CoP for Local and International Collaboration

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UNESCO regional seminar in Bangkok, Thailand

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  • Mention how these definitions fit teaching very well, but also mention the challenge of on-line CoP
  • These diagrams describe how ideas move around in the design of the BCT Net. In the top portion, many ideas about ICT use and collaborative reflection come somehow from outside the teacher practice. In the lower portion, the revised organization, teacher leadership is included through participatory design, and there is a more interactive flow between ideas about ICT use and collaborative reflection and teaching practice.
  • CoP for Local and International Collaboration

    1. 1. Community of P ractice for L ocal and International C ollaboration Alain Breuleux, Ph.D. McGill University, Canada Gyeong Mi Heo, Ph.D. CEFRIO, Canada
    2. 2. Communities of Practice (CoP) <ul><li>“ Communities of practice are groups of people who share a passion for something that they know how to do and who interact regularly to learn how to do it better .” ( Wenger, McDermott, & Snyder, 2002 ) </li></ul><ul><li>Three Elements of CoP </li></ul><ul><li>A Domain of knowledge: Common purpose and shared issues (Identity, Value, and Membership) </li></ul><ul><li>A Community of people: The ways members interact with one another (based on Mutual respect and Trust) </li></ul><ul><li>The shared Practice : What members are developing (A set of ideas, tools, information, stories and documents ) </li></ul>
    3. 3. What is the BCT Network? Building Community through Telecollaboration <ul><li>BCT Network is a province-wide initiative with educators and administrators from English school boards across Quebec. </li></ul><ul><li>“ To encourage, facilitate and support collaboration among students, teachers and educational leaders to enhance ICT-supported learning across the community .” </li></ul><ul><li>Objectives of BCT Network </li></ul><ul><li>To build an online CoP to support collaboration across Quebec . </li></ul><ul><li>To facilitate the just-in-time learning of ICT tools and eventually include students in collaborative projects . </li></ul><ul><li>To encourage professional conversations amongst teachers a nd educational leaders within the BCT Network. </li></ul>
    4. 4. How does the BCT Network work? <ul><li>50 Elementary School Teachers from 9 School Boards </li></ul><ul><li>Four Face-to-Face BCT Professional Learning Sessions </li></ul><ul><li>Online Communication and Collaboration </li></ul><ul><ul><li>Sakai Discussion Forum </li></ul></ul><ul><ul><li>BCT Website (http://bctcollaboration.wikispaces.com) </li></ul></ul>
    5. 5. The Evolution of the BCT Network
    6. 6. Not a static project. Evolved according to what the teachers’ needs are. “ BCT Face-to-Face meetings, they evolved because of what the feedback was from the teacher s”
    7. 7. Collaboration between students
    8. 8. Collaborative Classroom Projects: Global Warming
    9. 9. Collaboration between teachers
    10. 10. Collaboration in a School <ul><li>People who have different abilities </li></ul><ul><li>What we’re doing with computers </li></ul><ul><li>How we use them in our classroom </li></ul><ul><li>What type of training we want to have </li></ul><ul><li>How we can support each other </li></ul>Techie Tuesday Group
    11. 11. Techie Tuesday Group Meeting
    12. 12. International Collaboration Learning network of teachers around the world. “ What is really fascinating to me is being in touch with teachers in Australia. I can see what they are doing in their classroom .”
    13. 13. Lessons Learned: Advice to Teachers <ul><li>Not be afraid to ask </li></ul><ul><li>Learn as you need </li></ul><ul><li>Be surrounded by people </li></ul><ul><li>Join and stick with it </li></ul><ul><li>One step at a time </li></ul><ul><li>Don’t give up </li></ul>
    14. 14. Lessons Learned: BCT Success Factors <ul><li>Amazing network of teachers who respect each other and communicate very well </li></ul><ul><li>Supportive administration (time, place, and tools) </li></ul><ul><li>Incredible desire to learn and to share the knowledge with other teachers </li></ul><ul><li>Building professional learning opportunities </li></ul>
    15. 15. Challenges and Considerations <ul><li>How to satisfy the diverse needs of teachers with diverse expertise; </li></ul><ul><li>Jump starting and scaffolding a culture of sharing and reflection; and </li></ul><ul><li>Stimulating a higher level of participation on-line. </li></ul>
    16. 16. Implications for the Community Level <ul><li>Clearly identified goals of the group - Revisit and confirm the goals periodically; </li></ul><ul><li>Cultivating a safe, respectful atmosphere; </li></ul><ul><li>Importance of moderator, facilitator, lead teacher; and </li></ul><ul><li>Joint design of participation framework and guideline </li></ul>
    17. 17. Implications for the Organizational Level <ul><li>Technology : Technology at the school board level and teachers' technological proficiency (BUT.. Pedagogical competency is first~!) </li></ul><ul><li>Motivation : Teachers’ actual needs, expectations, and their practical situations - Teacher leadership and teacher ownership </li></ul><ul><li>Time to participate : Time constraints and teachers’ voluntary participation </li></ul><ul><li>Project goals : The shared visions and goals among teachers </li></ul><ul><li>Sustainability : Transfer of ownership and accountability to the school boards (or other organization) </li></ul>
    18. 18. Final Remark “ Our duty is to prepare our students for the 21st century.” “ Learn as you need.”
    19. 19. <ul><li>Alain Breuleux, Ph.D. (alain.breuleux@mcgill.ca) </li></ul><ul><li>Gyeong Mi Heo, Ph.D. ( [email_address] ) </li></ul><ul><li>[Website] http://bctcollaboration.wikispaces.com </li></ul>THANK YOU!

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