CSLE | Kimberly Purvis

CSLE: A New Culture of Learning

The digital world we live in today has changed how quickly we can access information. In the not-so-distant past, if you did not learn information in the classroom, it required significant effort to find the information on your own. In the 21st century, educators are no longer the knowledge bearers that must pass the content along to their learners. Now, we are inundated with information at every turn. Cellular phones, televisions, computers, iPads, smartwatches, and smart devices are easily accessible to all. The internet has changed everything about how quickly we can access information and everything about how we learn. As Douglas Thomas (2011) says, “It’s time to shift our thinking from the old model of teaching to a new model of learning.”

What does this mean for learners?

It means that learners no longer need someone to lecture or provide all of the content for them. Instead, they need a mentor, guide, or coach to help lead them through the flood of knowledge rushing into their brains every minute. Learners need to be shown how to use and apply the information available to them. They need someone to ignite the fire in their hearts for learning and motivate them to reach their full potential in this digital age.

Throughout my innovation plan, I use the analogy of a garden and cultivating growth. When you reflect on gardening, you know that the environment is critical to your harvest. The same goes for learning. Creating a significant learning environment for learners to flourish is just as important for adult learners as it is for children. No matter their age, all learners need a rich fertile environment to grow. An environment that will awaken the growth that lies dormant within our educators is required. While we cannot grow for our learners, we can create a significant learning environment that is ripe for growth.

How do we implement CSLE?

First, we must realize the need to embrace the new culture of learning. We, as educators, must accept that we are also learners that are learning how to navigate this digital world. We must motivate our learners to be active participants in their own learning. We have to allow room for exploration, collaboration, and play. Incorporating inquiry and COVA (choice, ownership, voice, and authentic learning) are key. Moving from a teaching-based mindset to a learning-based mindset should be our focus. We must take steps to move out of a mechanistic approach, “learn as much as you can, as fast as you can”, where learners memorize a series of steps that are valued only for the results they provide (Thomas & John Seely Brown, 2011). We must move into a more holistic approach where learners become confident and focus is placed on physical, social, emotional, and cognitive growth. It is necessary to move out of educating about the world, and show how to engage with the world. Instead of having learners prove what they do know, we can teach them to embrace what they do not know and provide the structure needed to produce growth in learning.

“Where imagination plays, learning happens.”

- Douglas Thomas

While information transfer works for some individuals, it does not work for everyone. My plan is to move away from professional learning that includes “sit and get” and move towards a “go and show” approach. We have the structure in place to facilitate online learning in our organization, but changes need to be made in our approach before we can realize the goal of CSLE. Transitioning to a true learning environment that utilizes digital skills for growth, from a digital environment where educators struggle to learn, will require a change in our culture and collective mindset. The structures and boundaries that we set will no longer constrain educators but will serve as catalysts for innovation and imagination.

Workshop leaders will move from teaching to being guides for educators, engaging them in discussions, sharing ideas, and co-existing in learning. Educators will begin to learn in the collective with leaders providing a sense of structure to guide learning. The creation of ePortfolios will serve as a place for educators to combine personal and professional learning. Educators will be encouraged to engage in self-reflection and focus on the growth and progress of their personal and career-related goals. Mentors and trainers will realize their role of being learners by taking note of questions, challenges faced, and areas that need the most support. As educators participate in workshop sessions, use the blog, message boards, and collaborate on social media, data can be collected and used for modeling appropriate methods and to provide resources and learning aids to help educators. By integrating the current structure with the freedom of the digital environment, educators will be able to embrace learning through choice, ownership, voice, and authentic experiences.

What challenges will we face?

As a fully virtual organization, we will face new challenges when changing our environment. Since technology is utilized in every aspect of our work, educators already feel that understand the use of technology and how to learn in a digital environment. Changing perspectives so that we can ensure we are making meaningful connections and creating growth is an area of concern. My plan to navigate this challenge is to start with “the Why”. When educators have an understanding of the why, what, and how, they become invested in the opportunity and are more open to change. As adults are more set in our ways and resistant to change, taking time to help their understanding will be the stepping stone needed to create an environment conducive to growth.

Harpnuik (2017) questions, “Are we using technology as a tool to help make meaningful connections and to address the challenges of tomorrow, or are we just using technology to deliver content and confirm that the student can regurgitate that content?”. This requires not only providing educators with an understanding of why but also changing personal mindset to ensure that we, as leaders, do not think of ourselves above our educators but as learners ourselves. Understanding that technology cannot replace us as long as we follow the CSLE+COVA approach is necessary. You can find my thoughts on becoming a differentiated leader here in my ePortfolio.

What impact will CSLE have?

Creating significant learning environments for our educators will have a significant impact on our organization. My innovation proposal mentions all of the potential areas of growth through ePortfolio creation, but the impact of creating significant learning environments will go even further, influencing all aspects of learning from leadership down to our students and around the world. Benefits will be seen across the organization and beyond. Assisting educators to become lifelong learners, by cultivating an environment where they can grow and flourish, will result in a ripple of growth that will reach and influence all learners they come into contact with in the future.

"That moment of fusion between unlimited resources and a bounded environment creates a space that does not simply allow for imagination, it requires it!” - Douglas Thomas

References

Harapnuik, D. (2017, October 3). Why you need to rethink your role as an educator. Harapnuik.org.

https://www.harapnuik.org/?p=7109

Thomas, D., & John Seely Brown. (2011). A new culture of learning : cultivating the imagination for a world of constant change. Douglas Thomas And John Seely Brown.