(Photo by Ian Schneider from Unsplash.com)
This week in class we were introduced to Edcamps. Edcamps are “informal sessions by and for teachers, where anyone can present, and the focus is on collaboration and connections, group expertise, tech tools, and instructional design” (Swanson, 2016). There are some things I like in particular about the Edcamp model and one in particular.
As in many fields and areas of life, we often look to ‘experts’ to solve our problems or tell us what to do. One of the main features I like about Edcamp is that it brings together educators as equals and TOGETHER they connect and collaborate, and use the expertise of all present to address issues that are relevant to them in their classrooms, schools and larger community. This is likely a welcome relief from the scenarios of flying in a guru (at a great cost to organizers and participants) who shares all the answer to all our problems, often applying outside solutions to local issues, and treating things as a one size fits all model.
I see Edcamp as a form of community development. Community development is defined in many different ways, I have always liked Flo Frank and Anne Smith’s (1999) perspective that community development “is founded on voluntary and healthy interdependence, mutual benefit and shared responsibility”. For me, I would also add that community development provides the opportunity for all within a community to work collaboratively to make their community stronger. Edcamp feels like an important community development initiative for educators.
References:
Frank, F., & Smith, A. (1999). The Community Development Handbook: A Tool To Build Community Capacity. Minister of Public Works and Government Services Canada.
Swanson, K. (2016, April 12). Why Edcamp? https://www.edutopia.org/blog/why-edcamp-kristen-swanson.
