RSA #5 Building Online Learning Communities

Cultivating Knowledge Sharing and Trust in Online Communities for Educators

Article:  http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?sid=c4ffcf5f-bbe7-438f-95a5-8a35d69cf625%40sessionmgr114&vid=4&hid=119

The value of an online community for educators lies in the rich and open exchange of ideas, experiences, and resources where educators feel both respected and supported. Yet among the most difficult challenges faced by online communities is fostering and sustaining knowledge sharing and trust (Booth, 2012, p.1). The purpose of this study was to examine successful online learning communities for k-12 educators to better understand ways in which knowledge sharing and trust are cultivated and supported.

The author of this article cites Wenger and his belief that, “online learning communities are not merely websites or databases of resources, they are groups of people who come together in an online space to learn, interact, and build relationships, and through this process develop a sense of belonging and mutual commitment” (Booth, 2012,  p. 4). This article states that, “knowledge sharing is a process of communication between two or more participants involving the provision and acquisition of knowledge (Booth, 2012, p. 4).  In reference to the social learning theory to online communities, Wenger states that “learning together depends on the quality of relationships trust and mutual engagement that members develop with each other” (Booth, 2012, p. 5).

There were two groups used in this study The National Education Leaders Network (NELN) and The English Teachers’ Online Community (ETOC). There were three primary sources of data used for each case study. An interview with the moderator, interviews with the members, and community documentation. Findings from this study underscore the importance of leadership for cultivating and sustaining a knowledge sharing environment and facilitating the development of trust in online communities; the moderator plays an essential role for successful online communities (Booth, 2012, 20). The author states that “within each community, members took on unofficial roles. Interview data suggested that the roles of played by various members were instrumental in sustaining knowledge sharing” (Booth, 2012, p. 21). Through interviews with members, several recognized informal roles emerged, including pot-stirrer, playful antagonist, thought leader, peacekeeper, and mentor. The unofficial roles that members played in both communities were based on both the personalities and knowledgeability of the members who assumed them (Booth, 2012, p. 21).  

According to Tschannen-Moran and Hoy (2000) trust requires attention to five facets, in order for a person to be regarded as trustworthy they must demonstrate:  benevolence, reliability, competence, honesty, and openness (Booth, 2012, p. 22). Findings from this study reveal evidence of all facets of trust being demonstrated by the moderator and members of the community; however, competence was frequently mentioned as the most important dimension of trust among members of the online communities (Booth, 2012, p. 22).  

Findings from this study indicate that members’ trust in the competence of other members and in the credibility of the moderator increased their willingness to engage in knowledge-sharing activities (Booth, 2012, p. 22-23). Trust is a key facilitating factor for knowledge sharing in online communities.

References:  

Booth, S. (2012). Cultivating Knowledge Sharing and Trust in Online Communities for Educators. Journal Of Educational Computing Research, 47 (1), 1-31.

RSA #2 Professional Development

No More ‘Sit and Get’: Rebooting Teacher Professional Development

Article:  http://neatoday.org/2013/04/29/no-more-sit-and-get-getting-serious-about-effective-professional-development/

This weeks module discusses the relationship between teacher professional development and student achievement. When teachers are provided time to collaborate and work together they are able to focus on how to better serve their students. One of this weeks readings states, “teacher professional development can improve student achievement when it focuses on teachers knowledge of the subject matter and how students understand and learn it.” (2005, p. 3).

The 2012 MetLife Survey of the American Teacher showed that educators who expressed a higher job satisfaction shared a common experience: They were more likely to have benefited from effective professional development opportunities and collaborative time with fellow teachers (Walker, 2013). Stephanie Hirsh, executive director of Learning Forward, an international association dedicated to improving educator and student learning states, unless professional learning is strengthened, teachers can’t be expected to develop and apply the necessary new skills and knowledge to improve student achievement (Walker, 2013, p.2).

In this article, the research shows, “in schools where professional learning is centered around job-embedded collaboration with a focus on student results, teachers feel less isolated and experience a greater sense of confidence and job satisfaction” (Walker, 2013, p.3). One teacher interviewed in the article feels that having time to share and collaborate with all of the other teachers at her school has made a big difference. She states, “the most valuable expertise we have is right inside our building and around the district. The best people we can learn from and help improve our practice are colleagues.” (Walker, 2013, p.2).

NEA President Dennis Van Roekel states, “ultimately, providing more effective professional development isn’t about benefiting teachers, it’s about benefiting students (Walker, 2013, p. 2).

References:

Teaching teachers:  Professional development to improve student achievement. (2005). Research Points:  Essential Information for Education Policy, 3, 1. Retrieved from http://blackboard.cuchicago.edu/bbcswebdav/pid-879802-dt-content-rid-3911384_2/courses/5220/5801_ImportedContent_20130823075615/AERA_Teaching_Teachers.pdf

Walker, T. (2013). No more ‘sit and get’:  Rebooting teacher professional development. NEA Today. Retrieved from http://neatoday.org/2013/04/29/no-more-sit-and-get-getting-serious-about-effective-professional-development/

RSA #1 Professional Learning Communities

                                                       

Easton (2012) discusses why professional learning communities are important and how to make sure they are used effectively. The author outlines the five principles of effective learning communities.  

The five principles of effective professional learning communities:

1.  Professional learning communities emerge from passion and purpose.

2.  Professional learning communities are sensitive to the environment.

3.  Professional learning communities are a result of relationships.

4.  People in professional learning communities acknowledge a variety of solutions and processes.

5.  Professional learning communities energize thinking

Learning is more than just the middle word in professional learning communities (DuFour, 2011). Learning is at once deeply personal and inherently social; it connects us not just to knowledge in the abstract, but to each other (Easton, 2012). Part of this article is similar to DuFour (2011) and the “right work” (p. 61). Dufour (2011) states, educators will collectively identify the right work and then create process to support teams as they focus their efforts on those matters that improve student learning (p. 61).

Some learning communities are the type that disappoint educators because they may be professional and they may be collaborative, but they are not about learning (Easton, 2012). The main focus of the professional learning community should be student learning. Usually schools work is focused on implementing a mandate; these mandates usually come from outside the school and it is difficult for members in the learning community to understand and benefit from the work they are given. It is essential that professional learning communities live up to their premise, accomplish their purpose, and achieve their promise by ensuring that learning dwells in the center of the structure (Easton, 2012).

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Link to online resource:

http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?vid=3&sid=e857c616-a29b-4299-a10f-8b55dd814c2d%40sessionmgr114&hid=119

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DuFour, R. (2011). Work together: but only if you want to. Phi Delta Kappan 92 (5): 57-61.

        Retrieved from http://www.kappanmagazine.org/content/92/5/57.full.pdf+html  

Easton, L. (2012). Principles of Design Energize Learning Communities: Practical Tips Put

the Emphasis on "Learning". Journal Of Staff Development, 33(4), 49-54.