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Teacher networks presented for policy-makers in Sweden 11/22/12 3538848
Social Learning Analytics - a Tellnet paper presented in OST'12 7/24/12 1003154
Teachers' profession in 2025: workshop on "what does the future bring?" 3/13/12 794419
The list of peer reviewed Tellnet publications (journals, conferences and workshops) 1/24/13 681338
Workshop slides from eTwinning conference: Teachers' profession in 2025 3/30/12 543649
The Networked Learning Conference, the Tellnet input 4/3/12 414172
eTwinning Personas: what type of eTwinners are there? 5/16/12 393432
TEL-Map roadmap: Desired Future for European schools workshop 6/1/12 386367
Disseminating Tellnet results to academic audience in ICWL 2011 8/23/11 350532
What does the future bring us? Five scenarios on teachers' collaboration networks in 2025 11/22/11 346380
Session (Tellnet): Social media networks in schools and in teachers' lives 11/19/12 314132
Recent RWTH Aachen University research publications on the Tellnet project results 10/17/12 272884
Book launch: Teacher Network - Today's and tomorrow's challenges and opportunities for the teaching profession 10/24/12 246000
Changing landscape for teaching - Tellnet scenario workshop in Finland 1/31/12 243714
Symposium at NLC: Learning Networks for Professional Development - Current Research Approaches and Future Trends 1/23/12 224574
Final Tellnet event at Media & Learning 2012 Conference in Brussels 8/24/12 162212
Validation workshop with policy-makers "Teacher Collaboration Networks in 2025: What is the role of teachers' networks for professional dev 10/27/11 161172
Recent IPTS research publications on the Tellnet project results 10/17/12 112215
eTwinners debating about "The Future School - School in 2020" 11/23/12 104521
eTwinning teams - united for success! Keynote in PDW in Athens 11/9/12 94618
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The Networked Learning Conference, the Tellnet input

The Tellnet project participated in the Networked Learning Conference in Maastricht on April 3, 2012 and presented its current work in a sumposium called "Learning Networks for Professional Development: Current Research Approaches and Future Trends". The final papers and presentations can be accessed below.

The session (image on the right: first speaker on Learning Analytics in a Teachers' Social Network) ran parallel with other workshop sessions and was attended by more than 20 researchers. The reception on the topic was good, even if the tight schedule and the auditorium set-up did not allow for much interaction. Below some tweets from the audience.

  • Introduction to the symposium: Slides from European Schoolnet
     
  • Learning Analytics in a Teachers' Social Network Slides from the RWTHpaper

    Manh Cuong Pham, Yiwei Cao, Zinayida Petrushyna, Ralf Klamma, Information Systems and Databases, RWTH Aachen University, Germany

    Abstract: What is the social capital of a European teacher? We cannot give an answer for every teacher in Europe; but we have developed some measures for teachers participating in the eTwinning portal run by European Schoolnet as a case study. Driven by the idea that teachers collaborate across the borders with the support of an electronic platform, we were able to find correlations between social network analysis measures like degree and betweenness centrality as well as the local clustering coefficient, activity statistics about usage of eTwinning and the quality management of European Schoolnet. Only the combination of the three measures gives us indicators for the social capital gathered by a teacher. This learning analytics combines structural properties of the lifelong learning network of European teachers with the concrete usage statistics of a large-scale pedagogical social networking site using wall messages and blogs for communication among teachers and an established decentralized quality management framework which is unbiased by central policies. All work is implemented in a series of analysis and visualization prototypes working on anonymous data set extracted from the eTwinning network at certain time points. From this we can draw also on the evolution of the collaboration network as whole as well as on the development of the social capital of single teachers and their communities. As we have extracted different network structures mirroring the project and contact network of teachers and the online activities, we can compare the different factors contributing to the social capital of teachers.
     
  • Teacher Collaboration in the Context of Networked Learning. Current eTwinning Practices and Future Perspectives: Slides from the IPTS; paper
    Romina Cachia & Yves Punie, Institute for Prospective Technological Studies (IPTS), European Union Joint Research Centre (JRC), Seville Spain
    Abstract: This article identifies emerging trends and challenges for teacher networking and collaboration in the context of networked learning based on a review of existing literature and on three consultation workshop with practitioners and stakeholders. In total, around 70 different people have been consulted to explore the potential of networks in the context of teacher collaboration. We argue that while the future of learning has been discussed extensively, the role of teachers, and more specific the role of teacher collaboration through networks is perhaps less taken into account. This article aims to demonstrate the importance of current and future networks for teacher collaboration and to highlight key issues to be taken into account for the further development of teacher networking, both as a practice and as an object of study. In general, teachers themselves are quite positive on the use and potential of ICT-enabled networks for improving the quality of their work, and they would like to see a more widespread use of ICT for collaboration with their peers, especially across borders and cultures. However, recognition of this work as part of their continuous professional development is regarded as important, as well as support and training to deal with data management, privacy and security issues. There is also a strong need for pedagogic training which empowers teachers with the required ICT skills to help their students become digitally competent and for guiding students towards more exploratory and creative interaction with ICT tools. It should be highlighted that already today; the eTwinning platform proves to be quite a significant activity for those teachers involved. Openness, flexibility and interoperability are regarded to be important for the future development of teacher collaboration networks.
     
  • Supporting Teachers’ Networked Learning Skills for More Online Engagementpaper
    Kamakshi Rajagopal, Adriana J. Berlanga, Peter B. Sloep, Centre for Learning Sciences and Technologies, Open University of the Netherlands
    Abstract: This article looks into professional networks and their evolution into their current state as blended networks. The eTwinning network, a network of European schools, is described as an example of such a professional network for teachers, where studies from the TellNet project show that many teachers in the online network are isolated. As the eTwinning network wants to evolve into supporting more continuous professional development activities, the current disengagement of members needs to be resolved. Several potential underlying causes for the disengagement are described, as well as an approach to technical support that aims to engage the members in gaining the most from their participation in the network.

 


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