Co P And Online Learning
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A discussion about Communities of Practice and Key success factors for online learning environments

A discussion about Communities of Practice and Key success factors for online learning environments

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  • 1.  
  • 2. 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
  • 3.  
  • 4. 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)
  • 5. Etienne Wenger
  • 6. 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
  • 7. Language in Communities of Practice
  • 8. 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)
  • 9. 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
  • 10. “ 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)
  • 11. 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
  • 12. Wenger on being connected
  • 13.  
  • 14. Incorporating CoPs, LPP, Situated Learning & Learning Communities
  • 15. 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
  • 16. 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
  • 17. Online Learning
    • Keys to Success continued
        • Learner motivation
        • Time management
        • Comfortableness with technology
  • 18. The Competition Facebook MySpace
  • 19. INSPIRE Online Environment
  • 20. Increasing Participation
    • Increase numbers through networking
      • Bodies, Bodies, Bodies
    • Recruitment
      • NASA Educational Network
      • Outreach
      • Evangelizing (Guy Kawasaki)
        • Students as best recruiters
  • 21. 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”
  • 22. 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
  • 23. 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
  • 24. Bradford Davey
    • [email_address]
  • 25. 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. 
  • 26. 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
  • 27. 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 .
    •  
  • 28. 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.