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Click to edit Master title style PLCs in the 21 st Century: Partnerships for Powerful Learning Sheryl Nussbaum-Beach Doctoral Candidate at William & Mary.

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Presentation on theme: "Click to edit Master title style PLCs in the 21 st Century: Partnerships for Powerful Learning Sheryl Nussbaum-Beach Doctoral Candidate at William & Mary."— Presentation transcript:

1 Click to edit Master title style PLCs in the 21 st Century: Partnerships for Powerful Learning Sheryl Nussbaum-Beach Doctoral Candidate at William & Mary CEO, Powerful Learning Practice Dr. Sofia Pardo Lead Researcher, ideasLAB

2 Click to edit Master title style Making the Case for Change The world is changing. Kids are using social technologies. No one is teaching them. Traditional professional development doesn't work. Powerful Learning Practice takes a different, unique approach to professional learning. “The research tells us that teachers need to learn the way other professionals do— continually, collaboratively, and on the job. The good news is that we can learn from what some states and most high-performing nations are doing.” ~Linda Darling Hammond

3 Click to edit Master title style PLP Professional Development Design… Seek out 20 schools/districts willing to invest some time in exploring the challenge of 21st Century Learning. Ask the schools to identify small teams of 5-6 educators who are ready for this exploration. With the support of our PLP Community Managers, Cohort Community Leaders, PLP Fellows, Experienced Voices, and Team Leaders we begin that exploration together. …With the eventual goal of "scaling up" the exploration in each participating school. "I didn't realize how far along we'd come until the end. My whole life has changed and this whole new world has opened up to me." -Melanie Hutchinson, - International Cohort

4 Click to edit Master title style Workshops Two all day workshops that build capacity, community and develop 21 st Century skills. Webinars Live meetings where teams meet, listen and then reflect in small groups. Virtual Learning Community Where we deepen understanding, network, share resources and grow as a community of practice. Professional Learning Teams Job embedded teams who meet face-to-face and work towards scale and alignment of 21st Century skills with school improvement goals PLP Model

5 Click to edit Master title style PLP takes a 3-pronged approach to PD - Professional Learning Communities (PLC) - Global Communities of Practice or Inquiry (CoP) - Personal Learning Networks (PLN) We coined the phrase Connected Learning Communities to encompass the 3 pronged approach.

6 Click to edit Master title style Community is the New Professional Development Cochran-Smith and Lytle (1999a) describe three ways of knowing and constructing knowledge that align closely with PLP's philosophy and are worth mentioning here. Knowledge for Practice is often reflected in traditional PD efforts when a trainer shares with teachers information produced by educational researchers. This knowledge presumes a commonly accepted degree of correctness about what is being shared. The learner is typically passive in this kind of "sit and get" experience. This kind of knowledge is difficult for teachers to transfer to classrooms without support and follow through. After a workshop, much of what was useful gets lost in the daily grind, pressures and isolation of teaching. Knowledge in Practice recognizes the importance of teacher experience and practical knowledge in improving classroom practice. As a teacher tests out new strategies and assimilates them into teaching routines they construct knowledge in practice. They learn by doing. This knowledge is strengthened when teachers reflect and share with one another lessons learned during specific teaching sessions and describe the tacit knowledge embedded in their experiences.

7 Click to edit Master title style Community is the New Professional Development Knowledge of Practice believes that systematic inquiry where teachers create knowledge as they focus on raising questions about and systematically studying their own classroom teaching practices collaboratively, allows educators to construct knowledge of practice in ways that move beyond the basics of classroom practice to a more systemic view of learning. We believe that by attending to the development of knowledge for, in and of practice, we can enhance professional growth that leads to real change. Cochran-Smith, M., & Lytle, S.L. (1999a). Relationships of knowledge and practice: Teaching learning in communities. Review of Research in Education, 24, Passive, active, and reflective knowledge building in local (PLC), global (CoP) and contextual (PLN) learning spaces.

8 Click to edit Master title style The Pilot June Met virtually and planned Created marketing materials Recruited teams, fellows & community leaders Trained Fellows & Team Leaders in Elluminate July F2F training for Fellows, Community and Team Leaders Kickoff August – September-October Webinars Online community involvement November Culminating F2F Survey December- April Content Analysis Concluded pilot work Research collaboration in 2009 between ideasLAB in Australia and Powerful Learning Practice in USA

9 Click to edit Master title style NING and Pulse Pulse Burst Icon

10 Click to edit Master title style Purpose of Study The purpose of our study is to identify the: nature evident outcomes of professional conversations among educators in an asynchronous, team-based, online community of practice. The conversations took place in a white list application for social network creation called NING

11 Click to edit Master title style Research Questions Flow: What is the flow (i.e., direction) and frequency of the posts among differing roles within the learning community? Function: What is the function (i.e., purpose) and frequency of the posts among posts differing roles within the learning community? Content: What is the content (i.e., topics) and frequency of the posts among posts differing roles within the learning community?

12 Click to edit Master title style Content Analysis Methodology Created function categories* Identified content categories** Developed codebook in Google Docscodebook Created Analysis Tool- Pulse Piloted coding while training coders in Skype ( we started with 5, then 4, then 3) Calculated inter-rater reliability ( * Adapted from Bonk & Kim's (2008) 12 forms of mentoring & Gunawardena, Lowe & Anderson (1997) online knowledge construction analysis model ** Adapted from Australian e-potentials survey (2008)

13 Click to edit Master title style Content Analysis: Interrater Reliability File size:112 bytes N coders:3 N cases:16 N decisions:48 Average Pairwise Percent Agreement Average % Agreement Average Cohen's Kappa Flow95.8 % Content95.8 % Function81.25 % AVERAGE90.97 %.82 Flow: file:///C:/Users/snbeach/Desktop/FLOW.php.htmfile:///C:/Users/snbeach/Desktop/FLOW.php.htm Function: file:///C:/Users/snbeach/Desktop/FUNCTION.php.htmfile:///C:/Users/snbeach/Desktop/FUNCTION.php.htm Content: file:///C:/Users/snbeach/Desktop/CONTENT.php.htmfile:///C:/Users/snbeach/Desktop/CONTENT.php.htm

14 Click to edit Master title style Content Analysis Methodology Unit of Data Collection Discussion thread within an online connected learning community Unit of Data Analysis Individual posting to discussion thread within a forum, blog post, or group room in an online connected learning community. Flow was analyzed from context of thread Type of Evidence: Manifest vs. Latent Manifest or explicit meaning that can be objectively derived from the words used and the thoughts expressed in the postings.

15 Click to edit Master title style Mean, Median, Mode, SD, Range MeanMedianModeSDRange Member Team Leader & 2 (Bimodal) Fellow Comm Leader No mode Exp Voice

16 Click to edit Master title style Frequency and Direction of Posts Member Fellow Community Leader Team Leader Experienced Voice Experienced Voice Broadcast Team Leader Flow

17 Click to edit Master title style FLOW Who is talking to whom? 1215 is 76% of entire posts (1636)

18 Click to edit Master title style FLOW (cont.) Where are these conversations taking place?

19 Click to edit Master title style Flow (Frequency and Directions of Posts

20 Click to edit Master title style Flow (Frequency and Directions of Posts

21 Click to edit Master title style Flow (Frequency and Directions of Posts

22 Click to edit Master title style Flow (Frequency and Directions of Posts

23 Click to edit Master title style Flow (Frequency and Directions of Posts

24 Click to edit Master title style FLOW (cont.)

25 Click to edit Master title style FLOW (findings) Majority of comments were broadcasted with slightly higher numbers in public (384) than group spaces (358). Members posted mostly in group spaces yet they were addressed more often in public spaces. Fellows addressed team leaders three times more than team leaders did to fellows. (Directional Reciprocity) Out of 130 community members, 20% chose not to post and just observe (lurk). While the community was designed with loose governance, the higher the perceived leadership role the comments took on a more specific direction.

26 Click to edit Master title style FLOW (cont.) Content AreaDescriptors LT - Learning and Teaching- if they talk about students good chance it should be coded here. Creativity and Innovation- Critical Thinking and Problem Solving- Communication and Collaboration - Lesson planning and delivery (methods) Differentiation Pedagogy Active Engagement Teacher performance Teacher role Digital literacy AR - Assessment and Reporting Testing: assessment intended to measure the students' knowledge, skills or other abilities Surveys: Instruments used to collect student data Portfolios: Collection and display of students work Analysis of data (e.g. scores, feedback) Data driven decision making Need for changing current assessment practices/methods Selection of appropriate assessment Creation or implementation of assessment

27 Click to edit Master title style FLOW (cont.) Content AreaDescriptors COM - Classroom Organization and Management Physical layout: Positioning of desks/areas of work in the classroom or other spaces within the school Student grouping for learning in physical or virtual environments Organizes for effective teaching Rapport building with students or other student relationship aspects Effective use of time Includes management of electronic environments ET - ICT Ethics Digital citizenship (cybersafety, copyright, acceptable use, privacy, cyberbullying, digital rights, digital footprint and responsibilities, ) A digital citizen commonly refer to a person that participates in society using a certain amount of information technology Digital Access and Digital divide: The digital divide is the gap between people with effective access to digital and information technology and those with very limited or no access at all. Intellectual property information technology

28 Click to edit Master title style FLOW (cont.) Content AreaDescriptors R - Resources Creating/sharing/remixing resources Tools/gadgets for tools sake Quality/vetting of resources Locating resources Access of resources PL - Professional Learning Participating in and applying, planning, sharing experiences around ICT PD or other educationally relevant learning Reflecting on frequency, type and effectiveness of ICT PD Formal and informal professional development opportunities (such as PLNs, online meetings, inservices) Shared norms and community building (local or global) Professional learning on the part of the teacher in a connected learning environment Learning how to make effective use of time in digital environments Formal or informal personal learning on the part of the teacher to improve over time

29 Click to edit Master title style FLOW (cont.) Content AreaDescriptors L - Leadership Sharing ideas, resources at school with other educators/networks Supporting and facilitating in the CoP Supporting or advocating change Influencing school policies and practices Teacher leadership Instructional leadership 21st Century administrator Professional learning communities: A professional learning community (PLC) is an extended learning opportunity to foster collaborative learning among colleagues within a particular work environment or field. It is often used in schools as a way to organize teachers into working groups. Shared vision/mission collaborative learning

30 Click to edit Master title style Content of Discussions by Role

31 Click to edit Master title style Content of Discussions by Role Learning and Teaching

32 Click to edit Master title style Content of Discussions by Role Professional Learning

33 Click to edit Master title style Content of Discussions by Role Resources

34 Click to edit Master title style CONTENT While it was expected to have a high concentration of comments in T&L and Professional Dev areas, we were surprised at the number of comments around resources. While members posted mostly in group spaces, the topic of L&T was discussed more in public areas of the community. However, the opposite happened with professional learning as it occurred more often in the smaller, intimate setting of the groups-with the exception of the CL role. Members talked about resources everywhere (both public and private) however, Fellows discussed resources more in groups. CL continued to be public in their leadership role.

35 Click to edit Master title style Content of Discussions by Role Knowledge FunctionsIndicators N/A Not Applicable Things we do not need to code because they do not fit a function. Or responses such as "Me too" "I agree" "I do" "Exactly" "Yes/No" S Seeking specific information/clarification/or general advice Questions that seek specific information (How do you...) (Has anyone... Question or statement that invites explanation or clarification (How did you do... Could you explain how this works...) Question, statement or experience that invites other people’s opinions (Help?... Ideas?...) This is an individual trying to get help-- not just something with a question mark. ShI Sharing information (e.g. tool, urls, articles)Sharing a resource such as articles, blog, tools, websites, samples of work. Or sharing a fact that is not supported with point of view, or similarities and differences between points of view or supported with lessons learned and actions taken, or thoughts and feelings. GA Guided AdviceSuggestions like (Let me know how it goes... or let me know if you want to talk about it..) (Course of action- if the person, even in asking for information, includes a course of action for keeping things from being "this way" )Offers support (Is there anything I can do?) (Let me help you)

36 Click to edit Master title style Content of Discussions by Role Knowledge FunctionsIndicators SPV Sharing a point of viewShares own point of view on discussion topic. No mention of another's point of view. If only the writer's opinion is present code here. (I think that... I believe that...) CPV Contrasting points of viewIdentifies similarities/differences between own point of view and others or between others point of view. You need to be able to identify at least two people giving a points of view (even if they agree). If "I agree" "yes, absolutely" Or Yes, that's right" is in the statement it should be coded here. (I agree with this person’s... the argument seems to have two sides...) SE Sharing/contrasting experiences Sharing positive as well as problematic experiences that account for actions taken, associated thoughts and feelings and/or lessons learned and reflections (I did this with my students...) This could be any form of action- not necessarily something of value (eg. reading an ) but it is an actual description of experience rather than an opinion. ME MentoringAsking facilitating kinds of questions meant to help the learner think deeply or metacognate. Mentoring and nurturing kinds of suggestions like (Let me know how it goes... or let me know if you want to talk about it..) (Offering moral support)This is a coaching role and encourages reflection.

37 Click to edit Master title style Content of Discussions by Role Knowledge FunctionsIndicators NM Negotiation of meaningDiscussing meaning of terms, concepts or ideas, negotiation of the relative weight of ideas from an individual perspective. You should be able to pinpoint the concept or idea that is being discussed. If it blurry then it probably isn't negotiation of meaning. - (My interpretation of... This idea could mean...) Must include meaning or description of the concept so that meaning is illuminated clearly as well as pinpointing concept to be scored here. Theoretical ideas and concepts, not just opinions. Does the speaker try to create deeper meaning around the concept rather than just share/contrast opinions and experiences. There may be questions that guide folks to thinking more deeply about the concept. "Let's think about Norm building together..." Does this post seem to be in a different league of depth than the other posts in this thread that were scored point of view or experiences? TK Testing and modification of knowledge (aka Professional Growth) Contrasting new knowledge against existing cognitive schema, personal experience and other resources. Allusion to the relationship between the new knowledge/practice and the old knowledge/practice must be clearly articulated (My thinking has been challenged... I previously did this but now I do...) Need to see clearly both thinking before and thinking after.

38 Click to edit Master title style Function of Discussions by Role

39 Click to edit Master title style FUNCTION The three most utilized levels of knowledge building were sharing info, sharing/contrasting exp, and sharing point of view. The content they were sharing, contrasting, or giving a point of view on aligned nicely with the top content areas as well. Least used knowledge functions were the highest order skills- negotiation of meaning and professional growth, with negotiation of meaning only occurring at the CL level. Most mentoring took place in the CL role. The content being mentored was PL, Leadership, and L&T

40 Click to edit Master title style International perspectives deepened the professional conversation that took place by those involved in the coding. However, because of the under utilization of the EV (international visitors) further study needs to occur as to make the most of the opportunity for diverse conversations at the community level. Tools were mastered within the context of knowledge building for the most part, with the exception of resource sharing. More focus to the development of a shared vision for community outcomes needs to happen at the start of the project. Job-embedded PD that results in significant shift doesn’t occur in 4 months. Pulse holds tremendous potential for unlocking emprical truths in CMC because of the ease of use and authenticity of data placement

41 Click to edit Master title style References Bonk, C. J., & Kim, K. A. (1998). Extending sociocultural theory to adult learning. In M. C. Smith, & T.Pourchot (Eds.) Adult learning & development: Perspectives from educational psychology. Mahwah, NJ, USA: Erlbaum Associates. Freelon, D.G. (2010) ReCal: Intercoder Reliability Calculation as a web service. International Journal of Internet Science 5 (1), Gunawardena, C. Lowe, C & Anderson, T. (1997). Analysis of global online detabe and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research 17(4), DEECD (2008). ePotential Teacher ICT Capabilities Survey; Powerfuil Learning Enabled by ICT.

42 Click to edit Master title style What is PULSE? Pulse is a unique online content analysis tool that enhances the capacity of students, teachers and researchers to document, manage, understand and assess distributed online content by associating rich meta-data with it. It is an embedded contemporary assessment tool that provides a platform for assessing 21st century skills in a meaningful and authentic manner.”

43 Click to edit Master title style Roadmap Beta testing cycle completed on February 2011 Product and/or service available to public March 2011 Expressions of interest :


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