Note: This school and situation are both fictitious.
Introduction
According to Hase & Kenyon (2000),
Education has traditionally been seen as a pedagogic relationship between the teacher and the learner. It was always the teacher who decided what the learner needed to know, and indeed, how the knowledge and skills should be taught. In the past thirty years or so there has been quite a revolution in education through research into how people learn, and resulting from that, further work on how teaching could and should be provided. (p.2)
Hase and Kenyon (2000) identify that effective learning occurs when through a learning-centered model. As the consultants for this organization, we aim to develop a professional development (PD) program for teachers modeled on three learning theories: social constructivism, heutagogy and connectivism. This program is outlined below using the ADDIE model for instructional design.
Current State
The Urvi School is an independent grade 3 to grade 8 elementary/junior school. The 17 teachers and 5 staff members of the school are lead by a principal and vice principal. The curriculum coordinator of the school manages the structure and development of the PD system for the teachers. The current PD structure consists of three primary components:
- in-school PD events in the form of guest speakers and workshops (whole school sessions)
- in-school internal PD (teachers visiting each other’s classes, PD messages during staff meetings)
- outside of school PD events based usually subject based which teachers sign up for independently
The in-school events take place three times a year: in August before school beings, in January before term two begins and in June when school has ended. Teachers are generally not guided or instructed on which outside of school events they should enroll in but are required to attend at least one during the year. At the beginning of the school year, the theme of the PD events is given to the teachers by the curriculum coordinator; however, the workshops/guest speaker events frequently deviate from the theme. The PD messages during staff meetings occur approximately every two weeks and include an activity that is to be completed outside the staff meeting (e.g. fill out brainstorm for PBL activities for staff bulletin board). Teachers are required to visit each other’s classes once a term.
The current structure does provide a number of opportunities for PD. The challenges with this structure is that teachers are not given ownership over their PD, self directed learning is not being encouraged, there exists no formal tool for collaboration and dialogue between teachers and teachers are not given choices or structure in the format or content of the PD activities.
ADDIE Instructional Design Model for the Learning Program
Analysis
The learning outcomes imposed by the school’s administrators (principal, vice principal and curriculum coordinator) contain three components:
- Teachers will receive whole school PD in order to collectively learn the school’s vision and direction
- Teachers will choose their outside of school PD sessions based on their own teaching subjects
- Teachers will visit their colleague’s classes in order to learn from each other and possibly align teaching strategies
The scope and structure of the new proposed PD program is based on a leaner-centered model. This PD structure aims to be continuous throughout the year and as well as appeals to the needs/direction of the school and teachers. The school contains the various budgetary and technological tools to implement this program. The program will need to be assessed throughout the year in order to determine the effectiveness for the learners.
Design
This learning program was developed based on the triad interaction of teachers, facilitators and the PD program within a digital environment. The triad relationship was adapted from Borko (2004). Figure 1 below illustrates the framework used in this learning program.
Figure 1. Framework depicting the triad relationship, theories and type of activities involved in the new PD program.
Teachers as Learners
In this program, teachers are defined as the learners (Borko, 2004). Although all teacher-learners will be expected to participate in this PD program, its effectiveness for each teacher is dependent on their internal locus of control, their ability to be intrinsically motivated and a positive attitude towards their facilitators, colleagues, PD program and digital technologies. They must also be willing to interact, communicate, collaborate and share work with individuals and the environment in their personal learning network (PLN) and communities of practice (CoP) (Dabbagh, 2007).
Facilitator
The facilitator(s) within this program can be a number of individuals ranging from administrators, teacher-experts, theorists, workshop leaders and guest speakers. The facilitator’s role is to guide the “teachers as they construct knowledge and practices” during PD opportunities (Borko, 2004, p.4).
PD Program
The activities, learning opportunities, instructional objectives and instructional strategies within this PD program are rooted in three theories: heutagogy, connectivism and social constructivism.
Heutagogy emphasizes the development of individual’s capabilities within an environment of self-directed learning, knowledge sharing, intuition and reflection. The heutagogical approach to learning can be effectively conducted using online and digital technology mediums (Hase & Kenyon, 2000).
Connectivism is a process of learning in which the environment can shift, change and is not necessarily within the control of the individual. It focuses on connecting information, determining important and unimportant information, and recognizing new information which changes decisions (Siemens, 2004). Connectivism states that: “ (i) Knowledge rests in networks, (ii) Knowledge may reside in nonhuman appliances, and learning is enabled / facilitated by technology, and (iii) Currency (accurate, up‐todate knowledge) is the intent of all connectivist learning activities” (Siemens, 2006, as cited in McLoughlin, 2008, p.2).
Social constructivism emphasizes that learners “create meaning through their interactions with each other and with the environment they live in” (Kim, 2001, p.3). Knowledge and meaning are constructed as a product of social and cultural experiences. Thus, “meaningful learning occurs when individuals are engaged in social activities” (Kim, 2001, p.3). Social constructivists posit that effective instructional models should include collaboration and interaction among learners and members of the community (Kim, 2001).
