RSA4

RSA4: Maximizing E-Learning to Train the 21st Century Workforce.

This week’s reading describes the importance of collaboration in both facilitating a learning community and achieving desired outcomes for the course and beyond. Palloff and Pratt state, “The skills necessary to promote collaboration are not necessarily imparted to us during our academic preparation, which takes place for the most part in classrooms promoting independent work” (Palloff and Pratt 2007). The authors suggest that online learning communities would be a great place for collaboration to take place.

According to Pantazis, “Advancement in technology has created an environment for a learning revolution.” (2002). The power of online learning can better prepare and support learners as they transition to a high skilled workforce. One benefit to e-learning, learning experiences delivered or enabled by electronic technology, is linking learning, people, and organizational performance. The author states, “…a collaborative approach is essential for building an e-learning future.” The author admits that there may be challenges, but suggests that e-learning offers increased opportunities for attaining and developing necessary skills.

Both Palloff and Pratt and Pantazis agree that people who partake in online learning communities collaborate with others which will in turn promote collaboration in the future. Traditional learning may promote independent thinking or encourage independent work. According to both readings, the authors agree that by incorporating online learning communities to learning, individuals will have better opportunities to collaborate.

Resources

Palloff, R. & Pratt, K. (2007). Building Online Learning Communities: Effective strategies for the virtual classroom, (2nd ed.). San Franciso: Jossey-Bass.

Pantazis, C. (2002). Maximizing E-Learning to Train the 21st Century Workforce. Public Personnel Management, 31(1), 21-26.

RSA 3

 

RSA3: Online and Blended Communities of Inquiry: Exploring the EDevelopmental and Perceptional Differences

According to our readings, technology used to support the purpose and goals of a professional learning community may include Course Management Systems (CMS). CMS support a variety of learners and is internet-supported. Blackboard and Desire-to-Learn are examples of CMS designed for teaching and learning to occur.

According to Akyol, Garrison, & Ozden (2009), a mixed method approach to a study of the development of a professional learning community include both online and a blended learning environment. Within either learning environment, a Community of Inquiry framework was used and it assumed that learning occurs within the community in social presence, cognitive presence, and teaching presence. In this study, data were gathered from a graduate course delivered online and in a blended format. The results indicated that in both the online and blended course a community of inquiry developed. The common goal is to create an effective learning community that enhances and supports a deep approach to learning. Limitations were noted in that fact that only one graduate course was included involving a limited sample size, therefore; caution should be taken in generalizing the findings.

Both the textbook and journal article indicate that online communities should follow a set framework or set of guidelines in order to be successful. In agreement with Akyol, Garrison, & Ozden (2009), blended courses have distinct advantages over online courses. Blended courses reduce the time needed to develop group cohesion and satisfy students by providing multiple forms of communication. Much like the students we teacher, blended models of services delivery best meet the needs of the communities.

References

Akyol, Z., Garrison, D., & Ozden, M. (2009). Online and Blended Communities of Inquiry: Exploring the Developmental and Perceptional Differences. International Review Of Research In Open And Distance Learning, 10(6),

DuFour, R., DuFour, R., Eaker, R., Many, T. (2010). Learning by doing: A handbook for

professional learning communities at work (2nd ed.).Bloomington, IN: Solution Tree

Press

Palloff, R. & Pratt, K. (2007). Building Online Learning Communities: Effective strategies for the virtual classroom, (2nd ed.). San Franciso: Jossey-Bass.

RSA2

RSA2: Leading Deep Conversations in Collaborative Inquiry Groups

According to our readings, one characteristic of a professional learning community (PLC) is a results orientation. To achieve this PLC’s must follow district and school goals, implement SMART goals, and focus on results not activities. The goal should not focus on what teachers do, but rather on what students learn.    

According to Nelson, Deuel, Slavit, & Kennedy (2010), leading deep conversation in collaborate inquiry groups leads to better student achievement. The authors state, “In whatever form, the potential for impacting student learning through this collaborative work is expanded or limited by the nature of teachers’ conversations (Nelson et al, 175). It is important that teachers do not focus on sharing stories of their teaching, but rather probe more deeply into teaching and learning. It was reported that if teachers contribute to deep conversations that include questioning, reflecting on evidence, and taking action PLC groups will see better results.

Both the textbook and journal article indicate that PLC’s should follow set guidelines, have a mission and values and most importantly be focus on results not activities. Being part of a PLC for several years, it becomes difficult at times to have deep conversations as with several professionals it is often easy to go off on a tangent, talk about something that went wrong, or a specific student, but by maintaining professional leadership and keeping the SMART goals in mind, with deep conversation, the teams will see better student achievement.

References

DuFour, R., DuFour, R., Eaker, R., Many, T. (2010). Learning bydoing: A handbook for

professional learning communities at work (2nd ed.).Bloomington, IN: Solution Tree

Press

Nelson, T., Deuel, A., Slavit, D., & Kennedy, A. (2010). Leading Deep Conversations in Collaborative Inquiry Groups. Clearing House, 83(5), 175-179. doi:10.1080/00098650903505498

RSA1: Teachers making connections: Online communities as a source of professional learning

Module 2: Creating a Focus on Learning

RSA1: Teachers making connections: Online communities as a source of professional learning

Professional Learning Communities (PLC) allow professionals to come together and create a focus for learning.  Often times, professionals, within the same discipline, teaching the same subject and work on similar goals, but do not have the time to collaborate, share, and make changes as necessary to promote better student achievement. Within our unit school district we have eight speech-language pathologists who teach at the secondary level. It would be valuable to collaborate, share, and work together to create a focus for student learning and professional growth; however, working in different buildings make it challenging to collaborate. 

           In Duncan-Howell’s article, “Teachers making connections: Online communities as a source of professional learning” (2010), she examines current professional learning opportunities and explains why they are ineffective. Duncan-Howell explains that online professional learning communities may be a new, more effective source of professional and student growth. In the article, it was reported that following a survey based research study; online professional learning communities were effective and well received by the participants.  Professionals were able to collaborate with others to provide the same services and work toward similar goals. The authors noted that reported disadvantages included dominators, discussions getting side-tracked, and misunderstandings.

            Throughout the chapter readings and Duncan-Howell article, professional learning communities were reported to be a source for collaboration, professional learning, and greater student achievement. For professionals who have limited access to collaboration with others who perform similar duties, an online professional learning community may be a more effective alternative than placement in a PLC with peers who meet district and building goals in a more traditional way (working with peers to teach within a similar subject area). According to Duncan-Howell, “The survey showed that teachers were seeking participatory learning that focused on practical classroom strategies that were relevant to them.” (p. 337)  An online PLC would be a great alternative where speech language pathologists who work with secondary level students can collaborate to create a focus for learning as it relates to the profession of speech-language pathology.

References:

DuFour, R., DuFour, R., Eaker, R., Many, T. (2010). Learning by doing: A handbook for

professional learning communities at work (2nd ed.). Bloomington, IN: Solution Tree

Press

Duncan-Howell, J. (2010) Teachers making connections: Online communities as a source of professional learning. British Journal of Educational Technology 41(2), 324-340.