Edcamp is an ‘unconference’ model used predominantly in the education field but can be applied in various fields. The concept is to create a collaborative and participant-driven event where attendees determine the topics and discussions based on their interests rather than having a predefined agenda. This approach encourages sharing ideas and experiences, fostering learning through open and peer-led discussions.
The key idea is that participants are the experts, and that learning is adaptable and flexible. Moreover, edcamps are free and open to educators of all levels and subjects, although it is suggested that educators find specific sessions that meet their needs to maximize learning. It’s a more informal way of learning compared to more traditional conferences. This method has been widely adapted; since the original Edcamp in 2010, there have been over 700 meetings around the world in 25 countries.
In the past, EdCamp topics have included but are not limited to topics such as: outdoor education, increasing agency in adolescents, integrating Indigenous education, cross-curricular teaching, community involvement/social responsibility, supporting student mental health/supportive classroom environments, games for authentic learning, career planning, and using humour to create a positive learning environment.
In our technology class, the process started with introducing the concept of Edcamp, generating ideas on topics, voting for a topic, organizing group topics into 3-4 different sessions, and having a 20-minute discussion with peers. The theme, issue or topics were about teaching and learning, however, they did not have to include topics about technology. For example, my group explored the topic of teaching on a budget. We used three stickers to vote for three different topics based on interests, and the three/four ideas with the most votes were split into groups where participants could choose their discussion based on interest. Some questions to guide the Edcamp breakout included:
- What is the topic of interest and what experience or ideas do you bring to the table?
- What questions do you have about the topic of interest?
- What resources do you have about the topic of interest?
We were also asked to capture notes from the session on poster paper or create a Google document with the topic heading. Lastly, we were encouraged to switch to another discussion when we obtained all the knowledge we thought was suitable for this topic.
I think bringing an edcamp model to an elementary classroom would be a good idea for several reasons. For example, this method can encourage student ownership in learning by empowering them to choose what they want to learn about, promoting engagement, passion and investment in their learning. Further, it promotes collaboration, where students can learn from their peers, enhancing communication and teamwork skills, which are important in both academic and social contexts. When students share ideas, they can learn different perspectives and build on each other’s ideas, creating a rich learning environment. Additionally, this is a flexible and adaptive model that is student-centred; students can switch topics based on their interest and curiosity, adapting to their learning needs on the go. Lastly, this method develops critical thinking and problem-solving by fostering active engagement instead of passively receiving information, promoting critical thinking through evaluating, asking questions, and exploring topics deeply.