Networked Learning Research Open University Maarten De Laat 21 9

Feasibility of networked learning for teacher professional

development: findings from a literature study

Maarten de Laat

[email protected]

http://www.open.ou.nl/rslmlt/

So…How valuable is our network for professional development?

Networks provide access to informationNetworks provide access to resourcesNetworks provide access to shared practices(Onderwijsraad, 2001)

Network characteristics:-Non hierarchical-Match between questions and answers-Evolve and adapt response to change-Come and go-Have strong and weak ties

Feasibility of networked learning for teacher professional development

Societal trends

‘Rise of’ the network society (Castells, 1996)-Knowledge economy-Strong focus on innovation-Globalization – everybody can be involved, everybody can have a say-Network relations are becoming the main drivers instead of hierarchical structures (peer-to-peer connections)

The network society refers more to learning than education. Learning is linked to innovation and results accomplished by groups in dialogue with their ‘customers’ (Onderwijsraad, 2001)

Consequence:Decentralization of structures and organizationParticipation and involvementKnowledge sharing Continuous access to informationPower to adapt and innovate


Educational trends

National initiatives-’Wet BIO’ and integral HRD (Personeels Beleid: IBP) new demands on teacher competencies and professional development / lifelong learning-Governance report (OCW, 2005) stimulate teacher involvement with policy development and evaluationof their own schools

Modern school (Coonen, 2005)-Schools decide and develop their own policies in dialogue with a ‘decentralizing’ government

-Schools become a learning organization-External training doesn’t match or suffice attention to workplace learning and collaborations-Increasing acknowledgement for personal and implicit knowledge of the employees-Strong focus on sharing knowledge and knowledge creation (Nonaka & Takeuchi, 1997)-Importance of external relations / connection (innovation)


Professional trends

Modern teacher-Let go of traditional teacher autonomy hinders professional development. Teams and peer networks increase realization of ambitions and innovative projects (Coonen, 2005; Park Rogers, 2006)

-Teacher are expected to collaborate with teachers and experts to develop new learning materials and environments

-Teachers are expected to act as lifelong learners during their career and invest in their own professional development

-Teachers should actively involve themselves in current debates and take charge of the agenda on educational reform

-Teachers from consumers active producers of change


Importance of networked learning

-Teachers participate in communities and networks: local, regional, national and international (Van der Neut, et al., 2007)

-Participation provides teachers with a social structure and context to support professional development (Stijnen, 2003).

-Professionalization is most successful when embedded in communities and networks where experienced teachers, researchers and novice teachers work closely together (Ponte et al., 2002)

-Link professionalization with experiences of daily practice – focused on real change of this daily practice (Tytler, 2007)


Some inspiring examples

Teacher in the Woods : a collaboration between science teachers and ecological researchers

Network project on professional development on real world ecological research (Dresner & Worley, 2006)

Short term effects:-Engaging teachers in real world field science research is an effective way of learning-Collegiality among teachers and scientists developed during the project enhances science learning-Collegiality among teachers provides opportunities to discuss pedagogy-related issues

Long term effects:-Collegiality provided confidence to implement innovation in the classroom-Networks continued to exist (voluntary) after the project focused onpeer support, implementation and exchange of teacher materials-Networks spread to other science teachers not originally involved in the project


National Writing Project : a programme aimed at developing professional development networksLieberman & Wood (2002a).

2 founding principles:-Deep understanding arises from practice-Teachers are the best teachers for other teachers

Summer school aimed at becoming a member of the network-Creating forums for teachers to teach one-another their best practice-Providing opportunities for teachers to write and read stories in response groups-Engage teachers in reading and discussing relevant literature

Several roles-Become colleagues when giving teaching demonstrations and feedback-Learners; as they play audience to presentations and receiving feedback-Researchers through engagement in research and professional discussion-Households as they rotate community facilitating jobs

Outcome-Strong sense of membership and shared leadership-Familiarity with the goals and shared ownership of this writing network-Commitment to developing a shared learning agenda-Outgoing – trying to grow the network in their own local region.


Teacher drop-out : projects aimed at developing teacher communities to support novice teachers and job coaching (Poelmans, 2005; Smits, Dang, Dewinkele & Dhert, 2005; Fulton, Burns & Goldenberg, 2005; Pittinsky, 2005)

Success factors: -Develop mutual relationships -Recognize and discuss shared problems and questions -Collective reflection on daily practice -External moderation and guidance from an experienced teacher / facilitator

Teachers seem to learn more from what they tell each other then from expert advice (Dang 2005):

Lessons learned: -Reflect on implicit practical knowledge -This process is best served in dialogue with colleagues


Lieberman & Wood (2002b) studied 16 ‘educational reform networks’ and found some critical success factors:

-Networks provide many opportunities to recognize, articulate and share their tacit knowledge with each other.

-Exchange of ideas binds them together as professionals develop a sense of community

-Networks promote collaborations among members. T Provide access to authentic examples of professional community built around shared work, shared interest, and shared struggle

-Networks have the ability to organise activities first, the develop support structures – recognising/testing bottom up and trail and error innovations before turning it into new policy


Networked learning research at Ruud de Moor

- Exploring Networked Learning Activities / Events (ind. & coll.)Describing NWL CompetenciesDescribing NWL Roles and TasksDescribing NWL Styles and Organisation

-Explore relationship between NWL and ProfessionalisationWhat are the benefits of NWL?Dissemination of NWL results and ProductsOrganisational space and support for NWL

Social

ICT

Organisational



-Feasibility -Facilitation-Evaluation



-Feasibility -Network Scan



-FacilitationNetwork Mirror

Wat gaat er volgens u rond over XX, wat leeft er in de wandelgangen, welke geruchten hoort u?

Ik heb er nog helemaal niets over gehoord, dus het zegt met niets

Volgens ons is het echt hoognodig dat er eens wat gebeurt

Ik merk dat we er zolangzamerhand niet goed van worden al die verander-Trajecten. Wanneer kunnen we weer gewoon eens ons werk doen?

De training was prima alleen ik miste de hoofddirectie. Zoals altijd weer afwezig

Waarom stel je je zo afhankelijk op? We kunnen zelf toch ook met de nieuwe methode aan de slag?



-FacilitationThe Brain



-EvaluationQuestionnaires InterviewsBarometer

Structural

questionnaire

panel

Projectsfeasibility facilitation evaluation

Networked Learning Conference: Hot seats

Hot seat keynotes

When Who Conference theme

September 28 -October 2

Caroline Haythornthwaite Learning in Social Networks and Networked Learning

October, 26 – 30 George Siemens & Steve Downes Impact on Learning of Networked Technologies

November

December, 7 -11 Charalambos Vrasidas Networked Learning and International Development

January, 18 - 22 Grainne Conole Theories and Methodologies for Research in Networked Learning

February, 15 -19 Gabriel Salomon & Rupert Wegerif Globalisation and Interculturality in Networked Learning

March, exact date to be confirmed

Yrjo Engestrom Related to conference keynote address

April, exact date to be confirmed

Etienne Wenger Related to conference keynote address

http://people.lis.illinois.edu/~haythorn/

http://people.lis.illinois.edu/~haythorn/

http://www.elearnspace.org/about.htm

http://www.downes.ca/

http://www.downes.ca/

http://vrasidas.intercol.edu/

