Traditional staff development in schools has tended to be based on the one-day model (and its variations) with little evidence that these make much difference (Solomon and Schrum, 2007, p.101). Although schools are rapidly embracing instructional technology, recognition of the educational value of online social networking tools for teachers’ own professional development is in its early stages. Social networking, however, appears to support recent constructivist and adult learning theories which argue that it is in “fluid, dynamic and highly social contexts that meaningful learning and creative problem solving are most likely to occur” (Servage, 2005, p.314).
Incorporating social networking into teachers’ professional development would serve a two-fold purpose: it would promote a learning community for teachers, fostering communication, collaboration and improved practice and it would also provide “the tools to learn about the tools” (Solomon and Schrum, 2007, p.104).
Web 2.0 Learning Practices
"Social computing tools are used primarily to replicate reality, tying learning experiences and procedures back to the nature of the subject at study and professional reality. Thus, social computing can on the one hand contribute to overcoming the discrepancies between theoretical training and professional practice by supplying innovative ways of integrating practice into training. On the other hand, 3D simulations give rise not only to new learning tools, but transform scientific methods of investigation." (Redecker, 2009, p.61)
The Green Pod divided up the 'Baseline Studies' and I chose Second Life.
Research questions
A. What are the issues involved with using social networks for professional development in the workplace?There are several issues to consider including costs, training, privacy and security. My investigation into Second lIfe is outlined here:
http://greeniespod.wikispaces.com/Second+Life
I also had a look at Facebook. My investigations are outlined here (under Research Questions): http://greeniespod.wikispaces.com/Facebook
B. How do Web 2.0 tools (blogs, wikis, podcasts and video lectures) complement such social networks?
Social networking tools were not originally designed for professional development so knowledge management features are usually not built in. Web 2.0 tools such as wikis, blogs, podcasts and videos can fill in the gaps.
Slide display tools such as SlideShare and social bookmarking tools such as Delicious can also be used to share information. RSS feeds act as 'current awareness' alerts to new postings.
In an ideal situation all of the above tools, including social networking, would be be available in the one location. Such a mash-up would better facilitate employee access to the relevant communication and information. This may be possible through an intranet or through one of the Web 2.0 tools available for this purpose, for example, iGoogle or Netvibes.
In regards to Second Life, blogs, wikis etc could provide the information archive that Second Life is unable to support at the moment; they could provide parallel sharing of skills and knowledge.
Second Life “is not envisaged as the only path open in this changing educational landscape, but offers an engaging, effective vehicle to fulfil specific needs in a cost effective option” (Butler & White, 2008, p.131)
Second Life is not a knowledge management tool and requires the parallel development of tools such as blogs and wikis which store information. It does have the ability to stream media in-world.
Facebook integrates well with other Web 2.0 tools - you can attach photos, videos and links, eg to related wikis or blogs.
C. How is a work-related social network developed and sustained?
Based on Jenny Preece's ideas on Usability and Sociability (Preece, 2000) I developed some logical steps towards creating a successful online community:
http://greeniespod.wikispaces.com/Criteria
Ning and Etherpad were very useful tools for Green Pod collaboration so I investigated them further in relation to the criteria:Ning
- Ning is free
- Can be either private or public
- Not specifically designed as a learning environment
- Easy to learn, not much training required
- Sense of community can be fostered by features like profile pictures
- Built-in communication tools: add events, chat and a discussion forum, alerts and email, rss
- Supports media sharing - music, photos and videos
- Ning comes with a blog
- Ning is not a knowledge management tool - the blog is the only feature which allows for information storage
- Ning provides support via its Help Centre
- Access to 250 Apps
- Advertisements exist but are unobtrusive
Etherpad
- Etherpad is free
- Private or public
- Specifically designed as a collaborative tool for small groups working in a textual environment but there are no other communication features
- Easy to learn and use, little training required
- All text input is automatically saved and previous versions accessible as “revisions”
- Not a knowledge management tool – needs the support of other web tools to manage data
- Doesn’t support media sharing
- Technical support available
In light of my investigations above I suggested the following as a basis for the Green Pod's CIO recommendations. Recommendations 2, 3 and 4 were expanded on by the other members of the group:
1. Write a concise, clear Statement of Purpose. Define and describe the who, what and why of the community, paying particular attention to teachers’ professional development needs. Consider that incorporating social networking into teachers’ professional development would serve a two-fold purpose: it would promote a learning community for teachers fostering improved practice and it would also provide “the tools to learn about the tools” (Solomon and Schrum, 2007, p.104).
Cost – set up and maintenance
3. Use social networking tools in conjunction with other Web 2.0 tools: blogs, wikis, podcasts, video lectures. Second Life, for example, is not a knowledge management tool and requires the parallel development of tools such as blogs and wikis which store information.
4. Develop a sociability plan to sustain the community
5. Evaluate the success of the community.
General indicators of success will include (Barnett, 2003, pp.6-7):
- an impact on student learning, eg the redesign of classroom instruction and/or a change in the learning environment
- from the teacher as the director of learning to the teacher as a facilitator of learning
- teacher renewal and enthusiasm
- increased teacher collaboration
Although it’s possible to predict the success of an online community by “by taking the time to assess the participants’ needs beforehand” (Preece, 2000, p.300), evaluation should be used to both influence how the community develops (formative evaluation) and to determine its effectiveness after development (summative evaluation).
Evaluation techniques should be a combination of those needed to understand both interaction design (usability) and sociability and, in order to be as comprehensive as possible, they should be able to gather both qualitative and quantitative data. Consideration should be given to using ethnographic evaluation techniques such as questioning through the use of tools such as questionnaires and interviews; to observation of the community as well as to well known quantitative data gathering techniques such as data logging and metrics.
Due to the changing, volatile nature of the Web 2.0 environment it's recommended that evaluation be ongoing.
http://greeniespod.wikispaces.com/CIO+Recommendations
Barnett, H. (2003). Technology professional development: Successful strategies for teacher change. ERIC Digest. Retrieved October 15, 2009, from ERIC database. (ED477616)
Butler, D. and White, J.(2008). A slice of Second Life: academics, support staff and students navigating a changing landscape. In ASCILITE 2008 Melbourne: hello! where are you in the landscape of educational technology? : proceedings : 25th annual ASCILITE conference : November 30 - December 3, 2008 edited by R Atkinson and C McBeath, pages 128-132. Burwood Vic : ASCILITE.
Redecker, C. (2009). Review of Learning 2.0 Practices: Study on the impact of Web 2.0 innovations on education and training in Europe. Luxembourg: European Communities. Retrieved 7th October, 2009, from http://ftp.jrc.es/EURdoc/JRC49108.pdf
Servage, L. (2005). Strategizing for workplace e-learning: Some critical considerations. Journal of Workplace Learning.,17(5/6), 304-317.
Solomon, G. and Schrum, L. (2007). Web 2.0: New tools, new schools. Washington: ISTE.
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