Predmet: Maximizing Value from Professional Learning Networks

Module 1 and Module 2 open

Monday 06 March, 12:00 CET

Module 3, Module 4 and Module 5 open

Monday 13 March, 12:00 CET

Deadline to submit your work

Wednesday 22 March, 23:59 CET

Oris teme

How this course works

Welcome to the short course Maximizing Value from Professional Learning Networks!

It is really a great pleasure to welcome you on this learning journey and learn together with you for the next two weeks!

Let’s have an overview of the course before we get it started.

The course is divided into 4 main modules and a final assignment:

Module 1 – Professional Learning Networks—what they are and how they work

Module 2 – How to Grow a PLN (Part 1)—lessons from primary school teacher networks in Kenya

Module 3 – How to Grow a PLN (Part 2)—lessons from the EU Education for Climate Coalition

Module 4 – Making Sense of Teacher Learning within PLNs and Teacher Communities of Practice

Module 5 – Final Assessment

Course schedule

Module 1 and Module 2 open	Monday 06 March, 12:00 CET

Module 3, Module 4 and Module 5 open	Monday 13 March, 12:00 CET

Deadline to submit your work	Wednesday 22 March, 23:59 CET

How to complete this course

Optional activities. The course offers you optional activities and it is up to you to decide whether to complete them. However, we highly recommend you choose the ones that interest you the most, as this will help you to gain more ideas and successfully complete the final assignment.
Mandatory activities. Across the modules, there are activities that are labeled as mandatory. There are 4 mandatory module challenge questions (one question at the end of each module) and an additional final assignment (up to 350 words) in module 5. Complete the 4 mandatory module challenge questions and the final assignment before the deadline to receive a certification of course completion.

Course Evaluation

The course participants will be assessed through the (short) course learning–tasks offered at the end of each module, and the final module task – which will include the option to consider either the personal benefits that can result from taking part in a professional learning network or the steps involved in designing a meaningful learning network for a community of teachers or other educators.

Live events are optional. They do not count toward passing the course but are an excellent opportunity to discuss live with the course team!

We highly recommend you keep a learning diary, meaning a collection of notes, observations, thoughts and other relevant materials built up over the duration of this course.

Behind the course

Course designer – Elena Revyakina

Elena, PhD, is a researcher on a number of projects in the University College of Teacher Education Vienna (Austria). These focus on policy and practice relating to professional teacher learning, reflective practice, the role of networks and community for policy change and teacher professional learning, and the use of digital technologies for teaching and learning. She has completed her MA in Education and PhD research at UCD within the National University of Ireland, with a focus on professional learning and policy change in and via communities of practice, and networks. She has developed online courses within Erasmus+ Projects on action-oriented reflection for pre-service teachers, building a community of practice via learning scenario approach development, and currently leading the work on the development of learning and teaching packages for Education for Sustainability within TAP-TS Teacher Academy Project.

Course designer – Conor Galvin

Conor, PhD (Cantab.) is a University Lecturer and Researcher at University College Dublin, Ireland. His teaching and research interests include teachers’ learning communities, policy networks, professional knowledge, and the impact of new and emergent technology on education and society. He is an advising expert to the European Commission Working Group on Learning for Sustainability in relation to the EU Green Deal, and to DG-EAC on the recently launched Jean Monnet Teacher Actions. Conor holds The President’s Award for Teaching Excellence at UCD and the National Forum for University Teaching & Learning / Union of Students in Ireland Award for Innovative and Engaging Teaching. He is a past-President of the Education Studies Association of Ireland and a past-member of the Council of the European Educational Research Association. Before joining UCD, he taught and researched at University of Wales Swansea, and University of Cambridge, England.

Course coordinator – Alexandra Almpanidou

Alexandra works as a Pedagogical Coordinator for the European Commission's European School Education Platform. She has a Master of Educational Sciences in Curriculum Design and Innovation. As part of her work, she has been coordinating the development of professional development workshops and conferences for teachers, designing and moderating online courses as well as creating material for MOOCs. She also contributes to the Future Classroom Lab team, leading on-site workshops and coordinating the Network of Innovative Learning Labs and Spaces.

If you have any questions while going through the modules, please ask other participants on the course forum or get in touch with the technical support.

Announcements Forum
General feedback Pripombe
Course forum
Webinar Professional Learning Networks and Teacher Communities of Practice: Gateways to becoming a better teacher

This welcoming video will introduce you to the main focus points of the course. In more detail, you will:

Meet the course moderators, Conor Galvin and Elena Revyakina,

Find a brief outline of the course,

Become familiar with the structure and content of each module,

Get information on the requirements for successfully completing the course and receiving a course certificate,

Find some key references and additional reading suggestions.

Welcome on board and enjoy this learning journey with us!

Module 1: Professional Learning Networks—what they are and how they work
- In Wenger’s (1998) view, coexistence and co-practice are powerful sources of reflection, learning and development, but the road to starting, implementing and getting value from a PLNs is not simple. The act of bringing teachers /educators together in multi-school (or in-school) communities does not guarantee the quality and effects of professional collaboration. It needs to be understood and worked for.
  
  In this module, you will learn what a learning network is and how it is different from a learning community, what characterises a good Professional Learning Network (PLN) and you will explore the power of the PLN studying in particular the concept of Teacher Learning in a networked community and the value that can flow from being part of a dynamic PLN or learning community.
  
  Using Wenger et al.’s (2011) framework, we will look at the value that networks and communities create when they are used for social learning activities. Social activities within PLNs are numerous and involve for example: sharing information, tips and documents, learning from each others’ experience, helping each other with challenges, creating knowledge together, keeping up with the field, stimulating change and offering new types of professional development opportunities. We will consider the terms ‘network’ and ‘community’ to talk about the social ‘fabric’ of learning.
  
  In this module, you will:
  
  Better understand the terms Professional Learning Network, Professional Learning Community and Community of Practice
  
  Identify the differences between networks and learning communities
  
  Explore the characteristics of good PLNs as well as their value
  
  Discover the power of PLN studying and in particular the concept of Teacher Learning in a networked community.
- Forum: Reflection time!
- 1.1 An Introduction to some key concepts relating to Professional Learning Networks, Professional Learning Communities, and Communities of Practice Interaktivna vsebina
- 1.2 The Networked Teacher in the 21st century & the roles of PLNs Stran
- Activity 1 Forum
- 1.3 Levels of Participation: and moving across the spectrum Stran
- Activity 2 Forum
- Module Challenge Question 1 Forum
  
  Ustvarite objave: 1
Module 2: How to Grow a PLN (Part 1)—lessons from primary school teacher networks in Kenya
- In this module we will consider “…the potential for teacher networks as an alternative and supplement to more traditional teacher development strategies and structures” (Anderson et al 2019). What happens when you set out to build a “…participatory education community to support the changes needed for a climate-neutral society” (Education for Climate Coalition Mission Statement, 2019). We consider some of the strengths and the challenges that PLNs face – and how these can be better understood.
  
  In this module, you will:
  
  Learn more about Aha Khan Academies (AGA) as Professional Learning Networks
  
  Explore the types of activities the AGA Network members do engage with
  
  Discover how the AGA Network operates
  
  Get inspired by the examples provided, reflect and brainstorm on how to support and structure your PLN.
- Forum: Reflection time!
- 2.1 Aga Khan Academies as Professional Learning Networks Stran
- Activity 1 Stran
- 2.2 Growing your PLN: AGA Network activities and participation Stran
- Activity 2 and Activity 3 Forum
- Activity 4 Stran
- 2.3 Growing your PLN: The AGA Network Leadership Stran
- Activity 5 and Activity 6 Forum
- Module Challenge Question 2 Forum
  
  Ustvarite objave: 1
Module 3: How to Grow a PLN (Part 2)—lessons from the EU Education for Climate Coalition
What happens when you set out to build a “…participatory education community to support the changes needed for a climate-neutral society” (Education for Climate Coalition Mission Statement, 2022) or you get together with a group of other teachers to “…push sustainability up the agenda [and] generate enthusiasm and inspire each other to take action by highlighting and sharing best practice in sustainability” (Irish Schools Sustainability Network, 2022)?

In this module we consider some of the features and look at the activities of one of the largest and fastest-growing teacher networks in Europe. We then look at a more localised, smaller-scale, teacher-led ‘collaboration’ in Ireland. The challenge is to identify the similarities and differences in how these learning communities go about their activities. In this way we will learn about the activities and the factors that make these learning networks successful.
In this module, you will:

Have a closer look at the features and activities of one of the largest and fastest-growing teacher networks in Europe

Have a closer look at the features and activities of a localised, smaller-scale, teacher-led collaboration in Ireland

Identify the similarities and differences between large and smaller-scale learning communities function and go about their activities

Reflect on the factors that make these networks successful
- This module will open Monday 13 March!
- Forum: Reflection time!
- 3.1 The EU Education for Climate Coalition Stran
- Activity 1, Activity 2 & Activity 3 Forum
- Reflect on section activities Stran
- 3.2 The Irish School Sustainability Network (ISSN) Stran
- Activity 4, Activity 5 & Activity 6 Forum
- Module Challenge Question 3 Forum
  
  Ustvarite objave: 1
Module 4: Making Sense of Teacher learning within PLNs and Teacher Communities of Practice
In the module we explore the challenges of gauging the learning that takes place through a network and its value to the learners. The central focus of this final module is on how you might make sense of your own personal and professional learning within a network context. We also consider how you might help colleagues to do so too – for example when it is helpful to have a more formalised sense of what learning is taking place within a network and how this is happening.

To do this, we explore Wenger, Trayner and de Latt’s (2011) framework “…for promoting and assessing value creation in communities and networks” and which “aims to be sufficiently rigorous for researchers, useful for practitioners and informative for [learners]”. [1] When we take part in learning networks, and particularly when we lead one, it is helpful to be able to capture and share stories of the value that these networks and communities create. This value creation framework is a rigorous and accessible way to begin that process.
In this module, you will:

Explore the challenges of gauging the learning that takes place through a network and its value to the learners

Discover how you can make the most out of your own personal and professional learning within a network context

Find ways to help your colleagues make the most of their learning within a network context.
[1] Wenger, E., Trayner, B., & de Laat, M. (2011). Promoting and assessing value creation in communities and networks: A conceptual framework. Ruud de Moor Centrum, Open Universiteit. rdmc.ou.nl
- This module will open Monday 13 March!
- Forum: Reflection time!
- 4.1 The idea of value creation and why it is useful as a way of understanding learning within a network Stran
- Activity 1 and Activity 2 Stran
- Reflect on section activities Stran
- 4.2 Values-based narratives as articulations of learning in network settings Stran
- Activity 3 and Activity 4 Stran
- Activity 5 Stran
- Module Challenge Question 4 Forum
  
  Ustvarite objave: 1
Module 5: Final Assignment
Welcome to the final module!
Within the last 2 weeks, we learnt what professional learning networks are and how they work. In the process of exploring how to grow a professional learning network, we had a look at the examples of school teacher networks in Kenya and the EU Education for Climate Coalition. Finally, we discovered the challenges of gauging the learning that takes place through a network and its value to the learners.
In this module, we are having the final mandatory course assignment in which you will be asked to answer ONE of the provided questions and share your opinion based on the course material (more detailed instructions can be found in the How to submit your final assignment section below).
Please note that, apart from the final assignment in this module, there are 4 more mandatory module challenge questions (one question at the end of each module). Complete all mandatory module challenge questions and the final assignment before Wednesday 22 March, 23:59 CET, to receive a certification of course completion!
- This module will open Monday 13 March!
- 5.1 How to submit your final assignment Stran
- 5.2 Final Mandatory Assignment Naloga
  
  Prejeta ocena
- 5.3 Post-course survey Stran

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Maximizing Value from Professional Learning Networks

Maximizing Value from Professional Learning Networks

How this course works

Course schedule

How to complete this course

Course Evaluation

Behind the course

Webinar Professional Learning Networks and Teacher Communities of Practice: Gateways to becoming a better teacher

Module 1: Professional Learning Networks—what they are and how they work

Module 2: How to Grow a PLN (Part 1)—lessons from primary school teacher networks in Kenya

Module 3: How to Grow a PLN (Part 2)—lessons from the EU Education for Climate Coalition

Module 4: Making Sense of Teacher learning within PLNs and Teacher Communities of Practice

Module 5: Final Assignment

Obvestila

Moduli

Interakcije

Oceni ta tečaj

Oris teme

How this course works

Course schedule

How to complete this course

Course Evaluation

Behind the course

Webinar Professional Learning Networks and Teacher Communities of Practice: Gateways to becoming a better teacher

Module 1: Professional Learning Networks—what they are and how they work

Module 2: How to Grow a PLN (Part 1)—lessons from primary school teacher networks in Kenya

Module 3: How to Grow a PLN (Part 2)—lessons from the EU Education for Climate Coalition

Module 4: Making Sense of Teacher learning within PLNs and Teacher Communities of Practice

Module 5: Final Assignment