eTwinning: Opportunities and Challenges for Transformative Educational Innovations through the...

University of Piraeus Department of Digital Systems

Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)

D. Sampson 14 Nov 2014

Advanced Digital Systems and Services for Education and Learning (ASK)

1/32

eTwinning: Opportunities and Challenges for Transformative Educational Innovations through the

Technology-Supported European Schools Collaborations

Demetrios G. Sampson

Senior and Golden Core Member IEEE

Professor, Department of Digital Systems, University of Piraeus, GREECE Founder and Director, Advanced Digital Systems and Services for Education and Learning, EU

Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE Adjunct Professor, Faculty of Science and Technology, Athabasca University, CANADA

Co-editor-in-Chief, Educational Technology and Society Journal Steering Committee Member, IEEE Transactions on Learning Technologies

Past Chair, IEEE Computer Society Technical Committee on Learning Technology ICT Advisory Board Member, Arab League Educational, Cultural and Scientific Organization (ALECSO)

This work is licensed under the Creative Commons Attribution-NoDerivs-NonCommercial License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nd-nc/1.0 or send a letter to Creative Commons, 559 Nathan Abbott

Way, Stanford, California 94305, USA.

http://creativecommons.org/licenses/by-nd/2.0/





2/32

… about the speaker… Professor, Department of Digital Systems, University of Piraeus, GREECE

Founder and Director, Advanced Digital Systems and Services for Education and Learning, EU

Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE

Adjunct Professor, Faculty of Science and Technology, Athabasca University, CANADA

Co-Editor-in-Chief, Educational Technology and Society Journal (Ranked #3 in Educational Technology – Scholar Google)

Steering Committee Member, IEEE Transactions on Learning Technologies (Ranked #9 in Educational Technology)

Past Chair, IEEE Computer Society Technical Committee on Learning Technology (2008-2012)

Senior and Golden Core Member, IEEE Computer Society

IEEE Computer Society Distinguished Service Award, July 2012

Co-author of 340 publications with at list 1515+ citations (h-index:21)

Received 8 times Best Paper Awards in International Conferences on Learning Technologies

Guest Editor of 26 Special Issues in International Journals

Member of Editorial Board, 23 International Journals in Learning Technologies

Keynote/Invited Speaker on 60 International and/or National Conferences in Learning Technologies

General and/or Program Committee Chair in 38 International Conferences in Learning Technologies

Program Committee Member in 370 International and/or National Conferences in Learning Technologies

Project Director, Principle Investigator and/or Consultant in 65 research projects with external funding 14M Euro (1991-2016)






3/32

Overview Why Transformative Innovations in School Education need

Digital Technologies ?

How Technology-Support European School Collaboration

can lead to Transformative Innovations in European School

Education? Opportunities & Challenges

Conclusions: Bringing Practice – Research – Policies

together






4/32

Why Transformative Innovations in

School Education need Digital

Technologies ?






5/32

Digital Technologies:

technology as an enabler for transformations

use to provide learning experiences that would not

possible without the digital technologies






6/32

Digital Technologies as an enabler for incremental or disruptive transformations

to the way that individuals, groups and organizations “learn” and the way to “assess” learning in 21st Century

Objectives: From acquiring new “knowledge” to develop new and

relevant “competences” Methods: From “classroom” based teaching to “context-aware”

personalized learning Assessment: From “life-long” degrees and certifications to “on-

demand” and “in-context” accreditation of qualifications






7/32

How Technology-Support European

School Collaboration can lead to

Transformative Innovations in

European School Education?






8/32

• Solvable Challenges Integrating ICT in Teachers’ Education Students Low Digital Competences

• Difficult Challenges Creating Authentic Learning Opportunities Blending Formal and Informal Learning

• Wicked Challenges Supporting Complex Thinking and

Communication Students of Co-Designers of Learning

NMC Horizon Report Europe - Schools Edition, 2014. Available online at: http://cdn.nmc.org/media/2014-nmc-horizon-report-EU-EN.pdf


http://cdn.nmc.org/media/2014-nmc-horizon-report-EU-EN.pdf















9/32

• Fast Trends 1-2 Years Growing Ubiquity of Social Media Rethinking the Role of Teachers

•Mid-range Trends 3-5 Years Increase focus on Open Educational

Resources Increase use of Hybrid Learning Design

•Long-term Trends 5 Years and more Evolution of Online Learning Rise of Data-Driven Learning and Assessment









10/32

• Solvable Challenges Integrating ICT in Teachers’ Education

•Fast Trends 1-2 Years

Rethinking the Role of Teachers


















11/32

Millions of Euros / USA $ have been spent all over the world for purchasing and installing technologies in

schools – huge investments in infrastructure However, limited investments have been planned and implemented in systematically developing and assessing

the essential digital competences for school teachers and leaders – limited investments in human resources This has led to limited educational added-value and

transformative impact at school education …






12/32

Although in principle the systematic development and assessment of appropriate educationally meaningful

digital competences for both school teachers and leaders are recognized as a major element for the up-take of technology-supported and technology-enabled

school innovations at large scale Still, both Initial and Continuing School Teachers and

Leaders Education is predominately traditional and uninspiring both in terms of scope, methods and

assessment






13/32

And yet, it is assumed that all teachers are able to design and implement technology-supported and technology-enabled

school innovations using a wide range of digital technologies for teaching and assessing their students within the national curricula with limited additional professional development

Even more, it is also assumed that all schools share more or less the same level of educationally relevant digital

competences (commonly referred as “e-maturity”) at organizational level to adopt technology-supported

educational innovation, just because they have installed the same technological infrastructure






14/32

[The Opportunity] eTwinning can support [Development – Recognition] of Digital Competences for

[Teachers –School Leaders – Schools] [The Challenge]

Adopt European/International Standards that will make this process transparent and

interoperable






15/32

Teachers’ ICT Competence Profiles

UNESCO ICT Competency Framework for Teachers (2011) [http://tinyurl.com/ocaxgqk]

International Society for Technology in Education (ISTE) Standards for Teachers (2008)

[http://tinyurl.com/myft7rn]

eTQF Teacher ICT Competency Framework (2010) [http://tinyurl.com/kdlshup]

Technological Pedagogical Content Knowledge (TPACK) (2006) [http://www.tpack.org/]


http://tinyurl.com/ocaxgqk

http://tinyurl.com/myft7rn

http://tinyurl.com/kdlshup

http://www.tpack.org/





16/32

School Leaders’ ICT Competence Profiles

Interstate School Leaders Licensure Consortium (ISLLC) Standards on Educational Leadership (2008)

[http://tinyurl.com/q69cogt]

International Society for Technology in Education (ISTE) Standards for Administrators (2009)

[http://tinyurl.com/nmbcurv]


http://tinyurl.com/q69cogt

http://tinyurl.com/nmbcurv





17/32

Schools’ ICT Competence Profiles (eMaturity)

NAACE ICT-MARK (2014) [http://www.naace.co.uk/ictmark/srf]

eLearning RoadMap – Ireland (2012) [http://tinyurl.com/naroatv]

Australasian Council on Open Distance and e-Learning Benchmarks (2014) [http://tinyurl.com/noh3tvr]

eLearning Maturity Model (2007) [http://tinyurl.com/q6majjk]


http://www.naace.co.uk/ictmark/srf

http://tinyurl.com/naroatv

http://tinyurl.com/noh3tvr

http://tinyurl.com/q6majjk





18/32

•Mid-range Trends 3-5 Years Increase focus on Open Educational

Resources Increase use of Hybrid Learning Design









19/32

web-based systems that organize, classify, store and share OERs (or Learning

Objects – LOs) and their associated metadata

national – thematic include limited explicit information about the

learning and educational context of use of their hosted OER

OER or LOs Repositories






20/32

OER Repositories Examples

Learning Resource Exchange, EU

Open Education Europa, EU

Photodentro, GR

MERLOT, USA Open Discovery Space, EU

OER Commons, USA






21/32

From OERs to Open Educational Practices (OEPs) and OEP Repositories

LO #1

LO #2

LO #N

….. Learning Object

Repository Learning Design

Repository

Open LD #1

….. Move to…






22/32

PBS Learning Media, USA

OEP Repositories

LAMS Repository, Australia

COSMOS LD Repository, EU OSR LD Repository, EU






23/32

[The Opportunity] eTwinning can support the creation a rich pool of

[Educational Resources – Learning Designs / Educational Practices – Educational Data] that can

be share and re-used across European Schools facilitating educationally informed decisions

[The Challenge] How these [Resources – Practices – Data] are represented and stored in a way that can make

them findable and re-usable






24/32

•Difficult Challenges Creating Authentic Learning Opportunities Blending Formal and Informal Learning

•Long-term Trends 5 Years and more

Evolution of Online Learning Rise of Data-Driven Learning and Assessment









25/32

[The Opportunity] eTwinning through Schools Collaboration across EU Member

States can offer opportunities for Opening Up Local School Classrooms to other European School Classrooms

[The Challenge] How European School Classrooms will Open Up to the

Outside School Boundaries World combining and orchestrating formal in-school with informal out-of-school

learning and assessment creating authentic learning experiences for the students






26/32

connect

sharing

Within Classroom-based activities

Outside Classroom-based activities

Within School

Outside School

via Cloud Technologies

People

Resources Practices Tools/Services

Educationally Meaningful Interaction Data






27/32

Methods and Tools • Orchestrate Educational Activities (teaching –

collaboration - scaffolding - feedback – assessment) • Collect and Analyze Educationally Meaningful Data

from all these activities • In a Smart Learning Environments which integrate

Physical Learning Spaces and the Digital Cloud

Smart integration of Physical Learning Spaces and the Digital Cloud






28/32

Conclusions

eTwinning is a unique platform for promoting and facilitating transformative innovations at European School Education through

Schools’ Collaboration [The Opportunity]

HOWEVER

This requires to foster a dialogue between Practice – Research – Policies to turn this opportunity into an enabler for reflective

transformations in European School Education [The Challenge]






29/32

The Future is Unwritten !

It is Your Right to Go and Write It with your Students.






30/32






31/32






32/32

… if you wish to stay in contact with us …

e-mail: [email protected] skype: dem-sampson

twitter: @dem-sampson Slideshare:

http://www.slideshare.net/Demetrios_Sampson www.ask4research.info


mailto:[email protected]

http://www.slideshare.net/Demetrios_Sampson

http://www.ask4research.info/

eTwinning: Opportunities and Challenges for Transformative Educational Innovations through the...

Education

Transcript of eTwinning: Opportunities and Challenges for Transformative Educational Innovations through the...