This document outlines indicators for evaluating relational and transient online communities. It identifies factors that promote the evolution of loose networks into more cohesive communities of practice. These indicators include sustained participation over time from a core group, the emergence of roles and hierarchy, a supportive and tolerant environment, shared identity through language and feelings of community, and creative capability through the expression of multiple viewpoints. The framework is intended to help analyze community evolution and success based on these relational and interactional factors.
This document provides an overview of people-centered organizations and highlights key discussions from recent events focused on this theme. It summarizes (1) a workshop on employee ownership models and how they can benefit both businesses and employees, (2) the National Coalition for Dialogue & Deliberation event on moving past polarization through public engagement techniques, and (3) a Presencing Institute workshop on opening oneself to channel emergent change. The document also shares notes on Clark University's initiative to develop a culture of respectful dialogue on campus.
Creating sustainable digital communities for students & teachers reushle
This document discusses creating sustainable digital communities for learning. It provides principles for building communities, including making the community purposeful, engaged, connected, and about people. Structure is needed but also flexibility. Leadership is required and communities should bring members closer together rather than create separation. Examples of digital communities include communities of practice and collaborative models involving mentoring and digital environments. Questions are raised about community commitment and priorities competing with other work.
Student perception of collaborative small group projects using synchronous an...David Wicks
This session will report on findings from a three-year study that explored how different communication tools may impact small group collaborative learning projects in an online course. The primary goal of this session is to share successful techniques for organizing and facilitating small group collaborative projects in online and blended courses.
This document describes a roundtable discussion (RTD) role play activity that can be used to discuss real-life issues and reach consensus on the best course of action. The RTD has been used with undergraduate and postgraduate students in physical geography and health sciences contexts. It involves dividing students into small consultant groups for one of four stakeholder roles regarding a complex patient case. Students prepare position statements and one from each group participates in an online multidisciplinary team meeting, with support from their consultant group. The activity aims to develop decision-making, collaboration, and teamwork skills through exploring perspectives and synthesizing information. It is conducted over 6 weeks with briefing, action, and debriefing stages. Students complete an individual
The document summarizes a lecture on collaborative learning. It defines collaborative learning and different types, including group work assessed through group products, legitimate cooperation on individual products, and voluntary student study groups. It discusses effective collaborative behaviors and addresses academic dishonesty, plagiarism, and university policies on student rights and responsibilities regarding collaboration.
This document outlines behavioral indicators for communication, problem solving, principles of community, and ethics and integrity at operational and mastery levels.
[1] Communication indicators include building working relationships, seeking different perspectives, tailoring presentations for diverse audiences, and creating clear written communication at the operational level, and leveraging relationships for collaboration, modeling interpersonal skills, and facilitating resolution of differences at the mastery level.
[2] For problem solving, operational behaviors involve identifying issues, gathering data, analyzing solutions, and responding to challenges, while mastery behaviors add communicating issues to varied audiences, exercising independent judgment, and mobilizing others in the problem-solving process.
[3] Principles of community behavioral signs
This document provides an overview of communities of practice by summarizing key definitions and the history of the concept. Communities of practice are informal groups that form around common interests or activities whose members learn from one another. They were first studied in apprenticeship contexts but the concept has since been applied to organizations. While communities of practice can enable knowledge sharing, their informal nature also means they may not always align with organizational goals. The document outlines debates around applying the concept to businesses and possibilities of virtual communities of practice with new technologies.
On Studying Collaborative Learning Interactions Iro Voulgari
This document summarizes research on studying collaborative learning interactions in massively multiplayer online games (MMOGs). It presents a framework for collaborative learning in MMOGs that focuses on the skills acquired through social interactions and group processes. The research methodology includes virtual ethnography through participant observation, interviews, and surveys of MMOG players. Findings suggest that players learn content, rules, and game mechanics of MMOGs as well as social and communication skills through interactions within player communities. Game design features and other players influence the formation and functions of collaborative groups.
This document provides an overview of people-centered organizations and highlights key discussions from recent events focused on this theme. It summarizes (1) a workshop on employee ownership models and how they can benefit both businesses and employees, (2) the National Coalition for Dialogue & Deliberation event on moving past polarization through public engagement techniques, and (3) a Presencing Institute workshop on opening oneself to channel emergent change. The document also shares notes on Clark University's initiative to develop a culture of respectful dialogue on campus.
Creating sustainable digital communities for students & teachers reushle
This document discusses creating sustainable digital communities for learning. It provides principles for building communities, including making the community purposeful, engaged, connected, and about people. Structure is needed but also flexibility. Leadership is required and communities should bring members closer together rather than create separation. Examples of digital communities include communities of practice and collaborative models involving mentoring and digital environments. Questions are raised about community commitment and priorities competing with other work.
Student perception of collaborative small group projects using synchronous an...David Wicks
This session will report on findings from a three-year study that explored how different communication tools may impact small group collaborative learning projects in an online course. The primary goal of this session is to share successful techniques for organizing and facilitating small group collaborative projects in online and blended courses.
This document describes a roundtable discussion (RTD) role play activity that can be used to discuss real-life issues and reach consensus on the best course of action. The RTD has been used with undergraduate and postgraduate students in physical geography and health sciences contexts. It involves dividing students into small consultant groups for one of four stakeholder roles regarding a complex patient case. Students prepare position statements and one from each group participates in an online multidisciplinary team meeting, with support from their consultant group. The activity aims to develop decision-making, collaboration, and teamwork skills through exploring perspectives and synthesizing information. It is conducted over 6 weeks with briefing, action, and debriefing stages. Students complete an individual
The document summarizes a lecture on collaborative learning. It defines collaborative learning and different types, including group work assessed through group products, legitimate cooperation on individual products, and voluntary student study groups. It discusses effective collaborative behaviors and addresses academic dishonesty, plagiarism, and university policies on student rights and responsibilities regarding collaboration.
This document outlines behavioral indicators for communication, problem solving, principles of community, and ethics and integrity at operational and mastery levels.
[1] Communication indicators include building working relationships, seeking different perspectives, tailoring presentations for diverse audiences, and creating clear written communication at the operational level, and leveraging relationships for collaboration, modeling interpersonal skills, and facilitating resolution of differences at the mastery level.
[2] For problem solving, operational behaviors involve identifying issues, gathering data, analyzing solutions, and responding to challenges, while mastery behaviors add communicating issues to varied audiences, exercising independent judgment, and mobilizing others in the problem-solving process.
[3] Principles of community behavioral signs
This document provides an overview of communities of practice by summarizing key definitions and the history of the concept. Communities of practice are informal groups that form around common interests or activities whose members learn from one another. They were first studied in apprenticeship contexts but the concept has since been applied to organizations. While communities of practice can enable knowledge sharing, their informal nature also means they may not always align with organizational goals. The document outlines debates around applying the concept to businesses and possibilities of virtual communities of practice with new technologies.
On Studying Collaborative Learning Interactions Iro Voulgari
This document summarizes research on studying collaborative learning interactions in massively multiplayer online games (MMOGs). It presents a framework for collaborative learning in MMOGs that focuses on the skills acquired through social interactions and group processes. The research methodology includes virtual ethnography through participant observation, interviews, and surveys of MMOG players. Findings suggest that players learn content, rules, and game mechanics of MMOGs as well as social and communication skills through interactions within player communities. Game design features and other players influence the formation and functions of collaborative groups.
1. The document discusses Etienne Wenger's theory of communities of practice, which views learning as social participation within communities. It describes key elements of communities of practice, including mutual engagement, a joint enterprise, and a shared repertoire.
2. Participation and reification are presented as dual and interdependent processes by which meaning is negotiated within a community of practice. Participation involves active involvement while reification involves projecting meanings into concrete forms.
3. Identity is discussed as both a negotiated experience of self in relation to participation and non-participation within and across communities of practice, and as involving different modes of belonging like engagement, imagination, and alignment.
The document discusses designing church spaces to better facilitate interaction and participation. It proposes distributing workers throughout the seating area so they can influence others. The speaker would move around and involve observers, helping influence spread from the inside out. By nurturing leaders who nurture others, and designing levels of interaction, the space could reach its full potential for discussion, input and feedback, creating an interactive rhetorical situation. Future considerations include developing the concept further and exploring other external factors.
MAK MItchell keynote address at Fusion 2012, the NWEA summer conference in Portland, Oregon.
"Finding Ground Truth in Data:
Consensus Rules!"
MAK leads a consensus governance model for 900 principals of public schools and charters co-located on 380 campuses in New York City. In this keynote, she will tell the story of how her powerful learnings from campus consensus work became the source of a unique consensus turnaround model.
After detailing best practice consensus strategies from her governance work with campus principals, she poses the question: Can consensus become a lever for producing achievement results that last? MAK will be offering a workshop session later in the agenda that unpacks the turnaround consensus model in greater detail for those who are interested in implementation.
MAK Mitchell is the Executive Director of School Governance for the New York City Public Schools and President of ARMAK Associates. Previously, MAK served in Washington State as a professor and consultant of organizational change, superintendent and founder of numerous small high schools in Alaska. MAK earned both her master’s and doctoral degrees from the Harvard Graduate School of Education, and is a founding member of the Society for Organizational Learning.
BIG IDEAS is an application that allows students, staff, faculty, and alumni of Michigan State University to showcase their ideas, engage others to take action, and receive feedback. It solves problems of sharing ideas and provides metrics to support various interests. The application helps users manage, promote, inform, engage with, and evaluate their ideas to help them reach their full potential.
This document defines key religious terms through definitions and examples. It explores concepts like community, cooperation, sharing, communication, roles, vision, leadership, texts, faith, identity, religions, churches, denominations, commitment, vocation, preaching, and missionary work. The document examines how these terms relate to religious groups, teachings, and the process of spreading faith.
This document discusses asset-based community development (ABCD), an approach that focuses on identifying and mobilizing community assets rather than focusing solely on needs and deficiencies. ABCD works from the principle that every individual and community has capacities, abilities, and gifts, and aims to inspire positive change from within communities by recognizing these assets. The document outlines the key tenants of ABCD and provides examples of how identifying and organizing local skills, talents, and resources has empowered communities to enact sustainable change from within. It also discusses the role of local groups, organizations, and enabling policy environments in supporting ABCD.
Cloudworks is a social networking site that aims to harness Web 2.0 practices to facilitate sharing and discussion of teaching and learning ideas. It uses a "cloud" metaphor where users can share ideas, case studies, tools, questions and more. Key features include cloudscapes for specific topics, activity streams, tagging, filtering and promoting serendipitous connections. The site has undergone iterative design phases based on empirical evidence to improve features and patterns of use such as events, discussions, reviews and resource aggregation.
The document summarizes the discussions from a meeting facilitated by Meeting Magic Ltd. about issues identified during lightning talks. Catherine and Katherine from Meeting Magic Ltd led the group through a process to discuss six key areas: how to weather the storm, the importance of people, an agile university, creating a community university, getting and sorting data, the three U's, shifting the learning environment, and key recommendations.
The document discusses sharing design narratives to help bridge the gap in design knowledge between experts and novices. It advocates using structured storytelling to share accounts of critical events and problem-solving in design experiments. By focusing on the problem, actions taken, and unfolding effects, narratives can portray the complete path to an innovation, including failed attempts. This helps engage practitioners in collaborative reflection on successful practices.
Some common frameworks teachers use to plan and document their teaching include module plans, case studies, briefing documents, pattern overviews, concept maps, learning design sequences, storyboards, and lesson plans. Module plans provide an overview of an entire module. Case studies and briefing documents provide narratives of teaching situations. Pattern overviews, concept maps, and learning design sequences map concepts and activities. Storyboards and lesson plans map activities against timescales. These frameworks are used to guide tutors, students, course developers, and others.
The teachers role played a scenario where they had to present the benefits of adopting interactive whiteboards to the school administration. They discussed how the whiteboards would improve student engagement and make lessons more interactive. In the end, they were able to convince the administration that the whiteboards were worth investing in order to enhance teaching and learning in the classroom.
Designing online role plays involves many decisions. The document discusses a framework for 77 key design decisions across areas like setting, characters, story, and gameplay. The framework is meant to help those creating online role plays systematically consider important factors and tradeoffs.
This document discusses using online role play learning designs to develop skills. Role playing allows students to take on roles and research their character's perspective to write responses. After reacting and resolving issues that arise, students reflect on what they learned to improve comprehension.
Experience Themes: An Element of Story Applied to DesignCindy Chastain
This presentation was presented at IA Summit 09 in Memphis, TN. It explores a new way of thinking about holistic design, by envisioning experience themes at the start of project.
An Experience Theme is basically an over-arching statement or phrase that encapsulates the value and focus of the experience we intend to deliver to users.
It may sound like a strategy or "vision", but at its core, an Experience Theme identifies what the product/service/system is all about from the point of view of users engaging with the product.
Once agreed upon, the theme can not only be used as a conceptual frame for design solutions, but can serve as the foundation for the Product Concept and Experience Strategy, a clear set of goals for the product/service/system design.
The slides explore how this idea was developed in the context of an interactive agency and how it was applied to several projects. It also shows how teams can generate experience themes.
And it's only one small part of a larger conversation about what user experience design can learn from storytelling. Enjoy... Thanks for your comments!
The document discusses how new social media are changing educational practices. It addresses key questions around how learner and teacher roles are evolving and new digital literacies that are needed. It provides examples of new media technologies and analyzes how they can support formal and informal learning. It also presents frameworks for understanding online communities and assessing their participation, cohesion, identity, and knowledge-building.
Dr Mark Elliott's presentation to ParticipationCamp09 - held the weekend of 27-28 June at NYU's Interactive Telecommunications Program @ the Tisch School of the Arts 721 Broadway, New York. Mark's talk focused on how to engage citizens in collaborative planning and policy-making using participatory tools and methods.
Online coaching and tutoring can improve distance learning by providing flexible just-in-time support. There are several options for online coaching including synchronous chat or video coaching, asynchronous feedback on forums or wikis, and uploading videos or blogs. Effective online coaching requires selecting the right mix of media suited to the learning goals and target group, as well as strong communication and time management skills from coaches. Coachees generally feel more competent through chat coaching and benefit from restructuring thoughts in online writing.
Smart Cities - The IntelCities Project - The Community of Practice as a virtu...Smart Cities Project
This report outlines the IntelCities Community of Practice (CoP) in terms of the capacity-building, co-design, monitoring and evaluation exercises underpinning the (virtual) organization’s eGovernment (eGov) service developments. It describes the CoP in terms of both the defining features and characteristics of the e-learning platform and knowledge management system developed under the IntelCities project.
This document discusses two different contexts for learning - social change contexts and communities of practice. Social change learning can be long or short term, informal, and aims to transform society and challenge norms through discussion. Communities of practice involve a group learning together for a shared goal through knowledge sharing and problem solving. Both involve adult group learning but have different goals and processes, so learners would benefit from approaches tailored to each context.
1. The document discusses Etienne Wenger's theory of communities of practice, which views learning as social participation within communities. It describes key elements of communities of practice, including mutual engagement, a joint enterprise, and a shared repertoire.
2. Participation and reification are presented as dual and interdependent processes by which meaning is negotiated within a community of practice. Participation involves active involvement while reification involves projecting meanings into concrete forms.
3. Identity is discussed as both a negotiated experience of self in relation to participation and non-participation within and across communities of practice, and as involving different modes of belonging like engagement, imagination, and alignment.
The document discusses designing church spaces to better facilitate interaction and participation. It proposes distributing workers throughout the seating area so they can influence others. The speaker would move around and involve observers, helping influence spread from the inside out. By nurturing leaders who nurture others, and designing levels of interaction, the space could reach its full potential for discussion, input and feedback, creating an interactive rhetorical situation. Future considerations include developing the concept further and exploring other external factors.
MAK MItchell keynote address at Fusion 2012, the NWEA summer conference in Portland, Oregon.
"Finding Ground Truth in Data:
Consensus Rules!"
MAK leads a consensus governance model for 900 principals of public schools and charters co-located on 380 campuses in New York City. In this keynote, she will tell the story of how her powerful learnings from campus consensus work became the source of a unique consensus turnaround model.
After detailing best practice consensus strategies from her governance work with campus principals, she poses the question: Can consensus become a lever for producing achievement results that last? MAK will be offering a workshop session later in the agenda that unpacks the turnaround consensus model in greater detail for those who are interested in implementation.
MAK Mitchell is the Executive Director of School Governance for the New York City Public Schools and President of ARMAK Associates. Previously, MAK served in Washington State as a professor and consultant of organizational change, superintendent and founder of numerous small high schools in Alaska. MAK earned both her master’s and doctoral degrees from the Harvard Graduate School of Education, and is a founding member of the Society for Organizational Learning.
BIG IDEAS is an application that allows students, staff, faculty, and alumni of Michigan State University to showcase their ideas, engage others to take action, and receive feedback. It solves problems of sharing ideas and provides metrics to support various interests. The application helps users manage, promote, inform, engage with, and evaluate their ideas to help them reach their full potential.
This document defines key religious terms through definitions and examples. It explores concepts like community, cooperation, sharing, communication, roles, vision, leadership, texts, faith, identity, religions, churches, denominations, commitment, vocation, preaching, and missionary work. The document examines how these terms relate to religious groups, teachings, and the process of spreading faith.
This document discusses asset-based community development (ABCD), an approach that focuses on identifying and mobilizing community assets rather than focusing solely on needs and deficiencies. ABCD works from the principle that every individual and community has capacities, abilities, and gifts, and aims to inspire positive change from within communities by recognizing these assets. The document outlines the key tenants of ABCD and provides examples of how identifying and organizing local skills, talents, and resources has empowered communities to enact sustainable change from within. It also discusses the role of local groups, organizations, and enabling policy environments in supporting ABCD.
Cloudworks is a social networking site that aims to harness Web 2.0 practices to facilitate sharing and discussion of teaching and learning ideas. It uses a "cloud" metaphor where users can share ideas, case studies, tools, questions and more. Key features include cloudscapes for specific topics, activity streams, tagging, filtering and promoting serendipitous connections. The site has undergone iterative design phases based on empirical evidence to improve features and patterns of use such as events, discussions, reviews and resource aggregation.
The document summarizes the discussions from a meeting facilitated by Meeting Magic Ltd. about issues identified during lightning talks. Catherine and Katherine from Meeting Magic Ltd led the group through a process to discuss six key areas: how to weather the storm, the importance of people, an agile university, creating a community university, getting and sorting data, the three U's, shifting the learning environment, and key recommendations.
The document discusses sharing design narratives to help bridge the gap in design knowledge between experts and novices. It advocates using structured storytelling to share accounts of critical events and problem-solving in design experiments. By focusing on the problem, actions taken, and unfolding effects, narratives can portray the complete path to an innovation, including failed attempts. This helps engage practitioners in collaborative reflection on successful practices.
Some common frameworks teachers use to plan and document their teaching include module plans, case studies, briefing documents, pattern overviews, concept maps, learning design sequences, storyboards, and lesson plans. Module plans provide an overview of an entire module. Case studies and briefing documents provide narratives of teaching situations. Pattern overviews, concept maps, and learning design sequences map concepts and activities. Storyboards and lesson plans map activities against timescales. These frameworks are used to guide tutors, students, course developers, and others.
The teachers role played a scenario where they had to present the benefits of adopting interactive whiteboards to the school administration. They discussed how the whiteboards would improve student engagement and make lessons more interactive. In the end, they were able to convince the administration that the whiteboards were worth investing in order to enhance teaching and learning in the classroom.
Designing online role plays involves many decisions. The document discusses a framework for 77 key design decisions across areas like setting, characters, story, and gameplay. The framework is meant to help those creating online role plays systematically consider important factors and tradeoffs.
This document discusses using online role play learning designs to develop skills. Role playing allows students to take on roles and research their character's perspective to write responses. After reacting and resolving issues that arise, students reflect on what they learned to improve comprehension.
Experience Themes: An Element of Story Applied to DesignCindy Chastain
This presentation was presented at IA Summit 09 in Memphis, TN. It explores a new way of thinking about holistic design, by envisioning experience themes at the start of project.
An Experience Theme is basically an over-arching statement or phrase that encapsulates the value and focus of the experience we intend to deliver to users.
It may sound like a strategy or "vision", but at its core, an Experience Theme identifies what the product/service/system is all about from the point of view of users engaging with the product.
Once agreed upon, the theme can not only be used as a conceptual frame for design solutions, but can serve as the foundation for the Product Concept and Experience Strategy, a clear set of goals for the product/service/system design.
The slides explore how this idea was developed in the context of an interactive agency and how it was applied to several projects. It also shows how teams can generate experience themes.
And it's only one small part of a larger conversation about what user experience design can learn from storytelling. Enjoy... Thanks for your comments!
The document discusses how new social media are changing educational practices. It addresses key questions around how learner and teacher roles are evolving and new digital literacies that are needed. It provides examples of new media technologies and analyzes how they can support formal and informal learning. It also presents frameworks for understanding online communities and assessing their participation, cohesion, identity, and knowledge-building.
Dr Mark Elliott's presentation to ParticipationCamp09 - held the weekend of 27-28 June at NYU's Interactive Telecommunications Program @ the Tisch School of the Arts 721 Broadway, New York. Mark's talk focused on how to engage citizens in collaborative planning and policy-making using participatory tools and methods.
Online coaching and tutoring can improve distance learning by providing flexible just-in-time support. There are several options for online coaching including synchronous chat or video coaching, asynchronous feedback on forums or wikis, and uploading videos or blogs. Effective online coaching requires selecting the right mix of media suited to the learning goals and target group, as well as strong communication and time management skills from coaches. Coachees generally feel more competent through chat coaching and benefit from restructuring thoughts in online writing.
Smart Cities - The IntelCities Project - The Community of Practice as a virtu...Smart Cities Project
This report outlines the IntelCities Community of Practice (CoP) in terms of the capacity-building, co-design, monitoring and evaluation exercises underpinning the (virtual) organization’s eGovernment (eGov) service developments. It describes the CoP in terms of both the defining features and characteristics of the e-learning platform and knowledge management system developed under the IntelCities project.
This document discusses two different contexts for learning - social change contexts and communities of practice. Social change learning can be long or short term, informal, and aims to transform society and challenge norms through discussion. Communities of practice involve a group learning together for a shared goal through knowledge sharing and problem solving. Both involve adult group learning but have different goals and processes, so learners would benefit from approaches tailored to each context.
Developing an Architecture of ParticipationGrahamAttwell
This presentation focuses on work undertaken through the European Commission funded Bazaar project to establish a community of practice for researchers and practitioners in open source software and open content. The paper considers the use of social software to support such a community of practice. It considers some of the theories and ideas behind supporting communities before going on to outline the design of an Architecture of Participation.
ALD in HE 2012 conference workshop: design considerations in setting up a group blog to support reflection on practice in an online MA programme in professional communication
This summary provides an overview of a study on improving teaching presence in virtual classrooms:
1. The study examined the three presences (social, cognitive, and teaching) that make up the Community of Inquiry model in blended and online courses. It specifically looked at how teaching presence relates to student satisfaction and instructor interaction.
2. A survey based on the Community of Inquiry instrument was administered to students to collect data on the three presences and how they may relate to demographics and differ between online and blended courses.
3. Preliminary results found the survey to have excellent reliability. Factor analysis also supported the validity of the three presences as distinct constructs.
A Framework for Multi-Level Analysis of Distributed Interactionsuthers
Interaction, Mediation, and Ties: A Framework for Multi-Level Analysis of Distributed Interaction (presented at the workshop on Connecting Levels and Methods of Analysis in Networked Communities at the Learning Analytics and Knowledge Conference 2012, Vancouver)
Social change leadership for collective impact: Lessons from the USbanffcentre
This document summarizes a presentation on social change leadership based on a collaborative research project. The research involved 92 community-based organizations and 164 social change leaders. It identified leadership as a collective achievement involving three key practices: reframing discourse to challenge mental models, bridging differences to build alliances, and unleashing human energies. Implications for leadership theory include recognizing the strategic value of difference and experiences of communities of color and low-income groups.
Notes from a session Niamh delivered for VAI an Belfast Exposed in Feb 2012.
For further details of the VAI Professional Development Training Programme see: http://visualartists.ie/professional-developmentp/
Strategies to Engage Students in Collaborative Online Learningjalinskens67
Evaluates strategies used in online learning that promotes collaboration. Completed as an assignment for ELT7008-8-3 for Northcentral University, Prescott Valley, AZ.
Using a wiki to evaluate individual contribution to a collaborative learning ...Debora Cunha
This document discusses using a wiki to evaluate individual contributions to collaborative learning projects. It proposes a methodology where students collaboratively write a document in a wiki environment. This allows the teacher to evaluate each student's contribution by analyzing data from the wiki, such as comments, links, and page edits. The methodology structures the writing process into individual study, planning the document structure, individually writing sections, linking sections, and peer reviewing. Analyzing the wiki data and peer reviews provides insights into each student's participation and learning from the collaborative writing project.
The document summarizes a study on social presence in blended social work education. It examines how social presence, a sense of community, and communities of practice relate to students' field experiences. Preliminary data shows that students in blended field experiences had more and longer comments, showing more affect. Qualitative results found that students felt field experiences and discussing experiences with others were most beneficial for learning. Students indicated aspects like field experience and interacting with others facilitated social presence most effectively.
The document discusses the Community of Inquiry framework, which consists of three presences - social presence, cognitive presence, and teaching presence - that are important for online learning. It provides details on each presence, including defining elements and findings from research studies. The framework informs principles for designing online courses and activities to support the three presences and facilitate a community of inquiry among students.
The document discusses communities of practice (CoPs), defined as groups of people who share a passion for something they know how to do and who regularly interact to improve their skills. It explores the concepts of situated learning and legitimate peripheral participation developed by Lave and Wenger. The document also discusses how CoPs, situated learning, and legitimate peripheral participation can be incorporated into traditional and online learning environments to create collaborative learning communities.
This document discusses open practices in education and their implications. It explores how social and participatory media like blogging, mashups, messaging, and virtual worlds can enable open practices and collaborative learning. Some benefits of open practices discussed include encouraging reflection, promoting sharing and discussion, and enabling new forms of collaboration beyond traditional boundaries. The implications for learning, teaching, research and educational institutions include opportunities for greater collaboration, but also challenges around changing cultures and evaluating open resources.
This is a presentation offered by John Saltmarsh, Co-Director of the New England Resource Center for Higher Education, at the Bonner 2012 High-Impact Institute.
This document provides a list of terms related to innovative teaching and learning approaches. Some of the terms included are innovative for students/faculty, collaborative conversations, tutor assessment, authentic resources, reflective logs/blogs, blended approaches, one-on-one tutorials, self-assessment, theory-based/practice-based, continuous assessment, research-based inquiry, group tutorials, peer assessment, problem-based learning, international scope, active discovery, reused/found resources, social learning, applied concepts, and computer-marked assessment. The document outlines different pedagogical strategies without further description.
This document provides a template for mapping out a course across four dimensions: guidance and support, content and experience, reflection and demonstration, and communication and collaboration. The template includes sections for the course title, a summary overview, and keywords.
The document provides an overview of a course map and facilitation cards that can be used to design an online course.
The course map gives a high-level view of a course across four dimensions. The facilitation cards, which include 50 cards and blank options, can be used to support design thinking and decisions about core course features. Teams can sort the cards into piles to identify yes, possibly, and no core features to develop an initial sketch of the course.
Workshop by Rebecca Galley & Nick Freear at the Staff & Educational Development Association (SEDA) annual conference, 17-18 November 2011. We talked about the open-source CloudEngine project, and it's relation to the JISC OULDI project.
The document discusses collaborative curriculum design and outlines three key principles: 1) using representational frameworks to describe learning activities, 2) mechanisms for sharing and discussing teaching ideas, and 3) developing empirical research and conceptual tools to guide decision making. It also describes how representational frameworks make curriculum structures more explicit and visible, highlighting connections. Workshops and social networks allow ongoing discussion and practice sharing. Design activities are proposed to stimulate design dialogues.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
CloudEngine is an open-source platform for creating social websites using clouds and cloudscapes. It powers Cloudworks, which has over 4000 registered users. CloudEngine allows users to directly message each other, host and archive events, search content, and follow other users. Recent updates include improved search functionality, direct messaging features, and embedding tools like YouTube, Prezi, and Google Forms. The developers encourage others to use, contribute to, and provide feedback on Cloudworks and CloudEngine.
A module map is use in planning a course module. It is a succint vision of the planned course, including brief descriptions of key components of a course or module.
Cloudworks and CloudEngine are platforms that allow users to share ideas across professional boundaries through the use of "clouds" and "cloudscapes". Cloudworks has over 4000 registered users and 95,000 unique visitors weekly. CloudEngine is free open source software that powers Cloudworks and allows users to create social websites using clouds and cloudscapes. It features messaging, hosting events, search, profiles, and more. Evaluation of Cloudworks uses a conceptual community framework to understand interaction and knowledge sharing on the platform.
This document discusses a project aimed at shifting curriculum design from implicit, craft-based approaches to more explicit, systematic approaches informed by empirical evidence. It outlines key aspects of curriculum design as a conscious, dialogic, creative, communicative and social process. The project seeks to support the entire design process from initial ideas to implementation and sharing. Methods discussed include curriculum mapping, workshops, and identifying "touch points" for influencing institutional processes. Case studies show how learning design tools and visualizations can promote reflection, collaboration and meeting challenges in curriculum redesign. Success factors include collaborative ethos, championing innovation, and providing structured design opportunities.
The document discusses learning design and tools that can be used to support the learning design process. It describes learning design as both a process of planning learning activities and a product representing that design. Key aspects of learning design include using a shared design language and notational systems to represent and discuss designs. Challenges of learning design include balancing precision with the fuzzy nature of practice and balancing personal designs with those meant to be shared. Tools discussed that support learning design include CompendiumLD and Cloudworks.
The document discusses embedding learning design processes at universities by being responsive to context. It describes workshops held at Brunel University on blended learning design using tools like Cloudworks and Compendium LD. The workshops aimed to introduce staff to learning design methodology and support decisions around creating blended modules. The document also discusses mapping Brunel's curriculum design and review processes to identify opportunities to provide consultation on blended learning. It applied a soft systems methodology to analyze current processes and identify possible improvements.
Cloudworks is a place for sharing and discussing learning and teaching ideas across professional boundaries. It applies best practices of Web 2.0 and since its 2009 launch has nearly 3,000 registered users and over 80,000 visitors. The document discusses how Cloudworks serves as a "pedagogical wrapper" to support idea sharing and recommends including information like prompts for key details and a shared language when uploading sequences to encourage discussion and collaboration.
The document discusses different methods for mapping learning designs at the macro, meso, and micro levels:
1. A Course Map provides an overview of a course across four key dimensions.
2. A Learning Outcomes view shows how learning activities and assessments align with intended outcomes.
3. A Pedagogy Profile maps different student activity types across a course or sequence of learning events.
The goal is to represent learning designs using a shared language and notational system to generate, interpret, discuss, remember, navigate, and share learning designs. Different representations are needed to articulate certain design elements.
Cloudworks is a place for sharing and discussing learning and teaching ideas across professional boundaries. It applies best practices of Web 2.0 and since its 2009 launch has nearly 3,000 registered users and over 80,000 visitors. The document discusses how Cloudworks serves as a "pedagogical wrapper" to support idea sharing and recommends including information like prompts for key details and a shared language when uploading sequences to encourage discussion and collaboration.
Cloudworks is a place for sharing and discussing learning and teaching ideas across professional boundaries. It applies best practices of Web 2.0 and since its 2009 launch has nearly 3,000 registered users and over 80,000 visitors. The document discusses how Cloudworks serves as a "pedagogical wrapper" to support idea sharing and recommends developing functions to allow sequences uploaded to other systems to be embedded in Cloudworks to promote discussion and collaboration.
The document introduces three design representations for mapping out a course:
1) A Course Map view represents a course in terms of content and activities, communication and collaboration, guidance and support, and reflection and demonstration.
2) A Pedagogy Profile characterizes learning tasks into six types and looks at the spread of assessment across a course.
3) A Learning Outcomes view maps learning activities and assessment tasks to intended learning outcomes, based on the premise that students construct meaning from learning activities which are aligned to outcomes by teachers.
CompendiumLD is a website that provides tools, tasks, and affordances for learning design. It is being developed by the Open University as part of their Learning Design initiative, and is currently funded by the Open University and JISC.
CompendiumLD is a tool being developed by the Open University and funded by the Open University and JISC to help visualize learning designs and outcomes. It allows users to see learning outcomes and how they connect to activities, resources and assessments in a course. The goal is to help improve course design and allow sharing of best practices between educators.
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Indicators Of Community Table
1. OU Learning Design Initiative
Indicators of Community: a framework for evaluating relational and transient communities on Cloudworks
Rebecca Galley 19th March 2010
In our evaluation of relational and transient communities on Cloudworks, our interest is in the process of
evolution from loosely tied webs or networks to the more cohesive productive groups that can be seen
to emerge from repeated and iterative collaborative activity that happens within, across and between
groups from more established Communities of Practice. The indicators identified are those we believe
promote this evolution i.e. the factors which support the development of emerging Communities of
Practice.
Community definition: “ a persistent, sustained [socio-technical] network of individuals who share and
develop an overlapping knowledge base, set of beliefs, values, history and experiences focused on a
common practice and/ or mutual enterprise” Barab, A., Kling, B., & Gray, J.H., (2003) p. 23 (Italics in
original)
Community Evaluation question Evaluation methodologies Success looks like...
Indicators
Participation Did participants take on any special roles or duties Analysis of user activity over time. Sustained activity and core People learn through
(e.g. leader, conflict resolution, social facilitator)? groups identified on the basis of frequency of posting and rate of participation (Tu and Corry,
• Sustained over time What was the hierarchical structure? Were these response received to messages posted, or via text-based social 2001; 2002)
• Commitment from a effective in promoting and supporting collaborative net-work analysis.(Herring, 2004, p. 356)
core group of activity? Participation is sustained
participants Was there a core group of participants, who Roles and hierarchy can be adduced through participation without encouragement from
• Emerging roles and contributed regularly? How far did a core group of patterns and speech analysis (e.g., Herring & Nix, 1997, which developers.
hierarchy participants encourage the engagement and activity of considers the different acts performed by group leaders and non-
others? leaders). Discussion and debate are
How far did participants make repeated vibrant. ‘Buzz’ (Gratton, 2007)
contributions? Did they continue to contribute into
the wider Cloudworks space? Commitment demonstrated
through repeated and
sustained interaction (Erickson,
1997)
2. OU Learning Design Initiative
Indicators of Community: a framework for evaluating relational and transient communities on Cloudworks
Rebecca Galley 19th March 2010
Cohesion Were people polite and friendly to others? Was there Observed verbal humour (Baym, 1995), jokes, banter and People trust each other
evidence of a willingness to listen and learn from playfulness. Sociality characterized by combination of work and (Clifton, 1999) and have fun.
• Support and others? play (Wittel, 2001)
tolerance Were less confident participants encouraged to Support(Herring, 1994) and tolerance(Walzer 1997) through
• Turn taking and participate further? Can this kind of behaviour be seen speech act analysis focusing , for example, on acts of positive
response to impact on engagement? politeness openness, curiosity, and respect - a willingness to listen
• Humour and Did participants take turns in discussions and respond and learn
playfulness to each others’ comments? Reciprocity through analysis of turn initiation and response
Did participants ask or answer questions of others? (Rafaeli & Sudweeks, 1997)
Identity Did participants use similar vocabulary and Group self-awareness can be demonstrated in its members’ People feel a sense of shared
phraseology? references to the group as a group i.e. “us verses them” language, ownership for the community
• Group self- Was a similar tone and style used? particularly in statements such as, “We do things this way here” and connection with others.
awareness Was the style and tone used inclusive or exclusive of (implying an awareness that they might be done differently
• Shared language other groups? elsewhere)
and vocabulary When asked, did participants feel like they were part Shared language Baym identifies 4 types of ‘consistent and
• Sense of of a community? What factors made them feel this distinctive language practices’ that indicate the emergence of a
Community way? coherent online community: group specific vocabulary; forms of
non-verbal communication; genres; and humour (Baym 2003,
p1016)
A ‘sense of community’ can be captured in user surveys and
interviews. The concept is personal and based on feelings and
personal values and is likely to be influenced by a range of factors
which should also be captured.
Creative capability Did visitors to the site understand the purpose of what Igniting purpose - Areas of significantly higher activity indicating Innovation is developed
they were doing? flashpoints of interest and engagement (Gratton, 2001, through new combinations of
• Igniting purpose Did they feel drawn to participate and get involved? Engestrom, 2007) ideas, knowledge and insights.
• Multiple points of Were multiple points of view expressed? Contradictions in terms of experience and knowledge.
view expressed and Did people from different types of roles and Multiple points of view expressed and contradicted or challenged. New meanings and
contradicted or workplaces contribute? Evidence of networks of relationships cross teams, disciplines, understandings are constructed
challenged Did people find participating engaging, interesting and function and organisations. collaboratively
• Creation of relevant to them?
knowledge links and Were links made between concepts and ideas? People find participation
patterns Did participants attempt to connect their knowledge exciting, interesting, fulfilling
and experience to that of others? and relevant to them.
Did participants challenge existing knowledge and
practices and work with others to conceive
alternatives?
3. OU Learning Design Initiative
Indicators of Community: a framework for evaluating relational and transient communities on Cloudworks
Rebecca Galley 19th March 2010
References
Barab, A., Kling, B., & Gray, J.H., (2003) Designing for Virtual Communities in the Service of Learning. Cambridge, UK: Cambridge University Press
Baym, N (1995). The performance of humour in computer-mediated communication. Journal of Computer-Mediated Communication, 1(2). Online
http://jcmc.indiana.edu/vol1/issue2/baym.html
Engestrom, Y. (2001). Expansive Learning at Work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14 (1), 133-156.
Engeström, Y (2007), From Communities of Practice to Wildfire Activities and Mycorrhizae, Transcript of lecture given at the ’Talking Practice’ event, Practice-based
Professional Learning Centre for Excellence in Teaching and Learning, Paper 11
Erickson, T (1997). Social Interaction on the Net: Virtual Community as Participatory Genre Online http://www.pliant.org/personal/Tom_Erickson/VC_as_Genre.html
Gratton, L. (2007). Hot Spots: Why some Companies Buzz With Energy and Innovation – and Others Don’t. Financial Times Prentice Hall. Chapter 1 available online
http://www.lyndagratton.com/downloads/hot-spots-chapter-1.pdf
Herring, S., (2004). Computer-Mediated Discourse Analysis: An Approach to Researching Online Behaviour in Barab et al Designing for Virtual Communities in the
Service of Learning p356-357
Jenkins, H., (2009). Confronting the challenges of participatory culture: Media education for the 21st Century, Mit Pr.
Tu, C.-H., & Corry, M. (2001). A paradigm shift for online community research. Distance Education Journal, 22 (2), 245-263.
Tu, C.-H., & Corry, M. (2002). Research in online learning community, Online
http://www.usq.edu.au/electpub/e-jist/docs/html2002/chtu.html
Walzer, M. (1997). On Toleration. Yale University Press: New Haven
Wittel, A. (2001). Toward a Network Sociality Theory, Culture & Society (SAGE) Vol.18(6):51-76
Also:
4. OU Learning Design Initiative
Indicators of Community: a framework for evaluating relational and transient communities on Cloudworks
Rebecca Galley 19th March 2010
McInnerney, J. M., & Roberts, T. S. (2004). Online Learning: Social Interaction and the Creation of a Sense of Community. Educational Technology & Society, 7 (3),
73-81. Online http://www.ifets.info/journals/7_3/8.pdf