Web2.0 For Community of Practice


Published on

An introduction to Web 2.0 from the Community of Practice perspective. The idea of this presentation is in how social media can be used to encourage and facilitate a community of practice.

Published in: Education
1 Comment
No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Web2.0 For Community of Practice

  1. 1. Facilitating the Community of Practice with Web 2.0 Doing More with Less http://www.rawsthorne.org
  2. 2. Workshop Objectives <ul><li>Upon completion of this workshop the participants will …. </li></ul><ul><li>be able to identify three learning theories applied to Web 2.0. </li></ul><ul><li>be able to describe the technologies required for entry into social media. </li></ul><ul><li>be able to discuss how communities of practice map well to networked learning. </li></ul><ul><li>be able to identify additional technologies which facilitate online learning. </li></ul><ul><li>be able to describe the elements of a personal learning environment . </li></ul>
  3. 3. It’s about the Pedagogy <ul><li>Constructivism: The basic premise is that an individual learner must actively &quot;build&quot; knowledge and skills and that information exists within these built constructs rather than in the external environment. </li></ul><ul><li>Social Constructivism: Social constructivism is a variety of cognitive constructivism that emphasizes the collaborative nature of much learning. </li></ul><ul><li>Connectivism: The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today. </li></ul><ul><li>Progressive Inquiry: is designed to facilitate engagement in an in-depth process of inquiry and expert-like working with knowledge that are essential for productive participation in knowledge society. </li></ul>
  4. 4. Connectivism <ul><li>Learning and knowledge rests in diversity of opinions . </li></ul><ul><li>Learning is a process of connecting specialized nodes or information sources. </li></ul><ul><li>Learning may reside in non-human appliances . </li></ul><ul><li>Nurturing and maintaining connections is needed to facilitate continual learning . </li></ul><ul><li>Ability to see connections between fields, ideas, and concepts is a core skill. </li></ul><ul><li>Currency ( accurate, up-to-date knowledge ) is the intent of all connectivist learning activities. </li></ul>
  5. 5. Social Constructivism <ul><li>Reality: Social constructivists believe that reality is constructed through human activity. Members of a society together invent the properties of the world. </li></ul><ul><li>Knowledge: To social constructivists, knowledge is also a human product , and is socially and culturally constructed. </li></ul><ul><li>Learning: Social constructivists view learning as a social process . </li></ul>
  6. 6. Progressive Inquiry Collaborative activities, social interaction, participation in social communities and appropriation of socio-culturally developed conceptual tools have a fundamental role in shaping and constituting the development of individual cognition.
  7. 7. Formative Activity ? <ul><li>Think Pair Share </li></ul><ul><li>From what you have learned so far; </li></ul><ul><li>Think about your experiences with learning </li></ul><ul><li>Pair up with someone next to you </li></ul><ul><li>Share your thoughts on one of these three activities </li></ul><ul><ul><li>How you are connected to other learners </li></ul></ul><ul><ul><li>When you have learned in a group </li></ul></ul><ul><ul><li>How your learning has been iterative </li></ul></ul><ul><li>You have 5 minutes to complete this activity </li></ul>
  8. 8. It’s about the Community <ul><li>According to Wenger (1990), a community of practice is characterized by &quot; a shared domain of interest &quot; where &quot; members interact and learn together &quot; and &quot; develop a shared repertoire of resources .“ </li></ul><ul><li>a network of interactions forms-much like a social network, and much like Wenger's community of practice. </li></ul><ul><li>Self-organizing social network </li></ul>
  9. 9. Hitting the ground running <ul><li>Where do you start and why? </li></ul><ul><ul><li>Rss & Readers: because you need to start listening </li></ul></ul><ul><ul><li>Blogging: because you need to start engaging / contributing </li></ul></ul><ul><ul><li>Tagging: because you need to start inventorying what you are finding </li></ul></ul><ul><ul><li>Micro-blogging: because you need see it as fun and to find new resources </li></ul></ul>
  10. 10. RSS and Readers <ul><li>It starts with listening (reading and watching) </li></ul><ul><li>Really Simple Syndication ( RSS ) </li></ul><ul><li>Readers provide the ability to subscribe </li></ul>
  11. 11. Blogging <ul><li>Web 2.0 is known as the read – write web for a reason </li></ul><ul><li>Blogger </li></ul><ul><li>Wordpress </li></ul>
  12. 12. Tagging <ul><li>Marking the important places you visit creates a personal index to the internet. </li></ul><ul><li>Delicious </li></ul><ul><li>Technocrati </li></ul><ul><li>stumbleupon </li></ul>
  13. 13. Micro-blogging <ul><li>140 characters </li></ul><ul><li>Idle chatter with frequent lessons or references </li></ul><ul><li>twitter </li></ul><ul><li>yammer </li></ul>
  14. 14. Wikis and Collaborative publishing <ul><li>MediaWiki </li></ul><ul><ul><li>Wikipedia & WikiEducator </li></ul></ul><ul><li>WPMu </li></ul><ul><ul><li>WordPress Multi-user </li></ul></ul><ul><li>Socialtext </li></ul><ul><li>Historyflow: Collaboration builds quality </li></ul>
  15. 15. Formative Activity ? Reflect Think about the previous five technologies of; RSS and Readers, Blogging, Tagging, Twitter and the Wiki. Have you gained professional knowledge from using any of these technologies? Be prepared to share it with the group. You have 2 minutes to complete this activity
  16. 16. We all live in communities <ul><li>With so many technologies within the realm of Web 2.0 how do I engage for the long term? </li></ul><ul><li>Listen through RSS and readers </li></ul><ul><li>Engage in the conversation through blogging </li></ul><ul><li>Start to create your own folksonomy of knowledge and explore others </li></ul><ul><li>Participate in wikis: because contributing to the knowledge base is a social activity and through time they become self organizing </li></ul><ul><li>Join in to the chatter and promote your ideas through twitter </li></ul>
  17. 17. Group discussion tools <ul><li>Asynchronous discussion </li></ul><ul><li>bbPress </li></ul><ul><li>Google groups </li></ul><ul><li>List serves </li></ul><ul><li>Chat </li></ul>
  18. 18. Podcasts & Vodcasts <ul><li>Allows you to take it with you. </li></ul><ul><li>Odeo </li></ul><ul><li>Youtube </li></ul><ul><li>Audacity </li></ul><ul><li>Others </li></ul>
  19. 19. Social Networks <ul><li>Facebook </li></ul><ul><li>MySpace </li></ul><ul><li>LinkedIn </li></ul><ul><li>Personal Profiles </li></ul><ul><ul><li>http://en.wikipedia.org/wiki/User:Yourname </li></ul></ul><ul><li>OpenId </li></ul>
  20. 20. Voice Over IP (VOIP) <ul><li>Skype </li></ul><ul><li>MSN </li></ul>
  21. 21. Online conferencing <ul><li>WizIQ </li></ul><ul><li>Skype </li></ul><ul><li>Second-Life </li></ul><ul><li>Others </li></ul>
  22. 22. Google Apps <ul><li>Word processing </li></ul><ul><li>Spreadsheet </li></ul><ul><li>Presentation </li></ul><ul><li>Project Repository </li></ul><ul><li>Sharing </li></ul><ul><ul><li>Viewers </li></ul></ul><ul><ul><li>Collaborators </li></ul></ul>
  23. 23. Content sharing <ul><li>Flickr </li></ul><ul><li>Slideshare </li></ul><ul><li>Photobucket </li></ul><ul><li>YouTube </li></ul>
  24. 24. Formative Activity <ul><li>Writing on the Diffusion of innovation diagram on the following page, list where you see yourself in the adoption of the previously mentioned technologies; </li></ul><ul><ul><li>RSS & Readers </li></ul></ul><ul><ul><li>Blogging </li></ul></ul><ul><ul><li>Tagging </li></ul></ul><ul><ul><li>Twitter </li></ul></ul><ul><ul><li>Wikis </li></ul></ul><ul><ul><li>Discussion groups </li></ul></ul><ul><ul><li>Podcasting </li></ul></ul><ul><li>YouTube </li></ul><ul><li>Google groups </li></ul><ul><li>List serves </li></ul><ul><li>Chat </li></ul><ul><li>Odeo </li></ul><ul><li>Facebook </li></ul><ul><li>LinkedIn </li></ul><ul><li>Skype </li></ul><ul><li>MSN </li></ul><ul><li>WizIQ </li></ul><ul><li>SecondLife </li></ul><ul><li>Google Apps </li></ul><ul><li>Flickr </li></ul><ul><li>Slideshare </li></ul>
  25. 26. Personal Learning Environment <ul><li>the internet </li></ul><ul><li>is the platform </li></ul>
  26. 31. Discussion ?
  27. 32. References <ul><li>Downes, S. (2008). E-learning 2.0. Retrieved on January 12, 2009 from http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1 </li></ul><ul><li>THEORIES OF LEARNING: Social Constructivism. Retrieved on January 4, 2009 from http://gsi.berkeley.edu/resources/learning/social.html </li></ul><ul><li>Huitt, W. (2003). Constructivism. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved on January 3, 2009 from http://chiron.valdosta.edu/whuitt/col/cogsys/construct.html </li></ul><ul><li>Kim, B. (2008). Review of Social Constructivism. Retrieved on January 11, 2009 from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism </li></ul><ul><li>Ryder, M. (n.d.). Constructivism. Retrieved on January 8, 2009 from http://carbon.cudenver.edu/~mryder/itc_data/constructivism.html </li></ul><ul><li>Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Retrieved on January 4, 2009 from http://www.elearnspace.org/Articles/connectivism.htm </li></ul><ul><li>New Metaphors of Learning: Going Beyond &quot;Constructivism&quot;. Retrieved on January 11, 2009 from http://www.helsinki.fi/science/networkedlearning/eng/delete.html </li></ul><ul><li>Wenger, E. (1990). Communities of practice, a brief introduction. Retrieved on January 2, 2009 from http://www.ewenger.com/theory/ </li></ul>
  28. 33. Images & Video <ul><li>http://www.flickr.com/photos/gideon/7205713/ </li></ul><ul><li>http://www.flickr.com/photos/motti/319466461/ </li></ul><ul><li>http://www.flickr.com/photos/dotbenjamin/2843144877/ </li></ul><ul><li>http://www.helsinki.fi/science/networkedlearning/images/pim.jpg </li></ul><ul><li>http://www.flickr.com/photos/quinnanya/111201180/ </li></ul><ul><li>http://www.flickr.com/photos/jiscinfonet/146800728/ </li></ul><ul><li>http://www.flickr.com/photos/eschipul/158045117/ </li></ul><ul><li>http://www.flickr.com/photos/doctorow/2604167793/ </li></ul><ul><li>http://www.flickr.com/photos/juankeefeii/2369588716/ </li></ul><ul><li>http://www.flickr.com/photos/92632631@N00/2530138127/ </li></ul><ul><li>http://www.flickr.com/photos/francescesteve/3039956497/page2/ </li></ul><ul><li>http://www.flickr.com/photos/garaolaza/523815511/ </li></ul><ul><li>http://www.flickr.com/photos/gracewong/312922826/ </li></ul><ul><li>http://www.flickr.com/photos/john-norris/1739700434/ </li></ul><ul><li>http://nwinton.files.wordpress.com/2008/01/the-networked-teacher.png?w=530&h=496 </li></ul><ul><li>http://www.darcynorman.net/wp-content/uploads/2008/03/my_ple_some_detail.png </li></ul><ul><li>http://www.flickr.com/photos/vran/217873425/ </li></ul><ul><li>http://video.google.com/videoplay?docid=-4126240905912531540&hl=en </li></ul>
  29. 34. All the information in this document is licensed under the Creative Commons license: Attribution – Share Alike For more information regarding this license please visit: http://creativecommons.org/licenses/by-sa/2.5/ca/