Learning Communities in the School of Education, National Unviversity
•Download as PPTX, PDF•
1 like•454 views
Collaborative presentation supporting the concept of developing learning communities: learning communities, scholarship, research, collaboration
Recommended
Recommended
More Related Content
What's hot
What's hot (18)
Viewers also liked
Viewers also liked (20)
Similar to Learning Communities in the School of Education, National Unviversity
Similar to Learning Communities in the School of Education, National Unviversity (20)
More from Cynthia Sistek-Chandler
More from Cynthia Sistek-Chandler (16)
Recently uploaded
Recently uploaded (20)
Learning Communities in the School of Education, National Unviversity
- 1. Fall Academic Assembly 2014 Scholarship and Research National University Cynthia Sistek-Chandler, cchandler@nu.edu KayDee Caywood, kcaywood@nu.edu Wayne Padover, wpadover@nu.edu Patricia Dickenson, pdickenson@nu.edu School of Education
- 2. The Professional Learning Community
- 3. The Professional Learning Community (Dufour and Eaker) Six Characteristics 1. Shared mission, vision, and values 2. Collective inquiry 3. Collaborative teams 4. Action orientation and experimentation 5. Continuous improvement 6. Results orientation
- 7. Special Education Department (SPED) Caywood & Keeler (2012) Case Study using the Faculty Community
- 10. Survey and IRB Preliminary Results (Caywood & Keeler, 2013) Increased in communication, collaboration and sharing
- 12. Wayne Padover, Chair of S & R Committee, SOE
- 13. Quarterly Newsletter The Quest Quest Webinar: Faculty Shares Via Adobe Connect
- 14. The Quest Newsletter through Constant Contact
- 17. Jo Birdsell and Peter Serdyukov, Discussants Along with other members of S & R Wayne Padover Open to All Faculty, Adjunct, Administration, and Staff
- 18. The Power of Habit: Why We Do What We Do in Life and Business
- 19. Communication Opportunities for Collaboration Conversation Community
- 20. References An, H., Kim, S., & Kim, B. (2008). Teacher Perspectives on Online Collaborative Learning: Factors Perceived as Facilitating and Impeding Successful Online Group Work. Contemporary Issues in Technology and Teacher Education, 8(1). Berry, G. (2008). Asynchronous Discussions: Best Practices. 24th Annual Conference on Distance Teaching & Learning. Madison: University of Wisconsin System. Bettoni, M., Bernhard, W., Eggs, C. and Schiller, G. (2011) Participative faculty development with an online course in eCollaboration. Proceedings of the International Conference on e-Learning. Okanagan, Kelowna, British Columbia, Canada. Bolkan, J (2013). Report: District use of social networks up 44 percent over 2 years. THE Journal, newsletter available at: http://thejournal.com/articles/2013/04/17/report-district-use-of-social-networks- up-44-percent-over-two-years.aspx?admgarea=News1 (last accessed 21 April 2013) Cann, A., Calvert, J., Masse, K. & Moffat, K. (2006). Assessed Online Discussion Groups in Biology Education. Bioscience Education eJournal, 8(11). Caspi, A., Gorsky, P. & Chajut, E. (2003). The Influence of Group Size on Non-mandatory Asynchronous Instructional Discussion Groups. The Internet and Higher Education (6) 227-240. Conrad, R. & Donaldson, J. (2004). Engaging the Online Learner. San Francisco: Wiley & Sons.
- 21. Dron, J, Anderson, T. and Slemens, G. (2011). Putting things in context – Designing social media for education. Proceedings of the European Conference on e-Learning. Brighton, UK Forkosh-Baruch, A. and Hershkovitz, A. (2012). A case study of Israeli higher-education institutes sharing scholarly information with the community via social networks. The Internet and Higher Education, vol 15, no 1, pp 58-68. Garrison, D. R. and W. Archer. A Community of Inquiry Framework for Online Learning. In: M. Moore (Ed.), Handbook of distance education. New York: Erlbaum, 2003. Garrison, D. (2007). Online Community of Inquiry Review: Social, Cognitive, and Teaching Presence Issues. Journal of Asynchronous Learning Networks, 11(1), 61-72. Garrison, D., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education 2(2-3): 87-105. Gorsky, P., & Blau, I. (2009). Online Teaching Effectiveness: A Tale of Two Instructors. International Review of Research in Open and Distance Learning, 10(3). Kukulska-Hulme, A (2010). Learning cultures on the move: Where are we heading? Educational Technology & Society, vol 13, no 4, pp 4–14. Vesely, P., Bloom, L., & Sherlock, J. (2007). Key Elements of Building Online Community: Comparing Faculty and Student Perceptions. MERLOT Journal of Online Learning and Teaching, 3(3), 234-246.
Editor's Notes
- We are all connected through our affiliations and interests. How is the School of Education making connections and building community through digital media? Digital media we will present is: interactive webpages (KayDee), learning management system interactions (CC), Webinar and Meetings through Adobe Connect (Patricia & Wayne) Digital Newsletter (CC) in the form of the Faculty Community a socially oriented webpage, social course home in eCollege where names and images pop up to share latest posts and contributions, Blackboard’s new landing page, through websites and professional networks,
- Characteristics of Professional Learning Communities and Communities of Practice In the following section, three models of professional learning commutes (PLCs) and three models of communities of practice (CoPs) are briefly introduced in order to provide the reader with a basic understanding that will lead into the later discussion in this paper. Dufour and Eaker (1998) Dufour and Eaker (1998) are the impetus behind learning organizations being referred to as “professional learning communities” in the field of education. In their book, the authors make the distinction that the term “organization” connotes efficiency and structure, whereas “community” connotes individuals linked by common interest. Dufour and Eaker define a professional learning community as “educators [creating] an environment that fosters mutual cooperation, emotional support, and personal growth as they work together to achieve what they cannot accomplish alone” (p. xii). The Dufour and Eaker model of professional learning communities is a framework from which a school faculty can begin to shift the culture of their school in order to build capacity for implementing and sustaining change. The developers of the model also emphasize the importance of the roles the principal, parents and community play in establishing the learning community, as well as changes in the curricular focus of the school. Lesser attention is given to how collaborative teams function and the importance of sharing team learning school-wide. Murphy & Lick (2004)
- STARS Why we use the acronym? sociable — unsociable sensitive — insensitive personal — impersonal warm — cold humanizing — dehumanizing informal — formal
- What happens in a Learning Community (or is supposed to happen?) This shows the research by Garrison, D. (2007). Online Community of Inquiry Review: Social, Cognitive, and Teaching Presence Issues. Journal of Asynchronous Learning Networks, 11(1), 61-72. Showing the interconnectedness to how the intellectual and educational experience is intertwined.
- KayDee Cynthia Wayne Patricia Cynthia
- Case Study KayDee Caywood and Jesse Keeler 2012 Follow-Up Study Describe how SPED was able to increase collaborative efforts in SOE.
- KayDee
- What can we do in the Learning Community? Contributions from all stakeholders.
- KayDee and Cynthia
- Results from the 2013 Survey of the Faculty and the Faculty Community
- Two digital examples
- What we feature each month: Authored Books Published Journal Articles Conference Presentations Calls for Proposals (Robyn Hill, New Editor)
- Patricia and Cynthia Journals, Book Chapters and other Pubs
- Patricia and Cynthia Journals, Book Chapters and other Pubs
- Wayne-Books are selected as a catalyst for conversations. How does the text inform our discipline?