The Educator's PLN

The personal learning network for educators

What makes Edcamp popular with teachers?

During the weekend, I attended my fourth #EdcampNYC. I have attended or participated in about a dozen Edcamps nationwide. I think that puts me in a solid position to make a few considered observations on the subject. In the interest of full disclosure, SmartBrief and SmartBlog on Education have supported the Edcamp Foundation during the past year.

The Edcamp movement has been around for a few years. It is a widely known professional-development format that was spawned from social media educator connections. Most connected educators are familiar with it, but most educators are not connected — hence a need for explanation and definition. I know that the model is based on BarCamp in Philadelphia. I have no idea about BarCamp. I know the image I have in my head, but that has nothing to do with education.

I am familiar with the unconference aspect, which is the driving organizing premise of Edcamp. There is no set schedule of sessions provided to participants as they arrive at the venue. There is usually a breakfast spread and a huge amount of coffee in a gathering area to start the day. Participants see a blank schedule displayed for sessions. Session times and rooms are clearly seen, with no descriptions. Session descriptions are created right then, by participants. All sessions are discussion driven. Although some people come with prepared materials to share, those materials might or might not be the focus of a session. Blank cards are available to participants who have a specific topic they want addressed. Each person writes that topic on a card to establish it as a session. Usually, the person proposing the session heads up the discussion. It is amazing how the establishment of one topic spurs the establishment of a related topic, or something on the other side of the education spectrum. The establishment of topics gets people talking about and exploring subjects that they might not have heard of before Edcamp.

The selection of topics stimulates discussion and questioning amid participants to determine where they will go, what they will attend and what they should expect. There is another element to the Edcamp model that is often not seen in other PD formats. Participants are encouraged to quickly assess the relevance of a session. If they do not find personal value in a particular session, they are encouraged to move on to another. When selecting a session to attend, participants need to consider backup alternatives. That is called “The Rule of Two Feet.” My best description of this is that it is a face-to-face, real-time, social media discussion. It is the application of a digital culture in a real-world situation. All sessions are open discussions that are patient with, and respectful of, all participants.

Edcamps are free to participants, but it takes a Saturday commitment to participate. That means educators in attendance are there because they want to be there. We must ask: If this is so popular and inspiring, why aren’t all schools employing this PD model? To answer that, I have to go back to a session for administrators at the last annual ISTE conference. Some founders of Edcamp presented a great session to educate administrators who might not be connected educators. The intent was to explore the possibility of using Edcamp as a source for PD from within the system. Edcamp is almost solely organized by passionate educators working outside the system. There was one question coming from admins repeatedly: “How do we control it?” The answer was clear. You don’t control it! Edcamp’s success is based on trust and respect, as well as a personal drive for professional development. It is the educator’s personalization that some of these administrators did not seem to get. Their questions seemed to indicate that they did not trust the ability of educators to properly determine what they needed in PD.

The Edcamp movement continues to advance with the passionate support of connected individuals. Hopefully, we will begin to hear from progressive-thinking administrators more interested in real education reform than in controlling what and how teachers are developed. Administrators’ control should be second to educators’ development. Edcamp should not be the sole method of PD, but it should be considered a serious addition to tools that develop educators. In our fast-changing, technology-driven culture, we need educators to be continually learning so they provide a relevant education to students. To be better educators, we need to be better learners.

Views: 33

Comment

You need to be a member of The Educator's PLN to add comments!

Join The Educator's PLN

About

Thomas Whitby created this Ning Network.

Latest Activity

Staci Winter updated their profile
4 hours ago
David Chiles posted a status
"Practicing proper Netiquette is a term of service for computer contacts (friends, fans, & followers). www.NetworkEtiquette.net"
23 hours ago
Staci Winter and Stan Troxel are now friends
yesterday
Stan Troxel left a comment for Simoine Palmer
"I have been on the PLN for about a week.  I am a retired English.Language Arts still teaching driver education teacher.  I am really behind on this technology curve.  Taking a class to renew my teaching certificate.  Feel like a…"
yesterday
Stan Troxel left a comment for Staci Winter
"I think I joined about a week ago.  I am a retired English/language arts teacher, still teaching driver education here in Nebraska.  Educationally Yours Stan"
yesterday
Stan Troxel commented on Eileen Lennon's blog post National Readathon Day
"Way to go.   Love to read also, Retired English Teacher, tried to develop students to see reading was the way when we don't know everything.   And better entertainment than a movies since we each get to make our own,…"
yesterday
Claudine Neal posted blog posts
yesterday
david100 posted blog posts
yesterday

Awards And Nominations

© 2015   Created by Thomas Whitby.   Powered by

Badges  |  Report an Issue  |  Terms of Service