A realm of possibilities is available to teachers when they establish personal learning network via a connected learning environment (Tour, 2017, p. 183). The connected learning framework as defined by Ito et al. (2013) captures the complexity of the NSW English Teachers’ Association (NSW ETA) Facebook group and recognises not only the level of support provided in the connected learning environment, but its ability to provide personal networking opportunities (Tour, 2017, p. 183).
The NSW ETA Facebook group acts as a leveller within the profession as it provides a meeting place for teachers regardless of their experience level and across the public, independent, and Catholic education sectors (Ito et al., 2013, p. 34; Cantrill et al., 2014, pp. 10-11). Each school has an English faculty that operates within the confines of the institution where policies, procedures, leadership, and experience levels of each staff member can make for an insular approach (Ito et al., 2013, p. 34; Rheingold & Weeks, 2012, p. 192). Different sectors, too, operate in their own unique ways with guiding principles that, in a competitive landscape, are not open to benefit others. The connected learning environment of the NSW ETA captures those who are interested in developing a personal learning network and this community is likely to enrich not only their online ‘brand’, but their offline one (Tour, 2017, p. 183; Web20Classroom Blog, n.d., p. 2).
Contexts for Learning:
Peer-supported
The relationships that develop through engaging with the NSW ETA Facebook group transcend the online world into real life when familiar posters contribute to conferences, work at neighbouring schools, or provide opportunities to members outside the connected learning environment (Ito et al., 2013, p. 62; Tseng & Kuo, 2014, p. 40; Dron & Anderson, 2014, p. 77). There is a solidarity in being part of a community who may face the same challenges or delight in the same aspects of the profession which is evident in the membership of the NSW ETA Facebook group which exceeds 7700 (Ito et al., 2013, p. 62; Tseng & Kuo, 2014, p. 38). Group members express their exhaustion at the end of the first week back at school, post Shakespeare memes regularly, and most recently have reached out with resources to support their colleagues during school closures (Tseng & Kuo, 2014, p. 38). Exchanges are interesting and offer an opportunity for intellectual engagement and community building and there is a sense of validation through communicating with what resembles an online staffroom (Ito et al., 2013, p. 62; Tseng & Kuo, 2014, p. 38; Dron & Anderson, 2014, p. 39).
Interest-powered
While Ito et al., (2013, p. 41) explores the impact of digital tools on the ecology of youth, it is worthwhile recognising that Facebook has been used in Australia since the mid 2000s and the NSW ETA has been using the platform since 2009 so what was possibly once the domain of the young is now used by folk of all ages (Rheingold & Weeks, 2012, p. 111; Cantrill et al., 2014, p. 104). The conversation is NSW centric, even though there are members from other states in Australia and overseas, but this speaks volumes to the range of conversations and resources shared (Tseng & Kuo, 2014, p. 39; Dron & Anderson, 2014, p. 135). The authority represented by professional teaching associations means that content is trusted and there is an expectation that moderators will keep posts relevant and will protect members if necessary.
Ito et al., (2013, p. 45) explore the learning that takes place for young people in a connected learning environment and it is just as true for adults engaging in professional learning that leaves the confines of brick and mortar (Tseng & Kuo, 2014, p. 38; Tour, 2017, p. 179). The connected learning environment of the NSW ETA Facebook group improves professional practice across sectors by providing an interest-powered space for a range of voices, and engagement levels from ‘lurkers’ to regular contributors (Ito et al., 2013, pp. 61-62; Tseng & Kuo, 2014, p. 37). The NSW ETA executive and committee members are overall, generous contributors, and this knowledge ‘flow’ provides constancy if the group becomes frivolous or descends into ‘noise’ (Siemens, 2005, p. 6; Wenger et al., 2011, p. 11).
Academically oriented
The learning that takes place through engaging in the connected learning environment is at times, incidental, and sometimes more explicitly sought through posting a question or putting a call out for advice fostering not only a sense of community but ongoing learning (Tseng & Kuo, 2014, p. 39; Wenger et all., 2011, p. 10). This ‘self-initiated’ learning environment inherently links likeminded individuals who are interested in learning and sharing resources that they have either found or created (Tour, 2017, pp. 180-181; Dron & Anderson, 2014, p. 135). The practice of engaging in social media for professional purposes moves beyond formal professional learning to a ‘vernacular’ practice aligning the learning closely to what people engage with in their leisure time (Tour, 2017, p. 180). The nature of the network as defined by Rheingold and Weeks (2012, p. 198) is very much based on who can communicate with who. In the case of the NSW ETA Facebook group members include student teachers, those who work in schools, corporate staff, as well as those who work in universities and the ETA executive team. The range of contributors maintains a high level of rigour within the connected learning environment but also equity in accessing quality materials (Rheingold & Weeks, 2012, p. 198; Cantrill et al., 2014, pp. 10-11).
Core Properties:
Production-centred
Ito et al. (2013, p. 40) posit that media, at any given time, is a reflection and product of the world as it exists and Siemens expands this to offer that the way we operate within is shaped by the tools we use (2005, p. 2).Technology can either reinforce traditional approaches to education, and in the example of the NSW ETA Facebook group, the teaching of English, or it can provide a platform for progressive ideas.
The NSW ETA Facebook group has a simple but effective search function and filing system. All files added to posts within the group environment are automatically compiled in a ‘files’ tab which makes it very easy to search before asking the group a question, and to look through the files contributed by other group members (Ito et al., 2013, p. 74). The reach from the original group is astonishing – members are linked to Pinterest accounts, Twitter, personal blogs, sub-groups on Facebook, as well as places like Google Docs where they are able to contribute to shared resources (Rheingold & Weeks, 2012, p. 192; Dron & Anderson, 2014, p. 135).
Shared Purpose
In many instances, a traditional approach is reinforced by the meeting of minds in the NSW ETA Facebook group but there is always a discussion where a counterpoint is offered. Considering the ecological context of each member varies widely, it is imperative really, that a connected learning environment that supersedes the physical structure and geographic location of English teachers, exists (Ito et al., 2013, p. 40; Dron & Anderson, 2014, p. 36). Support is offered to members teaching young people with an entirely different ecology and participatory culture, especially regarding the media tools now available, to their own (Ito et al., 2013, p. 40; Kuehn, 2012, p. 69; Jenkins, 2006). The institution of school currently resides in world where knowledge is available for a relatively low cost and without gatekeepers (Jenkins, 2006; Dron & Anderson, 2014, p. 37). A connected learning environment gives educators the ability to develop a personal learning network to ensure English education remains relevant (Ito et al., 2013, p. 40; Tour, 2017, p. 183) and each educator’s wellbeing is enhanced as a result of the community (Tseng & Kuo, 2014, p. 40; Dron & Anderson, 2014, p. 47).
The shared purpose of the connected learning environment seems to be limited, at times to posting a contribution to offer an idea or advice (Ito et al., 2013, p. 74). The actual co-creation of resources happens sporadically and most recently in response to colleagues who lost resources in the summer bushfires and the support of colleagues moving to online teaching. In both cases a shared document was created to compile resources and a folder was created for resources to be placed (Ito et al., 2013, p. 74).
Openly networked
Access via smart devices as well as a laptop/desktop computer allows easy access to the connected learning environment (Ito et al., 2013, p. 74). There are entry questions to gain access to the group and these mainly filter out those looking for support as an English language learner, reporters, and businesses who compete with the provisions of the NSW ETA (Ito et al., 2013, p. 74). The interactions of the group are based around social media and the Facebook group is accompanied by a Twitter account, Instagram account, website that holds free resources, as well as items available for members only, and other materials available for purchase.
Design Principles:
Everyone can participate
The ease by which contributions can be made to the NSW ETA Facebook page support its presence in the professional and personal lives of group members. The altruism with which people give stems from a variety of places, many acknowledged by Rheingold and Weeks (2012, p. 112) include; reputation, reciprocity – in this case, one member may ask for or download a resource so will then contribute in turn, or contribution of a resource that was going to be made anyway.
Learning happens by doing
Engagement with the connected learning environment provides an opportunity for reflection and consideration of each member’s practice and approach to their classroom and school (Ito et al., 2013, p. 81). It is through this reflection that time is taken to consider whether one is engaging in best practice and whether there is room for improvement allowing group members to be part of progressive professional learning (Ito et al., 2013, p. 81; Dron & Anderson, 2014, p. 62).
Challenge is constant
The engagement with the NSW ETA Facebook group is a connected learning environment that encourages a ‘breadth of interests’ (Ito et al., 2013, p. 57) and it is from this place that sub-groups have formed focusing on particular elements of the syllabus – certain modules, courses, and prescribed texts. It is evident that many individuals thrive in the connected learning environment of the NSW ETA Facebook group and there are often links to individual blog posts where it is possible to engage with content created by group members for a slightly different purpose. Their branding is shared via the connected learning community, and they are able to increase the reach of their own corner of the internet (Web20Classroom Blog, n.d.).
Expansion/learning opportunities and Risks
Connectivism states that knowledge is found in diverse opinions (Siemens, 2005, p. 5) but there is an inherent potential for conflict in differing beliefs, agendas, and value systems and it is possible too, that the very nature of the connected learning environment could erode the ties between educators (Tseng & Kuo, 2014, p. 38). The very mention of unions, political policy, the process of teacher accreditation, and religion brings up a range of opinions and without careful moderation, these discussions can get personal. Other risks such as gatekeepers, power imbalances, and as supervisors and their staff are also in the group, it is likely that not everyone feels comfortable to contribute (Tseng & Kuo, 2014, p. 44).
Other issues that occur regularly is resentment between members who perceive others’ participation in the connected learning environment only to source resources without actively contributing. There is also regular policing of other members especially around the perceptions of when members should be active – at the start of school holiday periods many members protest if the group is active, other protestations are around how much support and in what circumstances is one able to seek resources (should those on practicums be required to create their own resources to learn?), and the question of whether one sector is able to give freely to another sector. There is vetting that occurs on the page, and those moderating are entrusted with the final say on whether a post is relevant to the discussion or not. This is beneficial in providing some protections if discussion turns personal but due to the range of educators drawn to the page the removal of posts is value laden which can also create a problematic opinion amongst group members.
Recommendations for further expansion would be active support of sub-groups to share and co-create in a more organised and concerted manner to meet the needs of group members. The level of expertise in the group should be harnessed with opportunities to support others through mentoring or even offering more grassroots level professional learning. There is a journal provided to members of the NSW ETA but the creation of a Sway or blog capturing experiences from the coalface could be just as useful. The organisation of resources contributed would also be beneficial and would save members a great deal of time searching 15-years of posts. English teachers who engage in a personal learning network via the connected learning environment of the NSW ETA Facebook group are likely seeking relevant educational experiences in all aspects of their life so opportunities for members to engage in different ways is a logical step forward (Tour, 2017, p. 181).
References
Cantrill, C., Filipiak, D., Garcia, A., Hunt, B., Lee, C., Mirra, N., O’Donnell-Allen, C., & Peppler, K. (2014). Teaching in the Connected Classroom. (A. Garcia, Ed.). Digital Media and Learning Research Hub.
Dron, J. & Anderson, T. (2014). Teaching Crowds Learning and Social Media. AU Press.
Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., & Watkins, S. C. (2013). Connected Learning: An Agenda for Research and Design. Digital Media and Learning Research Hub.
Jenkins, H. (2006). Jenkins on Participatory Culture. Work & Days Kalantzis & Cope. https://newlearningonline.com/literacies/chapter-7/jenkins-on-participatory-culture
Kuehn, L. (2012). Manage Your Digital Footprint.
Rheingold, H., & Weeks, A. (2012). Net smart: How to thrive online. MIT Press. https://ebookcentral.proquest.com/lib/qut/reader.action?docID=3339401&ppg=122&tm=1544586470510
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. https://jotamac.typepad.com/jotamacs_weblog/files/Connectivism.pdf
Tour, E. (2017). Teachers’ self-initiated professional learning through Personal Learning Networks. Technology, Pedagogy and Education, 26(2), 179-192.
Web20Classroom Blog. (n.d.). Teachers, Take Care Of Your Digital Footprint. Teachhub.com. https://www.teachhub.com/teachers-digital-identity
Wenger, E., Traynor, B., & de Laat, M. (2011). Promoting and assessing value creation in communities and networks: a conceptual framework. Ruud de Moor Centrum.
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