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Hazel Owen's Documents
FACILITATING ONLINE COMMUNITIES OF PRACTICE AS AN INTEGRAL PART OF EFFECTIVE PROFESSIONAL LEARNING AND DEVELOPMENT
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.
Category:Internet & TechnologyReads:153Uploaded:11 / 10 / 2011ShareAdd to collectionPersonalised, Contextualised, Professional Learning Development: Putting it into Practice
Please cite as: Owen, H. (2011). Personalised, Contextualised, Professional Learning Development: Putting it into practice. Journal of Open, Flexible, and Distance Learning, 15(1), 61-74. The abstract reads: Research, such as that collated as part of the New Zealand (NZ) Ministry of Education s (MoE) Iterative Best Evidence Synthesis (BES), indicates that regular Professional Learning and Development (PLD) for educators can have a positive impact on the quality of teaching, and in turn on outcomes for diverse students. PLD, though, needs to offer flexibility of choice, time and approach, and to value personal theories and experiences. Learning should be accessible (both physically and design-wise), cumulative and relevant, and couched within an active Community of Practice. 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 VPLD pilot (2009–2010) while also a) synthesising main findings from the in-depth evaluation conducted during the pilot, and b) summarising some of the ‘lessons learned’. In brief, results suggest that there are affordances built into the VPLD model that encourage and enable education practitioners to develop at their own pace, in a supported, supportive environment, with access to all that they need to scaffold their learning journey. Thus, if it is accepted that student outcomes can mirror practitioner performance (although this is a somewhat simplistic relationship), it would therefore follow that if practitioners can be mentored and guided in their own continual development and thinking around learning and teaching, there is potential for the overall learning experience for students to be enhanced.
Category:(not categorized)Reads:160Uploaded:09 / 11 / 2011ShareAdd to collectionFarah: A Scenario of a Pre-Literate Learner
This document contains a hypothetical scenario of a pre-literate learner that demonstrates 1) how a learner might be inducted into an online course (in this case ELLINZ online); 2) how she would progress through the units; 3) the scaffolding and developmental nature built into the design of the ELLINZ online course; and 4) how she would interact with peers and teachers, virtually and face-to-face. This scenario is designed to be read in conjunction with a complementary mindmap, which can be accessed by clicking : http://www.mindmeister.com/20764673/farah-1-somalian-16-years-old.
Category:LiteratureReads:120Uploaded:09 / 07 / 2011ShareAdd to collectionHow do I measure the effects of shifts in my professional practice?
This presentation looks at how self-reflections is positioned in relation to evaluation, feedback, assessment and research (and also looks at possible definitions and purposes). Links to a video and a Prezi around reflective practice as a personal and school-wide activity - which are complemented by a concrete example provided by the principal of Matapu school, Rick Whalley.
Category:ResearchReads:154Uploaded:09 / 01 / 2011ShareAdd to collectionFostering an online professional community: What can you do?
This is a presentation that looks at some of the things that you can do to help foster an online community of practice.
Category:ResearchReads:167Uploaded:08 / 31 / 2011ShareAdd to collectionTHAT'S WHAT PLD SHOULD BE ABOUT: A JOURNEY INTO VIRTUAL PROFESSIONAL LEARNING AND DEVELOPMENT
The abstract reads: Best Evidence Synthesis indicates that regular, lifelong, life-wide Professional Learning and Development (PLD) for educators is essential because of its influence on the quality of teaching, and in turn on high quality outcomes for diverse students. PLD, though, needs to offer flexibility of choice, time and approach, and to value personal theories and experiences. Learning should be accessible (both physically, time and design-wise), cumulative and relevant, and couched within an active Community of Practice. A pilot to develop a Virtual Professional Learning and Development (VPLD) Model that offered personalised, contextualised PLD was initiated by the Ministry of Education in New Zealand, who also funded the project. Five principle objectives were to: • Focus on contextualised, personalised learning for educators that could be accessed regardless of location by any educator in New Zealand, in part by using a range of technologies; • Foster Communities of Learning and Practice, that would encourage collaborative relationships and enable co-teaching and co-construction; • Develop an approach to PLD underpinned by mentoring; • Raise student achievement of learning outcomes, partly by ensuring a strong student focus, as well as links to curricula and National Certificates of Educational Achievement; and • Be sustainable (financially and environmentally) and scaleable. The VPLD was therefore designed to offer flexibility of choice, time and approach, and in a way that personal teaching theories and experiences were valued. Theory and practice would be interconnected, while the professional learning was accessible (both physically and design-wise), cumulative and relevant. Encouragement of reflection, trial and practice in a 'safe' environment, sharing of experiences, small group collaboration and trialling new strategies were to be included, which in turn, it was felt would encourage greater engagement, ownership, and confidence. Therefore, after the initial formation of the VPLD CoL, the National Facilitator, assuming the role of a mentor, worked with the ten educators to develop individual learning plans, as well as to discuss details of mutually agreeable expectations of the quality and nature of participation in the VPLD initiative. Learning outcomes were negotiated by the participants, and the skills that they identified as important related directly to the students with whom they were working. This paper provides an overview of the VPLD pilot (2009–2010) while also a) synthesising main findings from the in-depth evaluation conducted during the pilot, and b) summarising key recommendations. In brief, results suggest that there are affordances built into the VPLD model that encourage and enable education practitioners to move at their own pace, in a supported, supportive environment, with access to all that they need to scaffold their learning journey. Thus, if it is accepted that student outcomes mirror practitioner performance (although this is a somewhat simplistic relationship), it would therefore follow that if practitioners can be mentored and guided in their own continual development and thinking around learning and teaching, there is a strong potential that the overall learning experience for students can be enhanced. However, it is still incumbent upon the wider education community and structures to act to minimise constraints that discourage, prevent or enforce.
Category:Internet & TechnologyReads:211Uploaded:08 / 03 / 2011ShareAdd to collectionMEETING THE NEEDS OF OLDER ENGLISH LANGUAGE LEARNERS IN SCHOOLS USING BLENDED AND SOCIAL LEARNING: EXPERIENCES TO DATE
The abstract reads: English language learners in years 7 to 13 in New Zealand schools need to access English both for social situations, including interacting in the classroom (Basic Interpersonal Communication Skills) and for curriculum access (Cognitive Academic Language Proficiency). It is particularly important that goals set for these learners are age appropriate and that they are enabled to work towards that same objectives as their peers, with adequate levels of support. A team in New Zealand has been working with the Ministry of Education to trial a blended learning solution that accelerates students’ foundation learning so that the they can make this successful transition to mainstream classes, better prepared for the language, content and social demands, especially in schools where there is little or no specialist ESOL (English for Speakers of Other Languages) support. The staff on the design team work collaboratively, enabling a cross functional, multi-skilled team environment, sharing an online project team working space and collaborative documents. An ICT Enhanced Learning and Teaching (ICTELT) blended design has been developed for this pilot intervention, initially through the use of the ICTELT model and suite of tools (e.g. process model, framework, and mindmap). The main focus is to offer personalised learning in an environment with students engaged in activities where they are able to generate and co-construct knowledge through their interactions with other learners and teachers and with the activities and opportunities provided. The underpinning design places great importance on the students' background, culture and learning preferences. Learners are supported by an eTutor in face-to-face and/or asynchronous modes, as well as with a designated off-site eTeacher who acts as a learning coach that guides and collaborates, partly through facilitating weekly webinar sessions with geographically diverse students. The programme of learning is mainly hosted in a Learning Management System (Moodle) site that functions as the formal hub for learning activities and resources. Asynchronous communication with peers, reflective activities, social interaction and learning, and communication with the eTeacher is hosted in a social networking space (ELGG). Assessment (both formative and summative) is embedded within the programme, and includes peer-feedback and self-assessment. The project, having completed a trial in 2010, is currently in the pilot phase. Evaluation was collected from the students, eTutors, eTeachers, and support staff who were involved in the trial, and, this has been fed into the build and facilitation of the pilot programme. The pilot includes a formal research study that is being conducted to measure whether the ICTELT blended design approach assists second language acquisition, as well as its effects on affective factors such as motivation. This paper will describe the design and development phases that led to the trial, as well as describing the programme, and the results of the evaluation. A brief overview of changes that have been implemented in the pilot will be given, along with broader recommendations for other organisations who may be considering this approach.
Category:Internet & TechnologyReads:233Uploaded:08 / 03 / 2011ShareAdd to collectionGroup Communication - Working in teams (by Elizabeth Kernohan)
This presentation was designed and developed by Elizabeth Kernohan and is shared here with her kind permission. It is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs License The presentation accompanies a session on team work and communication that Elizabeth has designed. To access the overview that accompanies the presentation, please go to: http://tpa.unitec.ac.nz/livingcurriculum/?p=233
Category:ResearchReads:91Uploaded:07 / 26 / 2011ShareAdd to collectionFormative Roadmap: The eLearning Capability Framework - Ross Alexander
This presentation was designed and developed by Ross Alexander and is shared here with his kind permission. He reserves all rights to this presentation. The presentation accompanied a webinar that Ross facilitated, and if you would like to access the overview and recording, please visit this link: http://www.ethosconsultancynz.com/profiles/blogs/formative-roadmap-the-elearnin
Category:How-To Guides/ManualsReads:268Uploaded:07 / 20 / 2011ShareAdd to collectionInformation Literacy and Web 2.0 - The Scenario of Susie
I have just finished working on a mindmap that tells the story of Susie and her use of Web 2.0 tools to conduct research for her assignments. The mindmap: Susie Web 2.0 Research is designed to give an idea of the complex web of information, ideas, sharing, evaluation and analysis that can go on (in an ideal world) when the potential of the Web 2.0 is exploited fully.
Category:ResearchReads:155Uploaded:06 / 22 / 2011ShareAdd to collection
