RSA #5 Critical and Transformative Practices in Professional Learning Communities

ERIC # EJ810651

In chapters 8 - 11, Palloff & Pratt (2007) discuss community engagement. Community engagement can occur through collaborative learning, Transformative learning or assessment and evaluation of online learning communities. Transformative learning is “learning that is based on reflection and on interpretation of the experiences, ideas, and assumptions gained through prior learning” (Palloff & Pratt, 2007, p.185).

Servage (2008) discusses professional learning communities. She discusses how Tranformative learning is not often a part of these learning communities but needs to be. Many times professional learning communities are concerned with “transformation of the school or the school culture, not transformation of the individual” (Servage, 2008, p.67). Transformative learning encourages critical thinking and self evaluation. By PLC participants engaging in transformative learning, they will gain more trust with each other and be more open to collaboration.

When working in an online learning community, Transformative learning may naturally occur. Lincoln (2010) describes how she teaches students in a hybrid online high school class. She designs activities to evaluate online information and students work collaboratively to make the work meaningful to themselves. I read this article with the focus on evaluation but then felt that it was a good example of Transformative learning.

Transformative learning is important in any type of learning community. Teachers and administrators should be encouraging the Transformative learning process by asking questions that encourage critical thinking skills and self evaluation. This may happen more naturally in an online course but in face-to-face groups or class the process needs to be initiated. “When students are empowered to become experts at their own learning, they cannot help but be transformed as people” (Palloff & Pratt, 2007, p.202).

References

Lincoln, M. (2010). Information Evaluation and Online Course Work. Knowledge Quest, 38(3), 28-31. ERIC Document Reproduction Service No. EJ888063.

Palloff, R. M. & Pratt, K. (2007). Building Online Learning Communities. San Francisco, CA: Jossey-Bass.

Servage, L. (2008). Critical and Transformative Practices in Professional Learning Communities. Teacher Education Quarterly, 35(1), 63-77. ERIC Document Reproduction Service No. EJ810651.

RSA #4 Using Online Threaded Discussions: Best Practices for the Digital Learner

ERIC #EJ852931

The reading for this week discussed synchronous and asynchronous online learning communities. In a synchronous learning community, everyone is online and interacting with each other at the same time. In an asynchronous learning community, members can make comments and have ongoing discussions with postings happening at different times. Both online learning community options have benefits and limitations. There are many ways to have asynchronous and synchronous learning occurring online.

Threaded Discussions are an example of asynchronous online learning. Rizopoulos and McCarthy discuss the benefits and limitations of using Threaded Discussions. “Threaded Discussions provide virtual learning connections which transcend class hours and provide a dynamic, dialogic learning environment where students reflect, collaborate and discuss real world issues” (Rizopoulos & McCarthy, 2009, p.373). One limitation of Threaded Discussions is that students can get off topic. The teacher’s job is to act as a facilitator, set examples for the students and redirect conversations when needed.

Second Life is a type of synchronous online learning. Second Life began as Massively Multiplayer Online Games (MMOG). “Activities in Second Life have grown from gaming to simulations, collaborations, and explorations that mirror real-world learning environments” (Burgess & Caverly, 2009, p.42). Second Life could be a valuable asset to the field of education. However, one limitation of this synchronous environment is that everyone involved must be online at the same time. “In addition, contributions may end up out of sync; a participant may respond to a comment made several lines earlier but be unable to post that response immediately due to the number of people posting or the speed of the connection to the discussion” (Palloff & Pratt, 2007, p.68).

Threaded Discussions and Second Life are just two examples of ways to communicate in online learning communities. There are many ways to contribute online. Synchronous and asynchronous online learning is valuable in the field of education when teaching and learning in online or blended classes.

References

Burgess, M. L. & Caverly, D. C. (2009). Techtalk: Second Life and Developmental Education. Journal of Developmental Education, 32(3), 42-43. ERIC Document Reproduction Service No. EJ868673.

Palloff, R. M. & Pratt, K. (2007). Building Online Learning Communities. San Francisco, CA: Jossey-Bass.

Rizopoulos, L. A. & McCarthy, P. (2009). Using Online Threaded Discussions: Best Practices for the Digital Learner. Journal of Educational Technology Systems, 37(4), 373-383. ERIC Document Reproduction Service No. EJ852931.

RSA #3 Challenging the Landscape of Teacher Education Via Online Teaching and Learning

ERIC #EJ829510

Online learning communities are interactive, collaborative and student centered. “In the online environment, all students have a voice and can be required to contribute to discussion” (Miller, 2009, p.5). Online learning communities are very different from face-to-face learning communities. “When teaching and learning leave the classroom, many elements are left behind and new expectations emerge” (Palloff & Pratt, 2007, p.11). In a face-to-face situation a persons’ presence is seen. However, in an online community social presence must be established in other ways. There are advantages and disadvantages to online and face-to-face learning communities.

After completing a study of students in an online graduate education program, Shin and Lee (2009) found that most students were satisfied with the program. However, the students recommended adding face-to-face time also. Combining online learning with face-to-face learning forms a hybrid community. “When a traditional classroom environment and online world are combined, students are likely to benefit from the best of both worlds” (Shin & Lee, 2009, p.33).

Everyone does not believe that a hybrid model is the best way of learning. Palloff and Pratt (2007) stated that, "having periodic face-to-face meetings throughout the term in a predominately online course can actually detract from the online work; what tends to happen is that posting to the discussion will drop off as a face-to-face meeting approaches, and then it will take time to build again" (p.33).

Deciding which type of learning environment is best, should be left up to the learner. Different personalities perform differently. An introverted person may learn best in an online community. An extroverted person may learn best in a face-to-face learning community. There are many people that could benefit from a combination of both in a hybrid community. Technology continues to transform the field of education and the way people learn.

References

Miller, A. S. (2009). Collaborating in Electronic Learning Communities. ERIC Document Reproduction Service No. ED505959.

Palloff, R. M. & Pratt, K. (2007). Building Online Learning Communities. San Francisco, CA: Jossey-Bass.

Shin, M. & Lee, Y. (2009). Changing the Landscape of Teacher Education Via Online Teaching and Learning. Techniques: Connecting Education and Careers, 84(1), 32-33. ERIC Document Reproduction Service No. EJ829510.

RSA #2 Leading Professional Learning

http://www.aasa.org/SchoolAdministratorArticle.aspx?id=7620

Module 3 discusses learning community outcomes and the promise of professional learning communities. The learning community outcomes can be seen as either actions or products that vary depending on the purpose and participants in the PLC. The promise of professional learning communities are the benefits seen by changing the school culture to include PLCs.

“Leading Professional Learning” by Michale Fullan discusses ways to implement a successful PLC in schools and the results that can be seen if this is accomplished. He gives six implications to establishing a lasting PLC in schools. The main emphasis is on changing the culture in schools. There needs to be collaboration between schools and not just within one school. “Breaking down the walls of schools is a concomitant part of breaking down the walls of the classroom” (Fullan, 2006, p.4). “Teachers Talking Together: The Power of Professional Community” discusses all the advantages of professional learning communities in schools also. However, this article states, “the key is for every school to find its own solution” (Nathan, 2008, p.3). This goes strongly against Michale Fullans’ emphasis on schools working together in a district.

A functioning school PLC will make schools more accountable to the public and increase the collaboration with students and parents in order to ensure success. Leadership will also be increased in the schools. “Leadership is not about making clever decisions… It is about energizing other people to make good decisions and do better things” (Fullan, 2006, p.5). By changing the culture in schools, we will be creating professional learning communities that “can provide the structures and processes that support learning while doing, responsive rather than reactive behaviors, and the capability of making informed decisions about curriculum priorities” (Martin-Kniep, 2008, p.151).

References

Fullan, M. (2006). Leading Professional Learning. The School Administrator, 63(10). Retrieved from http://www.aasa.org/SchoolAdministratorArticle.aspx?id=7620

Martin-Kniep, G. (2008). Communities that Learn, Lead, and Last. San Francisco, CA: Jossy-Bass.

Nathan, L. (2008). Teachers Talking Together: The Power of Professional Community. Horace, 24(1). ERIC Document Reproduction Service No. EJ849815.

RSA #1 Team Strategies for School Improvement: The Ongoing Development of the Professional Learning Community

When creating a professional learning community in a school, the goal should be to create a PLC that will last. By creating a lasting PLC, teacher productivity and student achievement are ensured. There are many factors that go into creating a lasting PLC. Two of these factors are the members of the school PLC and the vision that they collaboratively agree on.

According to Youness Elbousty and Kirstin Bratt (2010), it is important that “the values and goals of the school become shared among the faculty, students and surrounding community” (p.3). The school PLC needs to create a vision that teachers, administration and community members agree on and it should benefit student learning. “In a professional learning community, teachers, administrators, and others “commit to” rather than “buy into” the vision because it was developed by them rather than only the principal or a small group” (McREL, 2003, p.1).

Another factor for a lasting school PLC is organizing members that want to be in it. Giselle O. Martin-Kniep (2008) states that, “Ideally, those in a community should want to be in it” (p.81). The article Team Strategies for School Improvement: The Ongoing Development of the Professional Learning Community, discusses the challenges of meeting this goal. Teachers may reject the idea of working collaboratively for many reasons. They may think it is too difficult to come to a consensus on ideas when they are working with other staff. Teachers could feel that they are doing more work than their colleagues and not receiving credit for the work they accomplished. Also, teachers may initially claim to be on board but do not want to continue when issues arise in collaboration. In order to keep teachers involved, the PLC needs to show teachers how rewarding working collaboratively can be. “The PLC must find a way to welcome and encourage all colleagues” (Elbousty & Bratt, 2010, p.2).

Elbousty, Y. & Bratt K. (2010). Team Strategies for School Improvement: The Ongoing Development of the Professional Learning Community. ERIC Document Reproduction Service No. ED510034.

Martin-Kniep, G. (2008). Communities that Learn, Lead, and Last. San Francisco, CA: Jossy-Bass.

McREL. (2003). Sustaining School Improvement Professional Learning Community. Retrieved from http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/5031TG_proflrncommfolio.pdf