n o t e s&NEWS Center for Teaching, Learning & Technology
Volume 6, Issue 4 • December 2004
The Value of Learning Communities
by Dan Madigan
Why have learning communities become such a large part of what we do at the Center? We know from research about student learning communities that such structured groups of learners provide a social context that encourages learning, engagement and sharing knowledge within a safe environment. FLCs become viable discourse communities. In the business world, Kaplan (2002) writes that 70% of what an employee needs to know to do her job successfully is learned outside formal training that comes with books, coursework, formal training and instruction. Tacit knowledge about how things really get done is difficult to capture and deliver. That tacit knowledge, however, can be captured and formalized via learning communities. In other words, it is the collaborations and group activities found in learning communities—not the individual activities—that contribute most to the learning that matters most.
For the past five or six years, CTLT has sponsored some iteration of faculty and graduate instructor learning communities. At first, we were modest in our attempts to define the nature of the learning communities and the activities that members engaged in. Our structure was loose—although social and meaningful. Meetings were an attempt to bring members together to engage in discussions about topics and/or ideas. But our outcomes were much more general than they are today. Over the last few years CTLT-sponsored learning communities have become much more focused, project oriented and productive in terms of outcomes. These groups form a social network of cohort-based and topic-based participants who, for example, share ideas, projects, and many forms of tacit knowledge in ways that support faculty teaching, research Like the business world, academia too often, albeit and student learning. implicitly, encourages and creates isolation among faculty In many ways, Faculty Learning Communities (FLC) and that can lead to a more restrictive rather than engaging, Graduate Learning Communities (GLC) have become shared kind of knowledge making. The irony here is not our raison d’etre as a faculty development support unit. lost on us in academics as the academic community overall Yes we still spend a lot of time on one-on-one consulting prides itself in being known as a discourse community that and focused workshops at the Center, but we have learned values interdependence. that the notion of learning communities, in its many iterations, has far reaching effects on faculty and future CTLT has designed its learning communities purposefully to get faculty out of the office and into an environment faculty development. that encourage collaborations that, as Kaplan notes
staf f MEMBER
Pratap Gajjala is new to the CTLT staff this semester. He is double majoring in Computer Science and Digital Arts. While at CTLT Pratap assists with the following: •Consulting faculty •Developing and Creating Tutorials •Video Editing •Digital Video Production •Audio Production
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Bridges content and context Encourages focused interactions Captures informal knowledge Builds on formal knowledge Connects learning to action
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pratap gajjala 201 University Hall • (419) 372-6898 • http://ctlt.bgsu.edu
(Learning Communities-Cont.)
This year, CTLT sponsors or co-sponsors 8 learning communities with 67 faculty and 10 future faculty as participants. Participants represent 49 different departments from 6 different colleges. Our current learning communities are • • • • • • • •
New Faculty Digital Technology Beyond the Towers Research and Teaching Active Learning in the Life Sciences Reflective Practices Online Learning Preparing Future Faculty for Teaching Technology
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workshop SCHEDULE
This spring, CTLT will offer faculty workshops on the topic of Tenure and Promotion Portfolios. As suggested from other faculty, we have divided the workshop into two distinct sessions. Faculty going up for 3rd year review will want to register for the 3rd Year Review workshop. Faculty who are going up for associate or full professor should register for the Associate/Full Professor T & P workshop. The workshops will focus on how to develop the basic portfolio format, present and document good evidence of teaching, research and service, write required narratives, and incorporating issues of engagement. Tenure & Promotion 3rd year review
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January 24 March 22
11:30-1:00 11:30-1:00
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February 1 February 18
11:30-1:00 11:30-1:00
Associate/Full Professor
In addition to the traditional year-long learning communities sponsored by CTLT, we have created 1/2 year learning communities that focus on the special topics of learning outcomes, assessment, active learning, and learning activities. These types of learning communities meet only about 5-7 times during one semester, but retain the qualities of learning communities that bring faculty together over a period of time to share ideas, develop interdependence, and engage in a true discourse community. For more information call Dan Madigan at 372-6898.
All workshops will be held on site at 201 University Hall. Register for workshops online at http://ctlt.bgsu.edu/ workshops/registration.php or call 372-6898. For updated information on our workshops please visit http://ctlt.bgsu. edu/workshops/list.php. Blackboard Gradebook
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December 9 December 15
10:00-12:00 3:00-5:00
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December 13
3:00-5:00
M T W R
January 3 January 4 January 5 January 6
1:00-4:00 1:00-4:00 1:00-4:00 1:00-4:00
Blackboard Assessment Tool Video Production Series
Changes for Connie Molnar CTLT is losing a wonderful colleague and Assistant Director, Connie Molnar as she will be moving on to another career opportunity. On January 1, 2005, Connie takes on the position as the Director of IDEAL, a unit in Continuing and Extended Education. Connie has been an administrative staff member at our Center for 4 1/2 years and has done an outstanding job. During that time, she has directed many projects and initiatives such as the • Graduate technical competency program • WebCt to Blackboard transition program, and • Several learning communities She has also been an instrumental figure in the Blackboard
support arena—providing consultations to faculty members developing web-based courses, leading workshops, and taking a leadership role in key Blackboard initiatives on campus. Connie has also been instrumental in developing and facilitating a variety of technology related workshops (Dreamweaver, online communication , lunch bytes, etc.) that faculty at BGSU have come to depend on. Finally, CTLT staff members will miss Connie’s attention to detail in her daily activities related to CTLT, and her interest and support of all members of our staff. Although we are sad to see Connie leave her position at the Center, we are happy that she will continue to be part of the BGSU community and that she will get an opportunity to broaden her experiences as an administrator and teacher. Published by The Center for Teaching, Learning & Technology