Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Download
Standard view
Full view
of .
Look up keyword
Like this
1Activity
P. 1
FACILITATING ONLINE COMMUNITIES OF PRACTICE AS AN INTEGRAL PART OF EFFECTIVE PROFESSIONAL LEARNING AND DEVELOPMENT

FACILITATING ONLINE COMMUNITIES OF PRACTICE AS AN INTEGRAL PART OF EFFECTIVE PROFESSIONAL LEARNING AND DEVELOPMENT

Ratings: (0)|Views: 86|Likes:
Published by Hazel Owen
Please cite as: Owen, H. (2011). Facilitating online communities of practice as an integral part of effective professional learning. In J. Mackey, N. Dabner, N. Davis & J. Johnson (Eds.), Proceedings of ULearn 2011 Research Stream, 18 21 October 2011, Rotorua (pp. 64-73). Christchurch: University of Canterbury, School of Literacies and Arts in Education.

Abstract: Professional Learning and Development (PLD) provision for educators in the primary and secondary sectors in New Zealand (NZ) is undergoing a period of assessment around how it is offered, designed and facilitated to help ensure a positive impact on the quality of teaching, and in turn on outcomes for diverse students. Questions are being raised around what actually should define a programme of professional learning. The general shift appears to be toward personalised learning environments, self-paced learning, and social identity.

While Communities of Practice (CoPs) in education are nothing new, and online CoPs have been gaining in usage in PLD in NZ over the last five years (Lai, Pratt, Anderson, & Stiger, 2006), there is still discussion around how online CoPs are most effectively facilitated when they form an integral part of formal PLD. A pilot to develop a Virtual Professional Learning and Development (VPLD) model that offered personalised, contextualised PLD was initiated by the NZ MoE. The project focussed on primary and secondary school teachers, although one tertiary teacher participated. This paper provides an overview of the Virtual Professional Learning and Development (VPLD) pilot (2009–2010). The VPLD was designed to provide a range of affordances that provided flexibility of choice, time and approach for participants, while also valuing personal theories of, and experiences with, learning and teaching. It was also couched within an active CoP. This paper focuses on the role of the CoP in the VPLD, while also synthesising associated findings from the in-depth evaluation conducted during the pilot.
Please cite as: Owen, H. (2011). Facilitating online communities of practice as an integral part of effective professional learning. In J. Mackey, N. Dabner, N. Davis & J. Johnson (Eds.), Proceedings of ULearn 2011 Research Stream, 18 21 October 2011, Rotorua (pp. 64-73). Christchurch: University of Canterbury, School of Literacies and Arts in Education.

Abstract: Professional Learning and Development (PLD) provision for educators in the primary and secondary sectors in New Zealand (NZ) is undergoing a period of assessment around how it is offered, designed and facilitated to help ensure a positive impact on the quality of teaching, and in turn on outcomes for diverse students. Questions are being raised around what actually should define a programme of professional learning. The general shift appears to be toward personalised learning environments, self-paced learning, and social identity.

While Communities of Practice (CoPs) in education are nothing new, and online CoPs have been gaining in usage in PLD in NZ over the last five years (Lai, Pratt, Anderson, & Stiger, 2006), there is still discussion around how online CoPs are most effectively facilitated when they form an integral part of formal PLD. A pilot to develop a Virtual Professional Learning and Development (VPLD) model that offered personalised, contextualised PLD was initiated by the NZ MoE. The project focussed on primary and secondary school teachers, although one tertiary teacher participated. This paper provides an overview of the Virtual Professional Learning and Development (VPLD) pilot (2009–2010). The VPLD was designed to provide a range of affordances that provided flexibility of choice, time and approach for participants, while also valuing personal theories of, and experiences with, learning and teaching. It was also couched within an active CoP. This paper focuses on the role of the CoP in the VPLD, while also synthesising associated findings from the in-depth evaluation conducted during the pilot.

More info:

Published by: Hazel Owen on Nov 10, 2011
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as DOC, PDF, TXT or read online from Scribd
See more
See less

02/19/2014

pdf

text

original

 
EALJCJXAXJIO GICJIM LGDD]IJXJM\ GE VPALXJLM A\ AI JIXMOPAC VAPX GE MEEMLXJUM VPGEM\\JGIAC CMAPIJIO AIH HMUMCGVDMIX1
Ealjcjtatjio Gicjim Lgdduijtjms ge Vraltjlm as ai Jitmorac Vart ge Meemltjvm Vrgemssjgiac Cmarijio aih Hmvmcgpdmit
Bazmc GwmiMtbgs Lgisuctai! I"#i$g%mtbgsgisuctai!iz&g'
Vcmasm #tm as( Gwmi) B& *+,11-& Ea#c#tat#i. gic#im g''ui#t#ms g$ /6at#m as ai #itm.6ac /a6t g$ m$$mt#m  /6g$mss#giac cma6i#i.& Ji 0& Da<m!) I& Ha8im6) I& Ha#s = 0& 0gbisgi *M5s&-)
 Vrglmmhjios ge ]Cmari 0611  Pmsmarlb \trmad, 12 01 Gltg`mr 0611, Pgtgrua
 *//& ?2:;>-& Lb6#stbu6b( ]i#m6s#t! g$ Laitm68u6!) \bggc g$ C#tm6a#ms ai5 A6ts #i M5uat#gi&
 
EALJCJXAXJIO GICJIM LGDD]IJXJM\ GE VPALXJLM A\ AI JIXMOPAC VAPX GE MEEMLXJUM VPGEM\\JGIAC CMAPIJIO AIH HMUMCGVDMIX+
A`stralt
V6g$mss#giac Cma6i#i. ai5 Hmmcg/'mit *VCH- /6g#s#gi $g6 m5uatg6s #i tbm /6#'a6! ai5 smgi5a6! smtg6s #i Imw "macai5 *I"- #s ui5m6.g#i. a  /m6#g5 g$ assmss'mit a6gui5 bgw #t #s g$$m6m5) 5ms#.im5 ai5 $a#c#tatm5 tg bmc/ misu6m a /gs#t#m #'/at gi tbm 3uac#t! g$ tmab#i.) ai5 #i tu6i gi gutg'ms $g6 5#m6sm stu5mits& 4umst#gis a6m 8m#i. 6a#sm5 a6gui5 wbat atuacc! sbguc5 5m$#im a /6g.6a''m g$ /6g$mss#giac cma6i#i.& Xbm .mim6ac sb#$t a//ma6s tg 8m tgwa65 /m6sgiac#sm5 cma6i#i. mi#6gi'mits) smc$:/am5 cma6i#i.) ai5 sg#ac #5mit#t!&9b#cm Lg''ui#t#ms g$ V6at#m *LgVs- #i m5uat#gi a6m igtb#i. imw) ai5 gic#im LgVs bam 8mmi .a#i#i. #i usa.m #i I" gm6 tbm cast $#m !ma6s *Ca# mt ac) +,,?-) tbm6m #s st#cc 5#suss#gi a6gui5 bgw gic#im LgVs a6m 'gst m$$mt#mc! $a#c#tatm5 wbmi tbm! $g6' ai #itm.6ac /a6t g$ $g6'ac VCH& A /#cgt tg 5mmcg/ a U#6tuac V6g$mss#giac Cma6i#i. ai5 Hmmcg/'mit *UVCH- 'g5mc tbat g$$m6m5 /m6sgiac#sm5) gitm7tuac#sm5 VCH was #i#t#atm5 8! tbm I" DgM& Xbm /6gFmt $gussm5 gi /6#'a6! ai5 smgi5a6! sbggc tmabm6s) actbgu.b gim tm6t#a6! tmabm6 /a6t##/atm5& Xb#s /a/m6 /6g#5ms ai gm6#mw g$ tbm U#6tuac V6g$mss#giac Cma6i#i. ai5 Hmmcg/'mit *UVCH- /#cgt *+,,@+,1,-& Xbm UVCH was 5ms#.im5 tg /6g#5m a 6ai.m g$ a$$g65aims tbat /6g#5m5 $cm7#8#c#t! g$ bg#m) t#'m ai5 a//6gab $g6 /a6t##/aits) wb#cm acsg acu#i.  /m6sgiac tbmg6#ms g$) ai5 m7/m6#mims w#tb) cma6i#i. ai5 tmab#i.& Jt was acsg gubm5 w#tb#i ai at#m LgV& Xb#s /a/m6 $gusms gi tbm 6gcm g$ tbm LgV #i tbm UVCH) wb#cm acsg s!itbms#s#i. assg#atm5 $#i5#i.s $6g' tbm #i:5m/tb macuat#gi gi5utm5 5u6#i. tbm /#cgt&Pmsucts $6g' tb#s /#cgt 6ma$$#6' cma6i#i. as a sg#ac /bmig'migi& Eu6tbm6'g6m) wbmi /6g$mss#giac cma6i#i. was s#tuatm5 w#tb#i tbm  /6at#t#gim6s gitm7t) 8ut w#tb g'/cm'mita6!) mas#c!:amss#8cm g//g6tui#t#ms $g6 sba6#i. g$ /6at#m w#tb#i ai gic#im LgV) tbm /a6t##/aits 5m'gist6atm5 b#.b cmmcs g$ mi.a.m'mit as wmcc as sb#$ts #i tbm#6 gwi tmab#i. /6at#m& mim$#ts 6m/g6tm5 8! /a6t##/aits #icu5m a bai.m #i tbm#6 gwi 6gcm as tmabm6s) as wmcc as #'/6gm'mits #i stu5mit ab#mm'mit g$ cma6i#i. gutg'ms) ai5 #i6masms #i tbm 3uait#t! ai5 3uac#t! g$ gcca8g6at#gi ai5 g''ui#at#gi 8mtwmmi cma6im6s& 9b#cm #t wguc5 8m s#'/c#st# tg 56aw a 5#6mt 6mcat#gisb#/ g$ ausm ai5 m$$mt) tbm UVCH 'g5mc w#tb #itm.6atm5 LgV a//ma6s tg g$$m6 ai m$$mt#m a//6gab tg VCH /6g#s#gi tbat 5gms igt 5#g6m tbm tmabm6 $6g' tbm#6 gitm7t) g6 a55 tg s#.i#$#aitc! tg tbm#6 wg6<cga5) 8ut wb#b 5gms mia8cm tbm' tg 8m /6g$mss#giac
cmarimrs
&
 
EALJCJXAXJIO GICJIM LGDD]IJXJM\ GE VPALXJLM A\ AI JIXMOPAC VAPX GE MEEMLXJUM VPGEM\\JGIAC CMAPIJIO AIH HMUMCGVDMIX>
Jitrghultjgi
V6g$mss#giac Cma6i#i. ai5 Hmmcg/'mit *VCH- /6g#s#gi $g6 m5uatg6s #i tbm /6#'a6! ai5 smgi5a6! smtg6s #i Imw "macai5 *I"- #s ui5m6.g#i. a /m6#g5 g$ assmss'mit a6gui5 bgw #t #s g$$m6m5) 5ms#.im5 ai5 $a#c#tatm5 tg bmc/ misu6m a /gs#t#m #'/at gi tbm 3uac#t! g$ tmab#i.) ai5 #i tu6i gi gutg'ms $g6 5#m6sm stu5mits& 4umst#gis a6m 8m#i. 6a#sm5 a6gui5 wbat atuacc! sbguc5 5m$#im a /6g.6a''m g$ /6g$mss#giac cma6i#i.& Xbm .mim6ac sb#$t a//ma6s tg 8m tgwa65 /m6sgiac#sm5 cma6i#i. mi#6gi'mits) smc$:/am5 cma6i#i.) ai5 sg#ac #5mit#t!&9b#cm Lg''ui#t#ms g$ V6at#m *LgVs- #i m5uat#gi a6m igtb#i. imw) ai5 gic#im LgVs bam 8mmi .a#i#i. #i usa.m #i VCH #i I" gm6 tbm cast $#m !ma6s *Ca#) V6att) Ai5m6sgi) = \t#.m6) +,,?-) tbm6m #s st#cc 5#suss#gi a6gui5 bgw gic#im LgVs a6m 'gst m$$mt#mc! $a#c#tatm5 wbmi tbm! $g6' ai #itm.6ac /a6t g$ $g6'ac VCH& A /#cgt tg 5mmcg/ a U#6tuac V6g$mss#giac Cma6i#i. ai5 Hmmcg/'mit *UVCH- 'g5mc tbat g$$m6m5 /m6sgiac#sm5) gitm7tuac#sm5 VCH was #i#t#atm5 8! tbm I" DgM& Xbm  /6gFmt $gussm5 gi /6#'a6! ai5 smgi5a6! sbggc tmabm6s) actbgu.b gim tm6t#a6! tmabm6  /a6t##/atm5& Xb#s /a/m6 /6g#5ms ai gm6#mw g$ tbm U#6tuac V6g$mss#giac Cma6i#i. ai5 Hmmcg/'mit *UVCH- /#cgt *+,,@+,1,-& Xbm UVCH was 5ms#.im5 tg /6g#5m a 6ai.m g$ a$$g65aims tbat /6g#5m5 $cm7#8#c#t! g$ bg#m) t#'m ai5 a//6gab $g6 /a6t##/aits) wb#cm acsg acu#i. /m6sgiac tbmg6#ms g$) ai5 m7/m6#mims w#tb) cma6i#i. ai5 tmab#i.& Jt was acsg gubm5 w#tb#i ai at#m LgV& Xb#s /a/m6 $gusms gi tbm 6gcm g$ tbm LgV #i tbm UVCH) wb#cm acsg s!itbms#s#i. assg#atm5 $#i5#i.s $6g' tbm #i:5m/tb macuat#gi gi5utm5 5u6#i. tbm /#cgt&
Cjtmraturm Pmvjmw
Lg.i#t#gi bas 8mmi sbgwi tg 8m #i$cumim5 8! m'gt#giac) sg#ac ai5 uctu6ac gitm7ts as wmcc as amss tg #i$g6'at#gi *X#'/m6cm!) 9#csgi) a66a6) = Eui.) +,,;-& \g#guctu6ac gis#5m6at#gis a6m tbm6m$g6m #im7t6#a8cm $6g' tbm 5ms#.i g$ m$$mt#m VCH) #i /a6t#uca6 a /6at#t#gim6s wg6<:gitm7t) wb#b w#cc #icu5m b#stg6!) ustg's) 6#tuacs) ai5 ia66at#ms tbat bmc/ 5m$#im tbm#6 m5uat#gi g''ui#t! *\tgcc) DDabgi) = Xbg'as) +,,?-& Lgitm7tuac#sm5 VCH bas 8mmi 6m/g6tm5 tg bam a  /gs#t#m #'/at gi stu5mit cma6i#i. gutg'ms) 8mausm tbm6m #s a 5#6mt giimt#gi 8mtwmmi  /6#i#/cms g$ m$$mt#m tmab#i. ai5 tbm a5a/tat#gi g$ tbgsm tmab#i. /6at#ms tg cgac #6u'staims *\bma) V#<mtt = C#) +,,-& 9bmi sub ai a//6gab #s m'/cg!m5) tmabm6s a6m 'g6m c#<mc! tg a//c! st6atm.#ms tg a556mss <igwi #ssums a6gui5 stu5mit cma6i#i. #i tbm#6 s/m#$# cma6i#i. g''ui#t! *X#'/m6cm!) +,,-) wb#cm acsg at#mc! mi.a.#i. #i tbm m7/cg6at#gi) 5mmcg/'mit ai5 a//c#at#gi) g$ gim/tuac $6a'mwg6<s tbat migu6a.m gis#5m6at#gi g$ tbm#6 stu5mits #i a imw c#.bt *X#'/m6cm! mt ac) +,,;-& Acsg) $6g' a /6at#ac staim) .#mi tbat tbm mm6!5a! 5m'ai5s g$ wg6< a6m acwa!s c#<mc! tg ta<m /6mm5mim gm6 ai! sta$$ 5mmcg/'mit *D#cc#.ai) 1) /& 1;-) VCH imm5s tg 8m $cm7#8cm ai5 #itm.6atm5 #itg wbat a tmabm6 #s ac6ma5! 5g#i.) 6atbm6 tbai a55#t#giac tg #t& Mas! amss tg /mm6s) 'mitg6s ai5 6msgu6ms #s /a6a'guit) as a6m /mm6 6#t#3um *Da!ms) = 5m E6m#tas) +,,2-) ai5 #igcm'mit #i a a6#mt! g$ tas<s *Ku8c#i) 9mtbm68!) L6a#s) = V6#zait) 1-& Xbmsm $atg6s ai 8m g'/cm'mitm5 8! Lg'/utm6 Dm5#atm5 Lg''ui#at#gi *LDL- #i .mim6ac) ai5 s!ib6gigus g''ui#at#gi #i /a6t#uca6 *Xu) +,,2- tb6gu.b tbm#6 a8#c#t! tg m'/gwm6 m5uatg6s tg 5m#5m wbmi ai5 w#tb wbg' tbm! gcca8g6atm *\ba6/cms) +,,,-&E6m3umitc! 6m$m66m5 tg #i $g6'ac m5uat#gi gitm7ts) Lg''ui#t#ms g$ /6at#m *LgVs- : a tbmg6! 5mmcg/m5 #i tbm cattm6 bac$ g$ tbm 1,s ai5 #i tbm 1,s 8! Cam ai5 9mi.m6) ai5 s#im m7tmi5m5 *m&.& 8! B#c56mtb) K#'8cm) = 96#.bt) +,,,- : mig'/ass tbm igt#gi g$ s#tuatm5 cma6i#i. wbm6m8!  /6at#t#gim6s gist6ut 'mai#i.s gccmt#mc! #i a g''ui#t! *9mi.m6) 1-& LgVs a6m 5#$$m6mit#atm5 $6g' gtbm6 sg#ac .6gu/s 8! ba#i. a sba6m5 /6at#m ai5 assg#atm5 g''uiac

You're Reading a Free Preview

Download
scribd
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->