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Language teachers’ technology professional development

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Language teachers’ technology professional development

  1. 1. Networking and Online Communities Ali Bostancioglu Learning2gether with Multi MOOC EVO sessions 02 Feb,2014
  2. 2.      Orient Declare Network Cluster Focus
  3. 3.   Network Cluster
  4. 4.  Continuous Technology Professional Development, but Why?  Networks and Communities of Practice in the service of Professional Development
  5. 5. Pervasiveness of Technology  Technological change is fast  Teachers need to keep up with and develop new ways of integrating technology.  Online possibilities as an alternative to f2f training (time and cost effective)  Your presence here is a sign that you are already aware of those topics so I will move on quickly. 
  6. 6.  Network: ““refers to the set of relationships, personal interactions, and connections among participants who have personal reasons to connect” (Wenger et al., 2011, p. 9)
  7. 7.  Community “the development of a shared identity around a topic or set of challenges” and “represents a collective intention to steward a domain of knowledge and to sustain learning about it” (Wenger et al., 2011).
  8. 8.     Community Provides a domain where members could cooperate Resources which members could benefit from Teaching techniques, tools, suggestions, perspectives, and so on History
  9. 9.      However, A certain amount of interaction and engagement is necessary. Not everyone is required to commit to the community at the same level A Community could dissolve if members feel that they have achieved their shared goal. Not the case for technology though.
  10. 10.       Nodes as ties for learning Learning partnership does not have to be sustained No commitment to a domain is required Enables access to rich data Spontaneous and unpredictable Collective exploration is possible
  11. 11. However,  Noise and diffusion,  Maintaining connections  Self-direction 
  12. 12.      While they are two distinct terms, they are not at opposite ends. In fact, they are interrelated. Big community can involve multiple networks A network could essentially develop into a community “The social learning process is enhanced by dynamic interplay of both community and network processes” (Wenger et al, 2011, p.13)
  13. 13. Community;       Open vs Closed communities Look for group description Look at the date and frequency of posts Orientate yourself Look for explicit/ implicit rules Keep up with the community
  14. 14. Check profiles of potential nodes  Use Twitter and LinkedIn 
  15. 15.  More on the use of Twitter http://blogs.lse.ac.uk/impactofsocialsciences/f iles/2011/11/PublishedTwitter_Guide_Sept_2011.pdf  Wikis and Blogs
  16. 16.  How different Social Media Platforms could be used in the service of Professional development? Review of Social Media Platforms; http://social-networking-websitesreview.toptenreviews.com/   Twitter  LinkedIn
  17. 17.  Facebook  Google +  Hootsuite  Integrating Twitter with Facebook
  18. 18.  Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.  Wenger, E., Trayner, B., & De Laat, M.F. (2011). Promoting and assessing value creation in communities and networks: A conceptual framework. Heerlen: Ruud de Moor Centrum, OU
  19. 19.   Where does one’s social identity end and professional identity begin? Is it possible/ useful to mix both identities? Could we separate them? (i.e. creating accounts for professional use and other accounts for personal use)

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