In September 2021, the ETF launched its Community of Innovative Educators, which now includes over 900 educators and practitioners from ETF partner countries in Central Asia, the EU Eastern Partnership, the Western Balkans and Turkey, and the South-East Mediterranean. On Thursday March 10, a virtual meet-up gave community members a chance to take stock of the lessons learned over the past six months, to present emerging teaching and learning innovation trends, and to present the activities planned for 2022.
When welcoming the participants, Olena Bekh, coordinator of ETF's innovative teaching and learning activities, said that ETF's Community of Innovative Educators is a learning, communication and collaboration space for all practitioners from the ETF partner countries driven by an ambition to co-create and share innovations for New Learning. The Community is supported by the ETF's Creating New Learning initiative (CNL).
The community is open to both those who have successfully deployed pedagogical innovations and those who would like to learn from peers and test their ideas in safe and inspiring environment.
The event opened with two keynote speeches, presenting different perspectives on the question: How do we position educational innovation? Tom Wambeke, from the International Labour Organization’s International Training Centre, began by addressing the technological aspect. Despite omnipresent new technology, he suggested maintaining a focus on changing mind-sets. The replacement of teachers by technology has been predicted for decades, but has never actually happened. Instead, educational institutions have always had to adapt to changes in society.
The real question is whether new technologies have anything to offer in terms of improving our pedagogy. Technology should be adopted when it adds value to what we do and creates something new.
In the second speech, Haris Hamsic – a maths teacher from Bosnia Herzegovina – presented a practical experiment in using no-tech gamification approaches to increase learner motivation. In his class, Hamsic has pioneered the use of DigitCoin: a digital currency that students can earn via their performance, and use to acquire benefits. DigitCoin can be earned through activities such as participating in class, performance in tasks and completing assignments. It can be spent to increase grades, postpone tests, and much more. Hamsic initiated the experiment in 2015, with the goal of “developing knowledge, not sanctioning ignorance”. The result has been increased student engagement and reduced absenteeism.
The speeches were followed by a panel discussion, moderated by the ETF’s Julian Stanley, in which community members presented teaching innovations from their regions. Mimoza Anastoska-Jankulovska, from North Macedonia, focused on the importance of project work, which – despite having been implemented for some time – still has huge untapped potential. By developing analytical skills, creativity and personalized learning, it represents an effective means of empowering students. Nehme Safa, from Lebanon, emphasized the need for problem-based learning. Rather than being disconnected from students’ daily lives, teaching should make itself relevant by leveraging practical problems. Lastly, Merab Labadze from Georgia pointed to the popularity of STEM innovations and robotics. Countrywide projects have sought to promote both these fields, while further initiatives have connected the physical and virtual environments for educational needs. Julian Stanley followed up by asking the three participants about the biggest challenges that teachers in their regions were facing. Nehme Safa replied that the biggest problem in the Middle East is transport. Merab Labadze pointed to the importance of empowering teachers, while Mimoza Anastoska-Jankulovska focused on the language barrier that limits communication between members of the community from across the region.
After the panel discussion, the ETF’s Fabio Nascimbeni outlined what is in store for the community over the coming year.
The different initiatives of 2022 are articulated around the three axes that define the community’s activities: knowledge sharing, valorising innovation and promoting national activities.
In terms of knowledge sharing, the community will continue its webinar programme, and publish blog posts from members on its website. For valorising innovation, there will be an appeal for inspiring and transferable new teaching practices in May: the ten most innovative will be selected, and presented at a NewLearning 2022 Award in Turin in October. And for the national dimension, the community will continue to promote activities at the national level, while fostering partnerships between national and regional initiatives.
Fabio Nascimbeni concluded by announcing a recently launched network of community ambassadors, and by encouraging all community members to get in touch with their ideas, experiences, and innovative teaching practices. And with that, it was over to the community itself, to prepare and share all those teaching innovations in the months that lie ahead!
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