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Portfolio Assignment from Developing Community Module.
According to the course debrief, In Developing Community, we were provided with information on building community in the professional learning environment. We examined strategies for building community and fostering collaborative working relationships that will engage the professional learner, and we also selected a toolkit of strategies for our own use as a professional learning leader.
My Project
This is an outline of a year long professional development effort which includes strategies to build participatory learning community,
Reflection
Prompt: After reading this module's materials, in what ways can you best promote the importance of community in various settings...
Whether in an online forum or a face-to-face professional learning opportunity with only three people.
What elements from this module will you take forward?
How might an online, blended, or virtual environment provide better support to participants than a face-to-face environment?
Response: Some ways to best promote the importance of community in various settings would be to provide opportunities for participants to interact and highlight some of the strengths and experiences they bring to our learning situation. Mix this with humorous and fun icebreakers and energizers so that we can relate to each other both on a personal and a professional level.
As I progressed through Module 4, Developing Community I came across a wealth of concepts and recourses I will tap into as I plan for future professional development. Some examples include the Community of Inquiry Model, and the Coot Tools for School wiki as a resource for collaborative activities. And of course, even though it seems so obvious, we can never stop emphasizing the importance of professional development leader setting clear expectations and norms for interactions and activities I will continue to improve on those aspect of the the professional development I facilitate. .
Finally, we are arguing for the online, blended and virtual environments to be carrying the potential of better supporting participants than a face-to-face environment. We have all heard arguments that the shy, introverted participants are provided another medium to have their opinions and experience heard. Furthermore, the online resources and activities do not limit us to the fixed time and location of the face-to-face. Some participants may be at the peak of their productivity at midnight, and others at dawn or dusk. The learning experience is geared to accommodate anytime, anyplace, and any pace participation.
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