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Co P And Online Learning

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Information about Co P And Online Learning
Education

Published on November 15, 2008

Author: BradDavey

Source: slideshare.net

Description

A discussion about Communities of Practice and Key success factors for online learning environments
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What is a Community of Practice? Things you need to know… Jean Lave and Etienne Wenger Communities of Practice Situated Learning Legitimate Peripheral Participation Learning Communities

Things you need to know…

Jean Lave and Etienne Wenger

Communities of Practice

Situated Learning

Legitimate Peripheral Participation

Learning Communities

 

Jean Lave and Etienne Wenger Cognition in Practice: Mind, mathematics, and culture in everyday life (Lave, 1988) Communities of Practice: Learning as a social system (Wenger, 1998) Situated Learning and Legitimate Peripheral Participation (Lave and Wenger, 1990)

Cognition in Practice: Mind, mathematics, and culture in everyday life (Lave, 1988)

Communities of Practice: Learning as a social system (Wenger, 1998)

Situated Learning and Legitimate Peripheral Participation (Lave and Wenger, 1990)

Etienne Wenger

Communities of Practice Defined Along Three Dimensions What it is about How it functions What capability it has produced “ Groups of people who share a passion for something that they know how to do and who interact regularly to learn how to do it better” Knowledge is Integrated Learning and Membership are inseparable Knowledge is tied to Practice

Defined Along Three Dimensions

What it is about

How it functions

What capability it has produced

“ Groups of people who share a passion for something that they know how to do and who interact regularly to learn how to do it better”

Knowledge is Integrated

Learning and Membership are inseparable

Knowledge is tied to Practice

Language in Communities of Practice

Situated Learning Knowledge is not decontextualized, abstract or general. It is context-specific, concrete and specific. New knowledge and learning are conceived as being located in the Community of Practice Similar to Learning Communities (Lesser and Storck, 2001)

Knowledge is not decontextualized, abstract or general. It is context-specific, concrete and specific.

New knowledge and learning are conceived as being located in the Community of Practice

Similar to Learning Communities (Lesser and Storck, 2001)

Legitimate Peripheral Participation Vygotsky Knowledge is constructed through social interaction Different role for instructor “ Near-Peer Mentoring” Lave and Wenger Have placeed learning into a social relationship – situations of co-participants

Vygotsky

Knowledge is constructed through social interaction

Different role for instructor

“ Near-Peer Mentoring”

Lave and Wenger

Have placeed learning into a social relationship – situations of co-participants

“ Rather than asking what kind of cognitive processes and conceptual structures are involved, they ask what kinds of social engagements provide the proper context for learning to take place” (Smith, 2003, pg. 4)

Learning Communities Are dynamic Have new members and older members Move from the fringes to the center Increase engagement and participation Face internal tensions Brought in with the new

Are dynamic

Have new members and older members

Move from the fringes to the center

Increase engagement and participation

Face internal tensions

Brought in with the new

Wenger on being connected

 

Incorporating CoPs, LPP, Situated Learning & Learning Communities

Traditional & Online Learning Traditional Classrooms and schools Teachers Knowledge gained, given Empty vessel model Grades Isolated learning Online – INSPIRE Virtual world/ every where Facilitators Knowledge constructed, shared Filled with ability model CoP in practice & LPP Situated Learning

Traditional

Classrooms and schools

Teachers

Knowledge gained, given

Empty vessel model

Grades

Isolated learning

Online – INSPIRE

Virtual world/ every where

Facilitators

Knowledge constructed, shared

Filled with ability model

CoP in practice & LPP

Situated Learning

Online Learning Keys to Success Course design criteria Activities Relevant content Applicable knowledge construction Flexible to different ways of learning Build understanding and meaning Self-directed and self-actualizing Clear expectations and rules of conduct Thoughtfully designed and delivered with goals and outcomes

Keys to Success

Course design criteria

Activities

Relevant content

Applicable knowledge construction

Flexible to different ways of learning

Build understanding and meaning

Self-directed and self-actualizing

Clear expectations and rules of conduct

Thoughtfully designed and delivered with goals and outcomes

Online Learning Keys to Success continued Learner motivation Time management Comfortableness with technology

Keys to Success continued

Learner motivation

Time management

Comfortableness with technology

The Competition Facebook MySpace

INSPIRE Online Environment

Increasing Participation Increase numbers through networking Bodies, Bodies, Bodies Recruitment NASA Educational Network Outreach Evangelizing (Guy Kawasaki) Students as best recruiters

Increase numbers through networking

Bodies, Bodies, Bodies

Recruitment

NASA Educational Network

Outreach

Evangelizing (Guy Kawasaki)

Students as best recruiters

The Need for Facilitation within the Online Environment Preece (2000), Luppicini (2007), Palloff (2007), Tu (2004), Kim (2000) NSTA 2008 Declarations “ Be facilitated or guided by fully accessible teachers or instructors skilled in both science content and pedagogy in an e-learning environment” “ Promote frequent interaction between teacher and learner to allow continuous monitoring and adjustment of the dynamic learning environment”

Preece (2000), Luppicini (2007), Palloff (2007), Tu (2004), Kim (2000)

NSTA 2008 Declarations

“ Be facilitated or guided by fully accessible teachers or instructors skilled in both science content and pedagogy in an e-learning environment”

“ Promote frequent interaction between teacher and learner to allow continuous monitoring and adjustment of the dynamic learning environment”

Further Needs Incorporate instructional design practices that allow for individual decision making Connect learners – both students and science educators Provide access to meaningful collaborative learning experiences with experts and other learners Conduct ongoing evaluation and assessment of program effectiveness, learners performance, and academic achievement

Incorporate instructional design practices that allow for individual decision making

Connect learners – both students and science educators

Provide access to meaningful collaborative learning experiences with experts and other learners

Conduct ongoing evaluation and assessment of program effectiveness, learners performance, and academic achievement

Looking Towards The Future What Role Will These Play? Second Life/Teen Second Life Social Networking HCI – computers that predict Cloud Computing Wikis Google Link back into INSPIRE online

What Role Will These Play?

Second Life/Teen Second Life

Social Networking

HCI – computers that predict

Cloud Computing

Wikis

Google

Link back into INSPIRE online

Bradford Davey [email_address]

[email_address]

References Brown, J.S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Cognition & Technology Group at Vanderbilt (March 1993). Anchored instruction and situated cognition revisited. Educational Technology, 33(3), 52-70.  Kim, A. (2000). Community Building on the Web: Secret Strategies for Successful Online Communities. Peachpit Press, NY Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press. 

Brown, J.S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

Cognition & Technology Group at Vanderbilt (March 1993). Anchored instruction and situated cognition revisited. Educational Technology, 33(3), 52-70. 

Kim, A. (2000). Community Building on the Web: Secret Strategies for Successful Online Communities. Peachpit Press, NY

Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press. 

References (continued) Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press. Lesser, E. L. and Storck, J. (2001) 'Communities of practice and organizational performance', IBM Systems Journal 40(4), http://www.research.ibm.com/journal/sj/404/lesser.html. Accessed October 22, 2006. Luppicini, R. (2007). Online Learning Communities: Perspectives in Industrial Technology and Distance Learning. Information Age Publishing, NY

Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.

Lesser, E. L. and Storck, J. (2001) 'Communities of practice and organizational performance', IBM Systems Journal 40(4), http://www.research.ibm.com/journal/sj/404/lesser.html. Accessed October 22, 2006.

Luppicini, R. (2007). Online Learning Communities: Perspectives in Industrial Technology and Distance Learning. Information Age Publishing, NY

References (continued)     Merrill, H., DiSilvestro, F. and Young, R. (2003). Assessing & Improving Online Learning Using Data from Practice. Presented at the Midwest Research-to-practice Conference in Adult, Continuing and Community Education, The Ohio State University, Columbus, OH, Oct. 8-10. Palloff, R. and Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom (2 nd Ed). Jossey-Bass, NY.   Preece, J. (2000). Online Communities: Designing Usability and Supporting Socialability. Wiley, NY.   Smith, M. K. (2003) 'Communities of practice', the encyclopedia of informal education, www.infed.org/biblio/communities_of_practice.htm .  

 

 

Merrill, H., DiSilvestro, F. and Young, R. (2003). Assessing & Improving Online Learning Using Data from Practice. Presented at the Midwest Research-to-practice Conference in Adult, Continuing and Community Education, The Ohio State University, Columbus, OH, Oct. 8-10.

Palloff, R. and Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom (2 nd Ed). Jossey-Bass, NY.

 

Preece, J. (2000). Online Communities: Designing Usability and Supporting Socialability. Wiley, NY.

 

Smith, M. K. (2003) 'Communities of practice', the encyclopedia of informal education, www.infed.org/biblio/communities_of_practice.htm .

 

References (continued) Song, L., Singleton, E., Hill, J. and Koh, M. (2004). Improving online learning: Students perceptions of useful and challenging characteristics . The Internet and Higher Education. Vol. 7, Issue 1, pgs 59-70.   Tu, C. (2004). Online Collaborative Learning Communities: Twenty-One Designs to Build an Online Collaborative Learning Community. Libraries Unlimited, NY.   Wenger, E. (1998) 'Communities of Practice. Learning as a social system', Systems Thinker, http://www.co-i-l.com/coil/knowledge-garden/cop/lss.shtml. Accessed October 23, 2006.

Song, L., Singleton, E., Hill, J. and Koh, M. (2004). Improving online learning: Students perceptions of useful and challenging characteristics . The Internet and Higher Education. Vol. 7, Issue 1, pgs 59-70.

 

Tu, C. (2004). Online Collaborative Learning Communities: Twenty-One Designs to Build an Online Collaborative Learning Community. Libraries Unlimited, NY.

 

Wenger, E. (1998) 'Communities of Practice. Learning as a social system', Systems Thinker, http://www.co-i-l.com/coil/knowledge-garden/cop/lss.shtml. Accessed October 23, 2006.

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