There are six “key drivers” that I see pushing Professional Learning Communities to evolve into Professional Networked Learning Collaboratives. They are Technology, Wisdom Stewardship, Cultural, Accountability, External Approach, and Continuous Change, Choice, and Disruption. These six “key drivers” are having a major impact on education and make the Professional Networked Learning Collaborative uniquely suited to handle the impact effectively.
Lets examine “key driver” number five.
5: External Approach: The need for organizations and teams to look outside themselves to expand their network with new members who are sources of learning, creativity, and innovation.
According to Time magazine, the world produced 161 exabytes. That equals 161 billion gigabytes. Imagine that. In other words, the world produced three million times the amount of information contained in all the books ever written in one year. It is simply not possible to keep up with all the new information, research, learning, data, etc on student learning that is out there. Time requires teams that can adjust to this situation by understanding that in addition to a necessary internal focus, they need to also have an external approach to their work.
Boundary Crossing: Professional Networked Learning Collaboratives understand that the answers to questions, necessary data, important information, or key knowledge my lay outside of the team members sitting at the table. PNLC understand that boundaries of grade level, school site, subject matter, job function, etc. that have preveiously isolated PLCs should not be allowed to prevent the necessary knowledge reaching PLC members. PNLC members, therefore understand, that anyone anywhere can be a source of valuable and or necessary resource to them.
Concurrent Perspective: PLCs have typically been internally focused. They focus on developing strong norms, processes for communicating, problem solving, building consensus, etc. This is important, but PNLCs understand that equally important is understanding how their work fits into the needs of those outside of the team. They are externally focused and internally focused. They do not wait to create and establish internal norms or practices for every aspect of their work, but rather, get on with the work meeting the needs of students, the grade level, department, school, district, and the team together. They also keep an eye out for trends in technology, new research, and new strategies, and new compliance issues developing outside of the group.
It is a little more difficult and messy, but that the reality is that the school day and school year are too short to spend valuable time solely focused on internal aspects and neglect the external needs as well.
Networked: The Professional Networked Collaborative understands the power of the network. Useful outsiders become part of the network that the PNLC taps into to increase student learning and achievement. The network of useful outsiders exists physically and virtually and changes over time.
Flexible and Scalable: PNLC are flexible in who is part of the group, how long that person will be part of the group, the way in which the group will work, who is leading the group, etc. The PNLC is scalable in size, growing to include new useful outsiders or including new networks. But the PNLC is also flexible as to who, when, what, and how the group uses networks and outsiders.
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