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Connected Online Communities of Practice: An Ecology of Educational Improvement
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Connected Online Communities of Practice: An Ecology of Educational Improvement

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Presentation with Karen Cator and Hilary LaMonte at the Consortium on School Networking 2011 Annual Meeting, New Orleans, March 15, 2011

Presentation with Karen Cator and Hilary LaMonte at the Consortium on School Networking 2011 Annual Meeting, New Orleans, March 15, 2011

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  • Variety of levels of formality – usually some degree of autonomy \nSponsor – individual organizational \n
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  • We want to look at both types, see what we can learn about doing OCOPs well from both, how they can be linked to improve productivity \n
  • We want to look at both types, see what we can learn about doing OCOPs well from both, how they can be linked to improve productivity \n
  • Specific examples from the two example COPs? \n
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  • Structured conversations: an overarching question or issue of focus, proceed according to a pre-determined set of guidelines, are moderated, and take place during a bounded time frame \nlinked to hot topics and immediate needs\nFound through content analysis, leader and participant interview = very time intensive \n
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Transcript

  • 1. Connect and InspireOnline
Communities
of
Practice
in
Education Highlights
from
the
draft
report edcocp.org #edcocp
  • 2. Connect and Inspire• Improving
professional
excellence
and
the
 excellence
of
the
profession• Professional
practice
and
research
suggests
 that
we
know
a
lot
and
there’s
a
lot
we
need
 to
know• We
need
your
help
to
learn
what
we
don’t
 know
and
put
that
knowledge
to
work

  • 3. Online Community of Practice• Domain
–
shared
area
of
professional
interest• Community
–
online
interactions
around
that
 interest
that
build
a
collective
identity• Practice
–
shared
experiences,
stories,
tools,
 and
techniques• Generations
–
opportunities
for
experts
and
 novices
to
work
together

  • 4. • At
scale• Voluntary,
free,
and
organic

• Experts
and
novices
• Primarily
focused
on
meeting
immediate
needs
 of
individual
teachers
  • 5. • School
team
and
district/state
cohort
based
• Formally
supported
by
districts
and
schools• Paid
leaders
and
fee
for
participation
• Time
limited
with
an
external
locus
of
control
  • 6. We need bothProfessional
excellence Excellence
of
the
profession
  • 7. We need them connected“Is
texting
writing?” “Is
texting
writing?”
  • 8. Documented benefits• Access
knowledge• Share
knowledge• Create
knowledge
• Build
professional
identity
and
relationships

  • 9. Key Elements• Clear
purpose

• Effective
leadership
and
moderation
• Inclusion
and
opportunities
for
knowledge
 sharing
• Clear
policies
and
other
methods
to
instill
trust
• Sociability
and
social
presence
• Organic
growth
and
innovation

• Communication
and
integration

  • 10. LeadershipWhat
we
know What
we
need
to
know• It’s
essential • How
do
we
better
identify
• Some
characteristics
of
 new
leaders?
 effective
leaders • How
do
we
train
and
• Some
effective
leadership
 support
them?
 practices
  • 11. Classroom 2.0
  • 12. IncentivesWhat
we
know What
we
need
to
know• Must
address
immediate
 • How
can
participation
be
 needs
of
day‐to‐day
 formally
recognized? practice • What
kinds
of
policies
for
• “Lead
users”
and
 supporting
participation
are
 “influencers”
respond
to
 most
effective?
 regular,
modest
innovations
 • What
other
kinds
of
 tangible
incentives
are
 desirable
and/or
effective?
  • 13. NSTA Learning Center
  • 14. MetricsWhat
we
know What
we
need
to
know• Some
factors
that
correlate
 • How
can
we
capitalize
on
 with
community
growth
 system‐captured
data?
 and
impact
on
practice • Which
quantitative
• Formative
evaluation
 benchmarks
measured
 methods
that
can
measure
 against
that
data
are
 them reasonable
proxies?

  • 15. Educator’s PLN
  • 16. OCOP Project Activities• Report
and
project
 • Testbeds
 community – CAST
UDL – Multiple
revisions • Case
studies
 – Briefs – Organizational
 – Ideas – Individual• Communities • Infrastructure – Access4ed.net
(CoSN) – 2014
Assessment
 (SETDA) – Dropout
(AIR)

  • 17. Get Involved• Participate
in
the
COCP
community – Comment
on
the
draft
report – Comment
on
the
briefs – Comment
on
the
ideas
and
add
your
own• Join
the
communities• Discuss
collaborating
with
us
on
testbeds
and
 case
studies
  • 18. edcocp.org #edcocpInnovation
Pod
4dcambridge@air.org @dcambrid 202.270.5224
  • 19. An online community of practice for innovation in providing access to technology and learning
  • 20. • Online
community
of
practice
for
innovative
 approaches
to
providing
access• Student‐owned
devices
and
BYOT• Broadband• Participatory
learning
  • 21. Who’s It For• District
leaders
of
innovation• District
technology
leaders• District
leaders
for
curriculum,
professional
 development,
assessment• District
leaders
for
vision
and
accountability
  • 22. Making the ConnectionsWhat
We
Know What
We
Need
to
Know• Start
small • How
do
we
make
connections
 across
district
leadership
• Participants
shape
the
 roles?
 community • How
can
curated
and
user‐ – Design generated
content
be
used
 – Organic
growth together
most
effectively
to
 – Active
facilitation produce
changes
in
policy
and
 practice? • How
can
districts
use
the
 online
environment
to
 benchmark
with
each
other
 on
key
issues?
  • 23. Make is Community Yours• #access4ed
–
tweet
your
suggestions
and
 requests
for
community• Create
and
account
at
access4ed.net – Access
resources – Join
conversations – Rate
ideas
for
future
community
development