Workshops often leave educators feeling inspired. But does anything change in their programs afterward? And what kind of training is most likely to lead to new ways of working?
The researchers studied three programs run in 2014. The Pennsylvania program brought together 27 environmental educators and youth development workers through workshops, webinars and a Facebook group. The online program had 43 educators work in small groups to write chapters for a free eBook on urban environmental education. The fellowship brought together 26 educators for two multi-day workshops and climate education projects, and later produced an eBook. The researchers used surveys before and after, interviews and project reports.
What they found:
- Sharing spread fastest. In all three programs, educators said they used new resources and ideas from fellow educators. Resources included lesson materials and people they could call on.
- Other changes followed each program's design. The Pennsylvania educators added new goals. Environmental educators added community work, while youth development workers began adding environmental education. The online educators added new activities, such as using social media with students. Writing chapters pushed them to look up research, which made them more confident to use new ideas. The fellowship educators reached more teens and young adults, used new settings such as community centers and theaters, and added activities like art and media.
- Some things are hard to change. Many educators had little control over who they taught or where, especially in schools. Some refined or narrowed their programs instead. One focused her goals so students could take "baby steps."
- Groups created new things together. Two programs produced eBooks that anyone can use. The Pennsylvania group became a model for a statewide network linking environmental and youth work. Online groups from the wider effort now have thousands of members.
- Online worked too. The researchers saw no clear advantage for face-to-face training. Small online writing teams formed strong working ties.
What this means for your practice:
Build sharing into every training. Resources and ideas were the easiest things for educators to take home. Make time for people to swap materials, contacts and stories. Give them a place, such as an online group, to keep sharing afterward.
Give the group a shared project. Writing a book chapter or carrying out a project helped educators turn ideas into new activities. Consider ending your training with a product the group creates together.
Use online learning with purpose. If people can't meet in person, put them in small teams working toward a shared goal. That structure built strong ties online.
Mix professions. Bringing environmental educators together with youth development workers led both groups to rethink their goals. Invite people from neighboring fields.
Focus on what people control. Ask participants early which parts of their work they can change. Many can change activities and resources more easily than audiences or settings.
Look for change in the group, not just individuals. The researchers suggest that shared products and networks may be the clearest sign of new practice. Track what the group creates, as well as what each person changes.
Count refinement as progress. Adding more goals or activities is not always better. Narrowing a program to make it clearer and more doable is also a real change.
The Bottom Line
The researchers surveyed and interviewed educators from three programs, about 95 people in all, and looked at changes in their goals, audiences, settings, activities, resources and ideas. In all three programs, the clearest change was that educators began using new resources and ideas picked up from each other. Other changes depended on the program, from new goals in one to new activities, age groups and settings in others. Audiences and settings changed least, often because schools or employers set them. Two programs produced shared eBooks, and one built a lasting statewide network. Online learning built around a shared project worked about as well as meeting in person. For educators, the lesson is that sharing with peers and working on a joint product are strong ways to spark new practice.