Emerging Design Strategies for Connecting Teacher Educators

• In Event: 66.070 - Connected Learning in Teacher Education

Abstract

Insert hereObjectives
This paper presents a descriptive narrative of the development of the Connected Learning in Teacher Education (CLinTE) network from 2015 to 2018, focusing particularly on the
multi-modal, openly networked strategies that the organizers used to foster engagement in CLinTE. CLinTE is a unique professional network in that members use a particular learning framework (connected learning) to collaborate around their teaching, scholarship, and civic engagement. The study serves to highlight the design strategies developed and used by the group to foster participation and collaboration among existing and potentially new members.

Theoretical Framework
The paper uses an educational research orientation towards social network theory (Author, 2018) and connected learning (Ito et. al, 2013) as theoretical frameworks to describe strategies used by the network. Social network theory has been used by education scholars to describe the characteristics of networking patterns between teachers (particularly around exchange of professional support), and the development of professional social capital (Author, 2012). Connected learning, in the case of this study, serves as a conceptual design framework, particularly in regards to “openly networked” (West-Puckett, Smith, Cantrill & Zamora, 2018) learning, and production-based learning activities (Author, 2018).

Modes of Inquiry & Data Sources
Using a qualitative research approach, the strategies that the network used were identified through grounded analysis of public documents produced by the group and interviews of four key network members. Documents included: public meeting notes, website documents, publicly-shared videos and slideshows, moderated twitter chats, and related social media documents that are publicly available.

Results
The six strategies were: intentional network design, multi-modal visioning work, use of studio and gallery spaces, ‘Make & Do’ attitude, hybrid organizational structure, and, holding equity at the center. These strategies highlight the ways in which the group navigated the balance of participatory work and private work, flexible networking and sustained, structured organizing, and group identity and individuality.

Scholarly Significance
This paper traces the emergence of a networked professional community for teacher educators that is informed by connected learning as a design framework and seeks to create a sustained, engaged membership in both online and face-to-face spaces. It addresses many of the questions raised by the theme of this conference, in that it describes how a group of educators connect using open, multimodal methods while navigating the challenges of doing so in the post-truth era.

Author

• Kira J. Baker-Doyle, Arcadia University