Thursday, 2 February 2017

Barriers to teacher participation in an online community

I have been mapping what I think are teacher cultures/adviser cultures (those folks who are in a community supporting teachers) against what I think are the 'cultures' (way of doing things) prevalent in an online community - the argument being that there is a mismatch.


Wednesday, 1 February 2017


The key elements of teacher cultures (and I know these are open to debate) I would identify as:

Synchronous interactions interactions, with learners and other teachers take place live, in the moment.

They are location based in a school building and take place during the school day. 

They are led and influenced by senior teachers and Headteachers schools are built around hierarchies.

Learning is curriculum led.

There is a focus on formal assessment.

Even if you contend the extent to which each of these is a element of teacher cultures it becomes clear there is a mismatch with the cultural features of an online community. 

 
Considering the 'culture' of online communities - the way we do things in those communities - before trying to draw a comparison with classroom/school/teacher cultures and how the two interact.


The key elements of online communities are (and I know these are open to debate):


Asynchronous interactions learning conversations take place over a period of time and anytime (they are not time dependent).


They are not location based wherever you have access to a device connected to a network you can access the community e.g. using my Smartphone on the 6.05 am train into Glasgow.


They are and I know this has been contended non-hierarchical online interaction has none of the social clues that are a key element of and influence interaction in the physical, face-to-face world.


Social collaboration is the focus for learning its learning through conversation.


And very often the learning outcomes can be unintentional as learning is co-constructed by participants.


Sunday, 29 January 2017

I have also been exploring how a framework for evaluating learning/collaboration/collaborative learning might be used in the secondary school classroom - in this case in relation to Holocaust education - see www.theholocaustonline.co.uk for a suggested approach.





Saturday, 28 January 2017

This was a first attempt at evaluating what collaboration might look like in an online professional learning community.

Entry number one in my blog relating to the Open University Postgraduate Diploma in Online and Distance Learning.

I should start by saying that I tend to dip in and out of blogs and other applications that support networking, using them for a specific purpose and then moving on.

I am just about to complete the Networked Practitioner module with the Open University.

I used that to dip my toes back into part-time online study and have decided to sign up to the full postgraduate diploma.

More to come.

Jim.