Visibility of eTwinning Projects Group Newsletter 6 2016 | Page 19

Visibility of eTwinning Projects Group July 2016 Newsletter

-----------------------------------------------------------------------------------------------------removal of barriers to learning, because open
educational practices are not only Open Educational
Resources, MOOCs or ICT and technology
integration in education, Open Education means
widening access to education and learning in
general and new ways of learning, teaching,
assessing, recognising, accrediting and delivering
21st century competences.
Another very interesting topic in the European
Ambassadors Course was the analysis of future
scenarios that teaching profession could develop. I
appreciated the research about teaching profession
scenarios in 2030 where many questions were
asked: How will teaching be in 2030? What are the
positive and negative aspects? What would we like
to come true? What is the role of eTwinning
teachers in determining the possible future
scenarios?
With the work of Riina Vuorikari, Ph.D and Yves
Punie, Ph.D, presented at ETUCE 2014 Special
Conference, in Vienna on 26 November 2014 about
Teaching Profession in 2030, we learnt that in the
future there will be significant changes about where
we learn, when we learn, what we learn, how we
learn and with whom with learn, thus affecting also
the role of teachers.
Imagining the teaching profession in 2030, FIVE
SCENARIOS will be possible:

workload, dealing with information overload and
complexity, and open Educational Resources; but all
that involves weaknesses such as technology
dependence and private market solutions only.
4. Diversified Teacher Careers scenario, based
on “remote presence from robotics” and
personalised learning analytics, encourages
autonomous learners through personalisation and
taking responsibility, and different teaching
professions: teaching in class, teaching virtually,
student monitoring. The difficulties are high
dependence on use of digital technologies for
organisation and administration of learning and the
great investment in teacher training.
5. Informal peer camps: Off-line peer learning
scenario is based on “information fatigue” and
disbelief on badly designed technological
applications, that means the face-to-face time is
valued, collaboration is embedded in innovating
with teaching, open technologies allow new case
specific innovation. In this case, the risk is that
digital divide between teachers who engage and
those who do not and the lack of institutional
support leave teachers without formal recognition
of their efforts.
Among all five scenarios, therefore, we need to
think carefully what scenario we are going towards
and what would be the best for teachers and
students in the future.

1. European Education Network (eNet)
scenario; it is based on the idea of centralised
technology where various tools and resources are
made available in one place!
This scenario, on the one hand, encourages school
exchanges and teacher training, ensures secure
environment for teachers and fosters interaction
between students and the expansion towards more
stakeholders, but on the other side creates a
centralised governance less favorable in terms of
openness, flexibility and interoperability with other
networks and spheres of life.
2. MyNetwork scenario, based on decentralised
technologies and user-centred social networking
approach, is a flexible and personalised approach
that promotes federation across networks, but
favours market fragmentation and individual
approaches, creating difficulties to engage parents
and other stakeholders.
3. Intelligent Agents scenario is based on
emerging technologies like recommendations in
https://www.amazon.com/ that means an avatar
does the repetitive activities and reduction of

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