Using Electronic Learning Communities (ELCs) for Training, Support, and Collegial Conversation Joy Zabala Technology and Media Division (TAM) Council for Exceptional Children United State of America Joy Zabala Technology and Media Division (TAM) Council for Exceptional Children United State of America

Learning Communities  Build capacity to create desirable outcomes  Nurture innovative thought processes  Provide collaborative learning opportunities  Encourage members to consider new and differing opinions Senge (1990)  Build capacity to create desirable outcomes  Nurture innovative thought processes  Provide collaborative learning opportunities  Encourage members to consider new and differing opinions Senge (1990)

Members of a Learning Community…  share common purposes and/or interests  respect diversity  share a core set of values  build positive interdependence, and sustainable relationships  collaborate with caring, commitment, and concern  share common purposes and/or interests  respect diversity  share a core set of values  build positive interdependence, and sustainable relationships  collaborate with caring, commitment, and concern

Electronic (Online) Learning Communities…  Communicate via computer mediated communication (CMC) system  Foster sense of belong or attachment  Provide venue when and where convenient  Communicate via computer mediated communication (CMC) system  Foster sense of belong or attachment  Provide venue when and where convenient Blanchard, 2000

ELCs help to…  Reduce isolation  Mediate time and distance  Connect with content experts  Facilitate ongoing, authentic, collaborative, and learner- centered learning environments for teachers and administrators  Reduce isolation  Mediate time and distance  Connect with content experts  Facilitate ongoing, authentic, collaborative, and learner- centered learning environments for teachers and administrators

People in an ELC…  demonstrate a consistent social presence  participate across traditional hierarchies  control content of the community  contribute in varied roles  jointly engage in relevant activities  demonstrate a consistent social presence  participate across traditional hierarchies  control content of the community  contribute in varied roles  jointly engage in relevant activities

Johns Hopkins University Electronic Learning Communities Center for Technology in Education Johns Hopkins University Center for Technology in Education Johns Hopkins University

Conceptual Framework Evaluation  Development  community type  technology factors  desired effects  developing the engagement  quality of discourse  quality of content  affect expectations  community type  technology factors  desired effects  developing the engagement  quality of discourse  quality of content  affect expectations

Current ELCs at JHU  Center for Reading Excellence  University of Texas, Pan American  EnviroHealth Connections  Center for Reading Excellence  University of Texas, Pan American  EnviroHealth Connections  Urban Education  School Safety  Teacher Development and Leadership  ELC Playground

Current ELCs at JHU  Technology and Reading - STARS  JHU Tech for Educators  Maryland Digital Schools  Technology and Reading - STARS  JHU Tech for Educators  Maryland Digital Schools  Maryland Assistive Technology Network  Media Workshop  Team Tech

Maryland Assistive Technology Network (MATN) Center for Technology in Education Johns Hopkins University Center for Technology in Education Johns Hopkins University

Potential for Collaboration  ESP Members are cordially invited to participate in ECLs  JHU would welcome a proposal to collaborate with ESP in setting up an ESP ECL  ESP Members are cordially invited to participate in ECLs  JHU would welcome a proposal to collaborate with ESP in setting up an ESP ECL

Johns Hopkins University Electronic Learning Communities Center for Technology in Education Johns Hopkins University Center for Technology in Education Johns Hopkins University