Learning in the New Millennium Phase One: Advice Sheet for teachers

New learning communities need good teachers more, not less
The teacher's role is growing more important. The on-line model is not automated learning with less staff but flexible learning with cheaper capital or fixed costs. The role of mediating and advising carried out by someone who really knows their subject is even more important on-line than in a traditional classroom.

Common sense still applies
In new learning communities the same common sense rules apply as in any classroom: a pupil working in isolation on a computer in a store room is most likely to be involved in undesirable or inappropriate activities. When students feel ownership for their online work they will impose their own strict rules of good behaviour.

New learning communities rarely require new models of learning
The emphasis in these communities is on constructivist and collaborative work. We mostly learn by doing, by being challenged, getting feedback, good advice and enjoying a sense of audience. Our research confirms this.

The emphasis is on process rather than product
The contributions of every student can be logged and thus the discussions themselves, combined with the students contributions, provide a window from which to view the process of 'learning'. Unlike earlier technology (for example optical mark readers) that steered us towards new ways of working and marking, this technology emphasises the learning processes and celebrates their outcomes.

On-line communities work across age, gender and culture
and they work well, with young chasing the role model of old as old reinforce ideas by introducing them to the young. Gender and age do not stand in the way, if you know your stuff others respect you for it and value your expertise. It seems to confirm however that the traditional splitting of school students into year groups will limit, rather than expand, the learning experience for all students. Bring back the house system?

Participation and contribution are higher in these communities
In a classroom (or seminar) some students rarely contribute and some students dominate debate. In an on-line community pupils who do not contribute are simply not present, but the time to reflect before responding seems to encourage the timid and boost participation rates (although typing and literacy become more important with current email technology). This acts as an incentive for all students to take part whilst teachers can rapidly identify students who have difficulties.

Teachers need training too
The success of this project was a direct result of the three months personal development opportunity which allowed busy, pressurised teachers time and space to familiarise themselves with the hardware and software. They took it home first and their confidence confirms the importance of home ownership for teachers. It is worth remembering that the teachers became a powerful self help resource for each others' training needs too.