Social Learning Analytics to Study Teachers’ Large-Scale Professional Networks

Abstract

A growing interest in research focuses on teachers' large-scale sociotechnical networks. Social learning approaches such as social constructivist theory is well established, however, the current challenges lie in creating reliable methods to gather evidence of how and under which conditions social learning takes place in such socio-technical networks and how does it support teachers' lifelong learning goals. The field of Learning Analytics (LA) addresses the issue of individual learners, whereas Social Learning Analytics (SLA) addresses that of groups' processes in knowledge construction. The eTwinning action is used as a case study for applying the concepts of Social Learning Analytics. Our interest is on teachers' cooperation behaviour and patterns within a socio-technical network and how that can support teachers' continuous professional development. The eTwinning platform currently hosts more than 160000 European teachers. We first introduce the underlying pedagogical and lifelong learning related assumptions regarding teachers' cooperation. To better understand the type of activities that teachers undertake in eTwinning, they are classified according to the OECD's indices for teachers' cooperation. This creates the core of the eTwinning Analytics framework, which operationalises activities and allows them to be better measured and monitored. A snapshot of data from the platform is used as a proof of concept.

Implications of social network sites for teaching and learning. Where we are and where we want to go

“…The recent field of methodological research named Learning Analytics has been used to effectively carry out in-depth analysis of teachers' large communities and groups supported by online social networking tools. For example, the experience of eTwinning, that currently hosts more than 160,000 European teachers, has been investigated through a series of tools and techniques, which combined different learning analytics and social learning analytics measures to provide indicators of teachers' social capital (Pham et al 2012;Vuorikari and Scimeca 2013). However, specific mining tools and techniques should be identified for open social network environments such as Facebook and Google Plus, since these sites present crucial challenges related to the extraction of data from groups and profiles and do not give sufficient constitutional rights for extracting data with automated tools or software.…”

What difference do networks make to teachers’ knowledge?

“…Discussing online networks related to the diffusion of innovation is increasingly more relevant today, when such platforms proliferate. Vuorikari and colleagues (2015 [147]) discuss eTwinning as an ICT-enabled innovation for learning and highlight the role of teacher collaboration through networks in fostering the diffusion of innovative pedagogical practices. Opportunities to share pedagogical know-how and educational content, such as those provided by eTwinning, can foster educational change and play a role in scaling pedagogical innovation at the system level (Vuorikari et al, 2015[147]).…”

Evaluating Student-Facing Learning Dashboards of Affective States

“…Wise et al [43] sums up a list of studies that "underscore the idea that the use of a combined approach of LD, teacher inquiry into student learning and LA can produce effective new pedagogies" [43]. Rodriguez et al [44] are trying to combine scripting and monitoring and vice versa. To take advantage of this potential, teachers and instructional designers need to keep LA in mind while designing learning activities to select the most appropriate LA indicators for the dashboard solution [44].…”

“…Rodriguez et al [44] are trying to combine scripting and monitoring and vice versa. To take advantage of this potential, teachers and instructional designers need to keep LA in mind while designing learning activities to select the most appropriate LA indicators for the dashboard solution [44]. Rienties et al [30] are developing a framework to enable teachers to create interventions by using LA for LD.…”

“…This is the most represented category through self-regulated learning (SRL), 16 papers citing the works of Zimmerman [48], Pintrich [33] or Winne [44]. Deep vs surface learning theory explains different approaches to learning, where deep learners seek to understand the meaning behind the material and surface learners concentrate on reproducing the main facts [21].…”