The success of an online community depends on the efforts of its members to build it. Participating in an online learning community involves not only active engagement, it also involves effective listening, responding, exploring new ideas together, and developing shared meaning about new content and classroom application.

Much of what we know about developing a successful online learning environment comes from what we know about developing an effective face-to-face learning community. For instance, an early step in establishing a successful online learning community is to develop trust and interdependence among group members.

Building trust and interdependence also takes place over time. All groups, face-to-face or online, function at their best when the members come to know and understand one another, although this is sometimes harder to do in an online setting. In Formative Assessment Insights the learning tasks that you will complete in the classroom and share in the online environment become increasingly complex over time - so while some of the ideas below may not apply to your team environment right away, they will certainly apply in later modules.

• I contribute to online discussions that feel safe, where everyone is able to take risks and grow;

• I work with my online discussion group in ways that are both respectful and encourage others to take risks;

• I make my thinking visible in online discussions, as a speaker and a listener;

• I share when I am confused about the content or unsure about next steps and seek help from my team to resolve these issues;

• I listen and learn from the emerging understandings of others;

• I appreciate and consider the value of alternative viewpoints;

• I have a sense of the learning goals my teammates have shared and I prompt them to grow in these targeted areas; and

• I reflect in online discussions on my growth as a teacher, and on my evolving teacher identity.

The goal of online discussions is to advance the knowledge of all group members. This requires active involvement and participation by all group members. Considering expectations for participation in the online discussions can help clarify the level of engagement that team members expect from one another.

Effective discussion posts:

• Actively stimulate, deepen and extend further discussions by building on peers' responses and asking probing questions;

• Cite multiple relevant pieces of textual evidence from course texts, discussions, videos, and activities to articulate, develop, and explain ideas;

• Are made early enough in the discussion period to allow times for others to read and respond;

• Include posts that follow up on earlier posts, and are generally made on at least two or three different days through the week;

• Make thoughtful references to ways the material has intersected with participant’s beliefs and teaching practices; and

• Encourage and provide insights to team members as they practice and adopt new instructional practices.

Unlike many online courses, Formative Assessment Insights does not have a “teacher” who monitors or gives feedback in the team discussion space. As a result, teams are expected to monitor and support their own learning. While there is not a need for a formal discussion group leader, the following is a list of tasks that online course facilitators often take on. From this list, discuss which of these seem like they might be useful, and, see if anyone on your team might be willing to try one of the roles out during Module 1.

Synthesizer: One of the challenges for some learners in an online environment is making connections across different postings at different times, and being able to see the emerging threads and areas of consensus or difference as learning emerges for students. In facilitated online courses the teacher plays this role – often providing lots of support in the early parts of the course, and then, over time, gradually releasing this responsibility to students. Having someone play the synthesizing role can have a profound positive impact on learning.

Consensus Tester: In this role, a student takes on the role of checking for agreement, and clarifying where there is emerging understandings, and, where people still may have questions or more work to do. A consensus Tester may ask probing questions about issues that appear to be in conflict, or help clarify where there is agreement.

Team Encourager: To ensure the work of the group involves the input and involvement of all members, it is helpful to have one member of the team who serves as the Encourager. This person watches and makes sure all team members participate, and invites those who are less active to participate more fully.

Outside Communicator: Particularly important for teams that are participating within a school, having one person who commits to checking in with school leaders about the work of the team can be very helpful over time. Leaders will want to know what the teams are working on, any issues that may arise in the course content that they can help resolve, and next steps. Keeping leadership in-the-know is everyone’s job, but ensuring there is a point person can be valuable to ensure ongoing communication.