scholarly journals The Covid-19 Learning Crisis as a Challenge and an Opportunity for Schools: An Evidence Review and Conceptual Synthesis of Research-Based Tools for Sustainable Change

2021 ◽  
Vol 11 (Sp.Issue) ◽  
Author(s):  
Riikka Hofmann ◽  
Gabrielle Arenge ◽  
Siobhan Dickens ◽  
Javiera Marfan ◽  
Mairead Ryan ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Professional Learning ◽  
Change Agents ◽  
Learning Opportunities ◽  
Learning Loss ◽  
Alternative Futures ◽  
Problem Space ◽  
Evidence Review ◽  
Cultural Historical Activity ◽  
Professional Change

This paper advances our understanding of how schools can become change agents capable of transforming local practice to address the challenges arising from the Covid-19 pandemic. It presents a novel application of cultural-historical activity theory to reinterpret evidence on widespread learning loss and increasing educational inequities resulting from the pandemic, and to identify scalable transformative learning opportunities through reframing the crisis as a double stimulation. By reviewing evidence of the emerging educational landscape, we first develop a picture of the new ‘problem space’ upon which schools must act. We develop a problem space map to serve as the first stimulus to articulate local challenges. Integrating this problem space with research on professional change, we identify conceptual tools to capture learning gaps and implement pedagogic interventions at scale, in order to enhance schools’ agency in directly addressing the crisis. These tools can act as the second stimulus, enabling educators to address local challenges. We conclude by discussing the Covid-19 educational crisis as a unique stimulus for professional learning and outline the potential for durable shifts in educational thinking and practice beyond the pandemic. We argue that this unprecedented historic disruption can be harnessed as a transformative professional learning opportunity. In particular, we consider how research on professional change offers local, scalable interventions and tools that can support educators in preventing the new insights from ‘slipping away’ post-pandemic. Utilising the notions of boundaries and tool-mediated professional change, we examine the ways in which this disruption generates opportunities to envision alternative futures for equitable learning in school.

scholarly journals A social-cognitive study of Indonesian Google educator groups

2021 ◽  
Author(s):  
◽  
Pratiwi Artati
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Professional Learning ◽  
Social Cognitive ◽  
Learning Opportunities ◽  
Technological Environment ◽  
Web Based ◽  
Case Study Methodology ◽  
Education Groups

<p>Self-directed professional learning is distinct from the traditional approach of directed professional development. The introduction of the Internet into Indonesian society provides the opportunity for teachers to use digital tools for their teaching and to access professional learning without attending mandated professional development. An emerging phenomenon in Indonesia is the establishment and use of Google Education Groups (GEGs) for professional learning about the use of educational technology (ed-tech) in the schooling sector. Two research questions guided the examination of Indonesian educators’ experiences of GEGs: (1) how do Indonesian educators participate in the GEGs for ed-tech professional learning? and (2) how do the GEGs function to enable Indonesian educators’ ed-tech professional learning? Collective case study methodology was applied, and three Google Education Groups were examined, one from a metropolitan area, one from an urban area and the third from a rural context. In each case study, the leader of the group and three group members with varying levels of online engagement were interviewed and online forum conversations were examined. Data were analysed using Stake’s method of categorical aggregation leading to within-case assertions and cross-case analysis. A social cognitive perspective was used as a framework to analyse and interpret findings. It was found that the Indonesian educators had an agentic approach to professional learning, which was context-dependent with three major interrelated aspects: the regional-technological environment as context, the individuals as agentic learners, and the connectedness as social learners enabled meaningful learning experiences. The regional-technological environment influenced how the GEGs functioned. The Metropolitan group was innovative and collaborative, focusing on the use of web-based tools to improve productivity of ed-tech practices. The Urban group aimed to explore how they could use web-based tools to improve efficiency through paperless classroom practices and school administration. The Rural group sought to use of web-based tools for simple teaching and learning practices within a context of low bandwidth and limited ICT infrastructure. In addition, certain conditions that support online collaboration and factors that can minimise and optimise ed-tech learning opportunities are identified. Participants overcame limitations and constraints by enacting agency and developing social connectedness in learning through the groups. The group leadership positions were voluntary and found to be driven by a desire to share expertise and practices that support, inspire, and empower others rather than about gaining positional authority. Participation in online informal groups such as Google Education Groups appears to be a supportive method of professional learning that facilitates agentic and experiential learning about the use of educational technology in Indonesia. This model can enhance professional learning opportunities for Indonesian educators. It can also be implemented into the design of government-supported ed-tech PD programmes, to create an empowering and safe learning environment that can optimise their potential in learning and improve practice.</p>

scholarly journals The Pedagogies for critical agency: Portals to alternative futures

2021 ◽  
Vol 9 (SI) ◽  
Author(s):  
Rieta Ganas ◽  
◽  
Kasturi Behari-Leak ◽  
Siya Sabata ◽  
Nalini Chitanand ◽  
...  
Keyword(s):  
Professional Learning ◽  
Academic Staff ◽  
Institutional Development ◽  
Steering Committee ◽  
Knowledge Generation ◽  
Contextual Influences ◽  
Specific Context ◽  
Alternative Futures ◽  
Causal Layered Analysis ◽  
Pedagogical Approaches

‘Pedagogies in context’ are explored through a national project working with academic staff developers and new academics' induction and transitioning into higher education. Causal-layered analysis is used to explore the interplay between academic staff, institutional development, and contextual influences in shaping professional learning processes. Data generated by the project’s steering committee (SC) reflects on pedagogical encounters with the NATHEP participants and conference delegates (HELTASA, 2019). The outcomes of each intervention were compared by reflecting on who was in the room and how epistemological and ontological depth in each engagement was achieved. The study was guided by whether pedagogies are mobile and agile, irrespective of context. The SC asserts that pedagogies in context are relative to the participants, purpose and the project embedded in a specific context to achieve the epistemological, ontological, methodological, and axiological breadth and depth required. The portability of pedagogies from one context to another depends on aspects intrinsic to knowledge generation, transformation and decolonisation, engagement, being and becoming, and socio-cultural and historical conditions. This is also incumbent on the agility and flexibility of facilitators to adapt their repertoire to draw on a suite of contextually relevant pedagogical approaches.

Promoting Greater Interactivity and Participative Learning through Collaborative and Virtual Learning Space

2017 ◽  
pp. 125-139
Author(s):  
Chee Leong Lim ◽  
Siew Fun Tang
Keyword(s):  
Transformative Learning ◽  
Tertiary Education ◽  
Learning Opportunities ◽  
Learning System ◽  
Learning Space ◽  
Learning And Teaching ◽  
E Learning ◽  
Participative Learning ◽  
Effective Use ◽  
The University

With the implementation of various innovations and transformative learning and teaching practices, Taylor's University continues to serve as the torchbearer in the sphere of private tertiary education in Malaysia. Since 2012, Taylor's University has embarked on an ambitious journey to re-define student learning for better academic outcomes. The effective use of LMS (Learning Management System) or better known as TIMeS (Taylor's Integrated Moodle e-learning System) @ Taylor's University has yielded highly engaging learning opportunities for students to learn at anytime and anywhere. It is Taylor's University's aim to be in the cutting edge of technology and to implement the finest learning design for its students as the university realizes that learning space plays an important role in producing work-ready graduates.

The Australian Curriculum

2015 ◽  
pp. 161-180
Author(s):  
Karyn Carson ◽  
Peter Walker
Keyword(s):  
Inclusive Education ◽  
Professional Learning ◽  
Learning Opportunities ◽  
Diverse Learners ◽  
Comprehensive Assessment ◽  
Assessment Practices ◽  
Australian Curriculum ◽  
Curriculum Assessment ◽  
Starting Point

A distinct synergy exists between pedagogy, curriculum, assessment, and reporting. The implementation of the new Australian Curriculum F-10 (henceforth abbreviated as “Australian Curriculum”) has provided both opportunities and challenges for ensuring that the needs of diverse learners are strongly addressed within inclusive education settings. This chapter illuminates specific issues related to the comprehensive assessment of diverse learners including national inconsistencies in the provision of accommodations, the use of the general capabilities as a starting point rather than a curriculum adjustment point, and the paucity of resources and professional learning opportunities supporting inclusive assessment practices. Recommendations are provided to demonstrate how educators can achieve effective student-centred assessment practices for diverse learners using the Australian Curriculum across and within different contexts.

Jailbreak your PD

2020 ◽  
Vol 101 (8) ◽  
pp. 54-57
Author(s):  
Lauren Porosoff
Keyword(s):  
Professional Learning ◽  
Behavioral Science ◽  
Learning Opportunities ◽  
The Subject ◽  
Contextual Behavioral Science

Educator Lauren Porosoff discovered the value of contextual behavioral science by accident, when accompanying her psychologist husband at a professional conference. Additional study of the subject convinced her of its benefits to educators and students — and showed her the value of study outside her field. She encourages educators to seek out professional learning opportunities in fields other than education and suggests how educators can make the most of such learning.

On Leadership: Planning for equity

2019 ◽  
Vol 101 (3) ◽  
pp. 60-61
Author(s):  
Joshua P. Starr
Keyword(s):  
Student Achievement ◽  
Curriculum Development ◽  
Professional Learning ◽  
School System ◽  
Planning Process ◽  
Learning Opportunities ◽  
Hiring Practices ◽  
School Based ◽  
Improvement Planning ◽  
System Leaders

Every year, school-based teams all over the country engage in the ritual known as improvement planning. In theory, the process is designed to identify low-performing students and specify plans for raising their achievement. In practice, though, improvement planning tends to be an empty exercise in compliance, in which school teams aim to do little more than fill out the required paperwork. If school system leaders are truly committed to providing all students with equitable learning opportunities, argues Joshua Starr, they need to focus the improvement planning process on things that actually matter to student achievement, such as budgeting decisions, hiring practices, curriculum development, professional learning, discipline reform, and community engagement.

Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities

2017 ◽  
Vol 68 (4) ◽  
pp. 411-425 ◽  
Author(s):  
Lynsey K. Gibbons ◽  
Paul Cobb
Keyword(s):  
Teacher Learning ◽  
Science Teachers ◽  
Professional Learning ◽  
Instructional Coaching ◽  
Learning Opportunities ◽  
Improve Instruction ◽  
Support Teacher ◽  
Coaching Activities ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

Instructional improvement initiatives in many districts include instructional coaching as a primary form of job-embedded support for teachers. However, the coaching literature provides little guidance about what activities coaches should engage in with teachers to improve instruction. When researchers do propose activities, they rarely justify why those activities might support teacher learning. Drawing on the preservice and inservice teacher education literatures, we present a conceptual analysis of learning activities that have the potential to support mathematics and science teachers to improve practice. We argue that our analysis can inform research on mathematics and science coaching, coaching policies, and the design of professional learning for coaches.

Transformative Learning Opportunities Help Prepare Students for Their Future Careers

2009 ◽  
Author(s):  
M. Alexandra Scho¨nning
Keyword(s):  
Transformative Learning ◽  
Transformational Learning ◽  
Engineering Students ◽  
Learning Opportunities ◽  
Engineering Project ◽  
Graduate Degrees ◽  
Skills Learning ◽  
The University ◽  
Engineering Projects ◽  
Collaborative Efforts

A large percentage of the mechanical engineering students at the University of North Florida have been extensively exposed to transformative learning opportunities over the past five years. Through collaborative efforts with local industry and other institutions, the students have had the opportunity to utilize their engineering knowledge in real-world applications. Students engaged in these projects have improved several of their technical skills in, for example, computer-aided engineering, design, mechanical testing, and analysis. Nontechnical objectives of these projects include improving communication skills, learning how an engineering firm functions, and learning how to research relevant data. Technical and non-technical objectives were met by students working on engineering projects sponsored by partnering collaborators. The collaborators defined the engineering project and the students, under the supervision of faculty, carried out the project tasks. This paper discusses a number of different transformative learning opportunities for students; it discusses the educational objectives and skills developed for each project, and it describes how the students are better prepared for their future careers through their involvement with the program. Many of the students have found rewarding engineering careers and a few have continued to pursue graduate degrees. Furthermore, the paper discusses how the efforts of this program are aligned with the mission of the University in that it heavily emphasizes transformational learning opportunities for the whole university community.

scholarly journals From Fragmented Practice to Rich Professional Learning: The Collaborative Work of Teachers of Learners With Deafblindness

2020 ◽  
Vol 5 ◽  
Author(s):  
Elizabeth S. Hartmann
Keyword(s):  
Professional Learning ◽  
Collaborative Work ◽  
Learning Opportunities ◽  
Sensory Loss ◽  
Professional Collaboration ◽  
School Professionals ◽  
Dual Sensory Loss ◽  
Academic Year

In this study, school professionals provided a rich context for understanding how collaboration can lead to learning when educating a child with deafblindness. Analysis of the collaboration of five professionals during an academic year showed that although they thought it was critical that they learn from each other, only one sub-set engaged in ways that led to rich learning opportunities. The findings from this study suggest that professional collaboration and learning, which is a hallmark of supporting learners with dual sensory loss, may be elusive even when it is a valued and mandated practice. In addition, professional learning more readily occurs when teachers are open to educating all children yet are also focused on how to best teach children with deafblindness.

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