Networked Learning 3 Sept Maarten De Laat
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Networked learning shows potential for teacher professional development by: 1) Providing access to information, resources, and shared practices through participation in communities. 2) Trends in society and education support networked learning and peer-to-peer knowledge sharing over traditional hierarchies. 3) Research found that learning networks develop collegiality and confidence to implement innovations, and can spread organically when centered around authentic collaboration and shared work.
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Collaboration between teachers and students can take many forms and has many benefits. It helps problem solve, brings people together, and allows people to learn from each other. For students, collaborative learning in small groups allows them to answer questions, work on projects, and learn from peers. It also helps students make individual progress and be accountable to each other. Effective teacher collaboration requires common goals, shared ownership in student learning, and a focus on instructional improvement. Benefits include better instruction, an expanded teaching toolkit, lesson consistency, more inclusive teaching methods, increased student effort, and higher teacher responsibility. Strategies for effective teacher collaboration are developing a shared vision and goals, fostering community, establishing group norms, and leveraging discussion to
Maarten de Laat: Networked Learning in Open Practices #EDEN15
1) New approaches to learning focus on dealing with change, uncertainty, and learning from a variety of sources rather than just teachers. This involves lifelong learning through formal and informal means.
2) Effective teaching requires collaboration, networking within and outside of schools, and continuous learning through daily practice. Teachers must become "learning professionals."
3) Open practices that facilitate networked learning involve creating open networks of practice to collaboratively address real educational problems through open innovation. This helps transform organizational culture and leadership to better support informal learning networks.
Connected learning isummit
This document discusses connected learning and connected educators. It covers several key topics:
1. Connected learning focuses on making connections between learners and allowing learning to occur through interaction and conversation rather than individual expression.
2. Professional development for educators needs to change to a connected learning community model where educators can connect locally through professional learning communities, globally through personal learning networks, and in topic-specific communities of practice.
3. Personal learning networks, communities of practice, and professional learning communities are different approaches for connecting and collaborating, but all aim to support lifelong learning for educators.
Teacher learning Niina Impiö
This document discusses teacher learning and collaboration. It covers several key topics:
- Teacher knowledge is developed through theoretical, practical, self-regulatory, collaborative, and technological knowledge.
- Teachers must continuously learn and adapt their practices due to changing educational needs and innovations. Collaboration is important for teacher learning and developing expertise.
- Teacher beliefs strongly influence their practices, and these beliefs can change through reflection and collaboration with other teachers.
- Technologies also impact teacher learning, and teachers need technological, pedagogical, and content knowledge to effectively integrate technologies. Collaboration provides opportunities for teachers to learn from each other.
Plpko connectu
The document outlines an agenda for a meeting to discuss connected learning and professional development in the 21st century. It introduces the community leaders and connected coaches, then discusses how education may change because of the meeting. It defines communities and networks, and discusses professional learning communities, communities of practice, and personal learning networks as approaches to professional development.
Teaching blended learning through a blended community of inquiry
The document outlines an agenda for a course on blended learning that brings together faculty in Sweden to foster a community of inquiry. The course aims to review principles of blended teaching and design through a blended format that incorporates both face-to-face and online elements. The community of inquiry framework structures the course, focusing on teaching, social, and cognitive presences to support purposeful critical inquiry among participants.
Lindenwood Research-to-Practice Conference
The document summarizes a presentation about educators' perceptions and behaviors regarding participation in informal online professional development networks. Key findings include that educators are motivated to participate in these networks to advance their learning, connect with others, and reduce isolation. Twitter was the most popular social media platform used. Differences emerged based on position, years of experience, and age. Recommendations include examining successful support programs, exploring correlations with improved practice and student learning, and allowing educators input and credit for informal learning.
Chapter 21
This document discusses using social media as a context for connected learning. It provides theoretical foundations for a problem-based approach using emerging technologies in a disruptive way that is responsive to learner needs. A four-part model of learning styles is also discussed. Questions are presented to help faculty select technologies that align with learning goals and problems. Potential issues include tools being confusing and lack of institutional support, so focusing on pedagogy first is advised.
Teacher networks diffusing innovation - the case of eTwinning
Dr. Riina Vuorikari presented on the eTwinning program, a European Commission initiative to encourage collaboration between teachers and schools across Europe. eTwinning provides an online platform and professional development opportunities for teachers to conduct cross-border school projects using ICT. Research has shown that teacher networks formed through programs like eTwinning can spread pedagogical innovation as teachers share ideas and lessons. When groups of teachers from the same school participate, it has led to the formation of "professional learning communities" with benefits for both teacher development and student learning.
Orientations
Here are the conferences at which I presented recently. I hope to present new findings based on a project underway currently at a conference in Hong Kong in December. This example, “‘The more we get together, the happier we’ll be’: promoting shared practice through curriculum initiatives” was created for the Orientations: Language, Learning and Translation – a conference held at Sohar University, Sultanate of Oman in 2008.
Faculty Learning Communities: A Model for Faculty Development
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
Exploration of Professional Learning Communities (PLCs)
Keynote presentation for the National Colloquium on Professional Learning Communities organized by the Department of Basic Education (DBE) - South Africa
Transforming professional learning with Personal Learning Networks
The pecha kucha style short presentation I shared at the Networked Learning Conference 2018 in Zagreb Croatia.
Education Plaza: Supporting teachers' continuing professional development in ...
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Kickoff2012
This document discusses professional learning and development for educators in the 21st century. It describes how education will change due to new social technologies and how educators can leverage collective intelligence. It introduces the Professional Learning Program (PLP) which focuses on understanding global changes from online networks and their implications. It discusses different models for professional development, including connected learning communities, personal learning networks, and communities of practice. These models involve local, global, and bounded communities and different approaches to knowledge building include passive, active, and reflective methods. Educators are encouraged to be agents of change and leverage new tools and ideas to meet student needs.
Online and Blended learning courses of high pedagogical quality for professio...
Online and Blended learning courses of high pedagogical quality for professio...Nordiskt Nätverk för Vuxnas Lärande
This document discusses developing high quality online and blended learning courses for professionals. It outlines the EU's School Education Gateway program which provides extensive online teacher professional development. Effective online teacher PD incorporates reflection, authentic tasks, and communities of practice. The Conversational Framework models the learning process through different types of interactions. The Learning Designer tool allows teachers to design blended learning activities based on this framework and share their designs. The Blended and Online Learning Design MOOC will use these approaches to collaboratively build knowledge around online course design.FDOL132 unit 4: Collaborative learning and communities with Dr Keith Smyth an...
This document provides a summary of a webinar on collaborative learning and communities for an open online course. It includes:
- An introduction and welcome from the organizers Dr. Keith Smyth and Dr. David Walker.
- Statistics on course registration and participation from various countries.
- An overview of the course units, including the current unit on collaborative learning and communities.
- A discussion on enabling cross-institutional collaboration and the challenges of aligning policies and systems between institutions.
- Examples of collaborative projects developed including a module on global dimensions in higher education.
- Consideration of issues like balancing individual and group needs in open online contexts and managing scale from small to massive open
2016-04-06 research seminar
This document discusses new learning practices and learning analytics for educational innovation. It provides an overview of CEITER, a research center focusing on learning analytics and educational innovation. Some key points:
- CEITER aims to measure and support new collaborative, creative, and problem-based learning practices through learning analytics and educational research.
- Examples of projects include measuring technology use in schools, tools for collaborative learning, and tracing learning in digital environments.
- Research looks at the coupling of individual and collective learning, with cognition seen as mediated by social and material environments.
- CEITER aims to build research infrastructure to increase funding opportunities, recruit students, and boost visibility through a more systematic, collaborative approach.
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