One example of this evolving approach to professional learning is Learning2, a community that grew from a simple idea: professional learning should “be different.” Since its beginnings in Shanghai in 2007, Learning2 has explored what happens when educators are positioned not simply as attendees, but as contributors, collaborators, mentors, and co-constructors of learning. From this idea emerged a set of founding principles designed to create an experience that is new, fresh, and pushes the ideas of what a conference should be. In doing so, Learning2 sought to:
Over time, this philosophy shaped a community built by educators for educators, supported by a global network of volunteers and grounded in the lived realities of classrooms. Among them is Annette Arbenz, Executive Director of Learning2. Although Annette prefers to stay out of the limelight, her steady hand, ongoing commitment, and deep dedication have helped guide Learning2 from its early years as an annual conference in China into the global organization it is today. Under that sustained leadership and collective volunteer spirit, the organization continued to evolve its approach to professional learning. Rather than centering expertise in keynote stages or static presentations, Learning2 experimented with participatory formats that emphasized social learning, dialogue, practitioner voice, and authentic collaboration. Conferences evolved to include unconference structures, collaborative cohorts, and leadership models that encouraged educators to learn alongside one another and adapt ideas directly to their own contexts.
The emphasis on social learning also reflected a broader understanding that professional growth is deeply connected to relationships. As educators from different countries and school systems came together, conversations became enriched by diverse cultural perspectives and shared challenges. The international nature of the community encouraged participants to think beyond isolated school settings and engage more deeply with globally connected approaches to teaching and learning.
Technology also played an important role, not as an end in itself, but as a tool to support collaboration and learner-centered practice. Long before virtual collaboration became commonplace, Learning2 organizers and volunteers were using online tools to connect planning teams across time zones and sustain ongoing professional dialogue between events. Those structures later enabled the community to adapt quickly during the pandemic years, continuing to support collaboration through virtual learning experiences.
Another defining feature of the Learning2 model has been its investment in educator leadership. Experienced facilitators and volunteers mentor emerging presenters and leaders, helping create cycles of professional growth that extend well beyond individual events. Many educators describe these collaborative networks and relationships as some of the most lasting aspects of their professional learning journeys.
Underlying all of this is the idea that meaningful professional learning is not something delivered to educators, but something constructed with them. Communities thrive when educators are trusted to share practice openly, take risks, reflect critically, and contribute to one another’s growth. The continued evolution of Learning2 over nearly two decades reflects these broader shifts in education: toward practitioner-driven learning, globally connected communities, and professional cultures rooted in collaboration, adaptability, and shared inquiry.
