5 th June 2006 @ London Professionalizi ng the ‘Community? “…The school increasingly functions as an open learning environment, where teachers no longer work only with their immediate colleagues but also need to collaborate with the wider community, families, higher education institutions, the social partners and colleagues from other schools at home and abroad” (The Lisbon Process) “ Implementation of Education and Train ing 2010”. progress report expert gro up A (2003) accessed 1 st June 2006
Transcript
5th June 2006 @ London
Professionalizing the ‘Community?“…The school increasingly functions as an open learning environment, where teachers no longer work only with their immediate colleagues but also need to collaborate with the wider community, families, higher education institutions, the social partners and colleagues from other schools at home and abroad”(The Lisbon Process)
“Implementation of Education and Training 2010”. progress report expert group A (2003) accessed 1st June 2006
Communities of Action, Communities of Circumstance, Communities of Interest, Communities of Position, Communities of Purpose, Professional Learning
Communities, communities…
5th June 2006 @ London
“It takes a village to raise a child”(African proverb)
Who inhabits the village?What is the nature of the village?Who do you trust in the ‘village’?What sorts of relationships should we develop?What role does technology play?Which technologies are suitable?
5th June 2006 @ London
5th June 2006 @ London
5th June 2006 @ London
The Learners’ view
Lidia and Beata – studying at Barnet College, North London
5th June 2006 @ London
The Benefits and Issues of Using eLearning with ESOL Students at Barnet College
Involvement in eLearningCeLTT Course + MA in Education and eLearningTeaching: CALL to ESOL students eLISA participanteLIDA CAMEL partner
The Teacher’s View
5th June 2006 @ London
E-Learning: Benefits for Students LAMS• Student centred• Every student
participated • Independent learners • Students worked at own
pace • Highly Motivating • Met students’ needs • Good for differentiation • Addressed a range of
learning styles
TappedinChatting good for communication skills.The discussion forum good for expressing views in English
5th June 2006 @ London
Some issues re. the use of eLearning with ESOL students
• The College isn’t at the forefront of eLearning
• Funding is tight• Equipment is an issue • Collaboration and help come
from outside the College
5th June 2006 @ London
The Local/Regional/National partners view
5th June 2006 @ London
The Global view
Andrew LogueLams International
5th June 2006 @ London
Community Johari windows: CoP: disclosure, trust, knowledge building
Q - how to enablesocial learning?
Known to self Not known to self
Known to
others
OPENProcedural/explicit knowledge - things everyone knows
BLINDTacit knowledge others know but you don’t
Not known to others
HIDDENTacit knowledge you know but others don’t
UNKNOWN Hidden knowledge –nobody knows.
5th June 2006 @ London
Skills and roles?
• eLISA learner achievements were in offering pupil motivation and engagement, opportunities for independent, personalised and differentiated learning, development of metacognitive skills
• for staff members, eLISA achievements included the capability to monitor student progress and reuse sequences.
5th June 2006 @ London
• Is your organisation a professional e-learning community? What does this mean?
• How may Communities of Practice (CoP) become effective? Where do you start?
• Can e-learning communities undermine the role of the teacher?
![Principles and Standards for Benefit–Cost Analysis] Introduction- Professionalizing Benefit–Cost Analysis](https://static.documents.pub/doc/80x56/56d6beb21a28ab30169333bb/principles-and-standards-for-benefitcost-analysis-introduction-professionalizing.jpg)