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WHAT WORKS IN EDUCATION The George Lucas Educational Foundation

Collaborative Online Continuing Education: Professional Development Through Learning Communities

Technology enables educators to meet remotely to experience growth as teachers.
By Kathleen P. Fulton, Margaret Riel

Teachers learn technological skills while developing online learning modules.

Credit: University of Maryland

Today's technological tools make it possible to teach in new ways -- to do things differently or even to do entirely different things. Elsewhere we build a case for the multiple forces at play today for educational reform and how these reform goals have led to a greater emphasis on collaboration and the creation of learning communities as appropriate and effective vehicles for new learning for students.

These same forces offer the opportunity for new models for the professional growth of teachers. Learning communities share a way of knowing, a set of practices, and shared value of the knowledge that comes from these procedures. These learning communities, with expanded human and technological resources, bring together students, teachers, and community members in directing the course of education in new ways.

Teacher Evelyn Walls at Francis Scott Key Instructional Elementary/Middle School developed lessons using the Module Construction and shared instructional ideas as part of the Maryland Electronic Learning Community (MELC).

Credit: Maryland Electronic Learning Community

What is a Learning Community?

Knowledge construction in our society is rarely done in isolation. People in a field work together building on the ideas and practices of the group. Learning increasingly takes place in communities of practice (Lave and Wenger, 1991) or learning communities (Ruopp, Gal, Drayton, and Pfister, 1993; Pea and Gomez, 1992). A learning community is a group of people who share a common interest in a topic or area, a particular form of discourse about their phenomena, tools and sense-making approaches for building collaborative knowledge, and valued activities.

These communities may be large, the task general, and the form of communication distant, as in a group of mathematicians around the world developing math curriculum and publishing their work in a set of journals. Alternatively, they can be small, the task specific, and the communication close, as when a team of teachers and students plan the charter of their school.

Learning Communities for Teachers

Communications technology provides promising opportunities for collaborative learning environments for teachers in which they can reflect on practice with colleagues, share expertise in a distributed knowledge framework, and build a common understanding of new instructional approaches, standards, and curriculum. This corresponds with a view of professional development that moves beyond skills training and generic inservice delivery models to a more flexible, continuous engagement with other experts in the field (OTA, 1995).

The concept of continuous professional development in which teachers are given time to collaborate with colleagues and update knowledge and skills and are expected to assume much of the responsibility for their own professional growth and development has been identified by teachers as a critical element in school reform (OTA, 1995). This approach is used in projects such as the Mathematics Learning Forums Projects or PBS Mathline in which teachers use computer networks to link with colleagues around the country.

Ongoing professional growth is also the motivation for the design of new online social spaces such as SRI's TAPPED IN community center where teachers come to reflect on practice, experiment with new content, share approaches, take online courses, and provide pedagogical, technical, and emotional support to one another. These and other online professional development activities require the teacher to take greater responsibility for his or her learning. What follows is a case study of one learning community.

The Maryland Electronic Learning Community

The Maryland Electronic Learning Community (MELC) is an example of a teacher development and support group built upon the notion of formal training in technology integration and linked with continuing collaboration and support.

Funded in the first round of U.S. Department of Education Technology Innovation Challenge Grants, MELC is part of a larger challenge grant given to the Baltimore City schools, called the Baltimore Learning Community. The MELC project is a coalition of partners who form an electronic learning community using technologies such as digitized video, Internet resources, two-way video and audio for distance learning, and electronic mail to support and enhance middle school curriculum and professional development.

Central to the project is the creation of an electronic lesson plan template that is used by teachers to create online learning modules. This tool allows them to integrate rich and powerful online original sources (video, text, graphics, audio, and images) into the middle school curriculum. These electronic resources have been indexed according to topic area and against state outcomes and national content standards. The teachers access the resources via a search engine developed by University of Maryland faculty and graduate students. There is no centralized source of expertise in the project: learning goes back and forth in many directions as all of the different partners work to understand the best ways to blend rich content into the learning environment.

Professional development is embedded throughout the project. Teachers, university faculty, prospective teachers, and graduate students learn technological skills in the context of developing the modules. For some, this collaboration marks the first time they have used technology in their classrooms. Throughout the project, the question of support for teachers has been central.

How can the learning community provide support to the "front line warriors" -- the teachers working day-to-day with this new resource and teaching approach? In the first two years of the project, much of the support came from the University of Maryland researchers and consisted mostly of general and technical help. Training and support also comes from Baltimore City public school staff and UM researchers at regularly scheduled technology training sessions, now run over a two-way distance learning network. Teachers receive a small stipend for attending these optional sessions and are encouraged to develop modules in a supportive and collaborative environment. Gradually, however, collegial support is being provided by the teachers themselves in these informal sessions, in sessions they have organized in their home schools, and through e-mail and the project listserv.

Conclusion

Learning communities offer a strategy for educational reform that involves all participants -- parents, learners, teachers, community members, intellectuals, and political leaders -- in a continual process of evolving education. By establishing connections both inside and outside of the classrooms, where experts of all ages can be a part of the resources for learning, we can help all students establish life-long patterns for learning, support teachers in a process of continuing growth, and encourage all learners to take an active role in the construction of knowledge.

Kathleen Fulton is director for Reinventing Schools for the 21st Century at the National Commission on Teaching and America’s Future. Margaret Riel is associate director of the Center for Collaborative Research in Education at the University of California at Irvine.
References:
Lave, J., and E. Wegner. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge, MA: Cambridge University Press. Office of Technology Assessment, U.S. Congress. (1995).
"Teachers and Technology: Making the Connection." OTA-EHR-616. Washington, D.C.: U.S. Government Printing Office. Pea, R.D., and L.M. Gomez. (1992).
"Distributed Multimedia Learning Environments: Why and How?" Interactive Learning Environments 2, 2:73-109. Ruopp, R., S. Gal, B. Drayton, and M. Pfister. (1993).
LabNet: Toward a Community of Practice. Hillsdale, NJ: Lawrence Erlbaum Associates.

Comments (18)Sign in or register to postSubscribe to comments via RSS

Christina James's picture
Anonymous (not verified)

Tasonn,

I completely agree with you. It only hinders many professionals when new technology is presented but no one is around to show how it should be properly used. I'm very technology literate and it doesn't take long for me to figure new things out, but for others, by the time they've figured out how to use it; it's old and something else has taken its place.

-Christina James
Goldsboro, NC
Walden University

Becky's picture
Anonymous (not verified)

I agree that technology can be very challenging. I myself am not up to date on all the new technology and I frequently become frustrated when I do not know how to use required programs. I feel it would be very helpful to have a professional development session that teachers can attend to become more comfortable with the new technology.

Good Luck!

Becky
Fredericksburg, VA

Becky's picture
Anonymous (not verified)

I agree that being part of a learning community is an important aspect of becoming an expert teacher. It is a good way to branch out from the traditional professional development and obtain a wide range of information from a variety of teacher professionals. By joing a learning community, you can increase knowledge and improve teaching skills which will then help to move yourself up the novice to expert continuum.

Becky
Fredericksburg, VA

L Scarff's picture
Anonymous (not verified)

I totally agree with you that some teachers are becoming frustrated with all the new technology. What is worse are the teachers who just refuse to even try. I had to take an InTech course while student teaching, that was five years ago. There are so many new things that are avaiable now and I find it hard to keep up. I believe that professional learning is the way to go. At our school, the technology/computer lab teacher will give us all a tutorial of new programs and a select few get training in the things that we will use. I am lucky to be part of the technology group and get training. I was also able to attend our state's educational tech. conference this year. You can not do it all alone, we have way to many other obligations to help everyone. I hope this helps.

Judi's picture
Anonymous (not verified)

Online Learning Communities

Becky-
In this age of technology, it seems to me that an online learning community is an excellent way to both gain valuable information and experience interacting online. One can gain insights from fellow professionals literally nation- or even worldwide, on every conceivable teaching related issue. I believe such learning communities are a necessary element in gaining competence and expertise in the quest to becoming an "expert teacher." As a result of this article and discussion, I am planning to investigate some of the math related communities. Have you had the opportunity to participate in any learning communities?

Judi
Jacksonville, Florida

eb's picture
Anonymous (not verified)

Online learning sounds like a great idea, and I agree that we all need to be more responsible for our own professional development. I also like the idea of involving the community into the learning collaborative. My question is when does this happen? Days are filled, and evenings also overflow with school work, along with (hopefully) at least a little family time.
I also agree with the one who said that often new technology programs are merely presented. When it is a large group format, and not much follow-up, it's difficult for many, not just older teachers, even though at our building everyone pretty much steps up to the plate and tries to keep up.

Jess's picture
Anonymous (not verified)

We are a very small department of Spanish and Japanese Teachers! We are looking for a way to share a professional learning community online. If anyone has any input or comments, we would love to share and hear about them!

Online Degree Information's picture
Anonymous (not verified)

We need the top administration official to hear and appreciate how badly the education organization is broken down in some parts of the globe. Education is a great stepping stone in finish shortage once and for all, by enable people to work and be industrious members of society. It's time to teach people about binary numbers, how to stay healthy by hand wash, and other basic fundamentals.

Kathleen Fulton's picture

I was amazed to see this article that Margaret Riel and I wrote 11 years ago posted here! But the messages remain true as to the value we saw then for online learning communities of teachers. Although the project referred to in the article in Maryland is no longer in existence, we (National Commission on Teaching and America's Future) have developed an online community for teachers that supports them from preservice education through early years of teaching. It's called TLINC: Teachers Learning in Networked Communities,http://www.nctaf.org/resources/demonstration_projects/t-linc/index.htm
now supported by the U.S. Department of Education. (My coauthor on this article, Margaret Riel, was one of the original members of the TLINC design team!)

Margaret Riel's picture
Margaret Riel
Researcher/Professor

It was great to see the note from Kathleen. I am also pleased to see the interest in building learning communities online. Working with others over may years, I have developed a model for working in learning circles. I hope some of you may be interested in exploring online learning circles. It is a structure that can be used by professional learning communities to build knowledge or practice. You can find out more at http://onlinelearningcircles.org

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