P2V Peer to Peer networking for Valorisation Copenhagen February 2007

2 Wednesday –Introductions –Expectations –P2V proposal –P2P –Organising the work –Dinner Thursday –Concrete planning –Tasks to June 2007 –Operational plan revision –Meeting cycles –Administration –Next meetings –PIC and Lifelong Learning Programme Agenda

3 Basics Grant Agreement P2V January 2007 to December 2008 Not a lot of money Partners: –EUN Partnership AISBL (EUN) –Inspectie van het Onderwijs (OWINSP) –Regional Training Unit (RTU) –Centre International d’Etudes Pédagogiques (CIEP) –Centre of Information Technologies of Education (ITC) –Departament dEducació (XTEC) –UNI-C (UNI-C) –ENIS Austria (ENIS-A) NON-FUNDED PARTNERS –Université de Fribourg (UNIFR) –Directorate for Education and Training (ENIS-N)

4 Objectives 1.Critically review and refine the methodologies and results of P2P 2.Disseminate and exploit P2P project methodologies and results using larger networks of schools, ministries and inspectorates 3.Apply the methodologies in large-scale contexts to identify good practice, tools and results in the eLearning Programme related to Digital resources, Digital literacy, New learning environments 4.Integrate the results into an overall analytical framework and roadmap for the effective use of ICT in school environments and for ICT change in schools 5.Publish and disseminate the results through social networks, and ‘traditional’ studies, analytical papers and workshops 6.Sustain and grow school, policy-maker and inspectorate networks created in eLearning projects 7.Evaluate the project and report on its strengths and weaknesses 8.Manage the project to time, budget and quality criteria

5 Activities Valorising P2P. This involves analysing and exploiting the P2P results, testing and extending the methodology, disseminating what works and what does not work. Peer learning visits. At least six peer-learning visits are planned, involving various combinations of school leaders, policy-makers and inspectors and applying the revised P2P process model. Developing and testing the ICT evaluation framework and exploring its broader use of the by inspectors and schools Online interaction and knowledge-building Organising four workshops open to all members of the networks to identify focus issues and to cross-fertilise. Providing portal and communication tools and services for internal communication and dissemination Development of peer learning methodologies Desk research, writing, editing and translating peer reviews, analytical reports and studies Dissemination conference input The results, in the public domain, will be integrated into an evolving analytical framework for the school of the future. Networks disseminate the results of valorisations, with a particular emphasis on reaching practitioners and policy-makers in new member states.

6 Valorisation “The process of disseminating and exploiting the results of projects with a view to optimising their value, strengthening their impact, transferring them, integrating them in a sustainable way and using them actively in systems and practices at local, regional, national and European levels. To achieve these objectives, "valorisation" must be based on the analysis at an early stage of the requirements which a project must meet should ensure the active involvement of potential end-users and target groups during the project’s development. Valorisation involves disseminating and piloting the most innovative practices, exploiting them, developing them in different contexts and gradually incorporating them into formal and informal systems of training, into the methods used by businesses and associations, and into the learning experience of every individual. From What is Valorisation, European Commission, 2006:

7 Digital Content The main obstacles to development are still low use in classrooms as well as language and cultural differences. Work in this topic will build and connect to the work carried out in the large scale IST projects CELEBRATE and CALIBRATE coordinated by European Schoolnet but also on experiences and achievements in this field in the eLearning Programme It will also involve different school networks (European Network of Innovative Schools, eTwinning) in using, evaluating and creating digital learning resources provided on the different platforms. There will be a strong link to progressing EUN’s LRE work (Learning Resources for Europe) on sustainability, LIFE, EQO and TRIANGLE.

8 Digital Literacy Work in digital literacy will take stock of the results and experiences gained by the Digital literacy action of the eLearning Programme and relate them to the Key Competences and the Lisbon statement. Other key aspects are: The e-skills agenda (a sub-set) EUN’s work on e-maturity of teachers and the proposed EUN Learning Academy. e-inclusion and digital divides e-maturity of learners and teachers: developing, assessing and certificating ICT skills in teachers and young people and their new competencies (the Danish ICT Driver’s Licence for teachers and pupils for example) online assessment, personal development plans and the use of e-portfolios.

9 New Schooling Environments In the last five years considerable investments have been made into the setting up of virtual learning environments (VLEs) in schools. The project will assess to what extent the result and experiences gained in the Virtual Campus action of the eLearning Programme is relevant for schools. Networks will identify future issues in the field and exchange practices. Because the basis of this project is peer learning, an important aspect is ownership of topics. There is therefore flexibility in P2V for networks to valorise issues of common interest within the third topic in particular, e.g. school leadership and institutional change and the use of emerging technologies to support change to new schooling models and personalisation. There will be links with EUN’s work with product suppliers and developers in this area.