Workshop challenges for Ambassadors to work on eTwinning personas and on invisible eTwinners

1. Active and inactive
eTwinners
Active
ypically the ones
ho have been
gistered during a
Active eTwinner who
aining workshop
is motivated and
nd never return to
works a lot!
Twinning
willingness Willing
ork
to wo
The ones who are
nactive and do not Typically inactive, bu
wish to be bothered. still motivated! Could
They consider be easily lured to
eTwinning emails as eTwinning!
spam”.
Inactive

2. Ini9ated
various
projects
Highly
Ac9ve
on
High-­‐level
of
eTwinning
ICT
integra9on
Desktop
Pedagogical
Ins9tu9onal
eTwinning
competences
Recogni9on
Ministry
Educa9o
NSS,
local
autho
Computer
Literacy
Problems
High
Maria
Primary
school
teacher,
“Enthusias9c
user”
Age:
42
years
Has
been
par9cipa9ng
in
eTwinning
since
the
beginning
of
the
ac9on.
She
is
highly
computer
literate
and
she
enjoys
using
the
Internet.
Integra9ng
eTwinning
and
Comenius
in
her
teaching
is
not
difficult,
she
has
a
very
high-­‐
level
of
ICT
integra9on
in
her
teaching
and
learning
ac9vi9es.
She
has
ini9ated
a
number
of
projects
on
eTwinning
and
has
also
received
na9onal
and
European
awards.
She
keeps
her
eTwinning
Desktop
ac9ve
through
status
updates
in
her
journal
to
tell
her
colleagues
and
partners
what
is
going
on
in
her
projects.
Her
network
has
been
expanding
and
she
is
now
an
eTwinning
Ambassador.
Her
work
is
recognised
by
both
her
school
and
her
na9onal
educa9on
system.
Her
only
problem
is
lack
of
9me.
Most
of
what
she
does
for
eTwinning
she
has

3. Active and inactive
eTwinners
Active
Maria
Primary
school
teach
“Enthusias9c
ypically the ones
user”
ho have been
gistered during a
aining workshop Peter
ICT
teacher,
nd never return to “Networker”
Twinning
willingness Willing
ork
to wo
The ones who are
nactive and do not
wish to be bothered.
They consider
eTwinning emails as
spam”.
Inactive

4. Par;cipated
High
number
in
various
NSS
of
contacts
projects
Highly
Ac;ve
on
Low-­‐level
of
ICT
integra9on
eTwinning
Desktop
Pedagogical
Ins9tu9onal
eTwinning
competences
Recogni9on
I
Computer
R
Literacy
Problems
Average
Canno
due
t
te
sub
Peter
ICT
teacher,
a
“Networker”
Age:
37
years
Peter
is
highly
computer
literate
and
has
been
ac9ve
in
eTwinning
since
five
years.
He
has
joined
projects
(not
ini9ated
them)
and
has
an
ac9ve
eTwinning
Desktop.
His
has
more
competences
in
ICT
than
pedagogical
implementa9on,
so
he
oXen
works
with
other
teachers
and
gives
them
hints
on
new
“gadgets”.
For
this
reason,
he
has
many
contacts
in
his
network
and
thus,
he
is
an
important
networker
in
the
eTwinning
site.
Unfortunately,
his
high
ac9vity
in
eTwinning
is
not
recognised
in
his
school.
His
head
teacher
does
not
want
him
to
allocate
any
9me
to
eTwinning
during
school
hours
and
will
not
allow
him
to
travel
for
any
of
eTwinning
workshops
or
trainings.
The
main
issue
is
that
if
he
is
absent
from
the
class,
the
head
teacher
has
no
teacher
subs9tute.
Peter
has
tried
to
get
support
from
the
NSS,
but
it
is
hard
to
bypass
his
head
teacher.
Peter
feels
his
school
is
not
taking
advantage
of
the

5. Active and inactive
eTwinners
Active
Maria
Primary
school
teach
“Enthusias9c
ypically the ones
user”
ho have been
gistered during a
aining workshop Peter
ICT
teacher,
nd never return to “Networker”
Twinning
willingness Willing
ork
to wo
Lucia
Secondary
school
teacher,
The ones who are “Occasional
nactive and do not Marcus
Teacher,
“Support
user”
user”
wish to be bothered.
They consider Shaun
Nina
Tea
Teacher,
“Wishfu
eTwinning emails as “Dor
-­‐
mant
spam”.
user”
Inactive

6. Ministry
of
Educa9on
Member
since
Joint
1
Learning
2009
Event
&
partners
Medium-­‐level
projects
of
ICT
integra9on
o
s
Pedagogical
Ins9tu9onal
eTwinning
competences
Recogni9on
e
a
Computer
o
Literacy
Problems
High
He
can
to
teac
Marcus
Teacher,
“Support
user”
Age:
32
years
Marcus
is
a
young
teacher
who
is
very
ac9ve
in
networking
sites.
He
has
created
various
accounts
in
various
sites
and
tries
to
collaborate
with
other
teachers
through
new
technologies.
About
three
years
ago,
somebody
men9oned
he
should
join
eTwinning.
Marcus
par9cipated
once
in
a
Learning
Event
and
partners
in
projects.
He
does
a
lot
of
similar
collabora9on
with
teachers
in
other
networks
outside
of
eTwinning.
He
prefers
to
do
the
core
part
of
his
collabora9on
on
other
site,
where
is
able
to
share
videos,
etc
easily.
Linking
to
his
friends,
most
of
whom
are
not
necessarily
teachers,
is
important,
and
thus
expands
his
already
huge
network.
In
his
country
he
is
very
popular,
as
he
is
always
happy
to
help
and
support
other
colleagues
use
eTwinning.
He
wishes
that
the
eTwinning

7. Local
educa9on
authori9es
Low
Ac;vity
&
Profile
Low-­‐level
of
ICT
integra9on
Ins9tu9onal
eTwinning
Pedagogical
Recogni9on
competences
Training
Computer
needed
Literacy
Problems
Average
Language
Lucia
Secondary
school
teacher,
“Occasional
user”
Age:
48
years
Lucia
logs
in
eTwinning
once
in
a
while.
Her
school
is
aware
of
eTwinning,
but
she
s9ll
does
not
know
how
to
integrate
it
her
teaching.
Last
9me
she
logged
in
was
to
search
for
a
partner
for
a
Comenius
partnership
that
her
school
was
preparing.
Her
school
has
previously
been
ac9ve
in
interna9onal
co-­‐opera9on.
Apart
from
that,
she
does
not
browse
much
on
eTwinning
pla_orm.
Lucia
is
willing
to
engage
more,
but
she
feels
she
needs
some
training
on
how
to
use
the
site.
Her
ICT
skills
are
average,
but
she
really
lacks
in
knowledge
on
integra9ng
ICT
in
her
teaching.
Besides,
with
recent
financial
crises,
she
has
been
given
new
tasks
in
her
school
and
she
feels
pressed
by
9me.
Language
is
another
problem.
Although
she
feels
she
may
be
able
to
communicate
in
a
second
language,
she
knows
for
sure
that
her
students

8. Ins$tu$onal
Low
Ac;vity
&
Profile
Low-­‐level
of
Co
ICT
integra9on
Pedagogical
I
innovator
Recogni9on
eTwinning
Pedagogical
competences
D
u
Computer
b
Literacy
e
Problems
Low
He
fe
job
d
not
n
techn
Shaun
Teacher,
“Dormant
user”
Age:
56
years
Shaun
received
a
lot
of
informa9on
about
the
eTwinning
site
from
his
school
and
colleagues.
His
school
encourages
par9cipa9on
in
eTwinning
and
the
work
carried
out
in
eTwinning
is
highly
recognised
in
his
school.
However,
Shaun
is
not
so
enthusias9c
about
new
technologies.
He
has
been
teaching
for
the
past
30
years
and
he
feels
he
can
do
his
job
well
without
technology.
Students
love
his
pedagogical
innova9on
anyway
and
are
well
mo9vated.
He
looks
forward
to
teaching
another
10
years.
Recently,
his
colleagues
started
a
new
project
on
eTwinning
and
they
encouraged
him
to
join
the
site.
He
has
logged
in
a
couple
of
9mes,
but
he
s9ll
does
not
understand
how
he
can
par9cipate
or
contribute
to
eTwinning.
Shaun
does
not
have
a
computer
at
home
and
hence,
he
will

9. Likes
the
idea
of
teachers’
network
?
Ac9ve
in
school
collabora9on
Strong
pedagogical
Ins9tu9onal
eTwinning
experience
Pedagogical
Recogni9on
competences
I
Computer
R
Literacy
Problems
Average
La
gui
&
t
Nina
Teacher,
“Wishful
user”
Age:
58
years
Nina
is
close
to
re9rement.
She
has
been
teaching
for
more
than
30
years
and
she
s9ll
loves
her
profession.
However,
with
recent
changes
in
her
school
(e.g.
more
administra9onal
work,
more
tasks,
possible
pay-­‐
cuts)
she
is
ready
to
re9re
soon.
She
got
to
know
about
eTwinning
from
a
teachers'
newsleger.
About
two
years
ago,
she
tried
to
register
to
the
site,
but
did
not
succeed.
She
has
tried
on
various
occasions
to
convince
some
of
her
colleagues
to
par9cipate
in
eTwinning,
but
in
general,
her
school
is
not
interested.
She
is
currently
collabora9ng
with
a
school
in
another
country
and
she
has
ideas
on
how
to
link
such
collabora9on
with
eTwinning.
She
would
like
to
be
part
of
the
teachers’
network,
as
she
misses
the
collegial

10. Where to focus? some exampels
oes not need your help :) ! Maria
Primary
school
teach
“Enthusias9c
user”
od with ICT. A valuable
ticipant in eTwinning
m to help with
hnology, Portal and Peter
er tools. ! ICT
teacher,
a
“Networker”
Active on FB and Twitter,
but not on the Desktop.
He can be a key
disseminator to new
audiences through his
networks.
! Marcus
Teacher,
her training on “Support
u
gogical use of ICT
get her introduced to Lucia
cts and partners.! Secondary
school
“Occasional
user”
ong pedagogical
mpetences: team him up
eTwinners in his
ool! He needs support
ICT. !
he needs to be found,
ven a bit of support and Shaun
Teacher,
Nina
Teach
e is happy to work! “Dormant
user”
“Wishful
u

11. some exampels
Maria
r training: think of different Primary
school
teach
es. Who would benefit from a “Enthusias9c
user”
agogical and who from a
hnical approach? !
Peter
Offer things such as partner ICT
teacher,
a
“Networker”
finding, ambassador’s help,
how to”-workshops (e.g. how
take the first steps of social
networking).!
teachers are attracted by
gnition. Talk about Quality
ls. Inform about possible Marcus
ning that is accredited, Teacher,
e they can receive career “Support
u
points, etc.!
Lucia
Secondary
school
“Other eTwinners in your “Occasional
user”
school” email. When a new
eTwinner signs up, inform
them about the names of the
other ones in the school.!
Ambassadors in targeted
ctions. Think where their
e is best spend and where Shaun
ey also get the feeling of Teacher,
Nina
Teach
success.! “Dormant
user”
“Wishful
u

12. Design challenge 1:
What are the most
efficient strategies
to engage
each persona
in eTwinning?
Think of “follow-through”
rather than “follow-up”!

13. The Invisible eTwinner
In the CSS stats
he “I use my colleague’s
account on the school The “the local
computer” user eTwinning star”
nown user Kn
SS
to
The
“invisi
team m
use
The
“non-registered
outside

14. Who else ?
Marcus
Don’t
Teache
“Suppo
abo
eTwin
Lucia
Secondary
school
“Occasional
user”
Nina
Teacher,
“Wishful
user”
Shaun
Teacher,

15. Who else ?
Schools with 2 or
more teachers
on average 26%
In Sweden
32%
Don’t
eTwinners in Sweden on
average:abo
• 46% got contacts
eTwin
• 13% have received
wall posts
• 8% has a picture
• 4% have written wall
posts
• 2% are in Teacher
rooms
on ave
26%
In Swe

16. Design challenge 2:
What are the most
efficient strategies
for
invisible eTwinners
and
the ones who
do not know
about eTwinning yet?
How can the strategies
from personas
be reused here?