How to: Create a Web Site that’s a Learning Community
It is heartwarming to learn about programs that work, whether they are Open Source or not.
One such program was reported in the June 2007 issue of Edutopia, entitled, “How to: Create a Web Site that’s a Learning Community.”
Check out the article to see what is possible for achieving a…
- Vision and financial commitment
- Real professional development for teachers
- Public school/ university partnership
- Service to students and parents
- Return on investment
Hallmarks of the program seem to include a:
- Professional and open minded approach
- Willingness to listen (really listen) to all stakeholders
- Willingness to do the front-end planning
- Project management standards
- Patience
Open Source advocates Take Away Best Practices…
- Bids were evaluated and a development company developed the site with daily school district collaboration for over one year.
- Total development costs were about $360,000 over several years. Maintenance costs are $10,000 per year, and site upgrade costs range from $20,000 to $25,000 per year (Costs probably did not calculate district professional staff time).
- Steps were taken to ensure that the site would not be viewed by teachers as “just another thing they had to learn.” (Edutopia, June 2007,page 55)
- hese costs enabled the district to do “almost all of what we wanted it to do.” (Edutopia,, June 2007,page 55).
- The district decided that they wanted more than a site limited to choices of a few templates.
- The district wanted partners that were “open to trying new things and shaping the site to our needs.” (Edutopia,, June 2007,page 55)
Points to Ponder:
If Indiana’s Metropolitan School District of Lawrence Township provided this Web site design to other districts as Open Source, would other districts be able to take advantage of its capabilities?
Commentary:
Probably not. “One size” fits every district differently.
“One surprise to us was how hard it was for many teachers and administrators to understand how to use the Web site and see that instruction could be just as good as face-to-face teaching. Five years into the project, we’re still working on this.” (Edutopia,, June 2007,page 55)
Commentary:
Exactly what Open Source advocates needs to consider. And notice that long time frame for promoting positive change with teachers.
“If the job had been left to us administrators, the site would not be what it is today. The many minds we brought into this process–different people from different practices within the profession–made it successful.”
Commentary:
Ditto for Open Source advocates. Unless we bring in the ideas of stakeholders from all levels of our schools, unless we listen to every objection (and prize these objections as precious gifts that steer us away from a narrow view toward a more inclusive view, i.e., one that will actually work), our movement will succeed at a narrow level.
Open Source advocates has every bit as much talent, every bit as many creative ideas, every bit as competent project managers, every bit as much energy and commitment to our students than the folks in Indiana. What are the ways that Open Source advocates can broaden our view, expand our belief in what is possible, and execute our Open Source project for positive benefit and a positive impact.
Teachers and students deserve the benefits that we can provide. Who are our University partners? Who are our government and business partners? Who are our school district partners?
What is the vision that we are taking to these partners? What commitments are we gathering?
Do we have the drive, energy, and stamina to complete in four years what our colleagues in Indiana did in five years?
Can the Open Source Movement gain its place in national Ed Tech leadership; or, will we be content to let other interests blaze trails for students while we languish, nursing our “we don’t have any money” hangover?
If Open Source advocates members know people in government, business, or education who posses a “can do” attitude; now is the time to invite them into the Open Source advocates conversation.
So let’s make widening our vision and expanding our conversation with “can do” people our highest priority.
