Invisibles eTwinners and Personas workshop challenges
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ypically the ones ho have been gistered during a aining workshop nd never return to Twinning The ones who are nactive and do not wish to be bothered. They consider eTwinning emails as spam”. Active eTwinner who is motivated and works a lot! Typically inactive, bu still motivated! Could be easily lured to eTwinning! Active and inactive eTwinners Inactive Active willingness ork Willing to wo
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Workshop challenges for Ambassadors to work on eTwinning personas and on invisible eTwinners
Transcript of Invisibles eTwinners and Personas workshop challenges
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Typically the ones who have been registered during a training workshop and never return to eTwinning
The ones who are inactive and do not wish to be bothered. They consider eTwinning emails as “spam”.
Active eTwinner who is motivated and works a lot!
Typically inactive, but still motivated! Could be easily lured to eTwinning!
Active and inactive eTwinners
Inactive
Active
No willingness to work
Willingness to work
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Member since 2005
Maria Primary school teacher, “Enthusias9c user” Age: 42 years Has been par9cipa9ng in eTwinning since the beginning of the ac9on. She is highly computer literate and she enjoys using the Internet. Integra9ng eTwinning and Comenius in her teaching is not difficult, she has a very high-‐level of ICT integra9on in her teaching and learning ac9vi9es. She has ini9ated a number of projects on eTwinning and has also received na9onal and European awards. She keeps her eTwinning Desktop ac9ve through status updates in her journal to tell her colleagues and partners what is going on in her projects. Her network has been expanding and she is now an eTwinning Ambassador. Her work is recognised by both her school and her na9onal educa9on system. Her only problem is lack of 9me. Most of what she does for eTwinning she has to do in her own spare 9me, even though her work is highly recognised in her school.
eTwinning
Ini9ated various projects
Highly Ac9ve on eTwinning Desktop
Ins9tu9onal Recogni9on
Ministry of Educa9on,
NSS, local authori9es
Computer Literacy
Problems
High
?
Pedagogical competences
High-‐level of ICT integra9on
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Typically the ones who have been registered during a training workshop and never return to eTwinning
The ones who are inactive and do not wish to be bothered. They consider eTwinning emails as “spam”.
Active and inactive eTwinners
Inactive
Active
No willingness to work
Willingness to work
Maria Primary school teacher, “Enthusias9c user”
Peter ICT teacher, “Networker”
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Peter ICT teacher, a “Networker” Age: 37 years Peter is highly computer literate and has been ac9ve in eTwinning since five years. He has joined projects (not ini9ated them) and has an ac9ve eTwinning Desktop. His has more competences in ICT than pedagogical implementa9on, so he oXen works with other teachers and gives them hints on new “gadgets”. For this reason, he has many contacts in his network and thus, he is an important networker in the eTwinning site. Unfortunately, his high ac9vity in eTwinning is not recognised in his school. His head teacher does not want him to allocate any 9me to eTwinning during school hours and will not allow him to travel for any of eTwinning workshops or trainings. The main issue is that if he is absent from the class, the head teacher has no teacher subs9tute. Peter has tried to get support from the NSS, but it is hard to bypass his head teacher. Peter feels his school is not taking advantage of the opportuni9es offered by eTwinning.
Photo credits:
Ins9tu9onal Recogni9on
Computer Literacy
Problems
Average
Lack of Ins;tu;onal Recogni;on
eTwinning
Par;cipated in various projects
Highly Ac;ve on eTwinning Desktop
eTwinner since 2006
High number of contacts
NSS
Cannot travel due to lack of
teacher subs;tute
Pedagogical competences
Low-‐level of ICT integra9on
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Typically the ones who have been registered during a training workshop and never return to eTwinning
The ones who are inactive and do not wish to be bothered. They consider eTwinning emails as “spam”.
Active and inactive eTwinners
Inactive
Active
No willingness to work
Willingness to work
Maria Primary school teacher, “Enthusias9c user”
Peter ICT teacher, “Networker”
Marcus Teacher, “Support user”
Lucia Secondary school teacher, “Occasional user”
Shaun Teacher, “Dor -‐mant user”
Nina Teacher, “Wishful user”
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Member since 2009
Marcus Teacher, “Support user” Age: 32 years Marcus is a young teacher who is very ac9ve in networking sites. He has created various accounts in various sites and tries to collaborate with other teachers through new technologies. About three years ago, somebody men9oned he should join eTwinning. Marcus par9cipated once in a Learning Event and partners in projects. He does a lot of similar collabora9on with teachers in other networks outside of eTwinning. He prefers to do the core part of his collabora9on on other site, where is able to share videos, etc easily. Linking to his friends, most of whom are not necessarily teachers, is important, and thus expands his already huge network. In his country he is very popular, as he is always happy to help and support other colleagues use eTwinning. He wishes that the eTwinning site would be more like Facebook. Photo credits:
eTwinning
S9ll prefers to do things on
other pla_orms Ins9tu9onal Recogni9on
Ministry of Educa9on
Computer Literacy
Problems
High
Joint 1 Learning
Event & partners projects
eTwinning only allows him to
contact other teachers
He cannot expand to teachers in US &
Japan
Pedagogical competences
Medium-‐level of
ICT integra9on
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Lucia Secondary school teacher, “Occasional user” Age: 48 years Lucia logs in eTwinning once in a while. Her school is aware of eTwinning, but she s9ll does not know how to integrate it her teaching. Last 9me she logged in was to search for a partner for a Comenius partnership that her school was preparing. Her school has previously been ac9ve in interna9onal co-‐opera9on. Apart from that, she does not browse much on eTwinning pla_orm. Lucia is willing to engage more, but she feels she needs some training on how to use the site. Her ICT skills are average, but she really lacks in knowledge on integra9ng ICT in her teaching. Besides, with recent financial crises, she has been given new tasks in her school and she feels pressed by 9me. Language is another problem. Although she feels she may be able to communicate in a second language, she knows for sure that her students will have a problem.
Photo credits:
Ins9tu9onal Recogni9on
Computer Literacy
Average
eTwinning
eTwinner since 2009
Low Ac;vity &
Profile
Problems
Language
Training needed
Pedagogical competences
Low-‐level of
ICT integra9on
Local educa9on authori9es
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Shaun Teacher, “Dormant user” Age: 56 years Shaun received a lot of informa9on about the eTwinning site from his school and colleagues. His school encourages par9cipa9on in eTwinning and the work carried out in eTwinning is highly recognised in his school. However, Shaun is not so enthusias9c about new technologies. He has been teaching for the past 30 years and he feels he can do his job well without technology. Students love his pedagogical innova9on anyway and are well mo9vated. He looks forward to teaching another 10 years. Recently, his colleagues started a new project on eTwinning and they encouraged him to join the site. He has logged in a couple of 9mes, but he s9ll does not understand how he can par9cipate or contribute to eTwinning. Shaun does not have a computer at home and hence, he will never log on the site if it is not during school hours.
Photo credits:
Recogni9on
Computer Literacy
Problems
Low
eTwinning
eTwinner since 2011
Low Ac;vity &
Profile
He feels his job does not need technology
Ins$tu$onal
Colleagues
Informal
Does not understand benefits of eTwinning
Pedagogical competences
Low-‐level of
ICT integra9on
Pedagogical innovator
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Nina Teacher, “Wishful user” Age: 58 years Nina is close to re9rement. She has been teaching for more than 30 years and she s9ll loves her profession. However, with recent changes in her school (e.g. more administra9onal work, more tasks, possible pay-‐cuts) she is ready to re9re soon. She got to know about eTwinning from a teachers' newsleger. About two years ago, she tried to register to the site, but did not succeed. She has tried on various occasions to convince some of her colleagues to par9cipate in eTwinning, but in general, her school is not interested. She is currently collabora9ng with a school in another country and she has ideas on how to link such collabora9on with eTwinning. She would like to be part of the teachers’ network, as she misses the collegial feeling among teachers that used to be there.
Photo credits:
Ins9tu9onal Recogni9on
Computer Literacy
Problems
Average
Lack of Ins;tu;onal Recogni;on
eTwinning
Tried to log-‐in once
Likes the idea of
teachers’ network
?
Lack of guidance & training
Pedagogical competences
Ac9ve in school
collabora9on
Strong pedagogical experience
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Good with ICT. A valuable participant in eTwinning team to help with technology, Portal and other tools. !
Maria Primary school teacher, “Enthusias9c user”
Marcus Teacher, “Support user”
Peter ICT teacher, a “Networker”
Lucia Secondary school “Occasional user”
Shaun Teacher, “Dormant user”
Nina Teacher, “Wishful user”
Where to focus? some exampels
Active on FB and Twitter, but not on the Desktop.
He can be a key disseminator to new
audiences through his networks.!
Offer her training on pedagogical use of ICT and get her introduced to projects and partners.!
Strong pedagogical competences: team him up with eTwinners in his school! He needs support with ICT. !
She needs to be found, given a bit of support and she is happy to work! Ambassador could help! !
Does not need your help :) !
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Offer training: think of different types. Who would benefit from a pedagogical and who from a technical approach? !
Maria Primary school teacher, “Enthusias9c user”
Marcus Teacher, “Support user”
Peter ICT teacher, a “Networker”
Lucia Secondary school “Occasional user”
Shaun Teacher, “Dormant user”
Nina Teacher, “Wishful user”
some exampels
Use Ambassadors in targeted actions. Think where their
time is best spend and where they also get the feeling of
success.!
Some teachers are attracted by recognition. Talk about Quality Labels. Inform about possible
training that is accredited, where they can receive career
points, etc. !
“Other eTwinners in your school” email. When a new eTwinner signs up, inform
them about the names of the other ones in the school. !
Offer things such as partner finding, ambassador’s help,
“how to”-workshops (e.g. how to take the first steps of social
networking). !
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Design challenge 1:
What are the most efficient strategies
to engage each persona in eTwinning?
���Think of “follow-through” rather than “follow-up”!
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The Invisible eTwinner
Not in the CSS stats
In the CSS stats
Unknown to NSS
Known to NSS
The “I use my colleague’s account on the school
computer” user The “the local eTwinning star”
user
The “invisible
team mate” user
The “non-registered
outside the platform” user
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Don’t know about
eTwinning
Know about eTwinning, but invisible
Marcus Teacher, “Support user”
Lucia Secondary school “Occasional user”
Shaun Teacher, “Dormant user”
Nina Teacher, “Wishful user”
Who else?
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Don’t know about
eTwinning
Know about eTwinning, but invisible
Who else?
on average 26%
In Sweden 33%
eTwinners in Sweden on average:
• 46% got contacts • 13% have received
wall posts • 8% has a picture • 4% have written wall
posts • 2% are in Teacher
rooms
Schools with 2 or more teachers
on average 26% In Sweden
32%
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Design challenge 2: What are the most efficient strategies
for invisible eTwinners
and the ones who do not know
about eTwinning yet? ���
How can the strategies from personas
be reused here?
