REFLECTION
We ask ‘What is a learning community?’ and spend some time reflecting on our participation in learning communities. We ask ‘What is a Virtual Learning Environment?’ and spend some time reflecting on our experience of Studyzone, Moodle, Fronter and other VLEs, from a learner’s perspective. We also explore similarities and differences with our experience of Web 2.0 and social networking. We discuss the pre-session reading.
INPUT
I discuss some of the main underlying theories related to e-learning and learning communities and explore how theory relates to practice using examples from primary schools. I explore the difference between a community, a learning community and a Community of Practice. I discuss the multiple conceptions of the roles of teacher and student within learning communities and question the role of Communities of Practice in current classroom practice. I propose the idea that, during this module, we are participants in a learning community where we learn with and from each other.
I give an overview of previous government policy on VLEs. I share examples of how VLE’s they have been used to support teaching and learning. Examples will include use of pages for G&T, EAL and SEN provision and for personalised learning. We also explore how blogs can be used to create learning communities and support teaching and learning.
WORKSHOP
You consider the theoretical approach that will underpin the design of your e-learning resource. You will begin to plan your e-learning project using Google Classroom.
PROJECT WORK
Reflect on the implications of learning communities in primary education from the perspective of teachers and pupils: what are the key enablers and barriers for this approach? Post this to your blog and comment on a post by your peers.
TO FOLLOW UP
Reflect on the implications of learning communities in primary education from the perspective of teachers and pupils: what are the key enablers and barriers for this approach? Post this to your blog and comment on a post by your peers.
FOR NEXT SESSION
Read sections 5,6, and 7 of Barrs and Horrocks: ‘Educational blogs and their effects of pupils’ writing’