ICTlogy

Non-formal and informal learning just happens. And the digital revolution has but increased exponentially both the potential and possibilities of such non-formal and informal learning to catalyse, emerge, cluster, deploy and have an educational impact.

Non-formal and, especially, informal learning can be fostered and nurtured, and its ways and general horizons even by somewhat put in line with those of formal education. Sometimes.

The COVID-19 crisis is one of these times. The difficulties of formal education are many, and in general have been focused on keeping schools open.

But formal education does not only rely on schools being open: besides focusing on guaranteeing teaching (at school), there is a complementary approach based on guaranteeing learning (home, or elsewhere but the school) for times when schools cannot be kept open. We thus shift the approach from guaranteeing teaching to guaranteeing learning.

Blended and online learning have been the recurrent alternative to schools kept open. Blended and online learning has usually been understood as replacing schools by a virtual campus (or a learning management system, an LMS). This has brought forward at least three dire problems:

• The obvious issue of the digital divide.
• The problem of student mentoring, both by teachers and also by families, which now have to assume a share of what formerly was mainly done by the school, i.e. by teachers.
• The difficulty to keep minors at home (especially the youngest ones) while their parents cannot stay home with them because they have jobs to attend too.

A third option —besides just keeping schools open and just keeping kids in front of computers while burdening their parents— is to work collectively towards education. This option turns upside down priorities, from teaching to learning, and then tries to find the resources where they are. But not only: it also aims at strengthening those resources —quite often “human resources” (the term is not the best one)— so that they can work better, be more efficient, be more effective.

What I here propose is nothing new. It is an ecosystem of communities of practice and communities of learning, just put together and working for a common goal (and a common good), which is K-12 education —of course it can be applied to secondary and any other learning environment, but we will focus here in the areas where the learner is less autonomous.

The real proposal, if any, is how the Administration can foster such ecosystem and make the best of it, in this case, so that no kid is left without learning in general, and in particular during the COVID-19 crisis.

Mind that this scheme is neither easy to implement nor cheap. The good news is that it can be implemented differently in all its different pieces, so that different levels and speeds can live together, depending on resources (of many kinds), social capital, and needs to be addressed.

I think the scheme of this governance model for an ecosystem Ecosystem of educational communities is quite self explanatory. I am going, nevertheless, to briefly list its main components.

• Learning, custody and socialization represent the three main functions of the school and which turn to be the main goals to achieve in the long run. In addition to this, there is a fourth instrumental goal which I label knowledge infrastructure. This is a big simplification of what the school is about, but it also helps to clear out what schools are not and, most especially, that upon schools rely a complex set of functions whose relative importance change a lot depending on who is doing the measurement.
• Communities are collectives of people to share resources, doubts, questions, solutions about the issue that gathers them. What differentiates such communities and informally gathered people or institutionally created bodies is that these are facilitated by (external) experts, who contribute to set mid-term goals, identify all relevant actors and call them to participate, try and make explicit tacit knowledge by documenting and maintaining whatever kind of repositories, and most especially, as it has been said, facilitate the short-, mid- and long-term dynamics of the community by applying specific methodologies.
  • Communities of disciplines are made up by educators working in the same field and at a similar educational level so that they do not reinvent the wheel, save efforts and improve their own resources and methodologies;
  • communities of centres are made up by the education and director boards of centres to leverage the potential of the most advanced teachers and mentor the striving ones;
  • communities of learning are especially made up by learners, so that they apply collaboration and cooperation in their own learning processes and strategies;
  • communities of environment are made up by all educating actors in a neighbourhood, with the educational centre as the axis, and with the concurrence of families, libraries, civil society organizations and most especially local Administrations.
• The governance of the Ecosystem of educational communities is complemented by a governing body, made up by a coordination body, the facilitation, open educational resources (OER), learning management system services, and of course the boards of the educational centres.
• The outputs of the Ecosystem of educational communities are learning resources, the online learning infrastructure understood in very broad terms, the practical organization of teaching, all methods required for teaching, methods to apply in the classroom, and the essential methods for families to help each other and help themselves in assuming part of the teaching/learning functions that intermittently open schools cannot provide normally.

As it has been said, the ecosystem of educational communities, as well as the knowledge infrastructure, do not come to replace, but rather to complement, both the institutions of formal education and the physical or face-to-face spaces. Regarding the first one, the optimum is that the educational centre is the axis around which the teaching and learning strategies are articulated, mobilizing and locating the necessary resources where they can best deploy their potential. Regarding the second one, the role of the knowledge infrastructure is to make it possible for learning resources to be ubiquitous, both for planning (by teachers and educators in general) and for their application, be it in a brick-and-mortar classroom, in a virtual campus, or in the dining room at home on a laptop or after having been processed on a printer.

This scheme aims not at being neither comprehensive nor thorough. It just aims at providing a general landscape on how to approach the complexity of non-formal and informal learning and how this could be leveraged to support teaching in these strange times where schools are not working normally.

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