This document discusses professional development for teachers using online communities of practice. It describes a pilot program that brought together small teams of educators from 20 schools across different countries to explore 21st century learning. The teams participated in workshops, webinars, and online discussions. Researchers then analyzed the discussions using a content analysis tool called Pulse. Their analysis found that most posts were informational sharing and resources, and that roles like community leaders discussed topics more publicly while others discussed them more in private groups. Overall, the pilot showed the potential of online communities for ongoing collaborative professional learning.
CSCL 2017 | Using Rotating Leadership to Visualize Students’ Epistemic Agency...Leanne Ma
As in knowledge-creating organizations and Collaborative Innovation Networks (COINs), students in Knowledge Building classrooms work creatively with ideas in a self-organized fashion, with all members engaged in advancing emergent community goals. In this study, we examined the online knowledge work of 9-year-olds studying light and shadows. Data triangulation at multiple levels of analysis (e.g., community, students, teacher) was used to validate the COIN concept of rotating leadership to assess students’ collective responsibility for knowledge advancement. Overall, we found many students leading the group at different points in time, facilitating the spread of diverse ideas that enhanced the breadth of community knowledge and the depth of individual learning. Teacher perceptions of classroom dynamics uncovered additional details of student leaders, such as their level of engagement and their learning outcomes. The practical implications of rotating leadership for assessing Knowledge Building community dynamics – such as epistemic agency and collective responsibility – are discussed.
CSCC 2019 Talk on Teaching Non-Cog Skills in CCMatthew Hora
Talk by Dr. Matthew Hora and PhD student Pallavi Chhabra on the teaching of non-cognitive skills in community college IT courses. CSCC 2019, San Diego, CA
A revolution in technology has transformed the way we can find each other, interact and collaborate. This wave of tech helps us to create knowledge as connected learners and to develop the social fabric, capacity, and connectedness found in communities of practice and learning networks. Join Sheryl in this interactive presentation as she explores the question- What should professional learning look like in the 21st Century?
CSCL 2017 | Using Rotating Leadership to Visualize Students’ Epistemic Agency...Leanne Ma
As in knowledge-creating organizations and Collaborative Innovation Networks (COINs), students in Knowledge Building classrooms work creatively with ideas in a self-organized fashion, with all members engaged in advancing emergent community goals. In this study, we examined the online knowledge work of 9-year-olds studying light and shadows. Data triangulation at multiple levels of analysis (e.g., community, students, teacher) was used to validate the COIN concept of rotating leadership to assess students’ collective responsibility for knowledge advancement. Overall, we found many students leading the group at different points in time, facilitating the spread of diverse ideas that enhanced the breadth of community knowledge and the depth of individual learning. Teacher perceptions of classroom dynamics uncovered additional details of student leaders, such as their level of engagement and their learning outcomes. The practical implications of rotating leadership for assessing Knowledge Building community dynamics – such as epistemic agency and collective responsibility – are discussed.
CSCC 2019 Talk on Teaching Non-Cog Skills in CCMatthew Hora
Talk by Dr. Matthew Hora and PhD student Pallavi Chhabra on the teaching of non-cognitive skills in community college IT courses. CSCC 2019, San Diego, CA
A revolution in technology has transformed the way we can find each other, interact and collaborate. This wave of tech helps us to create knowledge as connected learners and to develop the social fabric, capacity, and connectedness found in communities of practice and learning networks. Join Sheryl in this interactive presentation as she explores the question- What should professional learning look like in the 21st Century?
Taking evidence-based professional learning conversations online: Implicatio...mddhani
Presented in one of the parallel sessions during the 15th International Conference on Education 2010 at Universiti Brunei Darussalam.
Presenter/courtesy of Michael Moroney, Lecturer, Universiti Brunei Darussalam.
Presented in one of the parallel sessions during the 15th International Conference on Education 2010 at Universiti Brunei Darussalam.
Presenter/courtesy of Michael Moroney, Lecturer, Universiti Brunei Darussalam.
SoTL from the Start
Nancy Krusen, Anita Zijdemans Boudreau, Laura Dimmler
Traditionally, Scholarship of Teaching and Learning (SoTL) tends to focus on retrospective outcomes within one assignment, module or course. Self-study curricular design offers unique opportunities to navigate unknowns through formative, systematic SoTL work. The purpose of the session is to propose scholarly teaching and learning intentionally integrated into program development. The session explores an intricate process incorporating SoTL during creation of an interprofessional PhD in Education and Leadership. The process includes comprehensive mapping of curriculum, deliberate collaborative inquiry across an interprofessional community of novice and expert scholars, and projected chronicling of impact. Participants will review a prospective SoTL process, followed by collaborative design of projects. Literature: There are elements of backwards design and curricular self-study contributing to SoTL from the start, however, literature discussing SoTL in design processes is limited. Nelson described five general groups of SoTL, none of which specifically address prospective development (2004).More
recently, Nelson described an idealized seven-step model to design, present, and analyze SoTL projects (2014). The model hints at front-end design but only in reference to individual courses rather than entire curricula. Wilson, Doenges and Gurung (2013) proposed a continuum of SoTL and a series of benchmarks to serve as a basis for rigorous study. They suggested “SoTL should be held to a higher standard of deliberate, well-planned, programmatic, and designed research that should extend, if possible, beyond a semester and a single class” (p. 68). Salmon articulated overlapping scholarship of integration with scholarship of teaching and learning (2004). Salmon’s work described implementation of educational practice beyond crossing disciplinary boundaries to embed Boyer’s framework for informed curricular development. Presenters propose participants expand their scholarly teaching and learning as intentionally integrated into program development. Objectives: The session will enable participants to facilitate analysis of curricular change by outlining SoTL topics suited to participant-proposed investigation; compare confirmatory and exploratory research across genres to guide SoTL process; design collaborative SoTL proposals, specific to participants’ interests; identify resources for implementation of SoTL “from the start” projects.
E-Portfolios and the Problem of Learning in the Post-Course Era by Randy Bass, Center for New Designs in Learning and Scholarship (CNDLS), Georgetown University
General Education 3.0 (AAC&U)
March 4, 2011
Explores the need for educators to be continually engaged in professional learning activities, and illustrates how the use of technology, in particular, Web2.0 technologies, can assist.
Instructional Design in Higher Education. A report on the role, workflow, and...eraser Juan José Calderón
Instructional Design in Higher Education. APRIL 2016
A report on the role, workflow, and experience of instructional designers.
Introducción
Learning — to some it is the sound of chalk on blackboards,
the search through stacks of scribbled notes, and backpacks
full of heavy textbooks. For others with a less traditional
lens, learning is the summoning of professors with a click
of a mouse, assignments no longer living on paper, but in a
cloud, and the ‘classroom’ being everywhere. Education has
changed considerably in recent years and we don’t expect it
to slow down anytime soon.
Because of the advancement of technology, institutions
are able to reach more students than ever with the help of
quality and accessible online courses. ‘eLearning’, ‘distance
education’, ‘blended learning’, ‘online campuses,’ and other
related programs have grown more prominent in higher
education institutions. According to NCES data, there were
5.5 million students enrolled in distance education courses at
degree-granting postsecondary institutions in fall of 2013.
Collaborative Learning & Technology: Scaffolding for Group Work in Online Cou...Julia Parra
This virtual presentation provides the research supporting and the resources for a process of scaffolding both student use of technology and development of student skills for collaborative group work. This scaffolding process is being researched by the presenter with a focus on increasing student engagement, increasing student satisfaction, and supporting student success. By attending the presentation, the attendee will receive resources and strategies related to scaffolding student technology and collaborative group work skills.
This virtual presentation addresses the conference strand Blended and Online Teaching and Learning.
1. PLCs in the 21st Century: Partnerships for Powerful Learning Sheryl Nussbaum-BeachDoctoral Candidate at William & MaryCEO, Powerful Learning Practice Dr. Sofia Pardo Lead Researcher, ideasLAB
2. Making the Case for Change The world is changing. Kids are using social technologies. No one is teaching them. Traditional professional development doesn't work. Powerful Learning Practice takes a different, unique approach to professional learning. “The research tells us that teachers need to learn the way other professionals do—continually, collaboratively, and on the job. The good news is that we can learn from what some states and most high-performing nations are doing.” ~Linda Darling Hammond
5. PLP Model Workshops Two all day workshops that build capacity, community and develop 21st Century skills. Webinars Live meetings where teams meet, listen and then reflect in small groups. Virtual Learning Community Where we deepen understanding, network, share resources and grow as a community of practice. Professional Learning Teams Job embedded teams who meet face-to-face and work towards scale and alignment of 21st Century skills with school improvement goals
9. Community is the New Professional Development Knowledge of Practice believes that systematic inquiry where teachers create knowledge as they focus on raising questions about and systematically studying their own classroom teaching practices collaboratively, allows educators to construct knowledge of practice in ways that move beyond the basics of classroom practice to a more systemic view of learning. We believe that by attending to the development of knowledge for, in and of practice, we can enhance professional growth that leads to real change. Cochran-Smith, M., & Lytle, S.L. (1999a). Relationships of knowledge and practice: Teaching learning in communities. Review of Research in Education, 24, 249-305. Passive, active, and reflective knowledge building in local (PLC), global (CoP) and contextual (PLN) learning spaces.
10. The Pilot Research collaboration in 2009 between ideasLAB in Australia and Powerful Learning Practice in USA June Met virtually and planned Created marketing materials Recruited teams, fellows & community leaders Trained Fellows & Team Leaders in Elluminate July F2F training for Fellows, Community and Team Leaders Kickoff August – September-October Webinars Online community involvement November Culminating F2F Survey December- April Content Analysis Concluded pilot work
12. Purpose of Study The purpose of our study is to identify the: nature evident outcomes of professional conversations among educators in an asynchronous, team-based, online community of practice. The conversations took place in a white list application for social network creation called NING
13. Research Questions Flow: What is the flow (i.e., direction) and frequency of the posts among differing roles within the learning community? Function: What is the function (i.e., purpose) and frequency of the posts among posts differing roles within the learning community? Content: What is the content (i.e., topics) and frequency of the posts among posts differing roles within the learning community?
14. Content Analysis Methodology Created function categories* Identified content categories** Developed codebook in Google Docs Created Analysis Tool- Pulse Piloted coding while training coders in Skype (we started with 5, then 4, then 3) Calculated inter-rater reliability(http://dfreelon.org/utils/recalfront/recal3/) * Adapted from Bonk & Kim's (2008) 12 forms of mentoring & Gunawardena, Lowe & Anderson (1997) online knowledge construction analysis model ** Adapted from Australian e-potentials survey (2008)
39. CONTENT While it was expected to have a high concentration of comments in T&L and Professional Dev areas, we were surprised at the number of comments around resources. While members posted mostly in group spaces, the topic of L&T was discussed more in public areas of the community. However, the opposite happened with professional learning as it occurred more often in the smaller, intimate setting of the groups-with the exception of the CL role. Members talked about resources everywhere (both public and private) however, Fellows discussed resources more in groups. CL continued to be public in their leadership role.
44. FUNCTION The three most utilized levels of knowledge building were sharing info, sharing/contrasting exp, and sharing point of view. The content they were sharing, contrasting, or giving a point of view on aligned nicely with the top content areas as well. Least used knowledge functions were the highest order skills- negotiation of meaning and professional growth, with negotiation of meaning only occurring at the CL level. Most mentoring took place in the CL role. The content being mentored was PL, Leadership, and L&T
45. International perspectives deepened the professional conversation that took place by those involved in the coding.However, because of the under utilization of the EV (international visitors) further study needs to occur as to make the most of the opportunity for diverse conversations at the community level. Tools were mastered within the context of knowledge building for the most part, with the exception of resource sharing. More focus to the development of a shared vision for community outcomes needs to happen at the start of the project. Job-embedded PD that results in significant shift doesn’t occur in 4 months. Pulse holds tremendous potential for unlocking emprical truths in CMC because of the ease of use and authenticity of data placement
46. References Bonk, C. J., & Kim, K. A. (1998). Extending sociocultural theory to adult learning. In M. C. Smith, & T.Pourchot (Eds.) Adult learning & development: Perspectives from educational psychology. Mahwah, NJ, USA: Erlbaum Associates. Freelon, D.G. (2010) ReCal: Intercoder Reliability Calculation as a web service. International Journal of Internet Science 5 (1), 20-33. Gunawardena, C. Lowe, C & Anderson, T. (1997). Analysis of global online detabe and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research 17(4), 37-431. DEECD (2008). ePotential Teacher ICT Capabilities Survey; Powerfuil Learning Enabled by ICT.
47. What is PULSE? Pulse is a unique online content analysis tool that enhances the capacity of students, teachers and researchers to document, manage, understand and assess distributed online content by associating rich meta-data with it. It is an embedded contemporary assessment tool that provides a platform for assessing 21st century skills in a meaningful and authentic manner.”
48. Roadmap Beta testing cycle completed on February 2011 Product and/or service available to public March 2011 Expressions of interest : pulse@ideaslab.edu.au
Editor's Notes
Need to move beyond the operational view afforded by online site statistics to embrace a deeper understanding of the nature and quality of online conversations and content
Need to move beyond the operational view afforded by online site statistics to embrace a deeper understanding of the nature and quality of online conversations and content
Need to move beyond the operational view afforded by online site statistics to embrace a deeper understanding of the nature and quality of online conversations and content
Beta testing includes the analysis of conversations/online content in a variety of online communities for research and assessment purposes. Teachers in Victoria are currently using it