Posted by Paul Barnwell on Thursday, 04/21/2016
It’s easy to fall for the novelty of a shiny new digital learning platform or app. Or to spend too much time debating the pros and cons of a given technology tool. This applies, of course, to both classroom teaching and also for professional learning and collaboration.
Early on in the process of facilitating the implementation of Virtual Learning Communities (VLCs) in Louisville’s Jefferson County Public Schools, I fell into the trap myself. Instead of spending more time on the why, I asked too many what questions:
Should we test out Google Classroom? How about Edmodo? Which platform would we use for interactive webinars? Discussion? What about resource sharing?
But I’ve realized that our project, titled JCPSVoice, must be driven by relationships and inquiry, over-time. We obviously need to harness the power of digital connectivity and technology tools when designing VLCs. If authentic human connection isn’t part of the VLC process, then the project won’t succeed. Technology is just a supplement--albeit an important one--for VLC work.
After the JCPSVoice facilitators finished extensive training through the Center for Teaching Quality, they all commented on the power of familiarity within a cohort-based model. Although the facilitators never met face-to-face, they “saw” each other on a series of webinars, gained confidence in using their voices (not just chat boxes), and practiced presenting.
Their instinct--and I think it’s a good one--is that VLCs should be designed with a cohort-based model in mind. If VLCs are to promote ongoing learning and reflection, there is much greater potential for consistent engagement if some of the same faces and voices appear time after time.
The JCPSVoice team is also learning that the learning curve for VLC engagement can turn teachers away if technology demands issues are too cumbersome or intimidating. For this reason, we’ll be offering a number of face-to-face launch and registration sessions over the summer, with hopes that the in-person connections will provide a more reassuring foundation for participants to jump into virtual work.
Admittedly, it’s not always possible to get folks in a room together, but we’re anticipating a big enrollment boost by introducing a hybrid element to our VLC model. A little bit of face-time to get started and maybe some more along the way.
There are no human shortcuts when it comes to powerful professional learning. Regardless of the tool used for virtual learning, remember: it starts with people and purpose. Meaningful, deeper learning for teachers (and subsequently for students) will not occur without building connections among educators and providing the time and space for ongoing conversation and collaboration.
ICYMI: 5 qualities of transformative VLCs by Wendi Pillars