Early Childhood E-Community of Practice
Hello and welcome to my new personalised learning network (PLN) for early childhood professionals. My name is Tom and I am a pre-service teacher from Brisbane, Australia.
I am currently studying a unit about learning spaces, and this blog is my attempt to network with other professionals as I transition into the teaching profession.
My interests in education include positive behaviour support, ESL, child-centred pedagogy and play.
Tom
The Cisarua Refugee Learning Centre (CRLC) is an inspiring example of a refugee community coming together to support one another through education. The CRLC is a community-run school located three hours south of Jakarta, Indonesia. The school was established in August 2014 to meet the educational needs of the 3 000 Hazara refugees living around Cisarua.
Life as a refugee in Indonesia
Life as a refugee in Indonesia is extremely difficult. Refugees have no legal rights to work, and cannot claim any form of social security. Children registered with the UNHCR are permitted to attend local Indonesian schools; however, this is dependent on their ability to speak the local Bashasa language. Naturally, many parents want their children to learn English as this is the language spoken in most resettlement countries. Refugees in Indonesia can expect to be living for many years in one place.
CRLC School
The Cisarua Refugee Learning Centre currently delivers education to over 100 students. These students are taught across 6 classes by 12 volunteer teachers. The school is largely funded by non-for-profit Cisarua Learning Inc, philanthropy and a close association with the Australian Independent School In Jakarta. Before the school was established, refugees in Cisarua were bored and depressed with little structure or routine. What did they have to look forward to?
This school has given the refugees of Cisarua renewed hope, belonging and an alternate identity as students, teachers and community members. It is an example of the concept: “think global, act local”.
Regardless of our government’s current asylum seeker policy, we can each follow CRLC’s lead in taking action to bring about social change locally. I remain hopeful that this model could be extended to other refugee contexts in Indonesia and Australia. We may not be able to change our government’s policy, but we can ensure that children in our region have access to an age appropriate education.
For more information on the CRLC explore the following links and articles:
References
Cisarua Refugee Learning Centre (November 19, 2015). Pozzible campain video [Video file]. Retrieved from
Moodle Cloud is a free online learning management system. This week I have been using it to build a learning space for refugees. It has several advantages over other learning management systems I have previously explored. I’m not particularly savvy with technology, but I have been able to create a reasonably cohesive and functional learning space using Moodle Cloud.
Why create an online learning management system?
Having an online learning management system allows teachers to keep in regular contact with their students. Students can engage with the learning materials on their own terms, and are encouraged to take an active role in the learning process. In terms of offering a learning space for refugees, this type of platform may be the only means of reaching a disparate group of learners across diverse contexts.
What are the features of Moodle Cloud?
The Moodle Cloud platform is ideal for individual teachers who are interested in flipping their classrooms. It has been developed for users who are not tech savvies, such as myself. The platform offers a privately hosted website for up to 50 students. It is constructed using a selection of tailored plugins, and is relatively simple to manage. Teachers can use Moodle plugins to import video and audio content, discussion forums, quizzes and assignment tasks. Moodle Cloud also offers video conferencing sessions for up to six people at once through its BigBlueButton feature.
The limitations of Moodle Cloud
Moodle Cloud does have the disadvantage of incorporating advertisements in the footer of your site. Although, these are not particularly invasive. Another challenge is that the site only offers 200 megabytes of disk-space. This may necessitate the need for the integration of an external file hosting platform. Also navigating between pages on the site can be quite confusing. I put this down to the sheer flexibility and openness of the platform. Overall, I am quite excited by the prospect of continuing to develop an online environment on Moodle. I will continue to use the system to offer a flexible learning space for refugees in Indonesia. In the future I might consider upgrading to the paid version to the site.
This is a list of my top 10 open education resources. OER are repositories of digital resources in the public domain. These electronic repositories are particularly important for students in developing countries who may not have access to books or other expensive learning materials. Many of these resources can also be accessed via a mobile phone with basic internet connectivity. Open education resources create flexible opportunities for learning across contexts. Often barriers of cost, travel or safety prevent students from attending a traditional school (Ally & Samaka, 2013). These resources, combined with increased access to mobile technologies, have enormous potential in delivering models of distance education to refugee populations and those living in developing countries . When combined with social media tools, teacher scaffolding and peer support, these tools can assist individuals to continue their education within a self-directed and flexible context.
Top 10 Open Education Resources
10. K-10 Tech Tools– Includes a comprehensive list of organised teaching and learning resources. Content is arranged under grade and subject specific collections. This wiki is extremely user friendly and includes many hyperlinked resources relating to each grade/subject area.
9. Cool Tools for Schools– Another collection of hyperlinked educational resources. This wiki provides a comprehensive list of educational tools to meet specific educational functions. Web 2.0 resources are arranged under headings such as drawing, video editing and mapping. Each link is accompanied by a concise description of each 2.0 tool.
8. World Digital Library– A networked global library of free information and learning materials.
7. Open Content Alliance– Another digital archive of content for universal access.
6. OER Classrooms– A curated collection of educational commons. Featured topics include games-based learning, Arts integration, citizen science and language learning.
5. Creative Commons– A digital repository of open access educational resources. This content can be legally copied, shared and modified by anyone. It is a useful tool for teaching students about copyright and intellectual property. There are many links to CC video footage, images and sound resources.
4. CommonLit- This is a collection of fiction and non-fiction texts available in the public domain. This platform has specific reading material for students in grades 5 to 12. It is particularly helpful when searching for age-appropriate non-fiction texts. Texts can be assigned to an individual class and include embedded comprehension questions.
3. LibriVox– An archive of audiobooks in the public domain. This is particularly useful when studying classic works of fiction.
2. Khan Academy– A personalised learning resource for all ages. Once the app has been downloaded it can be accessed via a mobile phone. Teachers can this resource to monitor student performance and error patterns. This resource uses video tutorials to support self-directed learning in mathematics. It can make learning maths fun, engaging and self-directed.
1.Worldreader– A mobile reading app with access to over 45 000 titles. Books can be downloaded using a basic mobile device and read offline. Worldreader uses very little data, and is a convenient and affordable method of accessing online books.
For a hyperlinked PDF of these resources chick on the following link:
my-top-10-open-education-resources
References
Ally, A., & Samaka, M. (2013). Open education resources and mobile technology to narrow the learning divide. The International Review of Research in Open and Distance Learning, 14(9), pp.14-27. Retrieved from http://files.eric.ed.gov/fulltext/EJ1008090.pdf
What is the best way to educate the millions of children around the world who are currently living in poverty or as refugees?
During my research into online learning spaces, I located several organisations that provide open-access educational resources. One such organisation is Worldreader. Worldreader is an open-access mobile application that distributes over 45 000 books in 43 languages (Worldreader, 2016). These digital books can be accessed via a basic mobile phone with 2G connectivity.
The use of mobile learning technologies to deliver open-access resources offers huge opportunities for increased educational access worldwide.
Why deliver education via mobile phone?
Mobile technology has become ubiquitous. According to the UN over 6 billion people now have access to a mobile phone (UNSECO, 2014). Reading on a mobile device is also relatively cheep when compared to the high cost of traditional books (UNSECO,2014).
Worldreader offers benefits of convenience, affordability and supplementary access to books (UNESCO, 2014). I am excited by the prospect of designing a learning environment for refugees that could be delivered exclusively on a mobile phone.
References
UNESCO (2014). Reading in the mobile era: A study of mobile reading in developing countries. Retrieved from http://unesdoc.unesco.org/images/0022/002274/227436E.pdf
Worldreader (2016, September 28). Margret’s story: A teacher who was illiterate just a few years ago [Video file]. Retrieved from https://www.youtube.com/watch?v=_EGMY74rAjE
Worldreader (2010) [image]. Retrieved from https://twitter.com/worldreaders
The Liminal
At the beginning of this semester I was unaware of the liminal learning space. Although I had encountered the ‘liminal’ many times before, I had not constructed a formal frame of reference for understanding this learning space. Unlike the other five learning spaces, the liminal is quite abstract, and can only be conceptualised using metaphors. Learning is viewed as a process of self-discovery and personal growth; and represents a process of cognitive and affective transition from the unknown to the newly accommodated. The main insight I gained is that it’s Ok for learning to sometimes be challenging and uncomfortable. Learning in the liminal space requires risk, challenge and a voyage into the unknown. An understanding of this learning space supports teachers in providing pupils with appropriate levels of scaffolding, autonomy and challenge.
The e- Space
My perceptions of the e-learning space have broadened significantly over the course of this semester. I got to experience working both collaboratively and independently on several 2.0 platforms including: Wikispaces, Google Docs, WordPress and LEO. Although I had used LEO and Google Docs before, I gained enhanced skills in visual formatting; and a growing appreciation for the unique characteristics of online learning platforms. Unlike other learning spaces, the e-space affords opportunities for self-focused inquiry and flexible collaborative exchange. The forums were highly informative and allowed me to reflect on my own and other’s thinking. I enjoyed the challenge of learning to engage with and through the different platforms. Multiple points of view can be expressed to enrich the conversation; and individuals’ can participate in a way that best suits them. I learnt about the importance of establishing a supportive e-community of practice. This community of learners can join forces to support one another’s learning and participation in the e-space.
Group, Cooperative and Collaborative
Initially, I had not considered the nuances between these three learning spaces. This was among the most interesting areas covered this semester. I had never considered the differences in structure, autonomy and accountability within these related contexts. In future I hope to use each of these contexts to meet different objectives. The cooperative learning space offers more structure and facilitates greater student accountability. Alternatively, the collaborative learning space may offer opportunities for engagement, creativity and high-order thinking. The group space should be used for less structured activities where student choice is preferred. The key is for teachers to understand the differences between each of these learning spaces and select the most appropriate fit.
The Classroom
The classroom context can have a significant influence on students attention and sense of belonging within a space. We studied contemporary approaches to classroom design and their influence on students wellbeing and engagement. I found it particularly interesting to learn about the preferential differences, for cluttered or uncluttered environments, between boys and girls. It was also interesting to learn how teachers managed the challenges of an open-plan classroom. These spaces seem to reflect child-centred values; compared to those characterised by a traditional classroom context.
Beyond the Classroom
Learning experiences beyond the classroom offer many opportunities for authentic and meaningful experiences. Most learning takes place beyond the confines of the school; and therefore, teachers need to utilise this context to support their students holistic development and wellbeing. I learnt that these contexts are typically characterised by real-world challenges, concrete outcomes, collaboration, personal responsibility and open-access. These characteristics would seem important in any student-centred learning environment. Typically, schools provide these experiences using a combination of incursions and excursions. Careful planning is required to connect these experiences to the classroom curriculum.
The Personal Learning Space (PLN)
The personal learning space can be used to provide teachers with ongoing and targeted professional development opportunities and support. This semester I began a process of professional engagement with other educators online. Unlike other learning contexts, the personal learning space can be used to meet individual goals and establish networks of professional support. This learning space is flexible enough to meet the ever changing needs of teachers as they develop in their careers. In accordance with best practice in PD, this network can offer ongoing support, networking opportunities, integration and access to relevant information.
As a teacher what impact do learning spaces have on your practice?
Learning spaces represent the third teacher within an any educational setting. They reflect the philosophies of the people who construct them, and may be inclusive and responsive to the students who use them. The characteristics of each space influences how students interact with it, and whether or not they are motivated to engage, take risks, collaborative and achieve educational outcomes.
What do you think learning spaces of the future might entail?
I believe that learning spaces of the future will become increasingly self-directed and collaborative. Education in the classroom may be supplemented by projects studied in the e-space and beyond the classroom. Teachers will have a growing role in managing the transitions between each of these learning contexts. Learning spaces of the future will offer opportunities for differentiation, self-direction and personalisation. Classrooms will become increasingly informal and student-centred.
As a result of EDFD459, what are you going to be taking into your own classroom?
I will take a better understanding of each of the six learning spaces and their interrelationships. I am excited to experiment with the different contexts for collaborative and cooperative learning; and to incorporate the preferences of my students into the decisions I make about learning spaces. Many of the e-learning spaces I have explored this semester can be incorporated into classroom projects in primary school. It is my objective to continue to develop and update my PLN. I hope to educate my students about the liminal space, and create a learning environment that values self-direction, challenge, collaboration and inclusion.
What are the fundamentals of learning in the future?
A supportive and knowledgeable teacher will always be essential to learning. In the future perhaps we will deliver more education online. However, this will be provided within a supportive eCOP. To learn something new requires a designated time, space, motivation and community of practice. Children require opportunities to play, explore and imagine their futures with hope.
Why do classrooms matter? They matter because they give us a sense of belonging.
An education for the future will value critical and creative thinking, collaboration and global engagement.
What do we need and what can we do without?
We all need a supportive teacher who believes in our potential. A community in which we can belong and a sense of agency. We could easily do without many of the material things that are already taking up too much space. Competition and judgement (of self/others) could be substituted for values of cooperation and empathy. The great challenges of our time (ie, climate change, poverty) are not going to be solved by competition or market forces. These complex issues require cooperative and humane solutions.
What considerations will drive learning spaces into this century?
Technology will continue to shape the way in which we learn. At some point the current discourses of accountability may subside. Children’s potential for learning is immense. Perhaps learning in the 21st century will be characterized by higher-order thinking, creativity and collaboration. Who knows?
Global Citizen (2014). 10 barriers to education around the world [image]. Retrieved from https://www.globalcitizen.org/en/content/10-barriers-to-education-around-the-world-2/
I am considering developing a future learning space based around several Indonesian detention centres.
I will be incorporating the ICTs initiative from TWB, and considering the liminal and e-spaces within this learning context.
This will be developed for middle primary aged students’ (years 4-6) as some independent literacy and study skills will be required.
My research will begin by investigating the Pontianak, Kalideres and Tanjung Pinang detention centres.
I am trying to locate free online resources that could be accessed via a smart phone.
What is the liminal space?
Learning in the liminal space occurs when we find ourselves pondering the question ‘now what?’
It is a conceptual process in which we are in transition and without a reference point. Our thinking, beliefs, values and expectations are disrupted and overwhelmed.
This is potentially a fantastic context for deep learning as we are forced to reconcile our past with the changing present, and relinquish control.
I feel I am in this space presently; as I come to the end of my degree and attempt to stretch my learning in areas I am currently weak.
This is sometimes uncomfortable but I won’t give up until I cross the threshold.
Early Childhood Teacher Insights 