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Leading to autonomy: the essential role of teachers in online learning Brian Holmes Interim Director Education, Audiovisual & Culture
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Leading to autonomy: the essential role of teachers in online learning Presentation for Online Educa Berlin, 2013
Transcript of Oeb2013
Leading to autonomy:the essential role of
teachers in online learning
Brian HolmesInterim Director
Education, Audiovisual & CultureExecutive Agency
Leading to autonomy: the essential role of teachers in online learning
1. Digital competence
2. Leading to autonomy
3. Online learning
4. Teacher training
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Digital competence involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication. (EU, 2006)
Framework for developing digital competence:
1. Information
2. Communication
3. Content creation
4. Safety
5. Problem solving
(Ferrari, Punie & Brečko, 2013)
Beyond ICT skills
1. Digital competence
⬅ Can critically evaluate information
⬅ Participates in online collaboration, team work
⬅ Can use and create online content
⬅ Understands personal identity, netiquette
⬅ Knows how to use ICT for innovation
2. Leading to autonomy
Developing professional intellect
Know what: cognitive knowledge Basic skills acquired through training
Know why: advanced skills Ability to apply skills to complex problems
Know how: systems understanding Ability to apply knowledge and skills to new problems
Care why: self-motivated creativity Will, motivation and adaptability
(Quinn, Anderson & Finkelstein, 1996)
The riddle of the liberating structure (1)
(Pedlar, 1981, p.74)
2. Leading to autonomy
Teacher decides model
• Learners follow the same path
• Learners aim for the same goal
• Learning resources are commonand defined by the teacher
• Teacher teaches
Learners develop skills
The riddle of the liberating structure (2)
(Pedlar, 1981, p.76)
2. Leading to autonomy
Learning community model
• Learner decides
• Learners follow their own path
• Learners have individual goals
• Wide scope of learning resourceschosen by learners
• Teacher supports learning
Learners develop competenceand autonomy
Action research: an online learning community
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3. Online learning
• eTwinning supports teachers across Europe
° Joint pedagogical projects
° Continuous professional development
° Thriving community of teachers
•‘Learning Events’
° Short, intensive online sessions, in groups
° Focused on a theme, led by a subject expert
° Involve teachers in hands-on, non-formal learning with peers
• My research, a Learning Event on Web 2.0
http://holmesbrian.blogspot.com/
www.eTwinning.net
The role of the tutor is key to ensuring an effective educational experience in online learning
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3. Online learning
The tutor’s preparations and interventions had a positive impact on critical thinking and meta-cognition
It was beneficial to reinforce facilitation at key points and to back-off as and when peer support emerged
The tutor’s presence helped strengthen the feeling of community
(Holmes, 2013)
1) Frequency of student messages initially follows closely those of the tutors
3. Online learning
2) Later the students are less dependent on tutor support
Plot of messages over time in the online LE forum
(Holmes, 2013, p.103)
Online learning communities for teachers’ continuous professional development
Online learning communities are an attractive alternative to traditional face-to-face training courses
They enable teachers to try out what they are learning in the context of their everyday practice, thereby increasing confidence and motivation
They provide an opportunity for mutual support, exchange of experience and reflection
They are fostered by social interaction which also facilitates learning They are useful for as long as they support purposeful learning
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4. Teacher training
(Holmes, 2013)
References
EU (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Official Journal of the European Union, L394/310.
Ferrari, A., Punie, Y., & Brečko, B. N. (2013). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe: Institute for Prospective Technological Studies (IPTS), JRC, European Commission
Holmes, B. (2013). School Teachers' Continuous Professional Development in an Online Learning Community: lessons from a case study of an eTwinning Learning Event. European Journal of Education, 48(1), 97-112. Retrieved 03.03.2013, from http://dx.doi.org/10.1111/ejed.12015.
Pedler, M. (1981). Chapter 5: Developing the learning community. In T. Boydell & M. Pedler (Eds.), Management Self-development: Concepts and Practices (pp. 68-84). Aldershot: Gower Publishing Company Ltd.
Quinn, J. B., Anderson, P., & Finkelstein, S. (1996). Managing professional intellect: making the most of the best. Harvard Business Review, 74(2), 71-80.
