collaboration in learning: teaching in the networked world

Collaboration in learning

Teaching in the networked world

Mal [email protected]

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Introduction• Solitary, insular teaching – that of paper based era• Collaborative, networked, 24/7/365 – that of digital and networked

world• Concomitant change of mindset• Awareness of macro trends• Ever lessening importance of the physical place• Increasing centrality of Web and demise of traditional boundaries, • Shift – logical extension of wider societal developments • Today’s webinar – about readying your school, staff and community


School Teaching Today• Insular, conducted behind closed doors of physical place • Within set hours – for less than 20% of learning time• Mass, class group• Paper based – paper technology shaping nature of the teaching and school

organisation• Constancy and continuity• Solitary teachers – closed classroom doors – teacher as gatekeeper -

controlling teaching and assessment• Distrust• Pronounced focus on cognitive/the formal curriculum• Comment?


Out of school ‘teaching’• By default left to parents/children • In context, anywhere, anytime, 24/7/365• Pronounced impact of learning culture of home/parents• Networked, collaborative, connected• Normalised use of suite of digital technologies• Universal nature learning by young evidenced since mid

90’s • Personalised, largely self-directed


Out of school ‘teaching’• Personalised, largely self-directed• Increasing self-teaching – with peer and network support• Constantly evolving, ‘buzz of the new’• Unfettered exploration of ever-evolving opportunities• Intrapersonal, interpersonal and to a lesser extent

cognitive development focus (Pellegrino and Hilton, 2012)• Trust • Comment?


Collaboration – home and school • Rhetoric and reality – miniscule genuine collaboration• ‘One – way collaboration’ (Grant, 2010)• Control with schools/teachers/bureaucrats • Parent/student disempowerment, shut out• Pronounced turnaround with digital normalisation and school’s move to networked

mode• Teacher willingness to collaborate• Key - the astute principal• Why so? – yet to be researched • Uncertainty re need for digital normalisation by school• Seeming natural growth in school’s desire to collaborate


Teaching in networked schools• Experience of pathfinders in UK, US, NZ and Australia• Early days – still relative rarity• Across socio-economic, size, location, sector spectrum• Visionary leadership• Willing staff• Conducive learning culture• Willing and capable community• Apposite digital infrastructure• Digital normalisation • Concern to provide apposite C21 education for every child


Our visionIn summary, collaborative teaching seeks to:

• build on the excellent work being done within the school walls • enhance the teaching by coupling it with that being done outside the

school walls by all the teachers of young people • improve the quality of the contribution by all those teachers • more consciously improve the quality of the teaching of the young

people from birth onwards in every facet of their lives.

Lee and Ward 2012, p50


Nature of the collaboration• Multi-faceted, networked and unbounded• Networked mindset• Using resources beyond school gates• Using community as a teaching space• Authentic and inquiry based learning• Collaboration across professional teaching community• Collaboration with other professionals • Collaboration with families – parents, carers and grandparents


Evidence for collaboration• Parents as prime teachers – from birth onwards• Grandparents as teachers• Students as their own teachers• Student attainment and home-school collaboration• BYOT• Potential for more personalised learning• Bridging the divide• Streamlining and improving teaching• Underdeveloped potential


Connected learning• Continued and escalating enhancement of the young’s ‘out of school’

connected learning• Building on near 20 years evolution• Bringing the networked mode into the school• Recognising individual children’s preferred mode of learning and

building upon• Impact of current laissez faire approach• Propensity for the educationally advantaged to be further advantaged• Vital need for astute teacher intervention to assist all students• MOOCs – the elephant in the room


24/7/365 ‘teaching’• Merging of the ‘in’ and ‘out’ of school teaching

trend lines• Shaping apposite 24/7/365 holistic education

for life and work• Involving all the teachers of the young – from

birth onwards• Opportunities, challenges and potential pitfalls


Conclusion• Understanding the megatrends• Readying your school• It’s the mindset – not the resources• And astute school leadership


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collaboration in learning: teaching in the networked world

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