Towards Networked Learning: Stronger Together by Darren Sudlow

Towards Networked Learning: Stronger Together

Published February 2022

Towards Networked Learning | Stronger Together

By Darren Sudlow, Rachel Whalley and Amanda King

On behalf of the Virtual Learning Network Community

Abstract: The purpose of this report is to articulate the pedagogical model that is applied across the Virtual Learning Network Community. This model is evidence based and focused on a networked, people first approach to online learning that focuses on three key principles Emergent Design, Community and Connectedness, and Learner Centredness. This model has developed over many years and is highly applicable to any school context. 2

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Contents Part One: Understanding the Context Introduction

4 4

Background

Brief history

Defining Virtual Learning

Benefits and Challenges

Key Values

Organisation of learning

Programmes of learning

Projects

Professional Learning

Part Two: Pedagogy and Practice Key Principle: Emergent Design

11 11

What is Learning Design?

Emergent Design

Emergent Design in the Secondary Context

Emergent Design in the Primary Context

The Role of Asynchronous Technology in Emergent Design

The Role of Synchronous Technology in Emergent Design

Key Principle: Community and Connectedness

Building Community (Coalescence)

The role of Social Presence in Community Building

A Learning Community (Collaboration and Knowledge Building)

The Role of the Teacher in Community Building

The Role of Synchronous Technology in Community Building

Key Principle: Learner Centredness

Agency

Teacher Presence and Building Relationships

Culturally Responsive and Sustaining Pedagogy

Supporting and Developing the Learner

Learner Support

VLNC Support

Developing the learner

Assessment for Learning

Teacher Capabilities

Part Three: Looking Ahead Towards Networked Learning

Curriculum Development and Diversity

36 36

Collaborative teaching

Blended Learning

Building Teacher Capacity

Conclusion

Reference List

40 3

Part One : Understanding the Context

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Part One :

Understanding the Context Introduction The impact of Covid-19 restrictions over 2020 was significant, resulting in countrywide school closures that lasted several weeks and New Zealand teachers transferring learning to a fully online environment with little preparation. Recognising an urgent need, the Virtual Learning Network Community (VLNC) offered their expertise and support to the Ministry of Education (MoE). They opened up places for learners in their online programmes and provided professional development and support to teachers. The MoE subsequently commissioned the VLNC to explain its pedagogical model to better inform the education sector on effective teaching and learning online.

Background The VLNC comprises three organisations that work collaboratively through their member school networks to provide online learning opportunities for their learners based on the New Zealand Curriculum. The Online Learning Community (OLC) and NetNZ provide opportunities for learners in secondary and area schools, while the VLN Primary School caters for primary age learners. The OLC comprises four online learning communities from across the North Island: FarNet, HarbourNet, Volcanics and WeLCom, while NetNZ mainly works with schools from across the South Island. The VLN Primary School operates at a national level.

share a common vision to use networked learning to create a more equitable education system

All three organisations operate as separate trust entities that are either fully or partly funded by their member schools (The VLN Primary partners with the MoE who fund operational costs, while schools fund teaching and learning costs). Together the VLNC share a common vision to use networked learning to create a more equitable education system and align at various operational levels to achieve this.

Part One : Understanding the Context

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Brief history Virtual learning has been taking place in New Zealand

These school networks were developed to ensure a broad curriculum for their

schools since the early 1990s when schools

ākonga. There was a range of drivers that

collaborated to share teachers and resources and

led to the growth in online learning

provide classes to each other’s students through the internet (Ali, 2017; Powell & Barbour, 2011; Roberts, 2010a; Starkey & Stevens, 2007; Stevens, 2011). Clusters of schools and the Correspondence School taught classes using audiographics in 1994 (Langley, 2003; Stevens & Moffatt, 2003; Wenmoth,1996). (Audiographics required two phone lines, one to provide the audio connection and another to send still images to a computer screen.) Canterbury area schools initiated Casatech and later TosiTech (Top of the South) was formed (Barbour & Wenmoth, 2013; Roberts 2009).

The KAWM (Kaupapa Ara Whakawhiti Matauranga) network initiative, begun in 2000, enabled several clusters of kura, comprising Wharekura, East Coast area schools and Māori boarding schools, to use video conferencing to provide online classes and professional development for kaiako (Barbour & Wenmoth, 2013; Roberts, 2009; Waiti, 2005). Following on from the KAWM initiative, many more regional clusters formed in quick succession over the decade, built on the successful OtagoNet model, and became collectively known as the VLN (Virtual Learning The Virtual Learning

Network). By 2010 over half of New Zealand’s Area

Network Community

Schools and Secondary Schools had some students learning online (Powell & Barbour, 2011).

The VLN Primary School had its origins in 2004 at Pitt Island School in the Chatham Islands, with online

These school networks were developed to ensure a

collaborations between small rural and remote

broad curriculum for their ākonga. There was a range

schools in New Zealand. In 2008 Principal Rick

of drivers that led to the growth in online learning:

Whalley, realising how the secondary school sector was making use of online learning, led a collaboration of primary schools to share online

Schools were at risk from declining rolls and

language classes. They developed a case study that

pressure to retain staff ;

resulted in the MoE providing operational support

there was dissatisfaction with the

for the VLN Primary School (Whalley, 2018).

Correspondence School, which had traditionally provided courses to rural senior students;

The development of new technologies and improvement in broadband services to schools were significant in the growth of virtual learning in New

and school leaders were beginning to realise the potential of emerging technologies that

Zealand. Project Probe, initiated in 2002, enabled schools to move to video conferencing. More

would enable schools to collaborate online

recently, considerable investment by the

(Arif, 2017; Langley, 2003; Roberts, 2009).

government in schools’ infrastructure, fibre and rural broadband rollouts, and the development of a

Part One : Understanding the Context

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dedicated managed network for schools providing free, fast internet have enabled all schools to have the technology needed to access virtual learning opportunities.

The Ministry of Education has supported the development of the VLNC through funding initiatives and services such as Digiops (Digital Opportunities), ICTPD (Information Communication Technologies Professional Development) clusters, eLearning leadership funding and VLN internet services. However, since 2010 there has been a decline in the number of VLN communities operating, because of decreased support from the Ministry of Education and a policy vacuum for online learning in New Zealand schools. Between 2016 and 2018, across two successive governments, CoOLs (Communities of Online Learning) were introduced then removed. The Government repealed CoOLs legislation to “provide further time to consider the future of online learning in New Zealand, in the context of wider education sector reviews” (New Zealand Legislation, 2018, p.2). The subsequent Tomorrow’s Schools Taskforce identified the VLN as having “great potential to support and facilitate innovation in online curriculum content, learning, pedagogy and assessment”, and that “there are also important opportunities for schooling to become more flexible, and for types of schooling provision (such as VLN and Te Kura) to play a greater and more strategic role in the education of more students” (Ministry of Education, 2018, pp. 64 -65). The government’s response was to “consider opportunities to promote a more cohesive national approach to support flexible learning and specialist provision” which included reviewing the roles of Te Kura, VLN and specialist schools (Ministry of Education, 2019, p.34). Policy work to address this is currently underway.

The subsequent Tomorrow’s Schools Taskforce identified the VLN as having “great potential to support and facilitate innovation in online curriculum content, learning, pedagogy and assessment”, and that “there are also important opportunities for schooling to become more flexible, and for types of schooling provision (such as VLN and Te Kura) to play a greater and more strategic role in the education of more students”

Part One : Understanding the Context

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efining irt al earning

efining virtual or online learning in the New Zealand context is problematic, as there are many perspectives, practices and terms associated with it. Some common terms in use are eLearning, online, blended, flexible, open and distance learning. -learning is a very general term described as learning and teaching that is facilitated by or supported through the smart use of information and communication technologies (Ministry of Education, 200 , p. 2). Some think of online learning as platforms or apps that ākonga learn from independently such as athletics or ducation erfect. istance learning is characterised by the separation of place and or time between teacher and learners and learning resources (Lai, ratt, & rant, 2003), and is considered an outdated term for Correspondence education. Blended learning is characterised by students combining part of their learning online and part in the traditional classroom setting, giving them more choice and flexibility in their learning (Barbour, 2015; Sta er & orn, 2012) D

“

”

irtual learning encompasses these terms and can be broadly defined as learning that is facilitated by a range of online technologies to enable communication and collaboration, where ākonga and kaiako are in different physical locations (Bolstad & Lin, 2009). n addition, virtual learning is an important activity in networks of schools and could, over time, change the nature of schooling (Ministry of Education, 2011b). t is di cult to define the LNC pedagogical model using any one of these terms. n the last section of this report we will suggest a new definition that provides a clear way forward for future pedagogical development.

ffi

or the purpose of this report, we will use online’ and virtual’ learning interchangeably. ‘

‘

Benefits and Challenges There are both benefits and challenges for ākonga learning virtually. New Zealand teachers who were active practitioners in virtual learning wrote the Learning Communities Online (LCO) Handbook (Ministry of Education, 2011b). They described wide ranging benefits such as access to greater curriculum choices, access to experts, engagement in collaborative projects and learning that is high interest and relevant to learners’ interests, extension for gifted and talented learners, sharing of resources, provision of professional learning, retention of specialist staff, and retention of students. Thomson

wide ranging benefits such as access to greater curriculum choices, access to experts, engagement in collaborative projects and learning that is high interest and relevant to learners’ interests, extension for gifted and talented learners, sharing of resources, provision of professional learning, retention of specialist staff, and retention of students.

(2011) describes the benefits of online learning as allowing flexibility and freedom from the traditional expectations of school, and a personalised learning experience for ākonga which caters for different skill levels and interests, promotes a student-centred pedagogy, provides social benefits through interacting with other learners, and encourages ākonga to take responsibility for their own learning.

Besides the benefits described above, virtual learning in schools has provided an impetus for innovation and change in promoting a learner centred pedagogy, collaborative teaching practice, changes to schools’ organisation such as timetabling and shared resourcing, changes to teachers’ roles, and a teaching and learning environment that is more aligned to a 21st century networked school (Barbour, 2011b; Barbour, Davis, & Wenmoth, 2013; Langley, 2003). Schools that collaborate are open and networked, gain increased professional capacity and an extended curriculum which contributes to sustainable education outcomes for small rural communities (Stevens, 1998; 2010; Stevens & Stewart, 2005).

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Virtual learning can create rich learning opportunities in which ākonga connect to others, in New Zealand or globally, in authentic and relevant learning contexts:

“They have been able to provide their students with opportunities to develop aspects of the key competencies and exercise digital citizenship, and the students are demonstrating improved academic engagement and motivation across the curriculum learning areas” (Ministry of Education, 2011a, p.2).

Despite the benefits of virtual learning, there are a range of challenges that are mainly centred around reliability and access to technology and the provision of adequate learning support. Unreliable technical infrastructure, the digital divide in communities, time and support to maintain independent study skills, lack of timely and effective feedback are all cited as challenges for the online learner (Parkes, Gregory, Fletcher, Adlington, & Gromik, 2015).

Key Purpose & Values The key purpose of the VLNC is to

Ensure an equitable educational environment for all learners in Aotearoa New Zealand by embedding a networked learning approach into education nationally.

Four key values underpin the VLNC Pedagogical approach. All work together to create a people centred environment.

Building relationships,

Whanaungatanga

Ako

developing connections

Showing respect,

with others, and working

generosity and care for

together. This creates a

others. The development

sense of belonging and

of a people centred

community, and enables

environment.

reciprocity.

Manaakitanga

Recognition of the

Collaboration and

reciprocal relationship

cooperation through

between learner and

collective engagement.

teacher. Tuakana or

Recognition of the

teina, all contribute to

importance of operating

the learning process.

Mahi Ngātahi

as a learning community.

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Organisation of Learning

Engagement in the VLN is described in the LCO Handbook, (Ministry of Education 2011b, p14), as the 4 P’s of

Participation in Programmes, Projects, and Professional Learning:

Programmes

Projects

Professional Learning

Programmes of learning are

Projects refer to special interest

While much of the attention in

provided for students who may not

topics or themes that are usually for

planning for LCO development is

otherwise be able to access them in

a fixed period of time and involving a

focused on the needs of students,

the school they are attending. These

high level of collaboration. Projects

there are significant opportunities

are generally a part of the formal

are usually one-off events, and are

for staff as well to engage in

educational provision.

less formal in terms of organisation

areas of professional learning.

Examples of programmes include

and commitment than programmes.

Examples of PL activity may

Examples of projects include

include

A full year’s programme in a

particular subject area

Students from several schools

(particularly at senior secondary

collaborating to explore a global

Virtual staff meetings with

invited experts

level)

issue and find a local solution

Scheduled online PD to

Specialist programmes for

(e.g. bullying, global warming,

develop specific skills or

identified groups of students, (e.g.

urban wastelands, etc.)

knowledge (e.g. ICT skills or

gifted and talented, extension

Virtual field trips to areas of

introducing a new assessment

maths, etc.

interest

method)

Specialist tuition or coaching in a

Gathering data from a variety of

Participation in national or

certain area (e.g. music,

sources to develop big picture

international PD events,

languages, art, scholarship

trends and patterns (e.g. water

including webinars, online

mentoring.

quality, weather patterns,

conferences, etc

A block or semester course

pollution levels)

Access to formal qualifications

offered by a tertiary provider as

Connecting with authors and

through online providers

part of a Secondary and Tertiary

illustrators for a virtual ‘book

On-going mentoring of action-

Alignment Resource (STAR),

week’.

research projects.

Gateways, or Careers placement.

Participation

At the heart of all activity within an LCO is the active participation of teachers and school leaders that takes

place in and around the three types of activity listed above. The connections that are provided by the online

technologies enable a wide range of engagements that would otherwise occur as a part of the face-to-face

organisation within a stand-alone school, but can now be facilitated among and between schools.

A successful LCO will operate with (among others) the following values of participation:

Reciprocity - captures the essence of what an LCO is all

Types of participation referred to in this area may include

about; a relationship of mutual dependence or action or

virtual syndicate / department / curriculum meetings -

influence

linking staff with common areas of interest where they

Contribution - understanding that participation is about

may be the only ones in their school (e.g. maths

what can be given to the collective, not simply what can

teachers, literacy/numeracy specialists, etc)

be taken or accessed from it

collaborative planning and resource development

Respect - maintaining a mutual understanding of the

mentoring and support in identified areas of need,

value of others’ contributions, demonstrated through

including the induction of new principals or senior staff.

acknowledged use of resources, etc.

This page about the four P's is directly quoted from the LCO (Learning Communities Online) Handbook (2011).

The LCO Handbook was first created in 2002 as a guide for schools exploring the use of video conferencing and

revised in 2011 by members of the VLN Community to support a growing network of schools.

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Programmes of Learning

Projects

VLNC programmes usually comprise 10-20 learners

Projects are less formally organised than

from between 5-12 schools from across New

Programmes of learning, although they may use the

Zealand. Large courses can be split into independent

same real time and online platforms and resources.

classes or, as is becoming more common, two or

They often arise from the teachers who are seeking

more teachers will work collaboratively with the

to collaborate beyond their own schools and are

entire group. A variation of this is the whole class

supported by the VLN, who provide professional

model where one class from a school connects and

support and access to a wider network. Examples of

learns together with their specialist online teacher

successful projects are Over the Back Fence run by

with the close support of their classroom teacher.

Geoff Wood from Rosmini College, Creative Forest

The VLN Primary School sometimes uses this model,

supported by NetNZ, and the Rural and Remote

particularly for Te Reo Māori and languages classes.

Schools Project supported by the VLN Primary.

Whatever model is used, all secondary networks

keep teacher to learner ratios to a maximum of 1/20

and the VLN Primary to 1/12.

Professional Learning Each class uses an online hub, which acts as the focal

point for asynchronous learning and interaction. The

teacher develops these community spaces using

their platform of choice - commonly Google

Classroom, Google+ Communities (now Currents),

Participating in the VLNC as an online

teacher or as a support teacher of online

learners is a PLD opportunity in itself. The

and Seesaw (for primary ākonga). The hub

pedagogy and practice of online learning centralises all learning, encompassing activities,

presents a significant change from resources, communication, discussion and

traditional classroom practice for many collaboration. Each school has a learning support

teachers. person (in the Secondary schools an eDean) who

provides on-site support for learners and acts as a

point of contact for the online teacher.

Participating in the VLNC as an online teacher or as a

All programmes run a once a week synchronous or

support teacher of online learners is a PLD

real-time session of 30-60 minutes where all learners

opportunity in itself. The pedagogy and practice of

gather with their teacher(s) using tools such as Zoom

online learning presents a significant change from

or Google Meet. This provides an extremely

traditional classroom practice for many teachers.

important chance for the group to engage in more

Lindsay and Whalley (2020) describe an

immediate, face-to-face type activity which helps

apprenticeship model of PLD where Primary

build relationships and maintain learner

classroom teachers who support online learners

engagement. Teachers increasingly use synchronous

developed in their confidence and skills for teaching

technology in more flexible ways, especially in

online when working alongside another more

providing one-to-one support or to gather a group of

experienced online teacher. Being part of a

learners together for a specific reason. At other

collaborative network of online teachers provides

times, learners may organise their own sessions to

opportunities to observe others, share curriculum

work with other classmates in real time.

planning and resources, teach collaboratively, be

mentored and support others. The NEX Kōtuitui PLD

This mix of asynchronous and synchronous

network of expertise has been established to

technology is vital to maintaining a learner centred

“leverage our collaborative expertise, grow teacher

environment and ensuring ongoing engagement. We

leadership and capability, strengthen cross sector

will elaborate on this in the ‘Pedagogy and Practice’

primary/secondary professional networks, and

section.

provide facilitation, support and leadership for

online teaching and learning”

(https://hail.to/nex)

Part Two : Pedagogy and Practice

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Part Two :

Pedagogy and Practice

Three key principles provide the foundation for teacher practice in the Virtual Learning Network Community. Emergent Design, Learner Centredness, and Community. Each of these is subsequently explained, based on theory, evidence and in practice.

Key Principle: Emergent Design What is Learning Design? Learning Design (sometimes referred to as Instructional Design) is fundamental to the effective implementation of online learning. It recognises that without a teacher present with ākonga face to face, learning needs to be designed to ensure learners understand what to do. In essence, Learning Design is a framework or structure that supports learning experiences. These experiences may make up a week, two weeks or an entire course. The key is that a very clear, planned process to support learners is in place. Several researchers note the importance of planning and preparation in online courses (Kanuka, Collett, & Caswell, 2002; Palloff & Pratt, 2007; Smith et al., 2002, as cited in Thomson & MacDonald, 2004). This is further evidenced through the feedback gained from the learners themselves. “Everything was well set out, which made it easier to learn and get work in on time” (Malcolm, VLNC Review 2018).

“It worked well when our teacher gave us clear instructions of the weekly work, and let us know that we could ask for help anytime we needed” (Maia, VLNC Review 2017). 11

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“I enjoyed the self-directed approach to the

Traditional teaching approaches have often

course. I liked how we were given an array of

informed learning design with prescriptive learning

videos, readings, and activities per week and it

outcomes, conventional hierarchies and a content

was left to us to time manage and work out

centric, top-down design process prevalent (Williams,

what we needed to learn” (Stephanie, VLNC

Karousou et al., 2011; Mason & Rennie 2008; Cavallo 2000; Irlbeck, Kays, Jones & Sims as cited in Mason & Rennie 2008). Massive Open Online Courses (MOOCs)

Review 2017).

are often based on this approach to design - courses are entirely pre-packaged and mapped out for the learner to interact with at their own pace. While this

The Virtual Learning Network Community approach is more closely aligned with principles of emergence, flexibility, adaptability, and learner centredness. The

process is organic, with teachers

and learners working in partnership in a co-constructed environment.

has advantages in clearly outlining the learning for

ākonga, an over-structured, outcomes based approach can be too rigid and flies in the face of the call for more learner autonomy in learning (Mason & Rennie 2008). How can learners have agency if we pre-select the outcomes and the paths to these outcomes before the course even starts?

The Virtual Learning Network Community approach is more closely aligned with principles of emergence, flexibility, adaptability, and learner centredness. The process is organic, with teachers and learners working in partnership in a co-constructed environment.

Emergent Design Emergent Design refers to an approach to online learning that is learner centred, flexible, collaborative and based on the use of dynamic, socially based tools.

different, the term emergent design has since been adapted (Thompson & MacDonald, 2005) to apply to the content or design of online programmes which are learner-centred, user-generated and collectively developed. “ I really liked the flexibility and adaptability of

The term ‘Emergent Design’ best describes the

the course. I’m taking 8 subjects this year ... and

flexible, people centred approach to design used by

I found the lack of restrictiveness in the course

the VLNC. Emergent Design refers to an approach to

extremely useful. I also liked the sense of

online learning that is learner centred, flexible,

community that was produced, and the

collaborative and based on the use of dynamic,

encouragement of speaking your own opinions”

socially based tools.

( Minna, VLNC Review 2020).

The term was first used by Cavallo (2000) to describe

Emergent design is a method of designing for the

a theoretical framework for implementing systemic

unexpected, of assuming that it is impossible to

change in education and learning environments,

anticipate how learners will use the tools or tackle

specifically in introducing new technology to rural

the activities.

Thailand. Although Cavallo’s context was rather

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It has several features:

In the same way that a jazz group can improvise within the structure of a piece while remaining coordinated and within the theoretical principles of the genre, so too can an emergent design remain consistent within a core set of principles.

(Cavallo 2000, p. 80)

Clear structures are in place, but these are broad enough to provide a flexible, adaptive approach.

“In the same way that a jazz group can improvise within the structure of a piece while remaining coordinated and within the theoretical principles of the genre, so too can an emergent design remain consistent within a core set of principles” (Cavallo 2000, p. 80). It is a learner centred environment that develops with the group based on an iterative process or cycle that involves continual feedback and feed-forward. As Thomson and McDonald (2005) explain, design is not static, but ongoing throughout the course - a process that lends itself to rapid redesign based on learner need A modular approach to design that enables quick modifications. A collaborative approach to learning in which ākonga work together as a community to generate content and build knowledge.

Community Building is an integral part of the VLNC approach in general, and is a key factor in learning design. A true learning community needs to have ownership of the learning process and environment. Community Building is an integral part of the VLNC approach in general, and is a key factor in learning design. A true learning community needs to have ownership of the learning process and environment. Community building will not occur without planning and design from the teacher. This builds accountability into the cycle of learning (referred to later). Ākonga have choices on what they will learn and how they will learn it We co-construct the online environment with our learners The teacher acts as a facilitator or partner, rather than the expert. This does not mean that specialist subject expertise is not important or applicable, just that we apply it as a support, rather than in a prescribed manner It facilitates the possibility of emergent learning, or more open-ended, unexpected outcomes. Williams, Karouso and Mackness (2011) define emergent learning as a process in which learners organise and determine the process and to some extent the outcomes, both of which are unpredictable. We still require structures in an emergent approach, but these are there to support, rather than direct.

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Emergent Design in the Secondary Context Online learning is an important opportunity for learners to grow competencies (in a supported environment) highlighted within the New Zealand curriculum, in particular, the ability to self-manage. It also potentially allows learners greater agency over their learning. A flexible, responsive learning environment needs to enable this and design is absolutely fundamental.

Planning and structure are key aspects of the VLNC secondary model. However, they are part of an iterative cycle that is based on a flexible, modular approach. Programmes are not pre-planned for the year, nor are they broken down into lessons. Blocks of learning provide enough structure, while giving flexibility for the learner to make their own decisions. Online learning is an important opportunity for learners to grow competencies (in a supported environment) highlighted within the New Zealand curriculum, in particular, the ability to selfmanage. It also potentially allows learners greater agency over their learning. A flexible, responsive learning environment needs to enable this and design is absolutely fundamental. There is a fine line between ensuring learners know what to do and providing some measure of flexibility.

Teachers will generally structure modules by:

Weekly units of work Fortnightly units of work Topics which may be taught at different times within the course A Project, Inquiry, or Knowledge Building Inquiry.

It is up to the individual teacher to decide how this will work and there will be a degree of diversity across programmes. The VLNC does not prescribe a set look or structure that may be prevalent in some online learning models. We reinforce an approach focused on principles and pedagogy.

Whatever timeline is used for a module it will still have a clear structure to follow. The following would be typical of a module of learning:

The objectives (the teacher may develop these with or by the learner) An overview / explanation of the work The tasks to be completed (choices could be available in how or what learners do) Supporting resources (students could also find and share resources) Some assessment of / for learning (this could be informal).

It is worth noting that in a fully emergent design approach this structure (or any form of structure) is co-constructed with the learners. This may be through feedback gained from the social elements of the course, or it may even be co-authored with the learners.

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Learning Design

Objectives

/ Outcomes Formative

Assessment Overview / Explanation

Activities

/ Learning Tasks

Resources

Each module and/or week’s work within a cycle of learning (figure below), in which asynchronous and synchronous technology work together based on the emerging needs of individual learners and the learning community.

Week starts

Set Video Conference

Once a week. Beginning and end of the week. Sets up the next week and reviews the previous.

The Cycle of Learning Ongoing individual and group support via synchronous and asynchronous tech.

Flexible time Learners engage in learning through the online community.

The teacher and local eDean provides ongoing support through the week.

Any structured block of time also enables rapid redesign. A design based on a week or fortnight allows recognition of emerging issues to be met within the design of each subsequent module. In essence we do not set the course design in advance, it moves with the learners. The initial design of longer blocks of learning, for example within an inquiry project of six weeks, will be broad and allow for redesign to occur through weekly posts and the synchronous session.

A one week module of learning may look something like this, while a longer inquiry module will be fairly broad, but then be supported on an ongoing basis through the social facility within the online hub (expanded on below) and the video conference.

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Emergent Design in the Primary Context Learning Design is very similar in the Primary context in terms of planning and structure. However, there is less time available in a weekly cycle for learners to engage in the depth that is expected from senior students. VLN Primary online teachers planning is guided by the Teaching Standards, which includes the specific standard ‘Design for Learning’ and contextualised for online learning. The VLN Primary Curriculum Framework provides guidance for learning design and online teaching practice. It links directly to the Professional Growth cycle as a collaborative, iterative process and to policy documents for curriculum and student achievement.

How VLN Primary design online programmes

Programme as a whole: structure and set-u Choose learning platform(s) for synchronous and asynchronous Curriculum requirements - key learning and possible contexts Decide on what (and how) to asses Reviewing our success and possible improvements.

Multiple times over the programme: continual increase & dept Familiarise students with technical aspects and tools for learning support Student collaboration & co-teaching/tuakana-tein Informal assessment and feedbac Different tools for different learning preferences - taking in and producing information Deciding if learning is part or whole (or play) : nature of the task, opportunity, and the learner Self-regulation and flexible timin Te reo & tikanga Māori integration

Each sessio Check-in, relection of previous learning, bigger picture for this sessio Interaction from student Questions, check for understanding for asynchronous, avenues for assistance

The Role of Asynchronous Technology in Emergent Design Every course has an online hub, which centralises all activity outside of the video conference. Within this space

the modules of learning are designed and structured based on learner progress and feedback. This online hub will provide the support systems that enable a flexible, learner centred approach. The facility to ask questions, share ideas, and discuss topical issues, is integral to the success of an emergent approach and to building community. The latter works hand in hand with emergent design because it emphasizes the importance of working as a ‘collective’, which in turn allows a degree of support and responsiveness to sit with the community, rather than with the teacher alone.

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There are various platforms used across the VLN Community, including Google Currents Communities, Google Classroom, SeeSaw, Mattermost and various others. While a particular network may encourage the use of a particular platform, it is often over to the teacher to choose something that fits them. This gives teachers agency and reflects the fractal nature of the VLN Community. However, this decentralised approach provides challenges in connecting across courses that we will highlight later.

The Role of Synchronous Technology in Emergent Design Over the course of the week the teacher can monitor learner progress and use this information to plan the synchronous session accordingly. The session itself acts as an important central point in which the teacher is able to work with ākonga, to pick up issues, brainstorm ideas and show one way a VLNC programme will develop in a more emergent way. The video conference is essentially the beginning and end of the week for participants.

We can use the session in several ways, but once again planning is integral to its success. The nature of a video conference means it is very difficult to ‘wing it’. Many learners will simply not engage if there is no obvious reason for them to, so it is important they know what to expect when they get to the session.

We can use the set synchronous session in several ways:

It is an important point of community building, so planning for interaction is absolutely key. The teacher will often facilitate this early in the programme,

How the asynchronous and synchronous work together is a key aspect of the VLNC pedagogical model and reinforces a learner centred approach that we recognise as integral to New Zealand education.

but more learner driven sessions can emerge once individuals are comfortable with each other and have built up trust A workshop format to work through key problems/ideas. In this approach, the group is engaged in a collective problem solving process Seminar format with learners demonstrating knowledge in certain areas Question and Answer format to go through key ideas that have surfaced during the week Discussion on key issues Live demonstration of practical applications.

The ubiquitous nature of desktop video conferencing means teachers can meet with learners on an individual or group basis when the need arises. These are often unplanned responses, which further illustrates the more organic, people focused approach of emergent design. Teachers can adapt and individualise their design where appropriate and respond to issues as they arise.

How the asynchronous and synchronous work together is a key aspect of the VLNC pedagogical model and reinforces a learner centred approach that we recognise as integral to New Zealand education. This is what we see in our face-to-face settings, so it is important that we adapt such practices online. We cannot describe online learning that is pre-packaged and mapped out, as learner centred. Any New Zealand based pedagogical model should respond to the emerging and varied needs of learners.

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Key Principle:

Community and Connectedness "We know the rules of community; we know the healing effect of community in terms of individual lives. If we could somehow find a way across the bridge of our knowledge, would not these same rules have a healing effect upon our world? We human beings have often been referred to as social animals. But we are not yet community creatures. We are impelled to relate with each other for our survival. But we do not yet relate with the inclusivity, realism, self-awareness, vulnerability, commitment, openness, freedom, equality, and love of genuine community. It is clearly no longer enough to be simply social animals, babbling together at cocktail parties and brawling with each other in business and over boundaries. It is our task–our essential, central, crucial task – to transform ourselves from mere social creatures into community creatures. It is the only way that human evolution will be able to proceed" (Peck, 1987, as cited in Shaffer & Anudsen 1993 p.165).

Shaffer and Anundsen (1993) define community as a dynamic whole that emerges when a group of people share common practices, are interdependent, make decisions together, identify themselves as something larger than the sum of their individual relationships, and make a long term commitment to well-being (their own, one another’s and the group’s). Their exploration reinforces much of Peck’s message - the human yearning for a sense of belonging, kinship, and connection to a greater purpose. If we recognise this as fundamental to who we are, then we cannot overstate its importance in an online environment.

Without building community, learning online can be a sterile, lonely experience which will only appeal to a very small number of learners. It is important for well-being that both teacher and ākonga feel a strong sense of connection to each other and a place to feel at home. It is therefore imperative that the sense of connection we experience in face to face activity is transferred online and that we enable learners to ‘gather’ virtually.

“Everyone in my class was super supportive and we were able to learn from each other” (Adam, VLNC Student Review 2018).

“As a whole my class was a very close-knit group. This allowed for an easier environment to discuss sensitive social topics” (Bethany, VLNC Student Review 2017).

“Overall it is really good. I feel that I’m getting a lot out of it and the website is helping me interact with other kids and make new friends, because there are not many kids in my school” (VLN Primary learner).

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Building Community (Coalescence) Nipper (1989) suggests that the need for social connection is a goal that almost supersedes the content orientated goals for the course (as cited in Blocher & Tucker 2002). While it isn’t unusual for the learners to connect via social media outside of the course, the teacher plays an absolutely vital role in establishing any sense of community. They must intentionally plan community building and ensure their own presence is very strongly felt.

Palloff and Pratt (2007) define this community building as ‘Coalescence’ and reinforce that it will take time, but that the first few weeks are vital to its success. Within the VLNC model this is a key message conveyed to all teachers - prioritise community building rather than content in the first few weeks of a course.

Practical strategies early on could include:

Getting acquainted with ākonga by asking them to share photos, biographies, and interests. Asking for introductions from everyone, and modelling this first as a teacher Using icebreaker activities to facilitate the identification of common interests among learners Making learner profiles visible and ensuring students have an image of themselves or representing themselves in their profile. This is far better than a faceless silhouette that is the default and builds social presence Incorporating audio or video messages using slideshow-sharing tools. Intentionally designing activities that require social connection, which then build to collaboration or discussion once trust has been built Ensuring students use the social functionality in the online hub to ask questions. The teacher should set a rule that all questions are asked here, rather than by email. This reinforces the importance of the community early on. The teacher should contribute to discussions judiciously to allow learner voices to dominate Contributing to the social discussion by starting a conversation and being open to sharing personal stories and experiences.

Much of this activity will occur asynchronously in the online hub. This enables time for ākonga to respond, read and contribute without fear of being called on unexpectedly. Synchronous sessions will support community building, but they are not the focal point for it, especially early on when some learners will find the directedness of the environment very uncomfortable. Once the teacher has built a high trust environment, learners will become comfortable interacting directly with each other through the video conference.

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The Role of Social Presence in Community Building Building ‘Social Presence’ is the activity that an individual can engage in that will define how real they are in an online asynchronous environment. To build community, we must support individual learners to establish a sense of presence, which will enable their personality to shine through.

Building ‘Social Presence’ is the activity that an individual can engage in that will define how real they are in an online asynchronous environment. To build community, we must support individual learners to establish a sense of presence, which will enable their personality to shine through. Palloff and Pratt (2007) suggest that the relative anonymity of the online medium can provide a sense of freedom that allows otherwise unexplored parts of their

personality to emerge. Ākonga who may have struggled with the social pressures that come with face-to-face schooling can often flourish online (Pratt, 1996 as cited in Palloff & Pratt 2007). The medium itself has been referred to as the great equalizer because how people look, their cultural, ethnic, or social backgrounds become irrelevant.

Every interaction a learner makes online contributes to building a sense of social presence. The tone they use in discussion, the way they respond to their peers, and using emojis all contribute. Regular participation will initially establish a presence, but the way learners continue to respond and communicate will fill out their personality. It is the teacher’s job to plan the opportunities for this to occur. However, it is also important that the teacher supports the learner in how they go about this. One of the easiest ways to do this is by actively participating online and role modeling how to go about interacting with others online. This should be supported by the group establishing guidelines for participation, which not only illustrate what not to do, but encourages other positive behaviours.

A Learning Community (Collaboration and Knowledge Building) “ I liked how we did inquiries and discussions rather than writing essay assessments. The interaction and discussions were probably what worked best for me because I learnt a lot more through that method” (Georgia, NetNZ VLNC Review 2020). The ideal outcome of community building online is the establishment of an active learning community. A learning community is one in which knowledge is generated through the relationships and interactions among the participants. The community is the vehicle for learning. Community flows into learning with connected, collaborative activity integral to maintaining a sense of common purpose, and of belonging. The key to the learning process is the interactions that occur between the learners themselves, with the teacher, and the collaboration

that results. In these sorts of learning communities meaning and knowledge is co-created.

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The sort of activity that occurs is many and varied:

Ongoing discussion and on key concepts, ideas and problems. Often facilitated through platforms such as Google Currents Communities, Google Classroom, or other social functionality. This can also occur in the synchronous session Collaborative inquiry or knowledge building on key questions, problems or propositions Collaborative assignments and projects Reading and Responding to Case Studies Role Playing and Simulations Co-constructing content using platforms like Google Docs.

A learning community must be safe in order for it to function effectively. All members must have a level of trust in each other and in the environment. Ākonga need to speak, share ideas and engage in discussion without fear of judgement. Trust is essential.

Evidence that community has formed as suggested by Paloff and Pratt (2007) are:

Active interaction involving both course content and personal communication Collaborative learning evidenced by comments directed primarily learner to learner rather than learner to teacher Socially constructed meaning evidenced by agreement or questioning, with the intent to achieve agreement on issues of meaning Sharing of resources among learners Expressions of support or encouragement exchanged between ākonga, as well as willingness to critically evaluate the work of others.

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The Role of the Teacher in Community Building In this community-based learning environment the role of the teacher is very much of a facilitator. Once we have set the general structure of the environment and activity is underway, the teacher will take a back seat to allow room for ākonga to engage. Their role becomes one of monitoring, gently prodding and guiding learners and to engage at points to steer conversation or activity to remain focused. The teacher cannot leave this to chance, so daily contact and maintaining their presence online is essential. As the course develops, and as ākonga develop more understanding and ownership, the teacher will gradually pull back and allow the learners to take the lead. Collison, Elbaum, Haavind and Tinker (2000) note that good facilitation becomes apparent when the learners use the types of intervention the teacher might use. For example, in a working learning community you will see the learners themselves responding to questions their peers may raise, or taking responsibility for pushing discussion or inquiry in another direction.

McWilliams (2009) suggests another role a teacher may play within a learning community that is the ‘Meddler in Middle’. This is an “...active interventionist pedagogy in which teachers are mutually involved with students in assembling and/or dis-assembling knowledge and cultural products. Meddling is a re-positioning of teacher and student as co-directors and co-editors of their social world” (p.288). In this sense, the teacher is a learner as well. They are an active participant in the activity that the community engages in, alongside learners. It is these sorts of dynamics that learning and teaching online more readily presents, because the teacher is not present in the class.

The Role of Synchronous Technology in Community Building

Synchronous sessions are an integral part of community building and a key reason that VLNC programmes require the entire group to meet at a certain point in time. They provide a face to face type experience for ākonga that enables them to build stronger connections with each other and the teacher, largely because they can see and interact with each other live. These sessions can challenge shy learners, but when well managed by the teacher, and in a high trust environment, they will reinforce relationships that have developed through asynchronous activity. This is another reason VLNC programmes rarely exceed 20 learners - it is more

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difficult to foster close connections with and between ākonga. The introduction of ‘Break Out Rooms’ as a function in the synchronous environment has eased this issue and allows for innovative use of this time. “ I really enjoyed the weekly calls because it allowed time for nice discussions with the other people in my class, and listening to their perspectives and stuff was interesting” (Anna, VLNC Student Review, 2020).

“I enjoy online learning because it is different from in-class learning but I find it easier to ask my teacher questions and my classmates for help during a lesson” (VLN Primary Learner).

I really enjoyed the weekly calls because it allowed time for nice discussions with the other people in my class, and listening to their perspectives and stuff was interesting (Anna, VLNC Student Review, 2020).

Key Principle: Learner Centredness Learner centeredness is about enabling learning based on goals that are important to the learner themselves. It is the recognition of learners as diverse individuals with different interests, needs, and capabilities. In the Virtual Learning Community pedagogical model there is strong learner centred focus that naturally sits alongside and supports building community. The two work together in an environment that supports this dynamic. Recognising the individual is a fundamental piece of the puzzle. “The freedom to explore subjects that I find interesting and the variety of resources given to support me with this. The teacher is incredibly understanding and supportive” (Michelle, VLNC Review 2019).

“I loved feeling independent and in full control of my learning” (Joseph, VLNC Review 2019). In traditional face-to-face educational environments, the teacher can choose to control all aspects of learning. In the last few years there is an appetite in some schools for a much more learner centred approach. The OECD’s Seven Principles of Learning, has ‘Learner Centred’ as one of its seven principles. It describes learners as the central players in an environment which focuses on their cognition and growth. Through engagement and active exploration, they develop as self-regulated learners (Dumont, Instance & Benavides, 2012). While there is little doubt we are seeing this shift in some areas of education in New Zealand, learning online naturally leads to learner centredness.

As teachers transition to online, they will find that a learner centred approach is the norm, largely because the teacher is not physically present with the student. This simple difference changes the teacher centric dynamics of traditional classroom settings, because the learner will naturally have more agency. As many teachers discovered during Covid-19 lockdowns, ākonga can choose to completely ignore set work in a fully online environment. The question then, is how to keep them engaged and to use the naturally equalising nature of the environment as an opportunity to implement a far more learner centred approach.

The teacher has an important role to play here. They need to plan and develop an environment that provides the right balance between structure and flexibility, between the individual and the community.

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A network of learning encourages learners to make connections, not only with the teacher but with classmates and external sources, but it also encourages them to take responsibility for their own learning and follow individual learning paths that are engaging, motivating, and meaningful to them.

They need to be ready to let go and allow ākonga to grow within that environment - to have choices, control and multiple ways to learn and engage. The teacher will essentially provide the structure and guidance that allows ākonga to create and participate in a network of learning. A network of learning encourages learners to make connections, not only with the teacher but with classmates and external sources, but it also encourages them to take responsibility for their own learning and follow individual learning paths that are engaging, motivating, and meaningful to them.

McCombs and Vakili (2005) operationalised learner centred practice into a set of practice implications that can be used to guide teaching practices in online environments:

Practices should integrate learning and motivational strategies to help students become selfdirected learners Practices should include pre-assessments and ongoing assessments of learners’ interests, goals, background knowledge, and needs to better tailor practices to each individual Mechanisms should be in place to better connect other learners in learning communities and/or communities of practice Learners should be involved in co-creating instruction and all instructional experiences with their teachers and others in their learning communities Practices should address both community and individual personal needs; community is not defined geographically, but by shared interest in the subject matter and adaptability Concepts of emergent curricula are at the heart of the system; each learner or community of learners can, at any period of time and based on their needs/purposes, create curricula that include dynamic and up-to-date information Curriculum should be customized based on pre-assessment and ongoing assessment data to allow learners the opportunity to see the progress they are making Curriculum should be flexible and dynamic, with a minimum of structure based on student needs and/or developmental considerations Feedback should be available for learner review on call, so that it can be used for selfevaluation of progress; it is available for others to see when students are ready to submit work; feedback provides ways for students to remediate and enrich their knowledge and skills in areas of choice as appropriate.

A Learner Centred approach within the Virtual Learning Network Community is realised in several ways.

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Agency We define agency as “the capability of individual human beings to make choices and act on these choices in a way that makes a difference in their lives” (Martin 2004, p.135). Those learners that have more capacity to act or make decisions to influence their learning have more ownership. This creates a stronger motivation and a drive to achieve goals learners have set for themselves (Lindgren & McDaniel 2012). Bandura (1982, as cited in Lindgren & McDaniel 2012) suggests that greater agency not only provides a will to achieve, but also the belief that one can achieve. As already recognised within the context of learning design, the online environment can enable far greater learner agency, largely because of the physical absence of the teacher. It requires thoughtful, planned design that enables learners to take the initiative, as well as providing flexibility and choice.

Within this context VLNC teachers can provide a range of ways for learners to have greater agency. Providing additional resources, allowing choices in completion of tasks, and establishing private and collaborative spaces for dialogue allows ākonga flexibility for explorations in line with their personal interests, either on their own or with others. Using an inquiry or research based approach at various points allows learners to lead their own learning, to explore areas of interest and to establish strong ownership.

Other strategies VLNC teachers use include: Allowing learners to pick topic areas that they are responsible for researching and presenting as seminars in the synchronous session Co-constructing class guidelines and expectations Co-constructing learning objectives Creating ongoing processes of feedback that enable learner voice to help guide future learning Enabling emergent or unintended learning to occur Using knowledge building to enable learners to drive a community based inquiry approach where they all have responsibility for developing new knowledge.

Teacher Presence and Building Relationships Strong teacher / student relationships are an integral part of the New Zealand education system. If these classroom dynamics are integral face to face, then it is vital we ensure they take centre stage online.

As we have already noted in the VLNC focus on community building, the human factor is central to the success of learners online. Creating a sense of connection provides the social aspect people need, and a positive relationship between the learner and teacher is integral to building trust. Research has identified teacher presence as integral to the success of students in online environments and a significant factor when attrition is high (Baker, 2010; Bowers & Kumar 2015; Palloff & Pratt 2007). In order to be ‘present’ the teacher must be seen, and for this to occur requires consistent patterns of action and activity. Presence can take many forms, but we can trace it right back to the design process itself. A structure that supports the learning process provides a level of teacher presence, especially when it is ongoing and emergent. Additional to this are key actions such as the teacher communicating their accessibility, providing consistent and substantive feedback, moderating discussion effectively, contributing to inquiries, and providing specialist expertise to restart stalled discussion or inquiries.

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An interesting consideration within presence is the concept of teacher immediacy. These are the physical and verbal behaviours that help reduce psychological and physical distance between individuals (Mehrabian, 1971 as cited in Baker 2010). We see these daily in a classroom environment where the teacher is physically present and able to use certain cues. For example, standing next to a learner’s work area when responding to a request for help, or using humour in the classroom. These sorts of subtle actions help build connection. Physical immediacy is difficult to replicate online, but verbal immediacy is transferable. Immediate verbal behaviours online could include initiating a discussion, self-disclosure, asking questions, using personal pronouns, addressing ākonga by name, responding to questions, and communicating attentiveness. Research (Baker 2010) indicates that synchronous online sessions provide more immediacy than asynchronous communication alone, further reinforcing the importance of the video conference element of the VLNC model.

Ultimately, if we value positive learner/teacher relationships, then direct one-to-one conversation needs to supplement the work that goes into community building. Within the VLNC model, this can take many forms:

Providing direct responses to learners in asynchronous discussion is a simple, but important way of building connection. The regular social presence of the teacher provides a sense of security, especially early on. Responding to individual needs, by engaging when a learner is having difficulty Using messaging to quickly touch base with learners to see how they are going The use of synchronous technology is integral to building one-to-one contact, because it provides an important face-to-face type interaction. Many VLNC teachers use the synchronous to provide one-to-one support, whether in calendared catch up times, or on a more fluid basis as needs arise. The once-a-week synchronous sessions are again a chance to have more direct one-to-one conversations with learners. These may be a part of group discussion, but still enables a very direct dynamic to take place. This enables the learner to see the teacher as real in a way that asynchronous technology cannot replicate. Teachers can use the break-out feature of the video conferencing technology to enable small groups or one-to-one conversations within a timetables session.

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o Pedagogy and Pra ti e

The building of positive teacher/learner

The building of positive teacher/learner relationships is entirely possible online, it just requires different mechanisms. The immediacy provided by a face-toface environment is more difficult to translate online, so invariably students will learn to wait for responses. This in itself can be an opportunity to develop greater learner agency and break free from

just requires different mechanisms.

relationships is entirely possible online, it

dependent teacher/learner dynamics. However, the synchronous session provides more immediate interaction and is increasingly used by teachers as a way of providing one-to-one support on a needs basis. This enables relationship building through a wide range of direct interaction that, given time, will lead to a supportive environment for every learner.

It is worth noting here that onsite support teachers from within a school provide a crucial supportive role, and that their relationships with the learners they support are integral. This is elaborated on later.

Culturally Responsive and Sustaining Pedagogy We can define culturally responsive pedagogy as “...making school learning relevant and effective for learners by drawing on learners’ cultural knowledge, life experiences, frames of reference, languages, and performance and communication styles” (The Education Hub, 2019). This further expands on the concept of learner centredness by acknowledging and responding to individual learner’s backgrounds - in particular their cultural background.

However, a growing number of researchers have questioned this terminology and suggest that it is not enough to just respond to a learner’s cultural context. Django Paris led this work, when he offered the term Culturally Sustaining Pedagogy as an alternative. “The term culturally sustaining requires that our pedagogies be more than responsive of or relevant to the cultural experiences and practices of young people—it requires that they support young people in sustaining the cultural and linguistic competence of their communities while simultaneously offering access to dominant cultural competence” (Paris, 2012, p. 95). Culturally Sustaining Pedagogy seeks to foster a pluralistic society and education which recognises both within group and across group cultural practices, enabling a vibrant, multi-cultural environment where diversity flourishes.

As we have already mentioned, learning online has been referred to as the great equaliser, but this does not mean a monocultural nothingness devoid of diversity. The VLNC Community based approach enables the pluralistic educational system advocated by Paris. An active online community requires all ākonga to bring a bit of themselves to the group. They build individual social presence which encompasses their background and personality. The teacher encourages learner agency so different cultural perspectives and dynamics are at play within an evolving environment. If the teacher has enabled an environment in which ākonga can construct their own knowledge and apply their own cultural perspectives, then it will naturally be more culturally sustainable.

The major challenge lies with the teacher, who needs to be mindful of the biases and contexts they may bring. A heavily teacher driven environment cannot help but reflect a dominant language and cultural perspective. One of the most important decisions a teacher can make when working with ākonga online is to be ready to let go and enable a more emergent environment to develop.

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Supporting and Developing the Learner Learning online is a partnership with the VLNC and their participating schools; between school leadership, classroom teachers, online teachers, learning support staff, learners themselves and whānau. Everyone has a part to play to ensure all learners are well supported. In the past some schools have played a gatekeeping role, allowing only their best, brightest, most senior students to participate in online learning in the belief that they would have the skills necessary to succeed. However, this isn’t inclusive practice for the many diverse learners who would benefit from accessing online learning opportunities, and all ākonga can achieve success as online learners regardless of their year level or capabilities.

Learner Support All ākonga need support to effectively participate in online learning, although some ākonga may need more support than others. All ākonga need support to effectively participate in online learning, although some ākonga may need more support than others. The level of support needed will depend on several factors including the student’s age, learning needs and dispositions, literacy levels, and confidence. Support should be scaffolded to develop ākonga’ skills as confident, autonomous online learners.

The role of a dedicated student support person in every school is critical to achieving learning success. It is a requirement that all schools commit to when

enrolling students in online classes with the VLNC. Within the secondary VLNC context, each participating school nominates someone as eDean. In primary schools, the support person role is usually the student’s classroom teacher. In very small schools the support teacher is often the Principal and they can sometimes teach online themselves. Learning Support Coordinators, a relatively recent role in schools, are actively supporting learners in some schools and clusters of schools. Some schools may also delegate teacher aides, office staff and parent help depending on their school organisation and the specific needs of the learners. Regardless of who takes on the role of school support person, or how many people are giving support to the learner, the most critical factor is maintaining good communications in the partnership between schools, teachers, ākonga and whānau.

The role of a dedicated student support person in every school is critical to achieving learning success. It is a requirement that all schools commit to when enrolling students in online classes with the VLNC.

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Whalley (2016) found that to provide effective support to online learners schools need to:

have effective communication across the whole school community including whānau have policy and procedure in place have systems for keeping track of student learning provide the infrastructure and resources for learning promote a tuakana/teina culture of learning in the school where ākonga support each other support ākonga to reflect on their own learning.

Domains of support

Strategies

Support people

Effective Communication

Regular and timely communication helps to build relationships, clarify expectations and work through any issues proactively Wider communications enables others to have a supporting role e.g. whānau, other teachers in the school.

eTeacher, learners, eDean, whānau and parents, other support people in the school community.

Policy & Procedure

Online learning is recognised and valued in the school and linked to strategic learning outcomes for ākonga NZQA and enrolment policies include online learning Support roles and personnel are identified, expectations are shared and resources are provided.

Principal, BoT, Principal’s NZQA nominee, eDean

Tracking Systems

Schedules and calendars set up with notifications and reminders for class times and assessment dates Programme overviews provide clear learning outcomes or objectives so that learners know what is expected from them. With the process of emergent design these could be co-constructed with the learner and flexible to the interests of learners Feedback, assessment and reporting that shows learning progress Online Learning Environments such as Google Classroom, SeeSaw, or Knowledge Forum make teaching and learning visible. They enable communication and feedback Participation in these spaces helps monitor student progress and participation. In-depth learning analytics and AI are possible through the use of online environments but are not a substitute for the teaching and learning relationship that happens in these spaces, and we recommend caution in using these types of tracking systems.

eTeacher, learners, eDean/designated support person, IT support

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Domains of support

Strategies

Support people

Infrastructure & Resources

Students need access to devices, fast and reliable internet and a suitable place to work. The Digital Divide in communities continues to be a problem for learners IT environments need to be accessible to enable learners to participate. For example, learners should have access to online tools (such as Google Suite for Education) that they will need for their learning, and they should know how to use them Schools need to give time for ākonga to enable them to work independently on activities and resources from their online environments, in addition to their weekly Zoom class time. For Primary-age learners this will be 30 minutes to an hour. For secondary learners they will need at least four hours a week Younger ākonga and those who are still developing selfmanagement skills will need the direct support and supervision of an adult. This may be for a short time to begin with and scaffolded as they become more confident and independent.

Principal, BoT, IT support, Classroom teachers, teacher aides, learning support, Whānau

Tuakana/teina Culture

A culture of tuakana/teina provides good systems of support for learners who are still gaining confidence. This approach creates sustainable support systems where the teina then becomes tuakana for new learners This approach is also useful to support classroom teachers who are not as confident with technology and learning online.

Learners, all learning support personnel.

Student Reflection

Ākonga who are supported to set goals for their learning and share their learning with others develop more ownership and agency over their learning. Ākonga who understand their learning process and have agency over it will understand when they may need help and where to go to seek help Supporting ākonga to set goals and reflect on their learning helps them make connections to their wider learning process as a whole. This is important to avoid a disconnect between how children are learning online and what is happening for them the rest of the time. Making connections between online and face-to-face domains creates more relevance, motivation and engagement.

Learners, eTeachers, classroom teachers, whānau and others

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Some issues online learners may encounter:

Lack of confidence due to shyness and novelty of the learning environment Managing their learning without direct adult supervision Motivation to complete work during independent study Not managing time well and creating pressure to complete set work Unclear expectations of what is required and how to seek help Difficulty with work not being at the appropriate level Access to devices and reliable, fast internet and a place to work.

Although there are clear guidelines, expectations and agreements in VLNC schools about how they support learners and access their online learning, in practice this can vary widely between schools and has direct implications on pedagogical practice.

For example, class dynamics such as the whole class or mixed schools model, groups of learners or individuals and the relationships between them can determine teaching strategies and activities used. Time and support ākonga have to study influences self-management and progress towards learning goals, which all affect motivation and engagement. Physical locations, equipment setup and availability, and internet bandwidth all can influence the quality of online interactions and can enhance or detract from the learning experience. Putz (2013) describes any stress an online learner may experience that is not directly related to teaching and learning as structural stress. Therefore, interaction between the online teacher and support personnel in schools and the VLNC is critical to removing the barriers of structural stress and enabling a successful learning environment.

VLNC Support The VLNC has an important role in working with schools to support and develop the online learner. VLNC support is wide ranging from coordination, administration, eLearning and technical support, curriculum and resource development, tracking and reporting on student achievement, facilitation of professional learning and leadership. This is achieved through: Direct professional support for schools - principals, teachers and support staff Development of an online learning community through regular communication, hui and focused PLD opportunities Professional development that focuses on pedagogy and strategies for teaching and learning online Induction processes for new teachers, learners and schools Help desk/line facilities for students and teachers Development and maintenance of support materials such as Protocols of Participation and eTeacher Handbooks Regional face to face hui and school visits where practical Administration of timetables, classes, attendance and reporting Governance, policy and processes that support the operation of the VLNC Leadership in the adoption of emerging technologies for learning Advocacy and engagement with the sector to support online learning initiatives.

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Developing the learner Supporting learner development (rather than just supporting learners) is critical in a virtual environment. NZCER research conducted with the Virtual Learning Network in 2009 pointed out that constraints on time and distance can heighten students’ dependency on their teacher. They issue a challenge to use the environment as an opportunity to develop an approach that enables the learner, rather than replicate the teacher dependent dynamics we often see face to face.

“There are several possible responses to this new environment. First, teachers and students may seek to re-create essentially the same kind of learner-dependent relationship, but adapt this to fit within the new medium. A different response to the shift to virtual classrooms could be to rethink the roles of both teachers and students, and consider how the new environment could be used to cultivate a different kind of learning culture—one in which the goal of learner “independence” is matched by pedagogies and resources that are genuinely designed to cultivate learners’ independence—as well as their ability to think and learn collaboratively“ (Bolstad & Lin, 2009 p.xi). This reinforces the importance of support that develops rather than just reacts to situations. There are various dispositions and competencies that are important to ākonga success online. Being open-minded about the learning process, having effective communication skills, self motivation and self discipline, and the ability to be proactive, hard working, critical thinking, and collaborative would top many lists. We can draw easy comparisons with the key competencies from the New Zealand Curriculum (Thinking, Relating to Others, Using language, symbols and texts, managing self, participating and contributing) which we view as ideal for all learners no matter what the context. There isn’t a unique set of competencies for learning online, but the environment amplifies certain aspects.

We shouldn’t expect everyone to have mastered the necessary competencies before they engage in online learning. Online learning can be a rich environment for developing these very dispositions and competencies. This will naturally happen for some learners, but intentionally planning ways of supporting this development can make a significant difference for many. This is best approached as a partnership between the teacher, the school and whanau. Onsite support is a fundamental aspect for primary and secondary aged learners, because they can provide the more immediate face-to-face guidance that many learners will need in the early stages of their experience. This will be more effective if a pastoral, proactive and development focused approach is taken, rather than reactive support.

The various VLNC networks use recognised structures as a reference point for this sort of developmental activity. NetNZ uses the dispositions outlined in Guy Claxton’s Building Learning Power, based on the key dispositions of Resilience, Resourcefulness, Reciprocity and Reflectiveness, while the OLC uses Michael Fullen’s Six C’s of Deep Learning, Communication, Collaboration, Creativity, Critical Thinking and Character. Both provide a structure which can support the development of key areas of importance that will enable the learner to flourish in a fully online environment.

Part Two : Pedagogy and Practice

Towards Networked Learning | Stronger Together

Learner competencies can be developed in a number of ways:

Using competencies/dispositions to provide planned times of reflection for learners on an individual and group basis. Individual learners can complete set reviews where they reflect on how they have developed against each area and document strategies they use to help themselves. Interviews with their teacher and/or onsite support where these reflections and possible strategies can be discusse Discussing progress and strategies as a whole group (using both synchronous and asynchronous time The teacher planning supported opportunities to apply various dispositions/competencies within the course. For example, reciprocity or collaboration require planned opportunities for learners to work together, and then to reflect on the experience.

Assessment for Learning New Zealand’s TKI website described assessment for learning as a “process by which assessment information is used by teachers to adjust their teaching strategies, and by ākonga to adjust their learning strategies” (Ministry of Education, n.d., para. 1). It is a key aspect of Emergent Design, which places the learner at the centre of a cyclic model that relies on the teacher and learner being able to very visibly observe progress.

One of the significant benefits of learning online is the plethora of platforms that enable highly visible learning. For example, when students use Google Docs to complete work, the teacher or other learners can be shared in to provide ongoing feedback. We reduce the challenge of geographic distance in these instances. Teachers can provide both written and verbal feedback through the use of comments and recordings and supplement this with a video call if needed. Platforms such as Padlet (https://padlet.com/ ), or Knowledge Forum (https://hail.to/ netnz/publication/zcCkpW7/) enable groups of learners to collaborate in a highly visible and supported environment. The continued development of sophisticated technology means that ākonga and teachers can engage in multiple ways, whether written, visual, video, audio, the possibilities are endless.

The continued development of sophisticated technology means that ākonga and teachers can engage in multiple ways, whether written, visual, video, audio, the possibilities are endless.

Part Two : Pedagogy and Practice

Towards Networked Learning | Stronger Together

This visibility means that the teacher and learners can track and monitor individual and group progress and plan intervention where necessary. It is not unusual to see greater levels of ongoing feedback and feed forward in a highly connected online environment than in many face-toface classes. This is because it forces the teacher into searching for alternative mechanisms to achieve what they may have done face to face. As a result, teachers realise the opportunity a connected, highly visible environment provides in supporting the learner.

Teacher Capabilities Just as the development of learning dispositions and competencies is important for learner success, we can say the same for the development of teacher capabilities. As we have already discussed, teacher pedagogy needs to be learner centred to support learner agency and autonomy, teachers should focus on building relationships and a learning community, and they have to be well organised and responsive to the needs of their learners in planning their programmes.

Becoming an online teacher is like being a beginning teacher all over again (Roberts, 2010b). Teachers cannot just take what they do in their face-to-face classroom and replicate it online. As we have already discussed, there are challenges that are unique to the environment that require different mechanisms. An effective classroom teacher will be an effective online teacher, but there are several capabilities that are useful when teaching online.

Becoming an online teacher is like being a beginning teacher all over again. Teachers cannot just take what they do in their face-toface classroom and replicate it online.

First, teachers have to want to teach online. Teachers with a desire to contribute and make a difference recognise that through their actions learners are being given an opportunity to learn that they wouldn’t otherwise have. Teachers who start with this mindset, and have their head and their heart engaged, are more likely to invest the time and energy required to be a great online teacher.

Teaching online is challenging to the uninitiated. There is a lot to learn from online pedagogies and different learning environments, to exploring and utilising new technologies. Teachers need to be resilient and have a positive attitude to persist when faced with new challenges. They need to be reflective practitioners, inquiring into what works and be prepared to change their practice. Becoming comfortable with the concept of Ako, being a learner alongside their ākonga, helps the transition to new online learning environments and building relationships.

An open mindset is essential. In the online environment, teacher practice can be highly visible. Classrooms are accessible to learners from across different schools, their support teachers and whānau. Teachers need to be open to sharing their practice, their knowledge and

Part Two : Pedagogy and Practice

Towards Networked Learning | Stronger Together

resources, and be open to feedback and critique. The ability to work collaboratively with colleagues supports teachers in developing their online teaching practices.

Teachers need to be open and inclusive to meet the needs of diverse learners. Learners in the same class can be from rural Taranaki or South Auckland and all will have different learning needs. Learners bring their own culture to the classroom, and the learning culture of their home schools. Teachers who practice critical consciousness and culturally sustaining pedagogy are well placed to work with diverse learners. Learners may be experienced online learners with good self-management skills and independence or they may be still developing these skills. They may be academically advanced or have specific learning needs. Getting to know your learners and developing positive relationships are a critical starting point when teaching online.

Teachers need recognition, time, PLD and support when becoming an online teacher. Being part of a community of online teachers such as NEX Kōtuitui (https://hail.to/nex ) provides valuable specialist support; the VLN Community provides professional support and advocacy; and schools themselves can value and support teachers for their online role and for the capacity this brings to their home schools.

Teaching online is challenging to the uninitiated. There is a lot to learn - from online pedagogies and different learning environments, to exploring and utilising new technologies. Teachers need to be resilient and have a positive attitude to persist when faced with new challenges. They need to be reflective practitioners, inquiring into what works and be prepared to change their practice. Becoming comfortable with the concept of Ako, being a learner alongside their ākonga, helps the transition to new online learning environments and building relationships.

Part Three : Looking Ahead

Towards Networked Learning | Stronger Together

Part Three :

Looking Ahead

Towards Networked Learning While the VLNC has a recognised approach to online learning, it is a model that will continue to evolve. While the VLNC has a recognised approach to online learning, it is a model that will continue to evolve. We see adoption of ‘networked’ rather than ‘online’ or ‘virtual’ learning as the next stage of pedagogical development. Historic terms such as virtual, online or blended learning do not fully recognise the complex interplay of space, technology and practice. It is now unusual to find situations that are entirely face to face or online. “Rather, they involve complex entanglements of students, teachers, ideas, tasks, activities, tools, artefacts, places and spaces” (Carvalho & Yeoman 2018; Ryberg, Davidsen & Hodgson, 2018, as cited in Networked Learning Editorial Collective (NLEC), 2020)

Networked learning represents a further step in the human centred approach to learning that the VLNC advocates and a shift away from viewing learning in such binary terms as face to face or online.

Networked learning represents a further step in the human centred approach to learning that the VLNC advocates and a shift away from viewing learning in such binary terms as face to face or online. It is a field of research and practice that has developed over the last 30 years and recently revised to fit our current covid context. However, Networked Learning has always been distinguished by a focus on the interplay of three key areas: Human/interpersonal relationships Technology (especially digital communications technologies) Collaborative engagement in valued activity. Importantly, we can’t study any one area without consideration of how it works with the others. Over recent years these areas have developed into a definition which fully captures many of the principles and values historically embraced by the VLNC and explained within this report.

Part Three : Looking Ahead

Towards Networked Learning | Stronger Together

Networked learning involves processes of collaborative, co-operative and collective inquiry, knowledge-creation and knowledgeable action, underpinned by trusting relationships, motivated by a sense of shared challenge and enabled by convivial technologies. Networked learning promotes connections: between people, between sites of learning and action, between ideas, resources and solutions, across time, space and media” (Networked Learning Editorial Collective, (NLEC), 2020, p. 320). “

It is an approach that distinguishes itself from some current educational developments that undermine human connectivity; that wish to reduce education to the production, delivery and consumption of online content.

While current VLNC practice uses some of these principles, we have never fully articulated or captured the approach as anything more than a form of online or virtual learning. By embracing Networked Learning the VLNC will enable a clear focus for future pedagogical and system development for us as a national network, and as something that can be widely adopted within New Zealand education. It is an approach that distinguishes itself from some current educational developments that undermine human connectivity; that wish to reduce education to the production, delivery and consumption of online content. This unfortunately, is a model that is prevalent in what we sometimes call, or perceive to be, online learning.

Curriculum Development and Diversity The current VLNC curriculum model reflects the historic need of the schools who take part. The current VLNC curriculum model reflects the historic need of the schools who take part. At a secondary level the need for senior specialist curriculum has always driven this. At a primary level, programmes offered help schools to deliver the curriculum where they lack expertise within their own schools, such as in the languages area and to supplement and enrich the curriculum such as Gifted and Talented and special interest programmes. ‘Courses’ have always been the focus of provision, but as schools change so do the needs that drive VLNC curriculum.

The last few years has seen many schools review and redevelop curriculum. There are some schools that have developed innovative approaches to curriculum design, some of whom participate in the VLNC learning exchange. As a result, the VLNC curriculum

will need to continue to diversify and create different ways schools may participate. While traditional courses will remain a need, the VLNC will need to develop a range of learning experiences that could involve semester based courses, integrated curriculum with programmes formed around multiple learning areas, and opportunities for project based learning in a connected, cross school environment. The key aspect is that the curriculum will need to be flexible, adaptable, diverse, and accessed in multiple ways.

While traditional courses will remain a need, the VLNC will need to develop a range of learning experiences that could involve semester based courses, integrated curriculum with programmes formed around multiple learning areas and opportunities for project based learning in a connected, cross school environment.

Part Three : Looking Ahead

Towards Networked Learning | Stronger Together

Collaborative Teaching The development of flexible physical school environments in recent years has seen many schools explore collaborative approaches to teaching. It is now not unusual to see large groups of students led by two to three teachers working collaboratively to meet a range of needs. This has challenged the traditional VLNC model, which has historically run ‘classes’ of up to 20 learners taken by a single teacher. Multiple ‘classes’ may run in a popular course, with each group independent of each other.

However, this approach misses the opportunity provided by an environment free from any physical walls or boundaries. While a video conference would be a challenge with 30-40 learners, the asynchronous environment is not. Scale can provide more opportunities for rich interaction and collaboration. What is important is that we keep student ratios at a constructive level. This means that two or three teachers could work together to take a course of 40-50 learners. The video conference would be broken down into smaller groups each teacher can work with (although that may be flexible rather than set), but the whole group shares a common online hub. This approach is already emerging, but the willingness of the teachers currently determines whether it happens. There hasn’t really been any planned move to a more open, collaborative and flexible approach. Why does learning need to be siloed in an online environment? Over the coming years, the VLNC will need to explore different ways of organising learning to ensure we make best use of the online environment.

Blended Learning Blended Learning can have multiple meanings, but for our purpose here we will interpret it as the mix of online and face-to-face learning. As schools explore different approaches to learning, the VLNC needs to provide varied ways of participating. The VLN Primary School did this over the lockdown period in 2020, but secondary programmes have largely continued as fully online programmes. It is important that learners and schools can access in ways that may supplement what is happening face to face. This would enable schools to run a course locally with a non-specialist teacher supporting the learners, who access an online programme provided by a specialist at another school (or operating freelance). The learners in each school could connect, share and collaborate in a central hub, but also operate as a class face to face. This sort of flexible model could scale and meet quite varied needs.

Building Teacher Capacity One benefit of the current VLNC model is also one of its challenges. That teachers are often located and employed on a full-time basis by a school means the school can directly benefit from their engagement in the pedagogical model. If harnessed, this can have a flow-in effect with other local teachers. However, it also means that most of the teacher’s time is spent on in-school priorities, leaving little space for engaging in PLD specific to the online context. NEX Kōtuitui has enabled some support and funding for activity to be built into the system at a national level. We will need to continue to develop this into a national infrastructure for building teacher capacity. There are possibilities for recognising teacher development through microcredentialing. However, we need to develop teachers in partnership with the providing schools themselves, otherwise we risk doubling up on teacher workload. The growing number of teachers freelancing in the environment will ease this situation, but it is important that we continue to recognise the partnership between providing schools, teachers and the VLNC.

Conclusion

Towards Networked Learning | Stronger Together

Conclusion and community matter. Many of the

As the networked schools model evolved and expanded, so did the pedagogical model. However, what we have today still holds true to those first principles - that people, connections and community matter.

foundational approaches still exist in the model we have outlined here and have significant worth to New Zealand Education beyond the limiting confines of what we have traditionally considered ‘Distance Education’. We now live in a world where considering things in binary terms; online learning, face-to-face learning is

The establishment of the first eLearning cluster,

not a constructive way forward.

CASAtech, in 1994, was not only a move to ensure a sustainable future for the Canterbury

We recognise that the VLNC will continue to

Area Schools, but by sharing their own teachers

evolve and change to meet the needs of our

these schools established a new pedagogical

education system. In order to do this, we need

approach to distance education in New

to consider what limits we may have placed on

Zealand. This new model was small scale with

ourselves and what the possibilities are. This

low teacher to student ratios, ensured local

report is not only a snapshot of where we are at

teachers could teach their specialist subjects

now, but a road map for future pedagogical

and was people centred. As the networked

development. Our community believes that in

schools model evolved and expanded, so did

order to future proof our educational system,

the pedagogical model. However, what we have

and to enable equitable access to the

today still holds true to those first principles -

curriculum through online learning, we must

that people, connections

embed the model at a national level.

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Towards Networked Learning | Stronger Together

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