Professional Documents
Culture Documents
Introduction .................................................................................. 1
Figure 1: A VPD model situated within a non-hierarchical structure ....... 2
Figure 2: The proposed VPD model ................................................... 3
Contextualised VPD........................................................................ 3
VPD group convenors..................................................................... 4
Figure 3: The essential factor for effectiveness of online communities:
The VPD Community Convenor (adapted from Hallam (2002), and
McDermott (2008))......................................................................... 5
VPD group members ...................................................................... 5
The VPD Meta-group ...................................................................... 5
Design of VPD online community spaces ........................................ 6
Evaluation...................................................................................... 7
Recommendations and Guidelines.................................................. 7
References ..................................................................................... 9
Introduction
The NZ education system, as well as other education systems across much of the world,
is based on a hierarchical structure, which might be represented as a triangle (see Figure
2). In organisations with this structure lines of communication and influence tend to be
via a series of ‘chains’, whereby conversations are conducted across links, moving from
top to bottom, or bottom to top. As such, decisions around, for instance, ICT enhanced
learning and teaching, and professional development may be made by practitioners who
are removed from the day-to-day context of teaching. Furthermore, teachers who do
wish to trial alternative approaches to ICT learning, teaching, and assessment can be
confined by set curricula, nationally written graduate profiles, and assessments that may
not be compatible with the approach the teacher and learners would like to adopt.
KEY
Description of the elements, interactions and roles represented in Figure 1
Clusters
Each cluster, comprising 6 to 13 schools, is facilitated by an ePrincipal, who mentors,
manages, supports, and advises principals across all of the member schools in a cluster.
VPD groups
VPD communities which overlap with, and are inclusive of, an unlimited number of
clusters. Each VPD group would have a selected ‘convenor’. Convenors would be free to
exchange the role at any point (or after an agreed period of time) with any other group
members. Interested stakeholders can be a member of more than one group where
appropriate/desired. An assistant convenor to provide back-up, support and a mutual
sounding board.
Contextualised VPD
The focus within the communities will be firmly on relationship building, contextualised
learning, and personalised, negotiated learning outcomes for teachers (as well as their
students). One of the key benefits of the VPD model is that the PD is completely
contextualised within a teacher's school culture. Learning outcomes are negotiated by
the VPD participants, and the skills they identify as important are directly related to the
students with whom they are working. Facilitated sessions are at a time and place which
is flexible to each teacher's needs. As a result, the content, tools and meaning of the PD
are subsumed within the teacher's function of being part of their own school's/
institution's community, rather than being the central focus as can happen with more
traditional approaches to PD via generic workshops. Teachers will be scaffolded to help
them and their school identify learning requirements, and access and share PD focussed
on the needs of their students and school community (e.g. the eCapability Model). In
turn, this will help schools align their planning with government priorities and initiatives
such as national standards, NZC, Ka Hikitia and the Pasifika Education Plan.
It must, however, be acknowledged that in any self-motivated learning environment
participants are provided with the freedom to choose whether to engage (with or without
genuine enthusiasm), and some will decline to embrace the opportunity (Bruckman,
2003). As such, one of the key questions for consideration around the development of a
model and guidelines for VPD community moderation and online PD facilitation is: How
can this issue be addressed without interfering with the flexible, open-ended, self-
directed nature of the initiative and associated community environment? Perhaps one
solution may be more formal recognition of engagement and contribution (on top of the
release time currently given - see, for example the Becta 'ICT Mark' and the Becta
awards: https://selfreview.becta.org.uk/about_this_framework) - something that would
help sustain enthusiasm and interest, even when there is a crunch point in school
commitments? The aim is to find a balance or compromise between a self-motivated
socio-constructivist environment where engagement and upskilling are the rewards, and
a more traditional perspective where PD is directly linked to performance reviews and
promotion.
One aspect enhancing the sustainability of the model is that after participating in a VPD
community for an academic year, teachers will be asked to provide mentoring support
for the following cohort of teachers entering the VPD community. Teachers, therefore,
have the opportunity to build a network of colleagues, influcence the devlopment of ICT
enhanced learning and teaching in NZ schools, share effective practice, learn and apply
new and valuable skills in their own continuous professional development.
A suite of tools, including the Ministry of Education (MoE) applications (Moodle, Adobe
Connect, Mahara, ELGG, Video Conferencing (VC), and the current Virtual Learning
Network (VLN - Interact) will be utilised to help facilitate and enhance the learning and
ICT PD outcomes, which in turn will be shared with students, management, and teachers
at National and Regional levels to ensure consistency of access, and sustainable systems
for moderating, reviewing and sharing process, as well as making it easy to share
outcomes, and resources with interested stakeholders.
• Prior to members joining a VPD community they need to be aware of the goals of
the initiative, along with a short list of expectations around their participation.
Expectations might include 1) selecting a course or resource to work on ICT
enhanced learning and teaching (ICTELT) design, facilitation, assessment and
evaluation; 2) contributing regularly to this online VPD community space and
Moodle 'showcase' site; 3) share effective practice; 4) help peers where possible/
share expertise; 5) meet the VPD convenor online once a month; 6) post a
monthly reflection/report to the VPD online site; 7) after participating for a year
in the VPD community, provide mentoring support for the following cohort of
teachers.
• A face-to-face meeting should be scheduled where possible, soon after the initial
formation of a VPD group, as it provides opportunities for teachers to interact
and have input into the VPD community, proposed framework and model that
are more tricky (although not impossible) in a synchronous online setting.
• Communities take time to form, may disperse once a goal has been achieved or
a set period of time has passed, and might only have a few active contributors
with many teachers having a strong tendency to lurk. It is likely that many of
the teachers have not been members of an active online community before, and
may not be aware of the level of engagement required to create a vibrant
community, and in turn, may not possess the associated requisite skills. Time
and opportunities need to be given for participants to build an identity within a
newly formed group. Some strategies that can be applied include the provision of
collaborative, structured tasks for teachers to complete early in the formation of
a community, and the requirement for a regular reflective post or report that
may help a teacher develop confidence in their personal online 'voice'.
• During meetings and VPD sessions try to avoid large-group, transmission type
presentations. Rather adopt strategies that model approaches that encourage
active engagement, such as guided discovery followed by a question and answer
session facilitated by key the designers and developers – face-to-face and/or
virtually.
• Once the VPD group has formed, the convenor needs to arrange regular
synchronous online meetings (possibly once a month, but with flexibility built
into this arrangement). The virtual meetings (using Adobe Connect, as well as
Skype where there are bandwidth issues) provide opportunities to discuss
learning and teaching principles, pedagogy, the needs of the teachers and their
students, the context in which the teachers are working, plans, goals and
outcomes, and also forge rapport and relationships. Mometum around the
achievement of self-defined learning goals can be maintained, and timely
training and meaningful feedback provided. Use screen share in Adobe Connet or
Skype to talk participants through steps in a process, so they are doing and the
facilitator is guiding. Record the sessions for the participant to access later to re-
visit what they did and how to do it.
• Keep the online community site fresh, and send regular (about once a week, or
once a fortnight) 'digests' of major events, key successes/progress, and new
discussions, exemplars, and resources on the site to Help members remain up to
date and informed. Initiate regular discussions and share examples of effective
practice and resources tailored to the interests and needs of the community.
References
• Barab, S., & Duffy, T. (1998). From practice fields to communities of practice
[Electronic Version]. Retrieved April 22 2010 from crlt.indiana.edu/publications/
duffy_publ3.pdf
• Bruckman, A. (2003). Co-Evolution of Technological Design and Pedagogy in an
Online Learning Community. In S. Barab, R. Kling & J. Gray (Eds.), Designing
Virtual Communities in the Service of Learning (pp. 1-22). Cambridge, UK:
Cambridge University Press.
• Hallam, G. (2008). The Australian ePortfolio project and the opportunities to
develop a community of practice. Paper presented at the Ascilite 2008: Where
are you in the landscape of educational technology? Retrieved February 22 2010,
from www.ascilite.org.au/conferences/melbourne08/procs/hallam.pdf.
• McDermott, R. (2002). Knowing is a human act. Upgrade: The European Online
Magazine for the IT Professional, 3(1), 8-10.
• Papert, S. (1991). Situating constructionism. In I. Harel & S. Papert (Eds.),
Constructionism (pp. 518). Norwood, NJ: Ablex Publishing.
• Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of
practice: A guide to managing knowledge. Cambridge, USA: Harvard Business
School Press.
• Wenger, E., White, N., & Smith, J. (2009). Digital habitats: Stewarding
technology for communities. Portland, OR: CPsquare.
• Wenger, E. (2001). Supporting communities of practice a survey of community-
oriented technologies. Retrieved November 9, 2007, from
http://www.ewenger.com/tech