Week 5 Communities and networks

Introduction

Figure 1 Technology gives us the opportunity to connect widely.

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A drawing of a person positioned left. To the right is a group of 10 people making a human pyramid. There is an arrow going from the solitary person towards the group. Under the group are the words ‘Support Networks’.

Figure 1 Technology gives us the opportunity to connect widely.

One of the most effective ways to build confidence and ability in teaching and supporting learners online is to connect and talk with others. This may involve forming a network of peers who are at a similar stage and can share experiences, test ideas and offer moral support. It may involve connecting to people who have already achieved the same objective and can provide useful advice.

A great advantage of using online tools, particularly social networking tools such as Telegram, WhatsApp or Facebook, is that individuals are not limited to one physical or online place. They can decide what to discuss, how, when and with whom. Participation in these networks is sometimes described as either active or passive.

Passive participation does not involve any online engagement that is visible to others. Simply reading the comments of others without initiating or responding to a post is a form of passive engagement (sometimes referred to as ‘lurking’). ‘Active’ online learners make contributions that are obvious to others, for example, sharing resources or discussing ideas.

However, these labels may be misleading because they are based on what can be seen of a learner’s activity online. From the perspective of those online, ‘passive’ learners appear not to be engaging because they make no obvious contribution. However, they may actually be very active – reading everything, making notes, bookmarking sites, and discussing ideas with friends and colleagues. On the other hand, ‘active’ learners may appear to be working hard because their activity is visible online, but – on closer inspection – their contributions may be low quality or off topic.

Understanding concepts such as synchronous and asynchronous communication will help with online teaching. These concepts apply to a variety of platforms and tools: for example, social networking tools include discussion or message boards. They also provide ways of sharing and curating information, for example through social bookmarking and micro-blogging. Individuals can share resources and findings of their work online and can also find information and resources shared by others with similar interests.

This week, you will cover the advantages that can be gained by expanding online networks, as well as guidelines and tips for developing professional networks.

Practitioner reflections

The week starts with another video from educator Sarah. Here she reflects on her experiences with online networks. As you watch the video or read the transcript, make a note of the different ways in which Sarah uses Facebook and Twitter to support her teaching.

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Transcript

How have you developed your networks?

SARAH:

It’s fair to point out that prior to these studies, I had absolutely no digital presence whatsoever. So I've only really dipped my toe in the water. I’ve tried a couple of things, which has made a real difference and been incredibly beneficial in my teaching practice, and that’s what I’m sharing with you today.

I’m a music teacher, and I have a busy private practice. And I have set up a private group within Facebook for myself and for my pupils and for my pupils’ parents. I use it to deal with timetabling issues, with publicising when exams are going to be, term dates, all the nitty-gritty, that’s sort of practical stuff.

It’s been incredibly useful, because prior to this I’d have used the telephone or sent out letters, whereas now I know instantly who has read the information, and therefore I know if I need to prompt any further.

I have also been surprised to find that it has created this community within my group of students. They now are doing things like sharing resources. And also, they are offering each other support before exams, congratulating each other on their successes. And that’s a nice sort of side development from the whole thing.

The second part of my career is that I teach academic subjects online. And I have used for that a Twitter account to create this professional presence online. I have been astonished how useful I find that. I have discovered through having this Twitter presence, conferences which have been beneficial, I have found fellow professionals working geographically close to me.

I have a particular interest in teaching students with Asperger’s syndrome, or who are on the autistic spectrum, on the high-functioning end of the autistic spectrum. And I have discovered all sorts of resources and people who are able to help me in my endeavours. And I am really surprised at how this network has just developed and how I’m learning constantly. I’ve read articles that I wouldn’t have expected to have found, and therefore, my own teaching practice is much improved by this.

I admit I was sceptical, but it has been really beneficial. So just two small examples of how sort of spreading your digital presence can be really helpful. Thank you.

End transcript

 

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