Virtual Learning Communities...What are they?

This is cross posted at http://21centurylearning.typepad.com

At Iroquois we have taken the professional learning community and taken it to a new level....the virtual level.

Virtual Learning Communities (VLC's) are platforms for social networking that are generally focused on a particular topic. People invite people to their network and they join with a particular focus in mind. They are used to post discussions, resources, links on the internet and engage the participants.

I think that the conversations we have on the VLC are richer because they can include people outside our geographical region. Often times, especially in education, things become "regionalized". Now we can gain a global perspective with fresh ideas. At the least, our approach/thoughts can be validated.

Through these communications, information is shared, research to support a particular theory or approach is offered, or examples of where an initiative has been successfully implemented.

Within a group of professionals, a virtual community seems to give people the confidence and platform to express their ideas that they may not feel comfortable sharing in a public forum. This isn't to say people are hiding behind their computer screens. Some people just don't like speaking in front of groups. We've all met a few of these people. They have a lot to offer and quietly take risks in the classroom, but don't 'brag' about their accomplishments and successes.

Change happens when there are enough people committed to a particular topic of interest. There has to be an environment that is open to that change. Once a platform (environment) is created that is safe and supported, change is more likely to happen. Whether it's a new way to teach required facts that makes learning fun, or a new lesson with integrated technology that captivates students that in the past would remain uninterested.

In order for change to happen, the 'conversations' must take place. As we meet face to face, the ideas and actions suggested in the virtual learning community can be described, listed, and debated without people having to identify who brought the idea to the table. Schools are a perfect example of this. There are the talkers and the sponges. Those that are vocal about their ideas and more than comfortable trying to convince everyone their way is the right way. On the other hand, there are "the sponges". Those individuals that sit in the room, filter the information and go back to their classrooms making significant changes to their instruction that result in improved student learning. That is just one example of how the talking turns into action.

In answer to the question of how do we use our venue for social change? We read, we write, we exchange, we learn. As leaders, the more we are exposed to reliable and useful information, the better prepared we are to 'wrestle' the issues at the table.

That is how we are using the virtual learning community at Iroquois. It is also used as a resource for teachers so that they do not have to 'reinvent the wheel' when it comes to their instruction. Whether it involves theory, videos, power point presentations or class activities, teachers have a place they can go to make their delivery of instruction the best it can be.

Better teaching/instruction translates to improved student achievement.

Thoughtful Education and a Virtual Learning Community

As I look at the date, I can't believe how much time has gone by since my last post. Then I think about how much has been happening in the past month and it's not really any surprise. Our district has been completely immersed in Thoughtful Education practices. Our teachers continue to learns tools that will captivate students, engage them more actively in their learning and stretch their critical thinking skills. Naturally, I'm excited about the changes happening K-12 in how students are learning. What is most rewarding is to see our teachers come together as a professional learning community.
Professional Learning Communities is not new to our district. There have been continuous opportunities for teachers to collaborate. They have discussed action-research, shared data regarding student performance and engaged in book talks. With Thoughtful Education, teachers are coming to during district allocated time and on their own. There is an exchange of ideas, pedagogy and successes. It is not often that a leader has the opportunity to see so many teachers excited about the work they are doing. With the help of our Instructional Technology Specialist, a virtual platform has been developed. It is a place our teachers can post lesson, strategies and resources. I like to think of it as one-stop shopping for our teachers. There are many great minds in the district. One goal is to bring these great minds together. No longer do teachers have to "reinvent the wheel". Teachers now share a common language and their craft. Each day I receive several e-mails notifying me that teachers have posted new information on our wiki. What I see is no less than impressive.
At our most recent curriculum council meeting I asked our members what makes this initiative so different than other initiatives. There responses left me with the feeling that we are truly on the right path. Students are noticing that teachers are taking risks and trying new approaches. They are demonstrating new learning and high level thinking skills. Our teachers feel a renewed sense of collegiality and engage in rich conversations about teaching and learning. Our teachers are to be commended. They are embracing an initiative that is time consuming, stretches their learning, and requires hard work in addition to the planning and teaching that happens day in and day out in their classrooms.