia and Europe.published_or_final_versio

D.3.1- Major trends arising from the network

Fetter, S., Berlanga, A. J., Sloep, P. B., & Vuorikari, R. (2011). D.3.1 Major trends arising from the network. Tellnet project.The workpackage 3 of the Tellnet project, Teachers’ Professional Development, focuses on studying the professional development aspects of an informal lifelong network. The case studied in this deliverable is based on early analyses of the eTwinning data extractions from the eTwinning platform. In this deliverable, some early trends will be analyzed using social network analysis (SNA) to identify strengths and weaknesses in these networks. Additionally, empirical data about eTwinners “sense of connectedness” and a number of other characteristics was collected using surveys and a workshop and will be reported here. Finally, the deliverable discusses findings from the current state of the network and their implications for eTwinners, and presents new possible areas of improvement for eTwinning.The work on this publication has been sponsored by the Teachers’ Lifelong Learning Networks (Tellnet) project that is funded by the European Commission's Lifelong Learning Programme. Ref. 505594-LLP-1-2009-1-BE-Ka4-KA4SRM [http://www.tellnet.eun.org

Innovating Professional Development in Compulsory Education

This report comprises the key outcomes and final analysis of the study Innovating Professional Development in Compulsory Education. It aims to help education authorities face the challenges of meeting the professional development needs of tomorrow's teachers in Europe and elsewhere. This report focuses on innovative and emergent practices of teacher Continuous Professional Development (CPD) and professional learning by teaching professionals who work in compulsory education. The first part of the study gathered an inventory of 30 examples illustrating new and innovative models and practices that have emerged to overcome the known barriers and limitations that teachers say hinder them today from participating in CPD. An accompanying Technical Report looks at their key elements and uses seven labels to describe and analyse the broad areas in which innovation currently takes place (Vuorikari, 2018). The labels are not categorical, and many of the examples feature many of them. This report further analyses the inventory of models and practices focusing on their innovative aspects. The 30 examples were classified according to their type of innovation representing product innovation as well as process, organisational and marketing innovation allowing for a discussion on the innovative aspects of the emergent practices in teacher professional development and professional learning. The key outcomes of the study are discussed in a cross-case analysis with the help of the above-mentioned seven broad areas. Lastly, together with providing conclusions, a number of policy pointers are given in order to better inspire and support those who plan and design policies and provision of teacher professional development and professional learning.JRC.B.4-Human Capital and Employmen

Ad Hoc Transient Groups: Instruments for Awareness in Learning Networks

Learning Networks are online social networks through which partici- pants share knowledge with each other and jointly develop new knowledge. The ultimate goals are to enrich the experience of formal, school-based learning as well as to form a viable setting for professional development. In order to attain these goals, however, participants should be aware of each other‟s existence in the first place. This paper introduces a case study of a Learning Network: eT- winning, a European network of teachers who exchange their experiences and seek collaboration. Based on multiple sources, a picture of the current state of mutual awareness and sense of connectedness in the eTwinning network is painted. The network proves to be divided. On the one hand there is a strong core group, which feels connected and is clearly aware of each other. On the other hand there are many participants who seem to be isolated. To engage this second group, this paper suggests the use of a peer-support mechanism called Ad Hoc Transient Groups (AHTGs). Through AHTGs participants who have a question can be connected to and helped by other members with relevant ex- perience in the area. Finally the paper presents new areas of research in Learn- ing Networks, particularly the design of a service that aims to encourage par- ticipants to grasp the value and opportunities offered by their Personal Learning Networks for their own professional activities and professional development

Scoping study to investigate online learning environments to facilitate evidence sharing by literacy and numeracy practitioners (LNET project)

The purpose of the scoping study was to identify effective online interfaces or learning environments that provide education stakeholders with opportunities to share examples of good practice, ideas and quality resources. A review of the literature was undertaken and consultations carried out with a wide range of education stakeholders via focus groups, telephone interviews, videoconference and online survey. Those consulted included ICT experts, representatives of professional education associations, teachers, and personnel from state and territory Independent, Catholic and government jurisdictions. The main obstacles to usage continue to be lack of time and lack of confidence among teachers. School leadership that does not model a strong commitment to ICT and professional learning was also raised as an issue. Another reason identified in the literature and supported by anecdotal evidence through the consultations is that not all teachers are willing to share resources

Precarious school level scalability amid network level resilience: insights from a multilevel multiscale model of scalability

Meeting Theme: Toward Justice: Culture, Language, and Heritage in Education Research and PraxisThis paper presents the scalability analyses of two teacher networks in Hong Kong supported by university researchers. The Learning Community Projects (LCP, 2001-2012) promoted knowledge building pedagogy (Scardamalia 2002) using Knowledge Forum® for online discussions and networked with the Knowledge Building International Project (KBIP). Learning 2.0 (L2.0 for short) was a local network that provided a Moodle-based online learning platform and pedagogical design support to teachers for implementation of Liberal Studies, a new school subject stipulated as compulsory in the education reform process for nurturing critical thinking and lifelong learning skills during 2008 to 2012. Funding for both projects ended in 2012. All network activities in LCP ended, but a number of the L2.0 schools still sought to maintain the pedagogical practices and the online platform using their own resources. This paper proposes a multilevel multiscale model for analyzing the architecture for learning in the specific contexts of three teachers, two connected with LCP and one with L2.0. The analysis reveal that different raison d’être for the SUNG projects, system level involvement, school level conditions and how the learning technology relate to the wider technologic environment interact, leading to the different scalability outcomes observed. The implications of these findings and the utility of the analytic model are discussed.postprin

eTwinning and the development of language teachers’ digital literacy: a comparative study between two European universities : eTwinning y el desarrollo del lenguaje para la alfabetización digital docente: un estudio comparativo entre dos universidades europeas

Collaborative online international learning (COIL) has grown as an innovative technology-enhanced education approach with great potential for language education. Among the different COIL initiatives, eTwinning offers opportunities for language teachers and learners. Considering the limited research about pre-service language teachers’ digital literacy who have participated in the eTwinning for future teachers initiative, this paper’s objective is to explore how eTwinning can enhance teachers’ digital skills involving pre-service language teachers (n = 76) from two European universities, UCO (Spain) and ULS (Poland). The study follows a quantitative approach, using an exploratory cross-sectional method and an interpretative approach to comprehend and elucidate the viewpoints of the participants. The results show a general positive perception of participants from both contexts, while there are statistically significant differences regarding gender and university. Finally, the paper reflects on how to use eTwinning to improve teachers’ digital literacy and opens the way for studies.Collaborative online international learning (COIL) has grown as an innovative technology-enhanced education approach with great potential for language education. Among the different COIL initiatives, eTwinning offers opportunities for language teachers and learners. Considering the limited research about pre-service language teachers’ digital literacy who have participated in the eTwinning for future teachers initiative, this paper’s objective is to explore how eTwinning can enhance teachers’ digital skills involving pre-service language teachers (N=76) from two European universities, University of Cordoba, UCO (Spain) and University of Lower Silesia, ULS (Poland). The study follows a quantitative approach, using an exploratory cross-sectional method and an interpretative approach. The results show a general positive perception of participants from both contexts, while there are statistically significant differences regarding gender and university. Finally, the paper reflects on how to use eTwinning to improve teachers’ digital literacy. Keywords: eTwinning; virtual mobility; telecollaboration; teacher training; teachers’ digital literacy; digital competence.   Resumen: El aprendizaje internacional colaborativo en línea (COIL por sus siglas en inglés) se ha convertido en un enfoque educativo innovador con un gran potencial para la enseñanza de lenguas, siendo eTwinning una plataforma europea que ofrece numerosas oportunidades. Considerada la limitada investigación sobre competencia digital de futuros docentes de lenguas que han participado en la iniciativa eTwinning for future teachers, este trabajo explora cómo eTwinning puede mejorar la competencia digital docente, con la participación de futuros docentes de lenguas (N=76) de dos universidades europeas, Universidad de Córdoba, UCO (España) y Universidad de Baja Silesia, ULS (Polonia). Esta investigación cualitativa emplea un método transversal exploratorio y un enfoque interpretativo. Los resultados muestran una percepción general positiva de los participantes de ambos contextos, aunque existen diferencias estadísticamente significativas en cuanto al género y la universidad de procedencia. El artículo se cierra con una reflexión sobre cómo utilizar eTwinning para mejorar la competencia digital docente. Palabras clave: eTwinning; movilidad virtual; telecolaboración; formación de profesorado; competencia digital docente; competencia digital

Pedagogical Innovation in New Learning Communities: An In-depth Study of Twelve Online Learning Communities

The main aim of this study is to collect evidence on the learning innovation emerging in online communities and to draw conclusions on the lessons learnt and on emerging models and features that could eventually be transferred to Education and Training systems to support Lifelong Learning, innovation and change in Europe. The results presented are based on an in-depth analysis of the pedagogical and organisational innovation emerging from twelve online communities belonging to one (or more) of the following categorisation: Organization-driven communities; Production-driven communities; Topic-driven communities; Socially driven communities.JRC.DDG.J.4-Information Societ