Instructor: Dr. Deborah L Butler (email@example.com)
Schedule: W1 Tuesdays 1:00-4:00 pm PST
Dates: September 8 – December 3, 2020
This course, Collaboration for Innovation, is designed for researchers or educators who seek to foster development of collaborative partnerships enroute to addressing goals that matter to educators, schools, communities, and school systems. For example, the course is designed for researchers who want to know more about how to support and develop educational innovation with communities and/or practice- or policy-based colleagues. It is also designed to inform the work of educators, educational leaders, researchers, or policy-makers who seek to enable and sustain collaborative forms of teaching, professional learning, and/or practice innovation.
More specifically, students in this course will consider how two-way partnerships (educator-educator; researcher-educator; university-school, community, and/or government) can be established so as to achieve important goals in classroom, school, district, community and/or system contexts. For example, we will consider how educators with diverse experience and expertise can create rich forms of collaboration to advance their co-learning and practice (e.g., collaborative teaching). We will examine how and why a “community of practice” framework is being widely used to structure professional learning opportunities across fields, and both potentials and limits of how those communities are being conceptualized and enacted. We will explore the promise of “communities of inquiry” as a framework for creating situated and sustained forms of professional learning in both post-secondary and community contexts (e.g., why inquiry? why collaborative inquiry? benefits; gaps; directions). We will also examine ways in which a community of inquiry framework is being used to bring partners with diverse perspectives together to work towards contemporary educational priorities such as enacting BC’s redesigned curriculum, fostering literacy development, and/or decolonizing K-12 educational systems. Another focus will be on the potential of “professional learning networks (PLNs)” to foster change at both local and systems level (how they work; benefits & gaps; ways forward). Throughout, a central theme will be to consider what researchers can learn from these kinds of collaborative models to inform development of researcher-community partnerships that enable them to advance and mobilize knowledge collaboratively with partners.
Attention: COVID 19 Considerations
Because the Faculty of Education at UBC has made the decision to offer all W1 courses virtually, this graduate seminar will be offered online. While details are still being established and are subject to change, the current plan is to include synchronous sessions (where we are all e-connected for some time on Tuesdays between 1 and 4), as well as opportunities for asynchronous learning (were students can learn on their own and/or with each other between classes).