informal learning and teacher training on the web: user perceptions of two italian online...

Livia PettiDipartimento di Scienze Umane per la Formazione «R.Massa» - Università degli Studi di Milano-Bicocca

Serena TriaccaCREMIT - Università Cattolica del Sacro Cuore



Informal Learning and Teacher Training on the Web:

User Perceptions of Two Italian Online Communities for Teachers

Dott.ssa Livia Petti, PhD [email protected] Serena Triacca [email protected]



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Introduction The recent societal changes which have given rise to the “knowledge society” (Drucker,

1993) have also raised interest in lifelong learning The knowledge and skills of individuals are of key importance to the organizations In addition to formal training programs, individuals enhance their learning in both non-

formal and informal contexts. Informal learning may take place in the course of everyday life, at work, at home or

while surfing on the Web (Conner, 2004) We chose to focus on two well-known Italian websites for professional schoolteachers:

Orizzonte Scuola and La Scuola che Funziona

Primary research aim: explore the perceptions of the members of the communities regarding informal learning on the Web, with particular reference to

their own online experience and the extent to which it may be considered training



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Mixed model: quantitative and qualitative methodology:

1. online questionnaire (Zammuner, 1998) (11 questions two of which were open) - completed: 320 (276 Orizzonte Scuola and 44 La Scuola che Funziona);

2. structured telephone interviews (Anderson, 1990) (14 Orizzonte Scuola and 10 La Scuola che Funziona); two interviews with community founders (Mantovani, 1998)

Methodology



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The data analysis was focused on:• the reasons that led the users to visit/register on the website;• the differences between learning in formal contexts and informal

online settings;• the advantages of taking part in online communities;• the most valuable learning resources encountered in the current year;• the resources typically availed of to enhance knowledge with a view

to resolving on-the-job issues.

The average age of respondents was 41 years for Orizzonte Scuola users and 38 years for La Scuola che Funziona users.

Analysis of the questionnaire data



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Reasons for participating in the online community. Orizzonte Scuola: tag-cloud of responses



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Reasons for participating in the online community. La Scuola che Funziona: tag-cloud of responses



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Space-time

respect of times, places and schedules autonomous learning, extensive reflection and retrospective review

Topics-resources

courses of conceptual and theoretical learning and limited practical application, and are viewed as not providing tailored solutions for the professional issues of individuals

adults choose resources according to their own interests and needs, therefore the motivation to learn is extremely high

certificates of training are provided the Web facilitates the unexpected discovery of novel and useful content, but there is an associated high risk of drifting away from the original focus of enquiry

the user is a “pro-sumer” and resources are constantly available

Social dimension

immediate exchange with the trainer and peers discussion boards provide the greatest opportunities for the fruitful exchange of views on various topics as well as the chance to give and receive help

there is a tendency for the lecture style to persist thematic interest groups often form spontaneously

Learning in formal and informal contexts



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Advantages

• Both Orizzonte Scuola and La Scuola che Funziona users ranked first "remaining informed of developments in my professional field“• In second place came "resolving on-the-job issues” for users of Orizzonte Scuola, and "sharing practices" for users of La Scuola che Funziona

Importance attributed to the continuous updating of knowledge and skills in order to keep up with the times and resolve current issues



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Sources of learning

• Orizzonte Scuola was ranked first by 39% of its user sample amongst their main sources of learning and ongoing training, followed by informal contexts (reading and conversations with friends) and work contexts (observation, meetings, working groups)• 26% of La Scuola che Funziona users identified informal contexts as their primary source of learning and ongoing training, 24% cited formal learning programs (face-to-face or online courses) and 23% work situations.

Several users reported that formal training courses are not always productive, given that attendance is either prescribed by head teachers or required to attain points in the merit ranking.





Structured interviews: metaphor analysis

Aggregation dimension Metaphors: public square,small public square, fishingnet, spider web, melting pot

Structural dimension Metaphors: container,jewellery box, well-fencedgarden, notebook, rainbow

Social constructivismdimension

Metaphors: anthill, ship withcrew

Novelty and changedimension

Metaphors: megaphone,refreshing wind, kite, sea,flying carpet, a prodding thatkeeps you awake, flowing fluid





Structured interviews: analysis of users’ perceptions (1)

The online communities may be considered to provide training, albeit with different nuances.

Forums.

"You can talk about training in the forum because there is exchange, discussion and collaboration, even if the user does not participate actively, but simply reads what others have written because there is so muchuseful material to draw on and so many ideas ... ".

"to the extent that one participates and is actively involved, one takes part in the training process. Reading and uploading material is less useful in terms of training, because it is participation that has a training effect".





Structured interviews: analysis of users’ perceptions (2)

News, information, materials.

Even the read-only information and news about the educational sector was a source of training and professional development. "Wanting to be up-to-date and follow new developments in depth is a form of training".

Informal learning on Web and self-training processes."The information and materials that I select help me to improve as a teacher; also some of the news items that I read lead me to other insights that I could never have imagined and I learn in this way through my reading from selected Internet sites".





Conclusions

• Education and learning exist whenever there is wareness on the part of individuals that they are acquiring skills and knowledge, that is to say that they are learning, which in turn generates processes of change;

• training necessarily involves change in the individual (Guskey & Haberman 1995);

• the risk typically inherent to online settings is that of “getting lost” amidst the rich variety of resources offered;

• motivation is key;• participation in online communities does not constitute a systematic

training programme, being more related to the needs of the moment. In this sense, it could be defined as on-demand training.

informal learning and teacher training on the web: user perceptions of two italian online...

Education

massa universit degli

livia pettidipartimento

formazione r

scienze umane

orizzonte scuola users

users of orizzonte scuola

scuola che funziona

sacro cuore informal