Tag: general capabilities

Collaborative Learning and Digital Literacy

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REFLECTION

As a High-Impact Teaching Strategy (State of Victoria, 2017), this collaborative project not only extended my understanding of the content, it importantly expanded my Personal Learning Network (PLN) and Personal Learning Environment (PLE) by working with new colleagues across a range of new platforms. Our group worked within a connectivist learning framework to adapt to challenges, grow our networks, and learn from our diversity.

The three intertwined elements of online collaborative learning [OCL] were certainly at play throughout this assessment piece; tasks, teams, and time [see image below] (Persico & Pozzi, 2011). The provided content scheme allowed flexibility with interpretation, execution and mode of output. Additionally, the autonomy in group formation enabled us to work with like-minded people with different skills and experiences. Our diversity (primary teacher, middle school teacher, and teacher librarians within Australia and in the United Arab Emirates) and ability to collaborate in a digital learning environment [DLE] afforded us the opportunity to share, teach, and learn from one another in a deep and unique way.

Task, team and time are intertwined dimensions of structuring online collaborative learning. This image show the three dimensions as connected nodes and an arrow indicates that each dimension can be emphasised at different times depending on the collaborative task.
The Three T’s. Note that the emphasis on dimension changes depending on the nature of the collaborative task.

Our modes of communication included Zoom and Microsoft Teams, which allowed synchronous and asynchronous interaction and removed the barriers of working within three different time-zones. Synchronous communication allowed real-time collaboration, while asynchronous communication allowed each group member extended think-time to develop deep reasoning (Aviv, 2000; Duderstadt, Atkins, & Van Houweling, 2002). We used Zoom meetings to prepare for the task and clarify our purpose and roles, while Teams’ Conversation and OneNote were used to discuss progress and share findings. This ensured our communication was transparent and reviewable. This was particularly helpful for me, as I was able to revisit our discussion to clarify my perceptions and it enabled group connection even as our level of synchronous communication dwindled.

While the group established set phases and schedule, our timing was flexible to allow each group member to work around their other commitments. This worked well for us; however we experienced some difficulties when unintentionally editing the Wix site simultaneously. Luckily, we used Teams’ Conversation to overcome this. We also used Tasks-in-a-Box to assign tasks and due dates. In future, I would use this more effectively by collaboratively breaking the assessment task up into more stages earlier in the planning process. This would enhance the clarity and consistency of our approach. Scheduling another Zoom meeting may have also helped us to realign with our initial goals in real-time to ensure clear perception.

  • Synchronous communication through Zoom. Zoom meetings were held twice to collaborate and clarify.

 

Reimann (2018) identifies three challenges of group work; unequal participation, lack of awareness, and stratified learning zones. While I believe our group avoided these through effective use of online communication and collaboration tools, these are common scenarios I experience with students in school learning environments. Unequal participation is the most common challenge among my students, as collaboration competes with their preference for individualistic reward (Dool, 2010). I believe a shared vision and group roles can be established through the OCL norm of “purpose” to motivate and empower learners. I will ensure the design of future OCL activities include a clear purpose and direct students to establish goals and roles before starting. Strengthening this area will build student capacity to work collaboratively in DLEs.

Having students co-create a digital product and collaborate online with others in their school and beyond, in a similar manner to this task, redefines the parameters of learning through transformative use of technology. This higher end of the SAMR spectrum strengthens connections to students’ third-space, which increases relevancy and learning. The ability of OCL projects to span curriculum areas, address multiple general capabilities, and provide real-world experiences highlights their value. To incorporate global OCL into my teaching, I will take advantage of Asia-Europe Foundation’s yearly school collaborations.

 

RESOURCES

This experience has enabled me to create a range of resources that will be useful independently and within the full learning module. I wanted to challenge myself and use a range of tools to produce a high-quality, interactive and participatory product. I used the following tools to create my artefact and embedded resources:

 

EMBEDDED RESOURCES

Below are the visual resources I created using Canva.

  • A poster showing the SCRAP test.
    The SCRAP test provides prompting questions to consider when evaluating sources of information.

 

The screencast tutorial I created to provide instruction on tagging and annotating in Diigo (as seen below) was made using A Powersoft Free Online Screen Recorder, Adobe After Effects and Adobe Premiere Pro, and music from BenSound. 

 

ARTEFACT

The above resources are all embedded in the artefact that I created for the online learning module using WireWax, (as seen below).

 

 

 

References

Asia-Europe Foundation. (2019). 2019 school collaborations. Retrieved from http://www.asef.org/index.php/projects/themes/education/4600-asef-classnet-online-collaborations-2019

Aviv, R. (2000). Educational Performance of ALN via Content Analysis. Journal of Asynchronous Learning Network, 4(2). doi:10.24059/olj.v4i2.1901

Dool, R. (2010). Teaming across borders. In Ubell, R. (Ed.), Virtual teamwork: Mastering the art and practice of online learning and corporate collaboration (pp. 161-192). Retrieved from ProQuest Ebook Central

Duderstadt, J. J., Atkins, D. E., & Van Houweling, D. (2002). Higher education in the digital age: Technology issues and strategies for American colleges and universities. Westport, CT: Greenwood Publishing Group.

General capabilities in Australian curriculum: Version 7.5. (2018). Retrieved from the Australian Curriculum and Assessment Authority website: https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

H.L. (2017, October 30). SAMR model: A practical guide for edtech integration [Blog post]. https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration

Lindsay, J. (2015). Norms of online global collaboration [PowerPoint slides]. Retrieved from https://www.slideshare.net/julielindsay/norms-of-online-global-collaboration

Persico, D. & Pozzi, F. (2011). Tasks, teams and time: Three T’s to structure CSCL processes. In Pozzi, F., & Persico, D. (Eds), Techniques for fostering collaboration in online learning communities: Theoretical and practical perspectives (pp. 1-14). doi:10.4018/978-1-61692-898-8

Reimann, P. (2018). Making online group-work work: Scripts, group awareness and facilitation. Retrieved from https://research.acer.edu.au/cgi/viewcontent.cgi?article=1338&context=research_conference

State of Victoria. (2017). High Impact Teaching Strategies: Excellence in teaching and learning. Retrieved from http://www.education.vic.gov.au/Documents/school/teachers/support/highimpactteachstrat.docx

 

[Assessment 2 Part C Reflective Blog Post]

21st century learning and inquiry

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21st century skills can be defined in what seems to be an infinite number of ways. Ultimately, what the definitions have in common are specific skills, process or traits learners require to work and live effectively now and into the future. These include learning skills (4 Cs), literacy skills, and life skills (Thoughtful Learning, 2017). 21st century skills, specifically the 4 C’s, are crucial in the current education climate. Rather than outcomes-based, content-driven curriculum, we see the majority of senior syllabus documents reference and require students to work through inquiry processes, while a minority require a problem-based process. Either way, these processes require students to commit to and utilise the 4 C’s – communication, collaboration, critical thinking, and creativity (Partnership for 21st Century Learning, 2017a). The stages of the inquiry process as outlined by Queensland Curriculum and Assessment Authority (2018) identify reflection as a central cog, constantly interacting with the processes of forming, finding, analysing, and evaluating. Within the overarching inquiry process, students can collaborate to form their inquiry and find valid and reliable evidence, critically analyse, interpret and evaluate their findings, while communicating their ideas. Throughout the entire process students must reflect creatively to try new approaches and revise their process. TLs also work with the general capabilities and cross-curriculum priorities to meet national requirements and embed these practices into learning experiences.

 

The role of the library in this 21st century space

TLs and school libraries can play a key role in supporting schools in their 21st century endeavours. Taking insight from Partnership for 21st Century Learning’s (2017b) framework, planning for 21st century learning environments involves the following considerations, assessment and accountability, leadership and culture, learning, teaching and professional learning, and infrastructure. TLs provide leadership in learning and professional development and provide environments that nurture 21st learning activities. Furthermore, through collaboration TLs can work across the school network to ensure high-quality assessment is offered and the school program is meeting accountability measures. Currently, with the incoming senior curriculum, our library is supporting the Deputy of Teaching and Learning to map the cognitive verbs across all year levels. The intent is to upskill students in these cognitive processes and ingrain the metalanguage in all years in preparation for the skills required of the senior program. We are using software to record the skills across subject areas and year levels and will then assess gaps and opportunities. Additionally, through our work with Assignment Help Pages and curation of assignment support material, we collaborate with teachers on the development of assessment items. We assist teachers to ensure the assessment aligns with the required achievement outcomes, standard elaborations, and cognitive verbs and where appropriate through a process of inquiry. We support the Centre for Learning Enrichment to develop formative and summative tasks suitable for a variety of learning needs and curate resources to support these specific learning needs. The library environment can also work as a place for this learning, collaboration and assessment to occur. Library spaces should be flexible, engaging, and conducive to 21st century learning. The availability of a range of resources including staff, technology, print resources, and flexible seating areas allows students and teachers to work in more dynamic ways than a traditional classroom. Elliott (2010) describes this type of library as a Learning Commons, whereby students can enquire, create, collaborate and explore. But what’s in a name? Does the name need to be the defining factor? A library can be a learning commons, a place for staff and students to come together and further their learning experiences, without the need for a name change. It’s far more important for the principles and vision to be clear and enacted than for a new name and no action. After all, we want students to go out into the world and engage with libraries beyond the school setting. They need to know that libraries are learning commons and neither are exclusive or separate entities. Nevertheless, sometimes a name change automatically changes perceptions – but there must be substance behind this. The Standards of Practice for School Library Learning Commons in Canada provide a clear framework to guide libraries in the change toward a school-wide learning commons environment (Koechlin, & Sykes, 2014). These standards also clearly reflect 21st century skills. To cater to the needs of the community and future-proof the library space and services, a learning commons approach should be adopted. This way, the library “encourages participatory learning and allows for co-construction of understanding from a variety of sources” (Holland, 2015, para. 3). Schools and classrooms are still isolated spaces where teachers work in isolation. In contrast, a learning commons approach makes teaching and learning visible and collaborative. It’s not about teaching in a fish bowl, rather it is about everyone diving in.

 

References

Elliott, C. (2010). School library to learning commons: Planning the journey. Synergy, 8(2). Retrieved from http://www.slav.vic.edu.au/synergy/volume-8-number-2-2010/learning-landscapes/82-school-library-to-learning-commons-planning-the-journey.html

Holland, B. (2015). 21st-century libraries: The learning commons. Retrieved from https://www.edutopia.org/blog/21st-century-libraries-learning-commons-beth-holland

Koechlin, C & Sykes, J. (2014). Canadian school libraries leading learning. Synergy, 12(2). Retrieved from http://www.slav.vic.edu.au/synergy/volume-12-number-2-2014/perspectives-global/426-canadian-school-libraries-leading-learning.html

Partnership for 21st Century Learning. (2017a). Above and beyond [Infographic]. Retrieved from http://www.p21.org/storage/documents/4csposter.pdf

Partnership for 21st Century Learning. (2017b). Building your roadmap for 21st century learning environments. Retrieved from http://www.roadmap21.org/

Queensland Curriculum and Assessment Authority. (2018). Senior secondary: A–Z senior subject list. Retrieved from https://www.qcaa.qld.edu.au/senior/a-z-subject-list

Thoughtful Learning. (2017). What are 21st century skills? [FAQ]. Retrieved from https://k12.thoughtfullearning.com/FAQ/what-are-21st-century-skills

 

[Reflection: Module 4.3]

School libraries and school success

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The school library has the potential to contribute greatly to the success of a school. A library and qualified teacher librarian can support teachers and students to enhance their practice and learning through interventions, specialist programs, and collaboration. Brown and Malenfant (2017) identify five key areas that can enhance student success: library instruction, library use, collaboration, literacy instruction, and research consultation. Scholastic (2016) presents similar themes that enhance student learning: a credentialed school librarian, collaboration and co-teaching, technology access, and collection size. Even though these results are from America, there are similar findings across Australia. ALIA and Freedom of Access to Information and Resources The impact of great school libraries report 2016 outlines three crucial drivers that underpin school library practices and that also underpin the Australian Curriculum. These drivers include; reading, digital literacy, and critical thinking and research (ALIA, 2016).

School libraries are in a position to assist schools in enhancing various education outcomes necessitated by the Australian Curriculum. Of the General Capabilities, school libraries can address: Literacy, ICT Capability, Critical and Creative Thinking, Ethical Understanding, and even Intercultural Understanding through the material delivered and curated, and Personal and Social Capability through the teaching of self-management and goal setting while working through inquiry tasks. Additionally, the Cross-Curriculum Priorities can be addressed through the careful and intentional selection of resources that meet various organising ideas. I recently completed ETL503 whereby I was required to curate a selection of resources that meet a wide range of organising ideas within the Asia and Australia’s Engagement with Asia priority. This is a relevant and easy way to meet these requirements while alleviating the pressure from classroom teachers. I recently used this concept to present a range of novels to the Head of English for his consideration when selecting appropriate texts for the Year 8 Literature Circles assessment.

Despite substantial evidence identifying the positive impact a qualified teacher librarian has on student achievement, D’agata (2016) outlines many teacher librarians feel unsupported and frustrated due to a lack of professional collaboration with various stakeholders or groups within the school structure. D’agata (2016) specifically identifies the barriers some teacher librarians have encountered when attempting to collaborate with teaching staff; including, attitudes, roles and schedules. These barriers need to be overcome through advocacy and leadership. Schools must be able to see the teacher librarian at work and be present and active in the school community. Kemp (2017) suggests ten ways to promote the position and includes enhancing student literacy outcomes as a top priority. As experts in this area, teacher librarians can work to develop staff and student confidence in their literacy skills and to enhance these skills. Embedding an Academic Reading program is one such way to promote the importance of literacy and comprehension skills and to encourage co-teaching and collaboration with teaching staff. Embedding literacy programs across the school by ensuring the skills and texts are relevant and timely rather than bolt-on programs that simply teach the skills without context have been found to be most effective.

A school structure can both help and hinder the success of a school library. If outdated structures or perceptions of the library are in place, then school libraries will encounter many barriers preventing them from engaging effectively with the school community. While Cascio (2003) suggests 21st workplace organisation is shifting from “vertically integrated hierarchies to networks of specialists”, a school structure is a complex combination of a vertical hierarchy with elements of a web-like network. This makes illustrating or mapping a school structure difficult. There are many ways to go about this. The structure could be mapped in terms of big-picture decision-making and leadership or impact on learning. Below, I have chosen to illustrate how the library hugs the different elements of the school structure. The library and librarian lead from the side and from within by supporting the entire school community. I have also demonstrated a simplified illustration of the hierarchical levels in terms of impact on other levels. In this instance, the Executive Team sit above the Middle Leaders but also infiltrate all levels of the school structure, as do all other elements.

School structure demonstrating how the library "hugs" all levels or elements.
School structure demonstrating how the library “hugs” all levels or elements.

 

References

Australian Library and Information Association. (2016). The impact of great school libraries report 2016. Retrieved from https://fair.alia.org.au/sites/fair.alia.org.au/files/u3/Great%20Australian%20School%20Libraries%20Impact%20Report.pdf

Brown, K., & Malenfant, K. J. (2017). Academic library impact on student learning and success: Findings from assessment in action team projects. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/value/findings_y3.pdf

Cascio, W. F. (2003). Changes in work, workers and organizations. In W. C. Borman, D. R. Ilgen & R. J. Klimoski  (Eds.), Handbook of psychology: Industrial and organizational psychology (pp. 401-422). Retrieved from Proquest Ebook Central.

D’agata, G. (2016). Teachers + School Librarians = Student Achievement: When Will We Believe It? UNLV Theses, Dissertations, Professional Papers, and Capstones. 2659. http://digitalscholarship.unlv.edu/thesesdissertations/2659

Kemp, J. (2017). Ten ways to advocate for your role as a teacher librarian. Connections, 103(4), 6-7. Retrieved from https://www.scisdata.com/connections

Scholastic. (2016). School libraries work: A compendium of research supporting the effectiveness of school libraries. 2016 edition. Retrieved from http://www.scholastic.com.au/assets/pdfs/school-libraries-work.pdf

 

[Reflection: Module 2.1b]