1. GREEK TEACHERS’ ONLINE COMMUNITY Of PRACTICE: WHO WE ARE, WHAT WE DO & HOW Lambropoulos, Niki Greek Ministry of Education & Religious Affairs nikilambropoulos@linuxmail.org

2. Slide 2/11 nikilambropoulos.orgED-MEDIA LUGANO 2004 Overview Who we are, what we do How> (theories from Aristotle to Wenger) How> Online Courses for teachers’ training – energetic participation Non-formal-learning-based assessment Project Proposal (online courses, assessment, eCV, teachers’ specialisation)

3. Slide 3/11 nikilambropoulos.orgED-MEDIA LUGANO 2004 Who we are, what we do… No money> 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

4. Slide 4/11 nikilambropoulos.orgED-MEDIA LUGANO 2004 From Aristotle to CoP the learner who knows nothing but if s/he wants can change through learning by studying next to a Master> Initial introduction to the learning practice the learner who has reached her/his Master’s level and if s/he wants could bring theory into practice > Mutual understanding the learner who now as a Master decides to practice what he has learnt> Energetic participation in CoP > ‘όντες, ενεργεία γίνονται επιστήμονες’

5. Slide 5/11 nikilambropoulos.orgED-MEDIA LUGANO 2004 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)

6. Slide 6/11 nikilambropoulos.orgED-MEDIA LUGANO 2004 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 > new points of view

7. Slide 7/11 nikilambropoulos.orgED-MEDIA LUGANO 2004 SELF-ORGANISED LEARNING By OBSERVATION In SOCIAL CONTEXTS (SOLOS-ON/OFFLINE, Lambropoulos, 2002) Observational+Collaborative (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 (1993:3-4) my emphasis.

8. Slide 8/11 nikilambropoulos.orgED-MEDIA LUGANO 2004 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.

9. Slide 9/11 nikilambropoulos.orgED-MEDIA LUGANO 2004 Project to cooperate Teachers Training EU call Online Course for EU Citizenship – Culture via Learning Objects (x) Online Assessment (v) eCV (v) Result > Teachers’ interests lead to their specialisation and transfer of knowledge in different contexts

10. Slide 10/11 nikilambropoulos.orgED-MEDIA LUGANO 2004 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!

11. Slide 11/11 nikilambropoulos.orgED-MEDIA LUGANO 2004 Thank you… For your attention! Niki Lambropoulos nikilambropoulos@linuxmail.org nikilambropoulos.org Any questions and/or suggestions?