I would say that one of the key barriers preventing implementation of online learning communities in primary education is teacher subject knowledge in ICT. I have been on two placements now where the class teachers have not been experienced enough to teach the current National Curriculum, let alone set up an effective online learning platform.

I would say that overcoming this barrier is relatively easy, however, any of the freely available learning platforms come with tutorials enabling even the most hesitant technophobe to access them (Google Classroom). Some even provide demonstrations and bespoke training courses at your school (Frog). The barrier is, I believe, a personal reluctance to apply oneself into learning how to use new technology. The ones I’ve spoken to, the assumption that they aren’t good at or can’t do it and from very experienced teachers(!) is surprising. They must have forced themselves to learn subordinating conjunctions at some point (as I have recently), it’s no different to me.

Of course, there is always the “I don’t have time for that” which I suppose is valid excuse if you school has to devalue foundation subjects (as many do, particularly around Year 6 SATs time). The amount of time the pupils would have to use it, or rather, the amount of time the teacher is able to afford it can be a challenge to find. Luckily, as with anything, as you learn more and more software skills, the faster you get at learning newer skills. Both schools I have had placements in have had ICT once or twice a week (during SATs, not at all!), sometimes as a reward for completing work in other areas. While this was slightly disheartening, this encouraged the thought that even if a school decides to employ a particular (possibly expensive) learning platform, it could be money down the drain if the school doesn’t have a strong promotion of ICT. Giving time to use these platforms is essential if the numerous benefits are to be realised (see below). Furthermore, you would hope your system would become more efficient over time.

Benefits of online learning platforms:

• Improved organisation of information and communication across the school
• Parental involvement and supporting learning at home
• Increased opportunities for independent and personalised learning
• Enhancing the accessibility, quality, relevance and range of learning resources
• Improved processes of monitoring and assessment for learning and teaching
• Increased opportunities for collaborative learning and interaction
• Enhancing digital literacy
• Making best use of teachers’ time
• Facilitating effective and strategic leadership and management of teaching
• Supporting additional educational needs and inclusion
• Improved management of student behaviour and attendance
• Building the school identity and community

—School use of learning platforms and associated technologies – London Knowledge Lab Institute of Education – University of London March 2010

Herein lies the enablers. Surely, a pursuit of positives such as these is a worthy one. Even something as simple as Planbook, which was only for teachers at my placement school, triggers several of the above benefits. It’s a great example of a learning community that allows teachers to see, on one page, all their lesson plans for the week, resources, differentiation, targets and assessment. With everyone using it, they are able to see what all other teachers have planned. With enough detail, any teacher could take over if one happened to be absent. I fully intend to encourage the use of this or similar sites in any school I happen to be in in the future. Planbook helps to distribute the learning efficiently and manages teachers time effectively which will filter down to the children but only indirectly. Children should 100% be part of their own learning community.

Heeeeere’s a good one on the definition and benefits of learning environments (click the pic to engage):

 The writer opens with “A learning community is a group of people who share common academic goals and attitudes.” Hey, sounds like a classroom to me. Taking this online so that children can remain part of their community outside of school is, frankly, a no-brainer. It will aid the sense of belonging, promote collaboration between members and sharing of experiences which itself creates stronger trust bonds and the feeling of community. This bit is particularly The Good Stuff:

With these so obvious benefits, clear goals and zero discernible disadvantages, how can we as practitioners possibly achieve this? Where could we even start? If only there was a website with, like, 14 tips on building a thriving online community…..

https://elearningindustry.com/6-tips-build-thriving-online-learning-community

https://elearningindustry.com/tips-build-online-learning-community

What is clearly evident from the above articles is that online learning communities are significantly beneficial, successful, efficient and allow children to be part of greater experience during their time at school. Providing the initial, possibly time consuming, legwork has been done and (watch your feet on the sweeping generalisation) teachers get over their fears of technology, e-learning communities are quite worth it.