Task 3d: Critical Questions and Issues That Emerge

Do some very specific ideas emerge about your networking and sources? Does your engagement to date seem appropriate? Limited? Focused? Planned? Unplanned?

My engagement before this module to networking did not seem appropriate at all. Before studying this module, my use of online networks was very limited. I was not aware on my existing forms of ‘real life’ networking (as opposed to online networking) so this was unplanned networking. Conversely, my sources of information were much more abundant, but this was mainly unplanned also. The tasks involved in this part of the module have been a ‘wake up call’ for me. I am making a deliberate effort to use professional networks. I still think there is room for improvement in my networking, so I endeavour to continue working on this aspect of my own professional practice.

Are your ideas, position or concerns shared by others within and/or beyond your professional area of work?

My concerns surrounding the ethical considerations of online networking as a teacher in Education, are shared by many of my colleagues in my place of work. When working with students I truly never stop considering the implications my networking has on their safety. By looking through other BAPP student’s blogs who are also teachers, this seems to be a common theme among teachers outside of my place of work. I am aware from the online sessions that my peers that are working in the arts industry also find that ethical considerations are highly important in their professional networks, but I do not believe this is very different from the level of privacy you are expected to maintain as a teacher.

Does sharing ideas and communicating with others shift your thinking, planning or practice?

Through reading the other BAPP student’s blogs, I believe this has shifted my thinking. I have made a conscious effort to comment on the blogs where they are more experienced practitioners that use networking regularly and ask for their advice. I have recognised that there was improvement to be made in my use of networks, therefore, I used the BAPP blogs (a network tool in itself) to find the answers to my questions. As a result, this opened my eyes to the potential of harnessing the collective intelligence on networking sites, further encouraging me to find and join new networks – like Ilona Molnar’s Creative Women Google+ community.

Does critical reflection help you decide what really matters and the actions to take?

By practicing and developing my skills in critical reflection, I am now able to really anaylse the significance of the information I am given, and I no longer accept theories without challenging them through my thought and research process. As an example, I did not necessarily agree with some theories presented in the Reader relating to Connectivism and Communities of Practice, so I ensured that I challenged these theories with my own thinking and literature to support this. I believe that only by evaluating a balanced argument surrounding a theory (opposing and supporting) can a truly form my own opinion. I can then decide how I use this information to support and evaluate my learning in my own professional practices to date.

(See Task 3b for more in depth explanation of contrasting theories)

To what extent do concepts and theories assist you in thinking about your professional networking in different ways? And do these different ways of thinking have some purpose for you?

As a fairly inexperienced networker, concepts and theories I have studied have made me carefully consider why we network as professional more consciously; as a result, this has had a significant impact on my networking practices because I can now recognise how some of the theories presented affect me when networking. For example, the theories Crisp & Turner (2007) present regarding Affiliation with a differentiating level of desired contact impacting our choices, made me consider whether my personality type was the reason why I did not previously enjoy online networking (See Task 3b for more detail). For me, this provided a deeper psychological reason why I did not enjoy networking; if I am aware of the reasons behind this lack of networking desire, then I believe I am more equipped overcome this and continue my networking developments.

I do not believe that I have come to any ‘final conclusions’ about the literature I have studied, neither have I stopped researching this and questioning the implication this has on my own networking practices. I still question if any network is a Community of Practice from the theories presented by Axelrod (1984) and Hughes, Jewson & Urwin (1991) surrounding the argument that the desire of humans to only cooperate until the maximum benefit has been reached (See Task 3b for more detail)

Are you left thinking differently prior to this part of the module? And if so, how?

My thinking has definitely been changed. From reading others blogs on Networking and critically analysing the theories presented in the reader, I now realise just how important networking is for my future career. This may sounds like an ignorant thing to say, but for me this has been a huge part of my learning experience.

I think from studying this part of the module, I have found ways to network that are appropriate for my own professional practices. For example, I now understand that I may not want to become a member of certain networking sites because I do not believe that this would meet the ethical considerations in my role as a teacher. This is mainly because I cannot keep my place of work private so I risk putting the students, staff and myself at risk. I do, however, realise the importance of networking to enhance my practices, particularly by collaborating with other drama teachers from local schools.

Upon reflection, I now realise that found this part of the module most challenging due to my own incorrect pre-conceptions of networking in teaching. I previously thought online networking was not acceptable for teachers. From the learning process I have undergone, I now understand that each profession if different so each networking style should be adapted to this. I believe I am good at gathering and finding information and networking, but I needed to find a way to use these tools to help me develop as a professional. I am now finding a way to utilise online networking in my profession by joining appropriate networking websites and continuing to research to find new networking possibilities online. I hope to enhance my skills as a practitioner, through broadening my own horizons with this type of networking. 

Task 3c: Sources of Information

I strongly believe that it is vital in the teaching profession to regularly research and use sources of information to keep our knowledge both current and relevant in our roles. We need do this in order to develop as professionals ourselves, as keeping up to date with the world around us ensures our teaching meets our environment (especially with the new developments in technology within schools and the government’s implemented changes in Education in the recent years).

However, it is not just our own professional development that benefits from sources of information. It is vital to broaden the horizons and thinking of the young people in front of us every day. In teaching, I have often experienced how students will ask questions that don’t seem to necessarily relate to the work they are completing, but in fact the answers to those questions will expand their cultural knowledge; this is one of the most fundamental aspects of teaching – learning about the world. They are not just being educated to learn about the subjects they are studying, but it is a teacher’s job to increase their awareness of the world around them. As a result, I take this very seriously.

I have the following sources of information that I use in order to keep up to date with changes in education and performing arts:

Internet

The Internet is a wonderful source of information as you can find vast amounts of information with very little effort. Because it is such quick technology to use, it enables me to find current and relevant information. I use Google within my work practices to search for many things: lesson ideas, starter games, interactive games, resources and current news. Although I sometimes question the reliability of the information I read, I tend to use my judgment in these cases, much like the theories I have explored in relation to Connectivism.

YouTube is also a good source of information for me as a practitioner. I have always tried to find alternative ways of explaining a concept that students find difficult to grasp. Since my studies on the BAPP, I am even more aware that all students learn differently. Playing a video from YouTube can help students to learn. I also encourage students to share the informative videos they have found helpful or interesting themselves, because it may help other students in the class.

TED is one of my most valued sources of information. The sheer variety of topics allows me not only to find challenging and stimulating video associated with performing arts in Education and the Education system itself (Ken Robinson’s videos in particular), but videos about performing arts. These videos are not always recent and current, but I always find they are extremely thought-provoking and even inspiring. I think it is important in the arts and education to challenge both existing views created by society and our own opinions on things that we find important; these short videos certainly do that.

New Websites/programmes

For me, watching the BBC news daily is central to my morning routine. I strongly believe that it is important to keep full up-to-date with what is happening across the globe. Without understanding important topical issues, I let myself become absorbed into my own ‘bubble’. As I have mentioned, it is important for students to see me as a role model and to truly become well educated you must involve yourself with the world around you.

I have the BBC app on my phone and I believe this is a wonderful source of information. I particularly like the My News section because this allows me see the most up to date news about the topics I am interested in quickly and easily. With just one swipe, it can be updated in seconds - I love the accessibility and current information this app offers. My topics include: In Pictures, Education & Family, Schools, Theater, Art and Entertainment & Arts.

More generally I use The Day for news updates. This is set up for schools and the information is simple and informative. I use this for starter activities sometimes for the students. The Guardian online is another great source of information. I really like the variety of topic they cover. Additionally, they often include links to networks and blogs relating to the topic of the stories – so this ties in with networking purposes also.

The sites, which are more specific to my teaching and performing arts, include The Stage online and TES. I like using The Stage because it is so specific to performing arts and, although I am not working in this industry, I still like to keep updated because I am passionate about it. I feel like I am forever mentioning the TES but, for me, this is my biggest source of teaching information. It offers resources, job adverts, current educational news and relevant networks. This really is a fantastic resource for any teacher or aspiring teacher because it offer such a large range of services and information.

People

As technology is such a large part of our everyday lives, we sometimes forget that the people around us can be our biggest sources of information. In a work context, only my colleagues can truly understand some of the problems I am having in the work place because they are part of the institution, therefore they know the systems and policies of the Academy. For example, if I have a question about marking a book, I can find a more experienced practitioner to help me in school. We have a strict marking policy in the school, so a teacher from another school would not be able to help me with this.

As a result of my research into Communities of Practice, I now understand that all of my previous communities cannot be discounted as important sources of information. In terms of my education, my past dance schoolteachers and peers and my LSC peers and tutors provide me with answers to some of my questions in my current studies and work place. For example, when completing task 1a, I contacted one of my LSC peers to ensure my CV was up-to-date and in the correct format. Furthermore, I visit my past dance teacher regularly and try to pick up some teaching strategies for practical subjects.

Family is an important source of information, because they help me with my questions and problems in my work place in addition to offering me emotional support on a personal level. Both my parents work in education and are experienced practitioners, if I have any questions from classroom management strategies to starter activities they will help me resolve these. Ultimately, my family are the people that support me in everything I do and see me everyday, so they, in an unexpected way, contribute to my professional development. This also shows how my Communities of Practice cross over and interlink to make up sources of information to increase my knowledge.

Most recently I have found a fantastic source of information in my BAPP arts peers and tutors. Through the blogs, I can find information that is relevant and helpful for me in my studies and inform my practices. I have found many post of others on the course have provided me with initial ideas that then develop my own thinking. I believe that without this tool, I would not be able to expand my knowledge and become a developed practitioner.

Television

In addition to watching the news, I like to watch documentaries on education. Although, sometimes I don’t agree with the messages that some of these shows are portraying; I think it is incredibly brave of any teacher to allow filming in their classrooms, as this leaved them so open to public criticism on a national scale. I learn from these documentaries because it helps broaden my horizons of educating students from different economic backgrounds. Two examples of this are, Educating Yorkshire and Harrow: A Very British School. I believe that it is important to broaden my own perception of education to ensure I do not become narrow minded – thinking only of my school and the impact of its socioeconomic background.

Literature

I use literature in online articles, websites and journals to inform my learning and my studies. I am enjoying discovering new theories presented in the BAPP Readers, so I have started to incorporate these ideas into my practices. I also take these initial ideas and research contrasting theories by using Summon and other online books and articles. Additionally, I use the literature and research I have explored in my past studies at LSC as a source of information to add to the Reader literature and my own research.

Use and Organisation of Information - IMPROVEMENTS

I feel that I am very good at finding and using sources of information, yet I do not think I organise this information very well at all. From looking at other BAPP student’s blogs, they have addressed this issue by either using a notebook or keeping an electronic journal of sources. I am still considering whether to make my sources part of my current reflective journal or whether to start a new Sources of Information Log. I do know that organisation of sources is a key area that I need to improve in order to apply what I know in my work practices.

I am beginning to use literature to inform my practices at work, which I did not do before studying the BAPP. I feel this is something that I need to do more in order to improve my professional practices. I am going to blog sources of interest on my BAPP blog to encourage me to be proactive in collating more literary sources of information.

Reference List
BBC (2015) BBC News [Internet] Available from: http://www.bbc.co.uk/news [Accessed on 17 April 2015]

The Day (2015) The Day: Current Affairs for Schools [Internet] Available from: http://theday.co.uk/ [Accessed on 15 April 2015]

Educating Yorkshire (2013) Episodes 1 to 8. David Brindley & Grace Reynolds. UK: Channel 4, September 2013 [Television series]

The Guardian (2015) Latest news, sport and comment from The Guardian [Internet] Available from: http://www.theguardian.com/uk [Accessed on 16 April 2015]

Harrow: A Very British School (2013) Season 1, Episodes 1-8 UK: Sky, 4 September 2013 [Television series]

The Stage (2015) The Stage [Internet] Available from: https://www.thestage.co.uk/ [Accessed on 14 April 2015]

TED (2015) TED: Ideas worth spreading [Internet] Available from: https://www.ted.com/ [Accessed on 14 April 2015]

TES (2015) TES connect [Internet] Available from: https://www.tes.co.uk/ [Accessed on 17 April 2015]

YouTube (2015) YouTube [Internet] Available from: https://www.youtube.com/ [Accessed on 16 April 2015]

Task 3b: Theories Relating to Newtorking

I am always quite overwhelmed with the amount of information that is in the Readers for the course. Once again, after I had undertaken the research listed in the reader and then developed this with my own reading and research, the most challenging part of this task was writing concisely by selecting the most important information. I most enjoying finding literature that either agreed or disagreed with the sources in the Reader because this really challenged my thinking about the topic of networking. I now feel I have a greater understanding of the theories behind my own networking because I found this task was very insightful into my own practices.

Again, I chose to write this in a more formal essay style in order to continue to practice this skill introduced in Task 2c. Due to the length of this post, I decided to create a new page, similarly to Task 2c; please follow the link below to read or find the task listed under my pages on the top right hand side of my blog:

Task 3b: Theories Relating to Networking

Online Module 1 Session 3 – Networking

During the session yesterday, we discussed two main themes of Module 1 in part two and three: reflection and networking. For me personally, the realisation that ‘we are not alone in this world’ really stayed with me throughout the session and continued into my own work on task 3b. Networking is about identifying the differences between us, seeing how we fit into this puzzle and then expanding our world and what we know by connecting with other people.

Paula asked us to draw circles on a page and try and fill them with our different communities of practice to create a diagram of all of our communities. I found that this really enabled me to see I that I have many more communities than I had previously thought. I have mentioned that I struggle with networking, but seeing these communities in a visual diagram on one page allowed me to see that I have been networking throughout my training and career so far. Now I just need to expand this by finding ways networking on a wider level – across different schools in my area, across my county and amongst other performing arts teachers.

As Tom said, by compartmentalising our networks it made it clearer to see which group we would call upon for different purposes and tasks. At the same time, we considered that a group should never be discounted because sometimes these groups over lap and interlink. You may never know when these crossings will happen.

We discussed briefly the work of Lave and Wegner (1991) in relation to being a novice in a work situation. This resonated with me because I remember when I was new to the Academy. I first had an induction, started my job and learnt many of the skills required to fulfil my post on-the-job. After a few terms, I had gained more experience and therefore was given more responsibility in the English side of the department. When I began teaching drama I felt like a novice all over again! I felt like I was almost teaching in a different school because of the age gap in the students (from working with Year 11 to then working with Year 7), the group sizes (from small classes of 1-6 to 26 students in one class) and the subject too (English to Drama). It made me realise that you do not have to change the environment you work in to become a novice again, just the task that is required of you!

Ultimately, we decided that networking is about survival and networking is about finding the means to survive in the tough recruitment industry we work in, in whatever shape of form, to be the best professional that we can be.

Ed Thompson: Infrared Images

I recently came across this picture by Ed Thompson on the BBC news In Pictures feature and it led me to think of the Another View reflection. Thompson records the infrared spectrum in a photograph to reveal hidden parts of the image. I mentioned after the second Online Session with Adesola that I realised this form of reflective writing could help you see things that you were focusing on subconsciously in your day. I believe this photographer's work showcases this beautifully. 

Ed Thompson: The City. Studies in Pollution. River Thames (2014)

BBC (2015) In Pictures: Infrared pictures reveal the unseen. [Internet] Available from: http://www.bbc.co.uk/news/in-pictures-32128280 [Accessed on 8 April 2015]

Reference List

BBC (2015) In Pictures: Infrared pictures reveal the unseen. [Internet] Available from: http://www.bbc.co.uk/news/in-pictures-32128280 [Accessed on 8 April 2015]

Task 3a: Current Networks

I believed initially that I did not use any tools for professional networking. After speaking to Paula, I understood more clearly what networking really meant and I used this information plus the questions in the handbook as a way to analyse which existing networking I use in my professional practice.

What are the current and different ways (tools) that you have, or do, engage your professional network?

I realised in my conversation with Paula, that using the BAPP blogs, is a way of networking in itself. I often follow the BAPP blogs of the people that are in teaching positions as part of their professional work places closely; I find that using the blogs of students from other modules as well as module 1, helps me to understand and identify issues that are arising in my own practices that I don’t necessarily understand at first. In this way, I see which aspects of the course are helping them in their professional practice and this helps me to overcome issues in my own work place practice. It is also interesting and useful to comment and speculate with the authors of the blogs to share things that have helped me in my work place. Similarly, I find using the comments and questions on my own posts makes me question my work further allowing me to develop my thinking even more.

The main tool that I use as a professional network site, outside of the course, is the TES (Times Educational Supplement) website. I use the site for resources as well as lesson plan ideas as well as whole module plans. I also use this website to keep up-to-date with current news within the teaching sector. I particularly like looking at the different communities available on the site, although I am more a consumer than an active user of these branches of this site.

Finally, within the school there are existing networks that I engage in to help me develop professionally by becoming part of the schools culture. I follow the school’s netball and rugby blogs. This enables me to see what is going on in the student’s extra curricular ‘lives’ and helps me to support the school community with fundraising events.

I realised after my conversation with Paula that I don’t use networks to their full potential to enhance my professional practice.

What are the established (and different) ways that others use their networks, especially if they are more established or experienced practitioners that you admire?

From looking at other more experienced networkers blogs on the course, many use LinkedIn. I am really interested in this site because it fits what Paula and I discussed with maintaining a professional persona. It is for professional purposes therefore it is for professional people, not for personal use.

I feel I need to ask other members of staff who are more experienced than me, which networks they use and how they make best use of these in their teaching practices, particularly the teachers in the Performing Arts Department. I am particularly interested in local organisations that help with collaborative projects across schools.

Are there methods, approaches and technologies that you use socially that might apply and help you develop your professional networking?

When I was conducting more research into existing networking tools, I found specific Facebook sites for both Drama and Performing Arts teachers. However, I have not used Facebook in my personal life since I began working in education (see task 1b: Professional Communication Technologies – Ethical Considerations, for reasons). For me, it is too much of a risk to create a new Facebook profile in order to use these tools.

I was new to blogging before the course, but this is a form of networking that I find both useful and enjoyable. I have been researching existing blogs for teachers of Drama/Performing Arts because it is logical to use a form of network that I enjoy. I was wondering if any other BAPP students have blogs that they already use and find useful that they would be willing to share?

When you reflect upon current networks, can you think about the motives of others to be in the network and what values and purpose they have in mind?

From the sites that I have recently researched and joined, I feel that the primary purpose of the members is to share best teaching practice within the arts. It is particularly difficult to maintain a high level of priority in the arts because of the lack of funding as well as the lack of attention given to the subject by the current compulsory curriculum. I believe the people on such sites want to raise the profile of the subject as well as the standard of teaching because it is so difficult to inspire youngsters in the arts in the current educational climate.

What would your ideal network look like and why?

My ideal network would be easy to access with an easily to read layout. Ideally, it would make use of user and contributor comments to discuss current issues, and solutions to problems that occur when teaching the arts in schools. It would also be easy to comment on discussions as well as linked these to an email account so updates are not missed.

The most important thing for me is privacy. In my ideal network it would be possible to use privacy settings to avoid students finding which sites you are a member of. There would also be an option for not stating which school you work in so there are no concerns with ethical concerns from employers and no concerns about putting student confidentiality at risk.

What realistic things could you do to work towards developing your 
ideal network?

I need to do more research into the types on network I am interested in using, to make sure they are suitable for my intended purpose. For example, I could ask the organisers questions about confidentiality via the contact information on their blogs, forums and websites to avoid ethical issues. I also need to conduct some research into privacy settings on networks before joining them. I could also perform a Google search of the website to see how visible it is to the public before making any decisions to join or deciding to join under a different name.

I also would need to ask the school’s permission before joining any networking sites to avoid such ethical issues that I have mentioned above. I would ask my employers advice regarding any website before joining to see if they can provide an alternative site or way of approaching joining a network.

What tools and methods do you need to use? What do you know about 
your current, and intended networks, and importantly, what do you not know?

Since this task, I have develop my current use of networks by joining specific arts teaching networks because I have discovered that I was not being specific enough with my networking. For example, I have joined the Drama and performing arts community on TES connect. This way I can keep up-to-date with other teachers nationally by sharing resources and ideas to enhance my drama teaching. I feel I need to look around this site more to understand this site fully.

TES Global Ltd (2015) TES Drama and performing arts forum [Internet] Available from: https://community.tes.co.uk/tes_drama_and_performing_arts/f/11.aspx [Accessed on 31 March 2015]

In terms of networks that I intend to use, I want to conduct more research into LinkedIn and the privacy settings on this site. I do not want to disclose the Academy that I work in because I do not want this information affecting my professional persona or indeed compromise my studies on the BAPP. I have done some initial research into this and this is what I have found:

 LinkedIn Corporation (2015) The world’s largest professional network: 300 million strong [Internet] Available from: https://www.linkedin.com/static?key=what_is_linkedin [Accessed on 1 April 2015]

LinkedIn Corporation (2015) About LinkedIn [Internet] Available from: https://press.linkedin.com/about-linkedin [Accessed on 1 April 2015]

I also want to look into Arts Connect West Midlands. This is a local organisation in the Midlands, which is funded by the Arts Council England. It aims to connect schools across the area to enhance arts teaching through collaboration. A whole variety of schools have joined this site and I believe it would offer the opportunity for collaborative projects across the area. A member has to join the site as a school organisation so I would have to ask permission about this site before hand.
I was really daunted by this task at first because I don’t feel that I use networking in my professional life to its full potential. I feel that I am so concerned with ethical considerations, that I am actually limiting the way I use certain tools to my advantage. When speaking to Paula, I realised that a networked professional person is not an unprofessional person. By this I mean that there are tools and websites that allow you to continue your professional development whilst maintaining a ‘professional persona’ that you are happy with.

I aim to conduct further research into the following networking tool and aim to seek permission from the school that I work in:

• Research and join LinkedIn.
• Join a local Drama/Performing Arts network.
• Actively use TES connect Drama and performing arts group.
• Ask other practitioners which networking sites they use.
• Keep researching appropriate networking sites - I don’t feel that I will be able to achieve a level of networking that I find appropriate in a short time period.

If any fellow BAPP students could recommend networking sites that they have used, I would be very grateful because, as I have mentioned, this is all new to me. I will continue to look at other student’s blogs as well as seeking experienced practitioners advice about this subject to try and harness the capabilities of these sites to help me in my teaching placement and intended future career.

To be continued…

Reference List
Arts Connect West Midlands (2014) Arts Connect Hub Schools [Internet] Available from: http://www.artsconnectwm.co.uk/programmes.php?id=17 [Accessed on: 30 March 2015]

LinkedIn Corporation (2015) About LinkedIn [Internet] Available from: https://press.linkedin.com/about-linkedin [Accessed on 1 April 2015]

LinkedIn Corporation (2015) The world’s largest professional network: 300 million strong [Internet] Available from: https://www.linkedin.com/static?key=what_is_linkedin [Accessed on 1 April 2015]

TES Global Ltd (2015) TES Drama and performing arts forum [Internet] Available from: https://community.tes.co.uk/tes_drama_and_performing_arts/f/11.aspx [Accessed on 31 March 2015]