GREEK TEACHERS ONLINE COMMUNITY Of PRACTICE: WHO WE ARE, WHAT WE DO

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GREEK TEACHERS ONLINE COMMUNITY Of PRACTICEWHO
WE ARE, WHAT WE DO HOW

• Lambropoulos, Niki
• Greek Ministry of Education Religious Affairs
• nikilambropoulos_at_linuxmail.org

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Overview

• Who we are, what we do
• Howgt (theories from Aristotle to Wenger)
• Howgt Online Courses for teachers training
  energetic participation
• Non-formal-learning-based assessment
• Project Proposal (online courses, assessment,
  eCV, teachers specialisation)

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Who we are, what we do

• No moneygt voluntary work
• Greek National School System (www.sch.gr 8,500
  members on March 25, 2004) and
• the Scientific Society for the Promotion of ICT
  in Primary Education (www.eeep.gr 90 members on
  March 25, 2004)
• 4 Online Courses for teachers training

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From Aristotle to CoP

• the learner who knows nothing but if s/he wants
  can change through learning by studying next to a
  Mastergt Initial introduction to the learning
  practice
• the learner who has reached her/his Masters
  level and if s/he wants could bring theory into
  practice gt Mutual understanding
• the learner who now as a Master decides to
  practice what he has learntgt Energetic
  participation in CoP gt ??te?, e?e??e?a ?????ta?
  ep?st?µ??e?

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OBSERVATIONAL LEARNING 2,500 YEARS Of MIMESIS

• Plato (circa 428-c. 347 BC)
• Aristotle (384-322 BC)
• Thorndike (1898)
• Miller and Dollard (1941)
• Bandura MacDonald (1963)
• Bandura (1986)
• Vicar Group of Edinburgh (1995-2000)
• Baudrillard Simulations and Simulacra (1988)

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COMMUNITIES OF PRACTICE GENRE ISSUES Wenger,
1999 Collins et al., KMi Report, 2001

• Members have different roles of master and
  disciple
• There is a progress in the roles
• Legitimate peripheral participation
• Development of special vocabulary
• Newcomers gt new points of view

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SELF-ORGANISED LEARNING By OBSERVATION In SOCIAL
CONTEXTS (SOLOS-ON/OFFLINE, Lambropoulos, 2002)

• ObservationalCollaborative (not cooperative)
  Learning transfer of learning in different
  contexts
• Learners exhibit behavioural changes
• Process-based learning is identified in the
  context of becoming an energetic member of the
  community
• The results of observational and non-formal
  learning processes are partly tacit
• Social construction of meaning as a mode of
  internalisation of simulated behaviour
• Internal reciprocity could result to creative
  collaborative reproduction
• Cognitive processing occurs within the heads of
  individuals... What really matters is the
  situation and the parts that people play. Norman
  (19933-4) my emphasis.

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Non-formal-learning-based assessment in CoP

• the ability to questions established facts
• the ability to define and clarify problems
• the ability to cooperate and find possible
  solutions
• the ability to approach unexpected problems
• the ability to formulate and implement solutions.

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Project to cooperate

• Teachers Training EU call
• Online Course for EU Citizenship Culture via
  Learning Objects (x)
• Online Assessment (v)
• eCV (v)
• Result gt Teachers interests lead to their
  specialisation and transfer of knowledge in
  different contexts

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Summary

• Solo Observational learning and Learning in
  discussion forums (CoP) could lead to
  self-organized learning in social contexts
• Additional help for managing online learning CoP
• Creating mechanisms for CoP organisation
• Lets make it work!

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Thank you

• For your attention!
• Niki Lambropoulos
• nikilambropoulos_at_linuxmail.org
• nikilambropoulos.org

Any questions and/or suggestions?