People who meet around a shred passion e.g. meet up groups for file or book clubs
Networked Participatory Scholarship: scholars’ participation in online social networks to share, reflect upon, critique, improve, validate, and otherwise develop their scholarship. We discuss emergent techno-cultural pressures that may influence higher education scholars to reconsider some of the foundational principles upon which scholarship has been established due to the limitations of a pre-digital world, and delineate how scholarship itself is changing with the emergence of certain tools, social behaviors, and cultural expectations associated with participatory technologies. We conclude by noting that, “Whether they recognize it or not, scholars are part of a complex techno-cultural system that is ever changing in response to both internal and external stimuli, including technological innovations and dominant cultural values. Though such an understanding may lead to a certain level of trepidation regarding the shape of scholarship’s uncertain future, we should take an active role in influencing the future of scholarship and establishing ourselves as productive participants in an increasingly networked and participatory world.”
People who have a connection through the area they live in e.g. a home owner association or local web forum, like Next Door
People who gather around a cause or specific event, e.g. plant a tree or objection to a building plan
Groups of people who share a concern or passion for something they do and learn how to do it better as they interact regularly.
Screenshots of communities online
Presentation Outline: -Introduction: Snapshot of SA Networked Communities -Applied Theories: Networked Identity & Presence -What We Have Learned So Far: Initial Findings -Why this Matters: Implications for Networked Communities & Online Identity of the SA Profession -Networked Communities of Practice for SA Professional/Faculty in Higher Ed: Critical Reflections (using the Participatory Action Research Framework) -Opportunities to Contribute: Research Interviews -Wrap Up: Q & A
“to describe a network of people and resources that support ongoing learning.” (Tobin, 1998) “learning doesn’t take place just in training programs, but should be part of every employee’s everyday activities.”
Add icons for #acadv chat & SA Pro Fb group
45-60 minutes in duration. During our interviews, we will ask participants to reflect on networked practices in online digital communities, inquire about your observations of these communities, ask about your interactions and contributions in the network, and discuss issues related to professional identity and professional influence in online spaces.
CoP are important because they: connect people, provide a shared context, enable dialogue, stimulate learning, capture and diffuse existing knowledge, introduce collaborative processes, help people organize, and generate new knowledge
Define the benefits of the community for all stakeholders, including individual sponsors, individual community members, defined subgroups, the community as a whole, and the sponsoring organization. Create a mission and vision statement for the community, tying these into the sponsoring organization’s mission and vision if appropriate. Identify the major topic areas for community content and exploration. Create an estimate of the cost for community
Activities: What kinds of activities will generate energy and support the emergence of community presence? What will the community’s rhythm be?
Communication: How will members communicate on an ongoing basis to accomplish the community’s primary purpose?
Interaction: What kinds of interactions (with each other and with the content of the community) will generate energy and engagement?
Learning: What are the learning goals of the community, and how can collaborative learning be supported?
Knowledge Sharing: What are the external resources (people, publications, reports, etc.) that will support the community during its initial development? How will members share these resources and gain access to them?
Collaboration: How will community members collaborate with each other to achieve shared goals?
Roles and Social Structures: How will community roles be defined (individuals, groups, group leaders, community administrators, etc.) and who will take them on?
What short-term pilot goals will help establish the community as a viable and valuable entity? What community-oriented technologies will be used to support the pilot community’s social structures and core activities? What sort of brand image does the community want to project, given its audience, domain, purpose, and mode of operation? What are the meaningful metaphors to use with the community’s audience? What is the tone of interactions and activities that facilitators want to model? How will community identity be formed and shared? How will success be measured and communicated to the broader stakeholder groups?
Why should someone join the community? What are the benefits? What is the business model behind the community? 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? Based on insights from the pilot, what kinds of community activities will generate energy and engagement and support the emergence of community “presence” (activities, communication, interaction, learning, knowledge sharing, collaboration, roles and social structures)? What will the community’s “rhythm” be? Based on insights from the pilot, how will roles and community social structures be defined and supported over time? How will success be measured?
APLU: Building Learning Communities
Personalized Learning Consortium
University of Louisville
July 18, 2017
•Identifying a Community of Practice
•Examining What Works in Communities
•Building Your Learning Community
• Detail who you are in brief!
• Include 2 professional skills
• Include 2 personal talents
• Share your: tag line, motto,
quote, expression, or theme
Principles of Connectivism
•Learning from others
•Various online interaction
•Diverse opinions and ideas
•Capacity to know more
•Making choices and decisions
“a shift in organizational
ongoing knowledge transfer
and connects people in
ways that makes learning
(Conner & Bingham, 2015)
Digital Water Coolers for Community Learning!
The State of Higher
Theory & Framework:
Networked Identity, Digital
Identity, and Communities
• Facebook Groups
• Twitter Chats & Hashtags
• Podcast Networks
• Community Blogs
• Survey (n=201)
• Interviews (65+)
(Tobin, 1998; Trust et al., 2017)
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
• Twitter chats & hashtags
• Blog posts
• Podcasts transcripts
• Facebook group
Communities of Practice (Wenger,
Communities of Practice (Wenger,
1. What communities do you participate?
2. Why do you interact and engage with
3. How and where do you do you contribute to
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?
Communities of Practice (Wenger,
How do CoPs
Higher Ed ?
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
What does your group
want to accomplish?
What are some
achievable & measurable
What qualities or words
fit your community
values and purpose?
• 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
*Potential: Discover and image stage
Define the activities,
processes, and roles
that will support the
Forming Your Community of Practice
Emphasize the right technical features to support and facilitate
your community needs (see page 8).
• 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
Leadership Models in a
Community of Practice
Roles & Social Structure
• Knowledge sharing & distribution
• Meeting facilitation
• Relationship guide
• Subject matter expertise
• Technology management
• Communication strategy
(see pages 6-7)
Ask 5 Critical Questions
1. Who is part of your learning community?
2. What’s the purpose or goal of this
3. How can APLU support your learning
4. What characteristics of the technology
vs. the community members needs?
5. What resources are available? What do
you need? Adopted from Bates, 2015
Will Your Community Scribe Notes & Share Projects?
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
Pilot the community to
gain commitment, test
assumptions, refine the
strategy, and establish
a success story.
• What are the short-term goals established by the
• 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
*Maturing: Focus and expand the community
Roll out the community
to engage new members
and deliver immediate
benefits for learning.
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?
• 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
• How will roles and community social structures be
defined and supported over time?
• How will success be measured?
*Maturing => Sustaining: Ownership and openness
(Spinal Tap, 1984)
Turn Your Learning Community Up to
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
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)
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.
Will your community openly share resources
for adaptive learning? If so, how?
Show and Tells
Crossover with Other
Creative Commons http://creativecommons.org/
OER Commons https://www.oercommons.org/
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
• Can you clearly share what your CoP is working on?
• How can you grow your community reach/impact?
*Self-Sustaining: ownership and openness
Building Your Learning
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
Good luck continuing
to build your learning