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Preparing in Isolation?!Sharing & Tagging Educational Resources Among TeachersMartin Rehm, Tobias Hölterhof, Richard Heinen, Gianna Scharnberg, & Michael KerresAECT 2014, Jacksonville (Florida, USA) · 07.11.2014
“There is a global consensus that teacher education must be improved and resources and obstacles to developing teacher education need to be elaborated if it is to meet the challenges of the 21st centur” (Hökkä & Eteläpelto 2013)
Knowledge sharing in social networks has to be concerned as professional development of teachers. Hew & Hara (2007) investigate a mailing list for literacy teachers:
Sharing knowledge is perceived as a way to advance in teaching
Problem solving: personal opinions and personal suggestions are most frequently shared
Hökkä, P.; Eteläpelto, A. (2014): „Seeking New Perspectives on the Development of Teacher Education: A Study of the Finnish Context“. In: Journal of Teacher Education. 65 (1), S. 39–52, DOI: 10.1177/0022487113504220.Hew, Khe Foon; Hara, Noriko (2007): „Empirical study of motivators and barriers of teacher online knowledge sharing“. In: Educational Technology Research and Development. 55 (6), S. 573–595, DOI: 10.1007/s11423-007-9049-2.
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Professional Development of Teachers
Investigation of teachers knowledge sharing behaviour (Hou, Sung & Chang 2009):
In general teachers do not develop a culture of knowledge sharing which prevent them to access experiences from peers in teaching-related difficulties
Suggestion: Apply technologies to assist knowledge-sharing
→ Using Collaborative Tagging Systems (CTS) to enable a culture of knowledge sharing
Hou, Huei-Tse; Sung, Yao-Ting; Chang, Kuo-En (2009): „Exploring the behavioral patterns of an online knowledge-sharing discussion activity among teachers with problem-solving strategy“. In: Teaching and Teacher Education. 25 (1), S. 101–108, DOI: 10.1016/j.tate.2008.07.006.
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Teacher and Knowledge Sharing
Collaborative Tagging Systems (CTS) allows users to freely assign keywords to objects in order to facilitate retrieval for themselves as well as of other users.
Open spectrum of possible tags instead of a closed catalogue of predefined keywords
Tagging as a flat and non-exclusive categorisation instead of a hierarchy and exclusive classification
“Folksonomy“: objects are collected and tagged by several users
Example: delicious.com, diigo.com etc.
Halpin, Harry; Robu, Valentin; Shepherd, Hana (2007): „The complex dynamics of collaborative tagging“. In: Proceedings of the 16th international conference on World Wide Web., S. 211–220.
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Collaborative Tagging Systems
EduTags is a CTS for German speaking teachers covering educational links and bookmarks:
Teachers can collect, share and find online resources for use in teaching practice (links)
Social relations, communication and groups are supportet
http://edutags.de
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EduTags
R1
T3
T1
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CTS as tripartite graph
AUsers
BTags
U1
U4
U5
U2
T2
U3
CObjects/Resources
R2
R3
R4
R5
T4
Social network analysis of CTS:
Data collected: 01.01.-31.12.2013
235 users, 4611 shared resources, 3958 unique tags
Two-mode network of users and tags, one-mode projection of users
Cluster analysis using R and the fast greedy modularity optimization algorithm for finding community structure of users (according to Clauset, Newman, Moore 2004)
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Research Design
Red Community44 user, d=0.55
2033 terms, 259 common used terms
Substantial tags:● Biology● Physics● Mathematics● Creative Commons● Education
→ mainly natural science
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Communities
Green Community86 users, d=0.13
1470 terms,212 common used terms
Substantial tags:● History● German● Bildung● #COER13
→ mainly humanities
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Communities
Yellow Community52 user, d=0.55
207 terms,103 common used terms
Substantial tags:● COER13: Open online
course about OER
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Communities
Blue Community15 users, d=0.75
18 terms,8 common used terms
Substantial tags:● MOOC
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Communities