title: Wilspace: Reflections on establishing small significant online network groups (SSONG) to advance knowledge in work-integrated learning

authors: Wilkinson, Helene

subjects: work-integrated learning

abstract: In 2020 during COVID-19 lockdowns, a small group of Australasian Work-Integrated Learning (WIL) practitioners gathered online for semi-regular conversations. The purpose of this small significant network group (SSONG) was to provide support for one another as we navigated WIL education during this time of turmoil.

Reflecting on their SSONG experience two years later, the authors realised these small online group conversations provided the means to engage at a deeper level with likeminded individuals, without restrictions arising from differences in physical location. SSONG members could share alternative viewpoints with ease and interest because they were familiar with one another, yet from diverse perspectives including disciplines, location, experience and background, hence adding to the richness of their conversations. Out of this, and in discussions with a third New Zealand based academic, WILspace was conceptualised.

WILspace is an online international community of practice, comprising of multiple SSONGs. It was launched at World Association of Cooperative Education (WACE) in June 2023, where WIL practitioners were invited to register their interest. The first WIL SSONG conversations were held in November 2023.

We report on our experience in developing and managing this international community of practice. A key aim of the initiative was to facilitate meaningful discussions about WIL related issues, extending conversations beyond the physical environment of an international conference or a WIL-related course. Topics & prompts developed by the WILspace team were used to activate these conversations, after which each SSONG provided feedback on their discussions via an email to the facilitators. These resources were then summarised and shared via the WILspace website. Following each conversation, feedback was also obtained from SSONG members via a short Qualtrics survey. It was important to the authors that we were able to measure the success of this innovative initiative. Ethics approval (AUTEC 22/329) had been gained from both University Ethics Committees prior to the launch of the global conversation platform.

In this paper we identify, examine and reflect on our successes and challenges in maintaining conversations with an international group membership, across multiple time zones. To date, evaluations suggest support for the initiative is strong amongst active participants, however there is evidence of continuing challenges in maintaining these conversations. Strategies are presented to facilitate implementation and management of future online communities of practice, based on the use of SSONGs.

text: Wilspace: Reflections on establishing small significant online network groups (SSONG) to advance knowledge in work-integrated learning In 2020 during COVID-19 lockdowns, a small group of Australasian Work-Integrated Learning (WIL) practitioners gathered online for semi-regular conversations. The purpose of this small significant network group (SSONG) was to provide support for one another as we navigated WIL education during this time of turmoil.

Reflecting on their SSONG experience two years later, the authors realised these small online group conversations provided the means to engage at a deeper level with likeminded individuals, without restrictions arising from differences in physical location. SSONG members could share alternative viewpoints with ease and interest because they were familiar with one another, yet from diverse perspectives including disciplines, location, experience and background, hence adding to the richness of their conversations. Out of this, and in discussions with a third New Zealand based academic, WILspace was conceptualised.

WILspace is an online international community of practice, comprising of multiple SSONGs. It was launched at World Association of Cooperative Education (WACE) in June 2023, where WIL practitioners were invited to register their interest. The first WIL SSONG conversations were held in November 2023.

We report on our experience in developing and managing this international community of practice. A key aim of the initiative was to facilitate meaningful discussions about WIL related issues, extending conversations beyond the physical environment of an international conference or a WIL-related course. Topics & prompts developed by the WILspace team were used to activate these conversations, after which each SSONG provided feedback on their discussions via an email to the facilitators. These resources were then summarised and shared via the WILspace website. Following each conversation, feedback was also obtained from SSONG members via a short Qualtrics survey. It was important to the authors that we were able to measure the success of this innovative initiative. Ethics approval (AUTEC 22/329) had been gained from both University Ethics Committees prior to the launch of the global conversation platform.

In this paper we identify, examine and reflect on our successes and challenges in maintaining conversations with an international group membership, across multiple time zones. To date, evaluations suggest support for the initiative is strong amongst active participants, however there is evidence of continuing challenges in maintaining these conversations. Strategies are presented to facilitate implementation and management of future online communities of practice, based on the use of SSONGs.

year: 2024

title: Coaching teachers: Professional Learning Leaders exploration of practice and identity through collaborative inquiry.

authors: Bewley, Sue

subjects: Distributed leadership

abstract: This research is a study of the development of coaching practice and sense of identity of three middle leaders in a primary school who are responsible for leading professional learning.   It is of interest because significant responsibility for leading teacher professional learning has been handed to middle leaders since the devolution of management to schools.   However little is known about how this leadership of learning is implemented and how leaders might develop for this responsibility.   Collaborative inquiry is explored as an approach where middle leaders have space to learn theoretical frameworks, practise coaching skills in an authentic situation and examine the impact.   The purpose is to stimulate reflection and guide systematic inquiry into coaching practice for action and change.
        The ethnographic methodology was deliberately used to allow the research participants to make sense of their world in which they act as coaches.  Through linking action and research, ideas about coaching teachers to be skilled critical inquirers were tried as a means of knowledge creation (Cohen, Manion, & Morrison, 2003).   The use of participatory action research ensured that the Professional Learning Leaders (PLLs) could work collaboratively to understand the situation supported by myself as a participant researcher.  Within five convergent group interviews the PLLs engaged in dialogue and reflection about their practice and the observed impacts of coaching three teachers in a group to be skilled critical inquirers of their classroom practice.  Professional literature was used to support their inquiry.  
         The findings confirm that facilitation of reflective dialogue is difficult            because it involves challenging the beliefs of others while maintaining an environment of trust.  The view that the most effective professional development is collaborative, situated and participatory is also confirmed.  Although confirmations are not new information, the learning and involvement in the process through a supported collaborative inquiry approach was a new and transformational experience for the participants where knowledge was created and people changed.   
        The findings reveal that improved coaching practice and identity learning occurred interdependently.  Being a coach in the dual position of middle leader and teacher was discovered to cause conflicts.  Collaborative inquiry into the causes and impacts of these conflicts helped to clarify the role and responsibility of coaching.  
        The findings suggest that the roles and practice of senior and middle leaders in relation to enhancing teaching and learning in the school must be examined closely.  School leaders need to consider how they can structure and support collaborative inquiry for professional learning and building leadership capacity.  Drawing on the discoveries and understandings of coaching practice and collaborative inquiry, this research presents a diagram that illustrates the significance of collaboration in the process of improving coaching practice and identity learning.

text: Coaching teachers: Professional Learning Leaders exploration of practice and identity through collaborative inquiry. This research is a study of the development of coaching practice and sense of identity of three middle leaders in a primary school who are responsible for leading professional learning.   It is of interest because significant responsibility for leading teacher professional learning has been handed to middle leaders since the devolution of management to schools.   However little is known about how this leadership of learning is implemented and how leaders might develop for this responsibility.   Collaborative inquiry is explored as an approach where middle leaders have space to learn theoretical frameworks, practise coaching skills in an authentic situation and examine the impact.   The purpose is to stimulate reflection and guide systematic inquiry into coaching practice for action and change.
        The ethnographic methodology was deliberately used to allow the research participants to make sense of their world in which they act as coaches.  Through linking action and research, ideas about coaching teachers to be skilled critical inquirers were tried as a means of knowledge creation (Cohen, Manion, & Morrison, 2003).   The use of participatory action research ensured that the Professional Learning Leaders (PLLs) could work collaboratively to understand the situation supported by myself as a participant researcher.  Within five convergent group interviews the PLLs engaged in dialogue and reflection about their practice and the observed impacts of coaching three teachers in a group to be skilled critical inquirers of their classroom practice.  Professional literature was used to support their inquiry.  
         The findings confirm that facilitation of reflective dialogue is difficult            because it involves challenging the beliefs of others while maintaining an environment of trust.  The view that the most effective professional development is collaborative, situated and participatory is also confirmed.  Although confirmations are not new information, the learning and involvement in the process through a supported collaborative inquiry approach was a new and transformational experience for the participants where knowledge was created and people changed.   
        The findings reveal that improved coaching practice and identity learning occurred interdependently.  Being a coach in the dual position of middle leader and teacher was discovered to cause conflicts.  Collaborative inquiry into the causes and impacts of these conflicts helped to clarify the role and responsibility of coaching.  
        The findings suggest that the roles and practice of senior and middle leaders in relation to enhancing teaching and learning in the school must be examined closely.  School leaders need to consider how they can structure and support collaborative inquiry for professional learning and building leadership capacity.  Drawing on the discoveries and understandings of coaching practice and collaborative inquiry, this research presents a diagram that illustrates the significance of collaboration in the process of improving coaching practice and identity learning.

year: 2012

title: Maori goddesses in literature. Part 2: 1900-1940

authors: Yates-Smith, Aroha

subjects: Atua wāhine

abstract: Many contemporary Māori are familiar with atua wāhine, Māori goddesses, through accounts that have been passed on to them by word of mouth. Few, however, have had an opportunity to consult accounts of atua wāhine that date from the early period of Māori-Pākehā contact. Those who wish to do so may have considerable difficulty in sifting through all of the written materials for the information they seek. For this reason, this paper provides a review of the literature pertaining to atua wāhine from 1900 to 1940, together with a commentary on the sources to which reference is made. A review of literature on atua wāhine from 1880 – 1900 appeared in the first issue of this Journal. The period 1940 towards 2000 will be reviewed in the next issue.

text: Maori goddesses in literature. Part 2: 1900-1940 Many contemporary Māori are familiar with atua wāhine, Māori goddesses, through accounts that have been passed on to them by word of mouth. Few, however, have had an opportunity to consult accounts of atua wāhine that date from the early period of Māori-Pākehā contact. Those who wish to do so may have considerable difficulty in sifting through all of the written materials for the information they seek. For this reason, this paper provides a review of the literature pertaining to atua wāhine from 1900 to 1940, together with a commentary on the sources to which reference is made. A review of literature on atua wāhine from 1880 – 1900 appeared in the first issue of this Journal. The period 1940 towards 2000 will be reviewed in the next issue.

year: 2001-02