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APLU: Building Learning Communities


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APLU Professional Learning Consortium
Adaptive Learning Workshop
Louisville, KY
July 18, 2017

Published in: Education
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APLU: Building Learning Communities

  1. 1. Building Professional Learning Communities Personalized Learning Consortium Laura Pasquini University of Louisville July 18, 2017
  2. 2. Agenda •Defining Community •Identifying a Community of Practice •Examining What Works in Communities •Building Your Learning Community •Next Steps
  3. 3. 1-Minute Bio • Detail who you are in brief! • Include 2 professional skills • Include 2 personal talents • Share your: tag line, motto, quote, expression, or theme song. 3
  4. 4. @LauraPasquini
  5. 5. Defining Community
  6. 6. What Does COMMUNITY Mean To You? What COMMUNITIES or GROUPS do you currently connect to?
  7. 7. Identifying a Community of Practice
  8. 8. CommunitiesofInterest
  9. 9. NetworkedParticipatory Scholarship (Veletsianos & Kimmons, 2012)
  10. 10.
  11. 11. CommunitiesofPlace
  12. 12. #SaveThePond
  13. 13. CommunitiesofAction
  14. 14. St. Bernard Project in NOLA
  15. 15. Image c/o @nancywhite(Wenger & Wenger-Traynor, 2015) CommunitiesofPractice
  16. 16. Principles of Connectivism •Being connected •Learning from others •Connecting information •Various online interaction •Diverse opinions and ideas •Capacity to know more •Nurturing connections •On-going learning •Making choices and decisions (Siemens, 2005)
  17. 17. Do you have a of practice?
  18. 18. Examining What Works in Communities
  19. 19. Jane’s Top 100 Tools
  20. 20. Social Learning “a shift in organizational culture…that encourages ongoing knowledge transfer and connects people in ways that makes learning enjoyable.” (Conner & Bingham, 2015)
  21. 21. Digital Water Coolers for Community Learning!
  22. 22. Purpose The State of Higher Ed: Communities Online and Virtual Self Background Theory & Framework: Networked Identity, Digital Identity, and Communities of Practice Data Extant Data • Facebook Groups • Twitter Chats & Hashtags • Podcast Networks • Community Blogs Research In Progress Next Steps Working with Professional Learning Organizations Data Collection: • Survey (n=201) • Interviews (65+)
  23. 23. (Tobin, 1998; Trust et al., 2017) On-going Training Learning Reflection Knowledge Sharing Spirit The People Support/Care Tools Artifacts Technology
  24. 24. Research In Progress Phase 1 Phase 2 Data Collection & Analysis Extant data is vast and accessible, but this unstructured data set is complex and are rarely examined • Twitter chats & hashtags • Blog posts • Podcasts transcripts • Facebook group interactions/conversations Phase 3
  25. 25. Domain Community Practice Communities of Practice (Wenger,
  26. 26. Academic Advising Chat @AcAdvChat #AcAdv Tuesdays 12-1 pm CST
  27. 27. Domain Community Practice Communities of Practice (Wenger, What’s happening here?
  28. 28. 1. What communities do you participate? 2. Why do you interact and engage with professionals online? 3. How and where do you do you contribute to the community? 4. How does your networked community impact and influence your practice? 5. What benefits and challenges are involved in being part of a distributed community? Interviews-In-Progress
  29. 29. Domain Community Practice Communities of Practice (Wenger, What’s happening here? How do CoPs influence Higher Ed ?
  30. 30. Practitioners, professional staff, and administrators in higher education are connected for: •Networking and career development •Affinity groups for discipline/functional working area •Training and learning opportunities •Access to resources and ideas for work •Knowledge sharing and distribution •Support from peers in the field beyond their institution Understanding the Networked Self & Digital Community
  31. 31. Building Your Learning Community
  32. 32. Cultivating a Community of Practice: A Guide to Managing Knowledge (Wenger, McDermott, & Snyder, 2002)
  33. 33. STORMING (INQUIRE): Identify the audience, purpose, goals, and vision for the community. (See Page 2)
  34. 34. (Cox, 2004)
  35. 35. (Cox, 2004)
  36. 36. GOALS: What does your group want to accomplish? What are some achievable & measurable objectives? (Page 2)
  37. 37. VISION: What qualities or words fit your community values and purpose? (Page 2)
  38. 38. INQUIRE* • Audience: who is this community for? • Domain: what are the key issues and the nature of the learning, knowledge, and tasks that the community will steward? • Purpose, Goals, and Outcomes: What are the benefits to the stakeholders? What specific needs will the community be organized to meet? *Potential: Discover and image stage
  39. 39. FORMING (DESIGN): Define the activities, technologies, group processes, and roles that will support the community’s goals
  40. 40. Forming Your Community of Practice Emphasize the right technical features to support and facilitate your community needs (see page 8).
  41. 41. LEARNING: Presentations & talks Experiential practice Workshops/Webinars Visits &Tours Reading & Resources
  42. 42. DESIGN* • Activities based on goals of community • Communication – synchronous vs. asynchronous • Interaction F2F and distributed • Learning – how are learning goals supported? • Knowledge Sharing – production/products • Collaboration – what will this look like? • Roles and Social Structures – leadership *Forming: Incubate and immediate value
  43. 43. Leadership Models in a Community of Practice Single Leader Shared Leadership
  44. 44. Roles & Social Structure • Knowledge sharing & distribution • Meeting facilitation • Relationship guide • Subject matter expertise • Technology management • Communication strategy (see pages 6-7)
  45. 45. Put Your Community Planning Before the
  46. 46. Ask 5 Critical Questions 1. Who is part of your learning community? 2. What’s the purpose or goal of this learning community? 3. How can APLU support your learning community goals? 4. What characteristics of the technology vs. the community members needs? 5. What resources are available? What do you need? Adopted from Bates, 2015
  47. 47. A Typology of Web 2.0
  48. 48. Will Your Community Meet Synchronously?
  49. 49. Will Your Community Scribe Notes & Share Projects?
  50. 50. What to Consider for the Technology? • Individual access at their campus • Collective work space and repository • Fluid platform to accept ideas, resources, etc. • Updates and regular information sharing • Allows for semi-regular contact & interaction • Functionality and self-service is smooth • Communication options: announcements, news, RSS notifications, 1:1 & group chat • Institutional approved software • Data, analytics & tracking use
  51. 51. MATURING (PROTOTYPE): Pilot the community to gain commitment, test assumptions, refine the strategy, and establish a success story.
  52. 52. PROTOTYPE* • What are the short-term goals established by the community? • What is the tone of interactions and activities that facilitators want to model? • How will community identity be formed and shared? • What community-oriented technologies will be used to support community’s social structures and core activities? *Maturing: Focus and expand the community
  53. 53. MATURING (LAUNCH): Roll out the community to engage new members and deliver immediate benefits for learning.
  54. 54. Reflecting on the Launch Brainstorm: Establishing Goals for Assessment •What do you know? •What do you want to know? •Who can help you assess? •How does this connect to your community goals and mission?
  55. 55. LAUNCH* • Why should someone join the community? • What are the benefits? • How do new members learn about the community? • What are the community’s norms for behavior? • How do new members become oriented to the community environment? • How will roles and community social structures be defined and supported over time? • How will success be measured? *Maturing => Sustaining: Ownership and openness
  56. 56. (Spinal Tap, 1984) Turn Your Learning Community Up to 11…
  57. 57. NORMING (GROW): Engage members in collaborative learning and knowledge sharing activities, group projects, and networking events that meet individual, group, and organizational goals while creating an increasing cycle of participation and contribution.
  58. 58. Other Considerations for Supporting your Community of Practice • Meeting the community where they are • Access to communication channels • Serving a need/purpose with the platform • Make the technology part of the regular workflow in the community • Compatibility for sharing knowledge • Training/Learning for community members • Community Managers to request support from APLU (if needed)
  59. 59. SUSTAIN: Cultivate and assess the learning, knowledge, and products created by the community to inform new strategies, goals, activities, roles, technologies, and business models for the future.
  60. 60. Will your community openly share resources for adaptive learning? If so, how?
  61. 61. SHARING BEYOND: Show and Tells Presentations Training Curriculum Marketing Materials Crossover with Other CoPs
  62. 62. Creative Commons OER Commons
  63. 63. SUSTAIN* the CoP • How can existing members get the story out? • Are there formal or informal structures you can use to reach and connect others? • What marketing tools can you use? • Are there other people you can have join the community? • Can you clearly share what your CoP is working on? • How can you grow your community reach/impact? *Self-Sustaining: ownership and openness
  64. 64. Next Steps
  65. 65. Building Your Learning Community Resource:
  66. 66. Community “To Do” List: 1. Complete Learning Community Charter a. Name of Community b. Mission, Vision & Goals c. Participation/Engagement Expectations d. Meeting Plans e. Questions or Needs 2. Identify Leadership: Community Manager(s)
  67. 67. Thank you! Good luck continuing to build your learning community!