As I said in my previous edcamp post, the movement elicits a lot of emotions and with those emotions come opinions, many positive and some not so. A common criticism is that “Edcamp sessions never bring me to the point of mastery of a topic” or as Bud Hunt puts it:
While Bud asserts that he was merely asking a question, his statement above is also an indictment of the Edcamp model, essentially that Edcamps are vacuous pursuits, devoid of substance. The implication here is that mastery learning does occur at other conferences but not Edcamps.
I’m calling shenanigans! That’s right! Shenanigans!
I find these statements to be either superficial or, to some degree, disingenuous because the dirty little secret of most conferences is that they have very little to do with learning something while attending. In general, conferences are really about networking, sharing ideas, fostering future collaborations. We go to specific sessions to determine whether we would like to follow a particular person’s work more closely, form a collaboration with them, or find ideas to explore further. Any learning that occurs can hardly be called mastery. (See References Below) The Edcamp model is honest about this. It recognizes that conferences are really about finding and planting the seeds of learning, finding individuals to serve as informal mentors, foment future collaborations, or test our own ideas.
To base judgements on Twitter twaddle or the lack of artifacts of mastery learning is to miss the the point. The real meat of an Edcamp, just like any other conference, is people, not content. The big difference is that the egalitarian nature of Edcamp shifts the focus from the presenters to the audience because they are one in the same. It is no longer a one way relationship. For many educators, Edcamp is the first PD experience where they matter and that’s your sizzle.
*I recognize that conferences sometimes have workshops attached to them where content and learning is the focus. It is completely reasonable to expect mastery learning to occur here. I have not included them in this post because these workshops cost an additional amount and are not open to general conference attendees
1. Berry, B., Daughtrey, A., & Wieder, A., (2010). Preparing to lead an effective classroom: The role of teacher training and professional development programs. Chapel Hill, NC: University of North Carolina, Center for Teaching Quality, Retrieved from ERIC database.
Research has found that when educators possess self-awareness and engage in a professional network, they are more likely to deepen their pedagogical expertise and closely monitor student learning (Berry, Daughtrey, & Wieder, 2010, p. 6; Garet, Porter, Desimone, Birman, and Yoon, 2001, p. 920).
2. Boyle, B., While, D., & Boyle, T. (2004). A longitudinal study of teacher change: What makes professional development effective?. Curriculum Journal, 15(1), 45-68. doi:10.1080/0958517042000189470.
A body of literature has emerged focusing on descriptions of, and definitions for, ‘effective’ professional development for teachers. The international literature indicates that traditional approaches to professional development, such as workshops or conference attendance, do foster teachers’ awareness or interest in deepening their knowledge and skills. However, these approaches to professional development appear insufficient to foster learning, which fundamentally alters what teachers teach or how they teach. (p. 47)
Thank you to Chrissi Miles for providing the research. It is nice having a smart lil’ sis.