The Edcamp Model

Powering Up Professional Learning
1. Auflage 2014
ISBN: 978-1-4833-7195-5
Verlag: Sage Publications

Buch, Englisch, 72 Seiten, Format (B × H): 139 mm x 216 mm, Gewicht: 106 g

Reihe: Corwin Connected Educators Series

Exciting professional development that works!

Discover Edcamp, a model of professional development that’s never one- size-fits-all—and always productive. In Edcamp, “unconference” participants create the agenda and lead the sessions, drawing on their individual expertise, and engage in active collaboration for real results. Afterward, technology keeps the conversation going, building a connected learning environment that lasts. Here you’ll find the tools to run an Edcamp in your school, district, or region and start connecting, including:

- An overview of the Edcamp model
- Evidence showing its effectiveness
- Practical strategies to use right away
- A dedicated series website

The Corwin Connected Educators series is your key to unlocking the greatest resource available to all educators: other educators. Being a Connected Educator is more than a set of actions: it’s a belief in the potential of technology to fuel lifelong learning.

"Anyone looking to take control of their learning should read this book. Swanson provides step-by-step ways to make Edcamp-style PD a success."
Robert Dillon, Director of Technology and Innovation
Affton School District

"Swanson outlines a new kind of professional development that will revolutionize how educators improve their craft. This blueprint for success demonstrates PD that is remarkably simple and brilliant.”
Mark Barnes, Education Consultant and Corwin Author, Teaching the iStudent

Autoren/Hrsg.

Swanson, Kristen N

Jarrett, Kevin

Callahan, Dan

Ferguson, Hadley J

Sivick, Kim

Miles, Christine

Ritzius, Michael

Leaness, Ann

Hertz, Mary Beth

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung

Inhaltsverzeichnis

Preface by Peter DeWitt
Introduction: Learning is Changing. Is Your PD Keeping Pace?
1. Powering Up Professional Learning With the Edcamp Model
The Need for Edcamps
What Is an Edcamp?
What Makes an Edcamp Unique?
Tenets of the Edcamp Model
Edcamp Philly: A Vignette
So. How Do I Attend an Edcamp?
2. Does Edcamp Really Work?
What Educators Are Saying About Edcamp and Its Exponential Growth
The Impact on Student Learning
Edcamper in Action: Craig Yen
Edcamper in Action: Sean Wheeler
Edcamper in Action: Heidi Swiak
Edcamper in Action: Laksmi Puspitowardhani
The "Yes, Buts."
We're Still Learning
3. Organizing an Edcamp-Style Event at Your School or District
Bring the Benefits of an Edcamp-Style Professional Development to Your School or District
Before You Start: Connecting to the Edcamp Community
Getting Started
Considering Culture
Convinving School Leaders Who Are Skeptical of Open Learning
Setting the Stage for Success
The Day of Your Event: A Step-by-Step Guide
Inset: A Helpful Checklist for the Day of Your Event
4. Tips for Running a Regional Edcamp Event
Recruiting a Diverse Team
Securing a Venue Large Enough to Accommodate Regional Attendance
Promoting Your Event
Fundraising
Help Via the Edcamp Foundation
5. Final Thoughts
References

Über Autor(innen)

Swanson, Kristen N
Kristen Swanson helps teachers design meaningful, interactive curricula at the local and national level. She has taught at the elementary level, served as a regional consultant for Response to Intervention, and worked as an educational technology director for a public school district in Pennsylvania. She holds a B.A. degree from DeSales University, two M.A. degrees from Wilkes University, and an Ed.D. degree from Widener University. Kristen is currently an adjunct in the DeSales University instructional technology M.Ed program and a senior technology leader for BrightBytes.

In addition to her experience as an educator, Kristen is also passionate about meaningful professional learning. She serves on the board of the Edcamp Foundation, a nonprofit organization designed to facilitate local, grassroots professional development. She has shared her ideas and expertise at ASCD conferences, TEDxPhiladelphiaEd, TEDxNYED, and Educon. She has also been published in academic journals, including Literacy Learning: The Middle Years and the Journal of Reading, Writing, and Literacy. She is the author of Professional Learning in the Digital Age: The Educator’s Guide to User-Generated Learning and Teaching the Common Core Speaking and Listening Standards.

Kristen is active in the educational technology sphere. She is a Google Certified Teacher, Twitter Teacher, Edublog Award Nominee, and avid blogger. She strongly believes that rigorous curriculum fosters meaningful technology integration, and she is also interested in the learning opportunities provided by asynchronous learning.

Ferguson, Hadley J
Hadley Ferguson is a middle school teacher at Springside Chestnut Hill Academy, an independent school in Philadelphia. She teaches History and Humanities as well as Entrepreneurship. Hadley is passionate about developing new curriculum to meet the needs of her students, working with other teachers, both in her building and through her personal learning network, to develop the best strategies to enhance the learning in her classroom. Hadley has a B.A. and an MEd from Smith College.
Because of her experiences of how important collaboration is for learning and growing as an educator, Hadley is actively involved in helping to develop connections among educators. She is a member of the Library of Congress’ Teaching with Primary Sources Mentor Advisory group, where she helps teachers connect with the Library. She also advises groups of teachers on strategies for working together to develop curriculum that includes the resources from the Library of Congress. She was named a “Teacher of the Future” by the National Association of Independent Schools and part of a network to enhance support for independent school teachers. Hadley also seves on the board of the Edcamp Foundation, a nonprofit organization designed to facilitate local, grassroots professional development.
She has presented at a variety of conferences, including ISTE, National Middle School Association, Educational Computing Conference of Ontario and Educon. She has written articles for ISTE’s Learning and Leading on how teachers can take control of their professional development to directly impact the classroom. Her latest presentation is “On Being a Risk-Taking Teacher,” based on her work with ungrading. Her blog explores the challenges of teaching middle school in a digital world.