Weblogg-ed » Continual, Collaborative, on the Job Learning - The Diigo Meta page

• 08 Jul 09
  

  Ginger Pancake

  technology web 2.0

• 06 Jul 09
  

  jlearn 2.0

  professionaldevelopment

• 24 May 09
  

  susan van Gelder

  collaboration teaching willrichardson community for:dufourc

• 17 May 09
  

  Anne Van Meter

  collaboration community professionaldevelopment

• 13 May 09
  

  Heather Sullivan

  edtech willrichardson

  • The challenge is, of course, that “continual, collaborative, on the job” learning isn’t very convenient for professional developers or for teachers in classrooms. It means re-thinking what learning looks like, and that’s a scary place still for most in education.
• 11 May 09
  

  Josh Allen

  The power of the read/write web is in it's ability to connect, not just publish.

  will_richardson community pd

  • Our continued emphasis on tools in pd misses that larger point, obviously, because the power of the Read/Write web is not the ability to publish; it’s the ability to connect. Broken record, I know, but tools are easy; connections are hard. And so the question becomes how to best help educators realize these potentials in the learning sense first. Because at the end of the day, community building has to become an integral part of what we do in our classrooms with our students, as well. We have to be able to model those connections for them and understand them in ways that are meaningful to our own learning practice.

    
    

    The challenge is, of course, that “continual, collaborative, on the job” learning isn’t very convenient for professional developers or for teachers in classrooms. It means re-thinking what learning looks like, and that’s a scary place still for most in education.

• 06 May 09
  

  Andrea Zellner

  teaching blog collaboration willrichardson

• 04 May 09
  

  Bob Rowan
  • It’s difficult to understand the impact that online learning networks and
    communities can bring (and their potential downsides) without being a part of
    them

    • 

      Bob Rowan on 2009-05-04

      This is one of the reasons it is hard to implement large scale change in this area and why I believe in working with small groups of teachers to slowly build awareness and interest in developing networks. Networking with colleagues that we know is a little less intimidating than sharing our thoughts with the whole world, at least for those unfamiliar with any use of the computer for socializing.
  • Wow, our teachers are going to need a lot more ‘training.’”

    • 

      Bob Rowan on 2009-05-04

      I don't like the term "training" either. I also don't think this model of continual, collaborative learning should be limited to technology skills. I have long believed that whatever technology training we do shoud be consistent with overall professional development goals of our school, and I believe that we should be expected to be "lifelong learners" in much more than just technology tools.
• 

  Jeff Utecht

  So when John Tweeted “Community building is the new professional development” it really resonated, because it suggests that unlike most so-called pd that schools offer, getting our heads and our practice around this is a process, not an event.

  teaching blog willrichardson

• 03 May 09
  

  Kristina Hoeppner

  community collaboration prof_development

  • And it’s in knowing how to effectively navigate those interactions where the value lives, not in effectively navigating the tools.
  • Our continued emphasis on tools in pd misses that larger point, obviously, because the power of the Read/Write web is not the ability to publish; it’s the ability to connect.
  • 1 more annotations...
  • • how to best help educators realize these potentials in the learning sense first. Because at the end of the day, community building has to become an integral part of what we do in our classrooms with our students, as well. We have to be able to model those connections for them and understand them in ways that are meaningful to our own learning practice.
• 02 May 09
  

  Delia Turner

  teaching

• 01 May 09
  

  Valerie B.

  Continual, Collaborative, on the Job Learning

  blog teaching professional_developement

• 30 Apr 09
  

  Michael Wacker

  Continual, Collaborative, on the Job Learning

  collaboration willrich

• 

  markuos morley

  willrichardson blog collaboration

  • my interest has been moving away from classroom practice more toward individual learning and how we help educators understand the potentials of these spaces for their own learning first and their teaching second
  • It’s difficult to understand the impact that online learning networks and communities can bring (and their potential downsides) without being a part of them.
  • 6 more annotations...
  • • It’s learning, not training
    • It’s not something we can “deliver” in a four-hour PowerPoint-like session.
    • “…teachers need to learn the way other professionals do—continually, collaboratively, and on the job.”
    • those of us who are taking advantage of the affordances of learning in online communities and networks have found a way to invest the time, not in big chunks in a physical space classroom but in as-needed, passion-driven, hour-here-fifteen-minutes-there learning flow that relies on the interactions of many learners, not on the expertise of any one person.
    • And it’s in knowing how to effectively navigate those interactions where the value lives, not in effectively navigating the tools.
    • the power of the Read/Write web is not the ability to publish; it’s the ability to connect.
• 

  dean groom
  • While we have debated the “tools first” approach on the periphery, I’m still convinced that while we need an understanding of tools to make the connections, the personal shift around those tools drives the pedagogical shift

Public Stiky Notes

• 
  Bob Rowan on 2009-05-04
  This is one of the reasons it is hard to implement large scale change in this area and why I believe in working with small groups of teachers to slowly build awareness and interest in developing networks. Networking with colleagues that we know is a little less intimidating than sharing our thoughts with the whole world, at least for those unfamiliar with any use of the computer for socializing.
• 
  Bob Rowan on 2009-05-04
  I don't like the term "training" either. I also don't think this model of continual, collaborative learning should be limited to technology skills. I have long believed that whatever technology training we do shoud be consistent with overall professional development goals of our school, and I believe that we should be expected to be "lifelong learners" in much more than just technology tools.

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