Promoting Access to Learning in Promoting Access to Learning in Rural Europe: New Roles for Teachers Rural Europe: New Roles for Teachers through Distance Trainingthrough Distance Training

Sofoklis SotiriouSofoklis SotiriouPavlos KoulourisPavlos KoulourisManos ApostolakiManos Apostolakiss

Ellinogermaniki Agogi, GreeceEllinogermaniki Agogi, Greece

‘‘rural learning’: vehicle to developmentrural learning’: vehicle to development

Rural areas: more than 91 % of the EU territory, more than 56 Rural areas: more than 91 % of the EU territory, more than 56 % of EU population% of EU population

Rural development an issue of priorityRural development an issue of priority

Rural development: far more than agriculture Rural development: far more than agriculture (environment, quality (environment, quality of produce, competitiveness, quality of life, attractiveness of rural areas to young of produce, competitiveness, quality of life, attractiveness of rural areas to young farmers and new residents)farmers and new residents)

The role of education and training is crucial: The role of education and training is crucial: better educated rural better educated rural citizens of all ages and backgrounds, with ample life-long learning opportunities and citizens of all ages and backgrounds, with ample life-long learning opportunities and access to the contemporary resources of the Information Society and the access to the contemporary resources of the Information Society and the Knowledge Economy, can resist urbanisation tendencies, protect the natural and Knowledge Economy, can resist urbanisation tendencies, protect the natural and human resources of the countryside, understand the new challenges for rural human resources of the countryside, understand the new challenges for rural Europe, and respond to them with new initiatives, flexibility and adaptabilityEurope, and respond to them with new initiatives, flexibility and adaptability

"rural learning“: "rural learning“: all levels of education, from primary to tertiary, all forms of all levels of education, from primary to tertiary, all forms of learning, from formal to informal, from conventional professional training to open learning, from formal to informal, from conventional professional training to open and distance learning, have to respond in a coherent and creative fashionand distance learning, have to respond in a coherent and creative fashion

The role of new technologies for The role of new technologies for capacity building in the rural spacecapacity building in the rural space

““ICT: a role to play for capacity building in disadvantaged ICT: a role to play for capacity building in disadvantaged populations and areas” populations and areas”

inclusive Information Society – reducing the digital divideinclusive Information Society – reducing the digital divide

quality of life improved – employment opportunities increasedquality of life improved – employment opportunities increased

rural areas’ integration into the knowledge-based economyrural areas’ integration into the knowledge-based economy

technology-enhanced lifelong learning: technology-enhanced lifelong learning:

opportunities for rural citizens to interact with contemporary opportunities for rural citizens to interact with contemporary knowledge and artefacts, in a continuous line of personal knowledge and artefacts, in a continuous line of personal involvement from childhood to third ageinvolvement from childhood to third age

opportunities to collaborate with each other and across age opportunities to collaborate with each other and across age group borders, so that the rural community as a whole will group borders, so that the rural community as a whole will produce its own sustainable solutions to create conditions for produce its own sustainable solutions to create conditions for rural development and well-being.rural development and well-being.

Small rural schools: ‘borderers’ of Small rural schools: ‘borderers’ of the education systemthe education system

Providing the children of Providing the children of remote areas with the remote areas with the access to education which access to education which all children are entitled to.all children are entitled to.

‘‘social capital’social capital’

“…“…social organization and resources social organization and resources embedded in the social structure of the embedded in the social structure of the rural communities, which can facilitate rural communities, which can facilitate coordination and cooperation for mutual coordination and cooperation for mutual benefit, and thus community development”benefit, and thus community development”

A positive influence on economic A positive influence on economic developmentdevelopment

The rural school: an important element in The rural school: an important element in the community’s social capitalthe community’s social capital

Rural schools as social capital and their Rural schools as social capital and their crucial role for community developmentcrucial role for community development

Rural schools: access to education; a promise Rural schools: access to education; a promise for a brighter future; keeping small aging for a brighter future; keeping small aging communities ‘alive’communities ‘alive’

Small size of the rural community Small size of the rural community strong strong connections among rural students, teachers, connections among rural students, teachers, parents and communityparents and community

Communities depend on their schools to serve Communities depend on their schools to serve many functions beyond educating children many functions beyond educating children (social, recreational, cultural)(social, recreational, cultural)

Students can engage in community-based Students can engage in community-based learninglearning

Crossing the boundariesCrossing the boundaries

How to build strong linkages between schools How to build strong linkages between schools and communities (Miller 1995) and communities (Miller 1995) The school as a community centreThe school as a community centre, a resource for , a resource for

lifelong learning; delivery of other services. School lifelong learning; delivery of other services. School facilities, technology, and a well-educated staff can facilities, technology, and a well-educated staff can provide a range of educational and retraining provide a range of educational and retraining opportunities for the community. opportunities for the community.

The community as curriculumThe community as curriculum, students generate , students generate information for community development by studying information for community development by studying the communitythe community

School-based enterpriseSchool-based enterprise, developing entrepreneurial , developing entrepreneurial skills; students identify needs in their rural skills; students identify needs in their rural communities, and establish a business to address communities, and establish a business to address those needs.those needs.

Rural schools: Rural schools: a difficult environment for a difficult environment for

the teacherthe teacher

DifficultiesDifficulties

Small number of school-age children in Small number of school-age children in today’s rural communitiestoday’s rural communities

Unwillingness of new teachers to serve Unwillingness of new teachers to serve in these schoolsin these schools

Not easy to provide conventional Not easy to provide conventional professional development:professional development: distance, costs, lack of substitute distance, costs, lack of substitute

teachersteachers Rural vs UrbanRural vs Urban: the consequences of a : the consequences of a

widening socioeconomic and digital widening socioeconomic and digital dividedivide

Multigrade teachingMultigrade teaching

A difficult environmentA difficult environment

Lack of training and supportLack of training and support

Teachers are left alone to Teachers are left alone to exploreexplore and and learnlearn multigrade teaching multigrade teaching on their ownon their own..

However…However…

……a skilful and devoted teacher may a skilful and devoted teacher may be able to turn the small rural school be able to turn the small rural school environment into an advantage for environment into an advantage for his students, himself, as well as the his students, himself, as well as the wider local communitywider local community..

Our focusOur focus

Supporting rural teachers to respond to old and new Supporting rural teachers to respond to old and new challenges challenges

Harnessing technology potential to offer solutions Harnessing technology potential to offer solutions for the provision of appropriate distance training and for the provision of appropriate distance training and support to rural educators, so that they can better support to rural educators, so that they can better fulfil their demanding roles in the rural school and fulfil their demanding roles in the rural school and the surrounding communitythe surrounding community

Designing, piloting, and evaluating schemes of Designing, piloting, and evaluating schemes of distance training, support and networking aiming to distance training, support and networking aiming to alleviate the isolation of teachers working in remote alleviate the isolation of teachers working in remote schools and support them in taking over new schools and support them in taking over new developmental roles, exploiting to the full developmental roles, exploiting to the full possibilities offered by new technologiespossibilities offered by new technologies

Using ICTUsing ICT

Different forms of technology-supported Different forms of technology-supported learning and distance education models have learning and distance education models have been tried in the pastbeen tried in the past

Our response to the challenges:Our response to the challenges: Alleviating teachers’ isolation through distance Alleviating teachers’ isolation through distance

training, support and networking opportunities. training, support and networking opportunities.

Our main questionsOur main questions What is the appropriate What is the appropriate contentcontent for the professional for the professional

development and support activities?development and support activities?

How appropriate are the various available and How appropriate are the various available and emerging emerging delivery technologiesdelivery technologies??

What are some possible extensions to conventional What are some possible extensions to conventional e-learning technologies and practices, which could e-learning technologies and practices, which could help teachers help teachers learn as individualslearn as individuals and to and to learn from learn from each othereach other, participating in a sustainable , participating in a sustainable lifelong lifelong learning networklearning network? ?

Our course in the past six yearsOur course in the past six years

• Teachers’ competence development through Teachers’ competence development through training content training content delivered over the web delivered over the web (MUSE project)(MUSE project)

• Testing more advanced technologies for Testing more advanced technologies for broadband delivery over broadband delivery over satellitesatellite, while continuing to further develop the content (ZEUS and , while continuing to further develop the content (ZEUS and RURAL WINGS projects)RURAL WINGS projects)

• Development of a network (NEMED) and an increased interest in Development of a network (NEMED) and an increased interest in concepts and tools related to concepts and tools related to lifelong learning networks lifelong learning networks (NEMED, (NEMED, RURAL WINGS)RURAL WINGS)

The training contentThe training content

Professional development along three main Professional development along three main axes:axes: Use of ICT in teacher’s work, both for teaching Use of ICT in teacher’s work, both for teaching

and administrative purposes.and administrative purposes. Application of teaching and learning approaches Application of teaching and learning approaches

which are most appropriate for the multigrade which are most appropriate for the multigrade classroom.classroom.

Turning the rural teacher into a change agent Turning the rural teacher into a change agent and development catalyst in the community.and development catalyst in the community.

The e-learning technologiesThe e-learning technologies

E-learning environments:E-learning environments:

satellite telecommunications for satellite telecommunications for broadband delivery of rich broadband delivery of rich educational contenteducational content

synchronous (videoconferencing, synchronous (videoconferencing, application sharing, chatting) application sharing, chatting)

asynchronous (web-based learning asynchronous (web-based learning through structured access to a rich through structured access to a rich pool of educational content, and pool of educational content, and networking)networking)

Turning the school into a ‘Learning Hub’ open to the local community

New New leadership roles for rural leadership roles for rural school teachersschool teachers

Inviting the teacher to work with, Inviting the teacher to work with, and for, the local communityand for, the local community

Inviting the teacher to become Inviting the teacher to become a a change agentchange agent in the in the communitycommunity He/she will He/she will catalyse innovationcatalyse innovation and development in and development in

the school and the local communitythe school and the local community

He/she will He/she will turn the declining school into a lively nodeturn the declining school into a lively node supporting supporting lifelong learninglifelong learning for everyone for everyone

The rural The rural schoolschool will become will become more responsive tomore responsive to the the growth and survival growth and survival needs of its communityneeds of its community

Education will develop Education will develop responsible citizensresponsible citizens and and create opportunities for create opportunities for tomorrow's rural leaderstomorrow's rural leaders to to emergeemerge

A model for training deliveryA model for training delivery

The networking technologyThe networking technology The NEMED web portal:The NEMED web portal:

a lively virtual space of a lively virtual space of structured exchangestructured exchange between network partners (open to everyone)between network partners (open to everyone)

A repository of teaching and learning resources connected to multigrade A repository of teaching and learning resources connected to multigrade education, jointly created and updated by the teachers – network education, jointly created and updated by the teachers – network membersmembers

EvaluationEvaluation

Training schemes piloted have been subjected to close monitoring and Training schemes piloted have been subjected to close monitoring and evaluationevaluation technological appropriatenesstechnological appropriateness pedagogical potential and outcomespedagogical potential and outcomes

Main instrumentsMain instruments surveys based on questionnaires and interviewssurveys based on questionnaires and interviews field observations and video recordingsfield observations and video recordings

Case-study oriented approachCase-study oriented approach following the development of informants’ views, behaviours and stancesfollowing the development of informants’ views, behaviours and stances

Evaluation activities cluster around three main points on the timeline of a Evaluation activities cluster around three main points on the timeline of a training project:training project: before the outset of the coursebefore the outset of the course after the completion of the first cycleafter the completion of the first cycle after the completion of the whole course, at the end of the second cycleafter the completion of the whole course, at the end of the second cycle

Careful samplingCareful sampling

Challenges / outstanding questionsChallenges / outstanding questions

We want to elaborate further our vision of We want to elaborate further our vision of lifelong learning for rural teachers, and its lifelong learning for rural teachers, and its connections with the concepts of connections with the concepts of competence competence developmentdevelopment and and lifelong learning networklifelong learning network

We are investigating tools and methodologies We are investigating tools and methodologies which can: which can: foster the improvement of personal competences in foster the improvement of personal competences in

rural teachers, and rural teachers, and encourage and facilitate a teacher’s contributions to encourage and facilitate a teacher’s contributions to

the development of the other teachers. the development of the other teachers.

Figure 3: Teachers’ suggestions for improvements

Figure 3: Teachers’ suggestions for improvements

Outstanding questionsOutstanding questions

Revisiting the training delivery model mentioned Revisiting the training delivery model mentioned above, at the micro level:above, at the micro level: aiming to incorporate methods and tools facilitating aiming to incorporate methods and tools facilitating

informal learning through peer interactioninformal learning through peer interaction

Outstanding questions re. Outstanding questions re. technologytechnology

Which technologies are able to support rural Which technologies are able to support rural teachers, both as individuals and as members of teachers, both as individuals and as members of teams, to further develop their competences teams, to further develop their competences making use of the distributed knowledge and making use of the distributed knowledge and learning resources available?learning resources available?

Outstanding questions re. Outstanding questions re. technologytechnology The NEMED portal:The NEMED portal:

So far, a repository of teaching and learning So far, a repository of teaching and learning resources jointly updated by its members, and a place resources jointly updated by its members, and a place of exchange and contact. of exchange and contact.

How else? What else?How else? What else?

RURAL WINGS:RURAL WINGS: An opportunity to organise numerous learning An opportunity to organise numerous learning

resources and diverse learners in rural communities resources and diverse learners in rural communities into meaningful, working networks fostering lifelong into meaningful, working networks fostering lifelong learning and competence development.learning and competence development.

The notion of The notion of communities of practicecommunities of practice

A powerful conceptual tool: A powerful conceptual tool:

people who share a concern or a passion for people who share a concern or a passion for something they do and learn how to do it something they do and learn how to do it better as they interact regularlybetter as they interact regularly

We are aiming to enable the We are aiming to enable the development development of a community of practice of rural of a community of practice of rural teachersteachers

Community of practice: How?Community of practice: How?

A A shared domain of interestshared domain of interest: the development : the development of multigrade teaching competencesof multigrade teaching competences

We need to establish and sustain We need to establish and sustain members’ members’ commitmentcommitment to the domain to the domain

We need to We need to facilitatefacilitate community developmentcommunity development by assisting teachers to:by assisting teachers to: engage in joint activities and discussionsengage in joint activities and discussions help each otherhelp each other share information and learn from each share information and learn from each

other, while pursuing their interest in their other, while pursuing their interest in their domain. domain.

A community of practice A community of practice rather than a mere community of interestrather than a mere community of interest

Rural teachers developing a shared repertoire of Rural teachers developing a shared repertoire of resources – a shared practice: resources – a shared practice: ExperiencesExperiences StoriesStories ToolsTools Ways of addressing recurring problems in Ways of addressing recurring problems in

their small rural school, etc. their small rural school, etc.

Questions - problemsQuestions - problems

This takes timeThis takes time It requires sustained interactionIt requires sustained interaction How can technology support activities through How can technology support activities through

which communities develop their practice?which communities develop their practice? problem solvingproblem solving requests for informationrequests for information experience seekingexperience seeking reusing of assetsreusing of assets coordination and synergycoordination and synergy discussion of developmentsdiscussion of developments mapping of knowledge, identification of gaps, etc.mapping of knowledge, identification of gaps, etc.

How can this be designed and realised given current technological developments?

multi-user virtual environments (virtual worlds)?