Interrogation of Blended eLearning PLD Provision

7/27/2019 Interrogation of Blended eLearning PLD Provision

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Interrogation of Blended eLearning PLD Provision

Supplementary Notes to accompany presentation hosted in a Weebly site By: Diana Wilkes

Blended eLearni ng (BeL) as a Transformative Professional Learning (PL)

provision

Background to BeL and Rationale

Structure and ApproachBeL PL is outlined in the Project Initiation Document (PID) dated 31 March 2011 and was designed

to be one of five programs in the overarching eLearning Professional Learning and Development

programme. The PID provides the parameters for expectations of Te Toi Tupu‟s responsi bilities with

regards to BeL PL in line with Ministry priorities and responds to key drivers for change: raising

student achievement through a „system wide‟ approach which includes:

Providing additional support to schools with a high proportion of students traditionallyunderserved by the education system

Making changes to centrally funded professional learning and development arrangementsSee Appendix A for a more detailed review of BeL and the tools that are used during provision of PL.

AimThe aim of BeL PLD is to provide a professional learning and development programme for schools inthe four regions that is:

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Evidenced and inquiry based with action research in the form of inquiry at its core

D Wilkes- Transformative PL Provision

Figure 1: Transformational Matrix (Source: Upgrade Your Curriculum, 2013)

Constructivism, where knowledge is first constructed in a social context and involves prior learning

(Vygotsky, 1978) is promoted in BeL through active participation in Communities of Practice (COPs)

and action research. Connectivsm, which is when connections come to life through networks to

aggregate, remix, and co-construct knowledge (Siemens, 2010) is embedded in BeL through the

development of Personal Learning Networks (PLNs) for our cyborg teachers with connected

knowledge networks for blended professional learning environments. Experiential learning theory

where "knowledge is created through the transformation of experience" (Kolb, 1984, p. 41) is seen in

BeL as there is ample opportunity for teachers to trial new tools and strategies through blended

workshops and by inquiring into their practice.

Impact / Effectiveness of this provisionThe BeL Intervention Logic (see Appendix A) aims to improve the process outcomes and school level

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free-flow of communication and interactions

there is an increased capacity for professional autonomy

participants are equipped with the skills and opportunities to act as shapers and

knowledgeable critics of reform

In addition, Cranton & King (2003) propose five strategies for transformative professional learning:

action plans, reflective activities, case studies, curriculum development, and cr itical theory

discussions. In BeL, these five strategies are actually blended and they are grounded in the over-

arching action research approach in order to promote professional learning autonomy.

Facilitator as Change Agent

Because BeL Facilitators employ the transformative approach they are able to:

act as a change agent for all learners in the school community through inquiry

provide blended support focusing on the pedagogy

be culturally responsive and promote equity for priority learners who have been traditionally

underserved, moving away from deficit theorizing (Bishop & Berryman, 2010)

personalize the PL for individual schools and teachers and support in a blended approach

develop agency within the schools so they are less dependent on external support, including use of eLPF as a review tool

promote coherence across PL provisions by focusing on the pedagogy both striving for a sharedlanguage and feedback loop; and between key documents such as NZC, eLPF, PEP, Ka Hikitia,

MOE Intervention Logic, research etc.

promote distributed leadership

engage and support the existing PLCs within the school , promoting a COP and critical

friendships as a mechanism of internal support and self-directed learning opportunities

I B L th f d i l t t k l d lt l




Figure 3: PL Models

In addition, Figure 3 outlines the nine different models of CPD which are in three broad categories-

transformative, transitional and transmissive as determined by Kennedy (2005). This framework can

be used to pinpoint the BeL PL provision as The Transformative Model. I will use the five questions

Kennedy provides to critique PLD models to demonstrate my thinking around why BeL is a

transformative provision:




Critical Comparison:

Coaching and mentoring requires; active initiation and participation within the process, pressure andsupport to maintain the process long term, changing behaviours and beliefs and ownership of thechange process (Coaching Leadership, Robertson, 2005) . Coaching is often 1:1, prompting deeplearning to move teachers out of their comfort zones, provokes vicarious learning and providesoutside perspectives to lead to a study of practice not self . It implies that one partner is novice andone is experienced, often leading to a more transmissive PL provision (Kennedy, 2005). The criticaldifference between coaching/mentoring and transformative provisions is that while transformative PLmay use coaching/mentoring if it is needed it has all approaches available, making it flexible and

needs based. BeL has been described as transformative and will be compared with theCoaching/Mentoring Model using Timperley‟s 10 Key Principles to effective PL below.




BES- PLD

Principle

Transformative BeL PL provision compared to Transitional- Coaching and

Mentoring provision

1. Focus on valuedstudent outcomes

The research indicates that if PL is not focused on student outcomes it isineffective (Timperley, 2008). Both transformative BeL and transitional coaching/mentoring models support this principle and aim to use robust data toinform goals (PID, 2011 and Robertson, 2005).

2. Worthwhilecontent

In Tomorrow’s Schools-Yesterday’s News Hattie indicates “that improvingcapacity requires sustained effort- not just professional development days but

various forms of coaching and mentoring” (2011, p.126). So while acoaching/mentoring model has the potential to meet PL needs in terms of content, it can be transmissive in design. On the other hand, the transformative

BeL approach is far more open-ended and personalized. This can also beattributed to the nature of self-governing schools who are guided by NZC but

create their own curriculum in consultation with their community.

3. Integration of knowledge and

skills

Effective PL will integrate theory and practice but must also take into account prior learning. Working in collaborative communities provides the cognitive

tools, ideas, theories, knowledge and concepts to make sense of their experiences. In BeL, this is iterative, “dynamic, creatively chaotic,transformative and evolves through the interaction in groups” (Earl and Hannay,2011, p.187) because teachers have many opportunities for 1:1 coaching, accessto their PLN/COP, needs based workshops and critical friendships wheremultiple people can play multiple roles compared to the coaching model.

4. Assessment for professionalinquiry

Timperley (2008) highlights that the most effective approach to PL involvescycles of inquiry that begin with the learners needs. Both BeL andcoaching/mentoring emphasise the use of data to make goals but the iterative

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mental models to prompt new learning with their colleagues.

8. Knowledgeable

expertise

External experts need to challenge assumptions and provide needs based

learning. For coaching, research “...demonstrates that the presence of facilitatorsacting as scholar-practitioners and/or researchers in the coaching process notonly is welcomed by participants but also strengthens the reflexive nature of themodel” (Robertson, 2005, p.71). However, BeL affords far more opportunity for external expertise through the blended approach and connected networks such asthe VLN as well as f2f experts from Netsafe, Creative Commons, Te Toi Tupuetc. as well as promoting internal expertise and distributed leadership. BeLFacilitators often have to disrupt their mental models at National/Regional huis

which builds their facilitation capacitiy and equips them with a kete of resources/strategies/tools/questions making them more effective agents of change.

9. Activeleadership

“Active involvement of leaders in the promotion and participation in teachers professional learning rather than leaving this important part of school

organization up to others” (Timperely, 2011, p.118) is essential. Both BeL andCoaching/Mentoring can promote active leadership and rely on leaders who arewilling to invest in the learning process, leading learning by modelling learningtransparently.

10. Maintainingmomentum

BeL has the hook of digital technology and the continuous online support to helpmaintain momentum whereas our coaching traditionally depended on f2f time.With coaching/mentoring provisions a continued journey is expected, the coachmay change but the support remains (Robertson, 2005). With BeL, the nature of the PL leads to BEL facilitators becoming obsolete due to school agency andsustainability (C Jager, personal communications, October 10, 2013).

Furthermore, the transformative approach within BeL is more effective PL than coaching because it

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APPENDIX A: Description of BeL PL




References

Anderson, T. (2008). Towards a theory of online learning. In: Anderson, T. & Elloumi, F. Theory and practice of online learning. Athabasca University. Retrieved from:http://cde.athabascau.ca/online_book/pdf/TPOL_chp02.pdf

Bishop, R. & Berryman, M. (2010). Te Kotahitanga: culturally responsive professional

development for teachers. Teacher Development. 14(2). 173-187.

Cranton, P and King, K. (2003). Transformative Learning as a Professional Development Goal New Directions for Adult and Continuing EducationVolume 2003, Issue 98, Article first

published online: 2 JUN 2003

Hattie, John. 2010. P.186Cognition Institute Tomorrow‟s Schools: Yesterdays News.

Hattie, John Visible LEarning

Connectivism: A new learning theory? Retrieved from http://elearning.surf.nl/e-learning/english/3793

Dewey, J. (1916). How we think. Boston, MA: Houghton Mifflin Company.

Downes, S. (2012). Connectivism and Connective Knowledge. National Research Council Canada.Retrieved from http://www.downes.ca/files/Connective_Knowledge-19May2012.pdf

Dunaway, Michelle Kathleen. (2011). Connectivism: Learning theory and pedagogical practice for networked information landscapes. Reference Services Review, 39(4), 675 - 685. Retrievedfrom http://www.emeraldinsight.com.ezproxy.waikato.ac.nz/journals.htm?articleid=17003461&show

b # h h K j 14O d f

http://cde.athabascau.ca/online_book/pdf/TPOL_chp02.pdf


http://onlinelibrary.wiley.com.ezproxy.waikato.ac.nz/journal/10.1002/(ISSN)1536-0717

http://elearning.surf.nl/e-learning/english/3793

http://www.downes.ca/files/Connective_Knowledge-19May2012.pdf

http://www.emeraldinsight.com.ezproxy.waikato.ac.nz/journals.htm?articleid=17003461&show=abstract#sthash.Kuje14Oq.dpuf






http://www.downes.ca/files/Connective_Knowledge-19May2012.pdf

http://elearning.surf.nl/e-learning/english/3793








O‟Connell, P. (2012) Is Sustainability of Educational Reform an Article of Faith, or Can it be

Deliberately Crafted? Pub Learning Media Ltd. New Zealand

Robertson, J. (2005). Coaching Leadership: Building Educational Leadership Capacity through

Coaching Partnerships. Wellington, New Zealand: NZCER Press.

Robinson, V. (2003). “Teachers as Researchers: A Professional Necessity?” Set: Research Information for Teachers, no. 1, pp. 27 – 29.

Siemens, G. (2010). Connectivist Learning Theory. Retrieved from

http://p2pfoundation.net/Connectivist_Learning_Theory_-_Siemens

Sachs, J. (2003) The Activist Teaching Profession. Buckingham: Open University Press.

Timperley, H., Wilson, A., Barrar, H., and Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis Iteration [BES]. Wellington: Ministry of Education.

Timperley, H. (2011). Leading teachers professional learning . In Robertson, J and Timperley, H(Eds.), Leadership and Learning (pp. 118-130).

Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.

Upgrade your Curriculum. (2012). Transformational Perspectives: Transformational Matrix.

Retrieved from http://www.ascd.org/publications/books/112014/chapters/Transformational-Perspectives.aspx

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http://www.educationcounts.govt.nz/publications/series/ibes



http://www.ascd.org/publications/books/112014/chapters/Transformational-Perspectives.aspx















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This Intervention Logic used for BeL places students at centre, uses data robustly, accounts for

assumptions of PL chain of influence, is evidence based and evaluative.

Inputsactivities outputsoutcomes impact

This involves a robust scoping phase which includesinitial interviews, conversations with the Senior

Advisor from each school.

Retrieved from http://community.tetoitupu.org

BeL PL is in line with the MOEs

Integrated System of Support for Learnersoperating in the the school initiated

iteration and promotes culturallyresponsive approach with all schools.

Retrieved fromhttp://nzcurriculum.tki.org.nz/System-of-

support-incl.-PLD

Outcomes: There are four

project outcomes that facilitators

work towards using a personalized approach founded

in a highly intensive scoping

process. Facilitators work acrossa number of schools within their

region.

Retrieved fromhttp://community.tetoitupu.org

Outcome 1 –

Leadership

Raised capability of leaders and schools to use e-

Learning (tools and practices) for continuous

improvement

Outcome 2 –

Student achievement

Accelerated student achievement through i ncreased

quantity and quality of ICT e nhanced learning

opportunities

Outcome 3 –

Teacher e-capability

Leaders and teachers have improved e-capability and

practice

Outcome 4 – Use of

the EEL web presence

The Enabling e-Learning web presence is used to connect

and support leaders, teachers and PLD providers

eLPF:

The eLearning Planning Framework (eLPF)

is a roadmap for BeLFs and schools that promotes reflection, identifies next steps,

evaluates across 5 dimensions, creates a

common language, aligned with NZC basedon BES. Exit strategies include its future

use as a review tool to ensure sustainability.

Retrieved fromwww.elearning.tki.org.nz/.../e-

Learning%20Planning%20Framework .pdf

Focus on the WHY- golden circle:Strategic planning isemphasised and a need for a common language and shared

vision that is informed by what we know about effective

pedagogy and student data (especially priority learners)[WHY]; as well as purposefully planned PLD that is based on

needs to ensure coherence and promote agency.

Retrieved from http://www.learning-by-design.com

Inquiry: BeLFs use the BeL Inquiry model for their practice and the teachers use the Teaching as

Inquiry model to ensure we are adapting to meet

needs of our learners. Coherence as described byO‟Connell (2012) is a critical aspect of sustainable

PL and will only occur when inquiry is embedded

in practice and when we all align “the technologywith the pedagogy/teaching method and way of working” (Stevenson, 2013).

Retrieved from http://community.tetoitupu.org

Constraints & Assumptions:Te Toi Tupu. 2011. BeL Project Initiation Document.

Budgets and time are biggest constraints but some assumptions become constraints when they are not in place, for example, it is assumed that schools have sufficient infrastructure

(they often do not) to actively engage in BeL PLD.

http://community.tetoitupu.org/



http://nzcurriculum.tki.org.nz/System-of-support-incl.-PLD





http://www.elearning.tki.org.nz/.../e-Learning%20Planning%20Framework.pdf











http://www.learning-by-design.com/

















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1-What types of

knowledge acquisition

does the CPD support?

Emancipatory and communicative knowledge are at the heart of transformative learning.

In BeL, teachers are supported to reflect and understand themselves as contributors in

their learning community. The blended approach calls for connected knowledge through

the development of personal learning networks that utilize platforms such as the VLN,

google apps and twitter to curate information, create content and cultivate curiosity.

2-Is the principal focus

on individual orcollective

development?

Transformative learning theory is all about making meaning of our world through our

experiences. BeL experiences are both individual and collaborative in nature which isinherent in the BeL approach. Through Teaching as Inquiry, active PLCs, critical friend

relationships, coaching partnerships, training sessions, cascade PLD opportunities,

teachers leading learning in teckie breakies etc. the teachers have a myriad of online and

f2f prospects to grow both individually and collectively.

3-To what extent is the

CPD used as a form of

accountability?

The four project outcomes around leadership, student achievement, teacher e-capability

and use of the EEL web presence are indicative of what is expected of all BeL PLD

stakeholders. Participation in teacher inquiries and progress against the eLPF are key

measures.

4-What capacity does

the CPD allow for

supporting

professionalautonomy?

Through a huge emphasis on Teaching as Inquiry (Action Research Model) that explores

BeL interventions to meet student needs- teachers are empowered and encouraged to

embark on investigations that are authentic and relevant to their specific classroom

context. It is personalized in this way. In addition, some online cascade and mentoring

opportunities exist and in-school training is employed on occasion. The BeL schools are

also often already engaged in a form of PLC or utilize a buddy/critical friend system.

Whenever possible, BeL endeavours to align BeL PLD with other in house/external PLD

programs (C Jager, personal communication, October 15, 2013)

5-Is the fundamental

purpose of the CPD to

provide a means of

transmission or to

facilitate

transformative

practice?

The purpose of BeL is to facilitate transformative practice; combining “a number of

processes and conditions that support a transformative agenda…recogniz(ing) the range

of different conditions required for transformative practice” (Kennedy, 2005, p.246). It is

based on the needs of individuals and the school as a whole- a one-size fits one approach.

This supports educational change, embraces new knowledge and calls for a balance of all

PL approaches to ensure sustainability (Bolstad et al., 2012). Ultimately, BeL cultivates

transformative practices through provision of new perspectives and a personalizedapproach to setting goals.

Documents

Interrogation of Blended eLearning PLD Provision