E Learning Hui Isteam Project V2
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This presentation describes the research done by a group of school advisers who identified the key strategies for facilitating an online professional learning community.
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E Learning Hui Isteam Project V2
- 1. CENTRE FOR EDUCATIONAL DEVELOPMENT How can we use blended learning communities to support the professional learning of ISTE? Heather Bell
- 2. Outline • Research questions • Approach • Significant findings • Facilitation strategies • So what?
- 3. Our research questions 1. What can we do to strengthen teacher learning through using online learning communities? 2. How can we use blended learning communities to support the professional learning of ISTE?
- 6. Research process Face to face meetings Gather Identify evidence emerging themes Trial new Develop and strategies refine strategies Teacher wikis Research wiki
- 7. Wiki content data May July Content type Facilitator Teacher Facilitator Teacher Information 2 0 4 8 Scaffolding 1 0 7 2 Responding 0 0 5 14 Contributing 1 0 3 6 Conversation 1 0 3 8 Reflection 0 0 2 5 Questioning 0 0 2 2 Resources 10 0 14 2
- 8. Wiki statistics data May June
- 9. Using wiki statistics May June
- 10. Aha moment! Just bought a new pup. Isn't she cute? Now the latest wiki competition is to come up with a name for her. She's a chocolate lab, but don't even think about names like Milo or Cocoa. Chocolate fish for the best one?
- 11. What we found
- 12. Research question two How can we use blended learning communities to support the professional learning of ISTE?
- 13. What we found Three progressive themes emerged from our blended learning communities: •Knowledge development •Social development •Pedagogical development
- 15. Online discussion • Building personal knowledge rather than collective knowledge • Social really important and needed to be strongly facilitated • Pedagogical talk took time but was really rich when it was there. Sharing needed to be actively facilitated • Personal reflection space • Much stronger facilitator presence required
- 16. Knowledge conversations online 100 90 80 70 Percentage of entries 60 50 % of Researcher talk % of Isteam talk 40 30 20 10 0 March April May June July August September
- 17. Social conversations online 100 90 80 70 Percentage of entries 60 50 % of Researcher talk % of Isteam talk 40 30 20 10 0 March April May June July August September
- 18. Pedagogical conversations online 100 90 80 70 Percentage of entries 60 % of Researcher talk 50 % of Isteam talk 40 30 20 10 0 March April May June July August September
- 19. Face to face ‘talk’ comparisons OLC
- 20. Face to face meeting discussion • Building collective knowledge rather than personal knowledge • Social relationships were not a focus in the meetings • Pedagogical discussions involved sharing and unpacking outcomes and challenging each others’ thinking • Data heavily used to inform critical thinking
- 22. Facilitation strategies • Contextualise the learning • Build knowledge • Create shared artefacts • Build community relationships • Use the communities own data and evidence • Challenge through questioning • Provide collaborative and personal opportunities to learn • Vary the pedagogical approaches • Give feedback
- 23. Findings • Provided a range of online and face to face opportunities for in-service teacher educators to build their professional knowledge and gain confidence and competency in using online collaborative technologies, particularly in the early phases of the community’s development. • Engaged in-service teacher educators in a range of online opportunities, including non task-related activities, to develop social relationships and get participants ‘talking’ comfortably online. • Challenged in-service teacher educators to use their growing knowledge and social relationships as platforms for critically reflecting on their professional learning and practice issues.
- 24. Thanks Heather, Janine, Paddy, Glynis and Robyn ... & Chilli
Notas del editor
- Don’t you just love the Massey colours!
- This was an instep project that grew and became my masters. I looked at how to facilitate a blended learning community (of advisers), the others were really looking at the strategies to engage teachers in the online part of their blended communities.
- Each of the advisers had existing face to face clusters that they wanted to support more effectively through the use of online environments. They had tried these before, but found that teachers weren’t engaging. That became the research question – the ‘puzzle of practice’ in Instep terminology.
- Our face to face meetings were monthly. We unpacked what had been happening in our online communities, and then developed strategies and next steps. We kept in touch about what was happening in our online teacher wikis, through the research wiki.
- This is an example of the shift in teacher engagement in one of the adviser’s wikis. We learnt how to do a qualitative analysis of the conversations happening, and then analysed the chat. The shift in two months is significant.
- This graph shows the rise in visits that resulted from the ‘name the pup’ competition within our research group. This told us what we needed to do to stimulate engagement from our participants. Have a bit of fun!
- This shows how the topics or content of the online comments shifted throughout the year. As we became more familiar with the environment and each other, we changed our conversations from technical ‘how to’ and research skills (what the heck is data and what do we do with it?), to ‘learning talk’ where we unpacked what was happening and what we were doing to make these shifts. Social chat became a natural part of the way we talked.
- Knowledge is about how to do research and how to use the programmes. Becoming wiki savvy was of major importance in the beginning.
- ‘how was your weekend?’ type conversations. And of course the pup!
- Probably would have been better called metacognition, or learning talk, but this was about our practice. What were WE doing to make our participants engage in the online environments.
- Note the significant difference in amount of social chat. Clearly this wasn’t necessary when we met face to face. We were there for business. And we’d already ‘done’ coffee before we started so the social chat was out of the way.
- We functioned as a collective beast here. Online we were individuals. Much more challenge was able to be done face to face as we could read all the other cues and we had each other – a group challenge was less likely to be taken personally.
- Learning ‘how to’ was best done as a group. Pedagogical chat got to the same level eventually, but took longer to happen.
- Read Chapter 5 of the thesis for more about these strategies.
- Isn’t she cute!