Community or Cohort?

In an earlier blog post, I wrote about strategies used by instructors and participants to build community in online classrooms.  Last week, Doug Peterson and Stephen Hurley discussed this post as part of their program, This Week In Ontario Edublogs.

Their discussion was quite profound; they explored issues and ideas I hadn't considered at all and dug deep into the meaning of 'community.'  Their conversation prompted me to think more about this topic, particularly the difference between a cohort and a community.

Stephen talked about the Latin root word 'munity' in community, which is also found in immunity.  He said it means making something stronger.  'So being part of a community should make us stronger, or make our learning stronger. I researched this idea further and found this etymology of the word community:

The word community is derived from from the Latin communitas, fellowship, which, in turn, is derived from communis, or "common". 

The prefix "com" signifies "with, together, in conjunction, joint". Removing the "com" from the latin, leaves you with munis, which derives from munire, meaning "to fortify, strengthen, or defend".
AKA: Strength in numbers. 

When we talk about a learning community, then we are saying that we are learning together, with one another and this strengthens or learning.  Doug likened it to the idiom, "A rising tide lifts all boats." Usually this is in reference to the economy - a strong economy benefits individuals and businesses at all levels.  But in this context, can we say that building an online community then strengthens the learning of all participants?

These three examples from my own experience to help to explain my current thinking on building an online community versus a cohort.

The MEHRIT Centre - I recently finished an 18 month series of online courses to become a Self-Regulation Facilitator with The MEHRIT Centre. There are several reasons I would characterize this group as a learning community. We were together for a long period of time, which allowed us to get to know one another, building trusting relationships and sharing our learning.  But what really brought us together as a community is our shared passion for self-regulation and our beliefs about how important self-reg is for children and adults. Through a Facebook group, we continue to learn and share with one another long after the courses have been completed.

Western University EdD Program - I also recently completed my doctorate online through Western University, which is where I did my B.Ed (in person) so many years ago. The participants in this group also became a close community, and even though we have finished our studies, we stay in touch through social media.  In this group, we got to know one another through small group assignments using Skype, Blackboard Collaborate and Google Docs as well as through online discussions. We used our Facebook group to support one another when the going got tough - when the assignment requirements seemed too much, or when the feedback was too harsh or inconsistent. When someone was feeling stressed and ready to throw in the towel, the Facebook group was there for support and encouragement. At the end of the course, several people posted that they had considered quitting but the group helped them make it to the finish line. We were definitely stronger together.

Intermediate ABQ - I have participated in online AQ and ABQ courses, both as a participant and as an instructor. As a consultant, my position at our school board was posted every four years and I had to reapply and re-interview for my job. The first time I had to reapply, my superintendent suggested that I take my Intermediate ABQ so that I would be eligible to take the Principal's Course. I did not have any intention of becoming a principal, and if I returned to the classroom, I certainly did not want to teach intermediate.  I was the Teacher Consultant for Kindergarten and Primary Programs, and that was my passion. Nevertheless, I signed up for an Intermediate ABQ in Family Studies. I completed the course, but as Stephen said, it was just about getting the work done and finishing the course.  I had no passion for this topic, and no shared interest to sustain with other participants once the course was finished.

In this instance, I was part of the Intermediate Family Studies ABQ Cohort but not part of a learning community. It is possible that there were others in the course who were passionate, who may have formed a community that continued on beyond the course. Perhaps communities and cohorts can co-exist within the same group of participants.

Thanks for pushing my thinking on this topic, Doug and Stephen.  I can't wait to discuss this with others at #BIT2018 this November in Niagara Falls.  See you there!

Online Learning Communities

There are many advantages to online learning and to online teaching. As an online student, I have the flexibility to engage in learning whenever and wherever I want. I have had the opportunity to learn together with people from across the globe in a range of contexts - private schools, international schools, small rural schools in Northern communities and schools in large urban centres. I have been able to learn from some of the top experts in the field from around the world.

But the sense of community and connection in online classes varies, and I've experienced this both in online classes that I've taught and online classes where I participated as a student.

Recently, I completed two long-term online classes as a student - a three year online doctoral program from Western University and the Self-Regulation Facilitators course from The MEHRIT Centre which took about 18 months. In both classes, a range of strategies helped us to build community and connections, even though we never met in person.

At the #BIT2018 conference in Niagara Falls this November, I am facilitating a Learning Spaces conversation around the topic of Building Community in Online Classrooms. I'm looking for ideas from both the perspective of the teacher and the participants about How do you build a sense of community in an online classroom?

Some strategies from my own experience:

1. Small group size. At Western, our cohort of 13 students remained together during the entire three years so it was easy to get to know one another.  At the MEHRIT Centre, when I teach the Foundations Courses, I typically have an average of 15 students. Even though the courses are only 6 weeks long, I still have time to get to know each student.

2. Online video classes. In addition to our online discussion boards, readings and assignments, our courses at Western included several video conferences each semester using Blackboard Collaborate.  Timing these was problematic, as we had students in China, Qatar, Tanzania, Alberta, and Mexico.  If the video conference was at 8 pm, then it was 3 am for the student in Tanzania and 8 am in China. But these video conferences allowed us to chat with our instructors and one another in small groups.

3. Group Work.  When I saw that we were required to do some group assignments in our courses at Western, I was hesitant.  But the group work assignments were really helpful. Even though we had to deal with time differences and technology challenges, we got to know one another.  One of our assignments was to read a section of each person's major paper, and give them feedback. My partner and I had two Skype meetings; we spent more time talking about the program and the course assignments in general than giving feedback, but that it was good to be able to have that conversation. However, not all group work assignments build community. One of our group assignments for Western had us working in a group of 7.  There were 6 questions so each of us took one question, and posted our answer on a google doc.  The last person to pick was assigned the task of editing for clarity and continuity, and then presenting our group's work to the class.  I didn't really get to know anyone in my group during that assignment.

4. Social Media. Both the Western EdD group and the MEHRIT Centre facilitators group have a Facebook page. Not everyone has joined, but those who have are able to connect informally on Facebook to share resources, ask questions and stay in touch. I also follow online colleagues on Twitter and Instagram, and share ideas there as well.

What other strategies for building an online community have you experienced, either as a student or as an instructor?

How do we build a collaborative learning community in an online environment?

Please share your ideas!  


Update:
Doug Peterson and Stephen Hurley had a very interesting conversation about this blog post on This Week In Ontario Edublogs, which you can listen to at the archives on VoicEd.ca


Their conversation prompted me to think more deeply and write another blog post on this topic.

Leading and Learning in the 21st Century

Starting this blog has lead me to reflect on the different ways we learn and lead learning in the 21st century.  When I began teaching over 25 years ago, I could choose to attend after school workshops, full day workshops with supply coverage or I could attend night classes or summer courses at the local university.  My co-learners were people from my own board and the instructors were often from our board as well.  If you were really fortunate, you might have funding from your board or your union to attend a conference off site with educators from other boards.

How things have changed!  Last night I was online doing a group presentation with three colleagues from my Doctorate of Education program at Western University.  One of my colleagues teaches in Toronto, one in Tanzania and one in the United Arab Emirates.   We meet via Skype several times and used Google Docs to work on our assignment.  Unfortunately for them, we were presenting at 8:30 pm EST which was 4:30 am for one person and 3:30 am for another.  I guess I can't complain about being tired after work and having to present when they both had to set the alarm and get up in the wee hours of the morning to attend.

All the comforts of home while attending a live streamed meeting for the 2015 EdD class.  

Teaching online for Queens University also allows me to connect with educators from across the province of Ontario and beyond.  It's been great to get the perspective of teachers in IB programs around the globe, teachers working at remote Northern villages, teachers in small rural schools and teachers with diverse populations in urban schools.  Sometimes I think I learn more by teaching courses than the students!