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.