“Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms.”
Process Oriented Guided Learning (POGIL)
- Creating a holistic approach for strategic change begins with university professors in the classroom environment. While technology innovation can happen outside such a setting, its long term sustainability occurs when embedded in the teaching and learning culture.
- In other words, the first step is based around communities of practice. The second step is integration and adaptation for the classroom. To that end, one example explored is POGIL.
- Professors and educational technology leaders work together to implement Process Oriented Guided Inquiry Learning (POGIL) structure to the classroom environment.
- POGIL is based on seven core components including: communication, management, teamwork, critical thinking, problem solving, information processing, and evaluation & assessment.
- POGIL provides structure for collaborative group work.
- While I wasn’t able to implement POGIL, its framework may be a helpful way to approach developing our future communities of practice with faculty members. For the last two years, I co-led four communities with 34 faculty members. Integrating POGIL in our next community may include supporting and assigning each faculty member a specific role and ownership over an area of study in our community. Using POGIL in this context may increase learning and encourage participation among the faculty members over the year.
- Another key to sustaining technology integration and change the university is providing space for professors to learn from each other, share their struggles, failures, and more in a safe space with mutual respect and confidence of faculty peers.
- While confidentiality is key, there may need to be adequate exceptions to not stifle appropriate assessment and evaluation of specific teaching and learning with technology programs.
- Academic professionals need a safe environment to be vulnerable amongst their peers in an effort to learn better and build collegiality.
- Building an environment of trust: a safe authentic space for faculty and educational technologists to work together with expectations of honesty and trust.
- Balancing and creating an expectation for specific confidentiality is important in order to not neglect evaluation
“[C]onfidentiality is central to a successful relationship among peers in a peer coaching program.”
“[P]eer coaches used confidentially as a key communication and collaboration attribute with specific attention paid to how to integrate it well to protect the peer teacher, but also provide appropriate information to others when needed.”
POGIL: Rethinking Course Design with POGIL
Safe Space: Peer Coaching in Review