E-Learning and School Development
- Strengths and Challenges of Capacity Building in School Development Projects
Norway and Denmark
and the rest of the world
www.sepu.no
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Presenters
• Anne-Karin Sunnevåg,
assistant professor at University College of Hedmark, Centre of the Study of Educational Practice (SePU)Hamar, Norway
• Anne Kostøl,
assistant professor at University College ofHedmark, Centre of the Study of Educational Practice (SePU) Hamar, Norway
• Line Skov Hansen
,project manager at University College Nordjylland/ Centre for Knowledge-Based Educational Practice (CVIPP) Nørresundby, Denmark• SePU www.sepu.no Professor Thomas Nordahl
• CVIPP www.lp-modellen.dk Project manager Ole Hansen
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Our main focus
Strengths and Challenges of capacity
building in school development projects
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Three school development projects
• The paper and this presentation are based on practical experiences with in three different school development projects:
– LP- model (Learning environment and pedagogical analysis) in Denmark, primary and secondary school.
– CLL (Classroom management, learning outcome and teaching authority) in Norway, high school.
– Professional development of school administrators in a
Danish municipality.
In all three projects the education and competence development are carried out through:
• Takes place at each school, within the limits and resources available at the school
• Teachers competences are developed together with colleagues in teams (mixed groups - different subjects and grade levels)
• E-learning platform
• E-learning with lectures, assignments and feedback from supervisors
• Articles, educational movies, observation and videotape
• Supervision
• In the projects the technology has varied from more traditional and formal learning management systems to wikis (Web 2.0 technology).
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LP- model
(Learning Environment and Pedagogical Analysis)
• The LP-model is a school comprehensive research- and
development project where all teachers and administrators in more than 500 schools is at present implementing the LP model in their pedagogical practice and in the organization.
• It includes more than 200.000 students and 27.000 teachers (on e- learning), other pedagogical staff and over 800 employees at
PPR(educational psychological service) is followed and evaluated.
• CVIPP is responsible for the implementation of the LP-model in Danish schools, the quantitative and qualitative research effort is carried out by:
– SePU and Danish school of education, Aarhus University, Denmark.
• LP-model takes form of a three years plan with the opportunity to continue
LP - model
• Aim
– To establish effective learning environments with appropriate conditions for both academic and social learning and development of students
• Focus
– Help teachers to see connections between student behavior and conditions in the learning environment and teaching
– LP-model has a strong focus on changing the established practice of teachers and on changing the established school culture
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LP- model – e-learning content
The LP-model applies system theory to understand how students interact with the surrounding factors in the schools – because by changing these surrounding factors you can
change the behavior and learning of the students.
Maintaining factors :
• Relations between students and teacher
• Relations between students
• The rules and norms of the school
• Class and group management
• Commitment, motivation and effort.
• The parents’ support and encouragement of their child’s school attendance
LP-model
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Pedagogical analysis is the core of the LP model.
LP-model
Challenges in ICT-supported learning and team work in LP- model:
• A challenge to achieve an effective team structure
– Mixed teams during e- learning, case study and tasks (1. year) – Grade level teams when they are working to develop their own
practice (2.-3. year)
• It is challenging to change an established pattern of communication in a group
– It takes some time to establish confidence within the team.
– It requires that they dare to challenge each other's understanding and practice
LP-model
Strengths in ICT-supported learning and team work in LP- model:
• Collaboration in teams using e-learning among other tools for additional education and development of competencies
contributes:
• in developing a common language, common attitude, and common practice.
• to improved the ability of educational reflection and analysis of challenges in the classroom
• to raise teachers educational skills, their skills as class leaders,
• to improved the teachers relationship to students
• to develop the teachers` own practice, and the school culture as well.
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LP-model
• Working in teams and using e-learning among other tools transform and develop the organizational culture in LP- schools.
• Michael Fullan (2001) claims that “educational change
depends on what teachers do and think – it`s as simple and as complex as that”.
– This means that changing the practice does not only require that the teachers change the content and their way of lecturing, but it also requires a change in their pedagogical comprehension and attitude.
• The work that LP- schools do related to changing lecturing,
changing their pedagogical comprehension and attitude, also
helps transform and develop the organizational cultures as
well.
LP- model: Unpublished research results:
By developing competencies through e-learning and teamwork and by using the LP-model the school culture develops
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460 480 500 520 540 560
collaboration relationship job satisfaction
T2 T1
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CLL
(Classroom Management, Learning outcome and Teaching Authority)• A School comprehensive research- and development project
• Carried out over three years
• 7 high schools, 600 participants
• Responsible for the project: Centre of the Study of Educational Practice (SePU)
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CLL
Aim
• To decrease the drop-out-rate and increase the learning outcomes in higher education
• To develop the teachers` authority through increasing
knowledge of class management, instructions and teaching, and to learn teachers to commit the relations to the
students
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Education
Health Work/
proffesion
CLL
E-learning content
1.Year: Classroom management, e-learning modules in class leadership and relations
2.Year: Pedagocial analysis, e-learning modules
within pedagogical analysis of their own practice
3.Year: Assessment for learning
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CLL
Challenges
• There are only a few development projects including all teachers at the same school in higher education in Norway
• The complexity in high school differs from primary school
• When change is combined with the teachers’ foundational values and their experiences are questioned, their
autonomy becomes challenged
• Employees are not comfortable with e-learning tool
• There are some differences between teachers who teach academic and vocational subjects
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CLL
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CLL
Strengths
• The use of e-learning in development of competences makes it possible to collectively increase teachers competence
• Collaboration in teams contributes in developing a common language, common attitudes and a more common practice
• E-learning in professional development may contribute to create new and flexible ways of lecturing and presence
• Resistance decreases, teachers are more positive and motivated
• The teachers transfer experiences with ICT to their own teaching
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Professional development of school administrators
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Januar 2010 – marts 2011
• 1. Auditory part: theory, lectures, 6 modules, solving tasks in teams
• 2. Laboratory part: writing artichles in
teams related to practice and by using the learned theory.
• 94 participants
• Blended learning
• Pilot-project
• Evaluation
Professional development of school administrators
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Aim
• Municipality school policy: ”All children are entitled to a good life”
• Compentences in leading alteration processes
• Implementation of the LP-model
• Compententes to function as sounding boards for the pedagogical staff using the LP-model
• Collaboration between school administrators in
the municipality
Professionel development of school administrators
Focus
1. A systemoriented understanding of the school as an organisation
2. LP-model and system theory
3. A system-oriented understanding of changes
4. Learning management, motivation, communication and team management
5. The teacher as an expert in teaching
6. Collaboration between school and home
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Professional development of school administrators
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Part 2:
• Writing and learning together
• Writing articles in mixed groups (4-6 persons)
• Topics related to practice and theory
• Feedback from a jornalist and a associate professor in pedagogic
• Publishing an anatologi
E-learning at web 2.0
•User generated
•Web based
•Creation
•Sharing
•Participation
•Remixable
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Professional development of school administrators
What’s a wiki?
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• Wiki = fast in hawaiian
• A networked based communication- and
collaboration tool that allow multiple users to produce content/knowledge.
• To edit and to add content to a wiki is relatively easy.
Professional development of school administrators
Professional development of school administrators
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Edit and save
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Lesson learned
• The participants quickly learned the basic funtions of the wiki
• The teams generally used the wikis for brainstorm
• Perfered known tools when presured by time
• The advisors also perfered tools they knew
• The teams used a lot of other ICT tools in their work
• More guidance in online collaboration is needed
• Potentials in learning in teams and with practice related topics
• Mixed groups - a way to know new colleques and other schools
• Shared writing – as a way to reflect and discuss practice related topic
Professional development of school administrators
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