Learning Communities
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Presentation to ANU's Learning Communities group on the topic of "Creating and Supporting Online and Dispersed Communities", 4 May 2011, Burton & Garran Hall, ANU
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Our global, local and even corporate challenges get more dynamic and complex. Happily so do our tools and media to design, facilitate and govern the structures and processes. Many models, theories and practices from different disciplines are involved.
Truism: You cannot unravel a knot in dimension n in a space of lower dimension n-1.
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(1) Cultural Evolution, Organisational Development and Evolution
… to have a perspective of progress and the momentum of „learning from failures“
(2) Social Cognition, Semantics & Knowledge Management
… understanding is at the core, finding a common language is a must.
(3) Social Capital Theory (Putnam)
… to raise the social and communicative energies of teams and communities
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… wisdom of crowds, creativity methods, open space approaches, the Appreciative Inquiry stance etc
A lot of the steering is about finding common language and connected perspectives, common goals; accept cultural differences without the trap of indifference. Putnam’s approach teaches how to grow dynamics in communities, use active bridging and linking to create access to new resources.
Culture, values and virtues are key of course. If a certain culture level is not part of the setting in the beginning they have to be created, curated and stabilized first.
Evolution allows for disruptions, leaps and surprises, but also comprises a certain path dependency.
BACKGROUND:
Starting point: Innovation and knowledge management in complex social settings is tricky and often fails when there is not a good level of systems thinking involved. That happens for projects in civil society as well as in corporate settings which strive to facilitate innovation culture and meaningful conversations.
Kudos to many unnamed, but, esp. to Otto Scharmer (Presencing Institute, Theory U).
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This document is a transcript from a webinar given by Dr. Aylin Atilla, an assistant professor of small animal surgery at the University of Calgary. In the webinar, Dr. Atilla discusses her background and career path to becoming a veterinary surgeon. She also outlines the training required to become a veterinarian and specialist. Dr. Atilla then reviews some common health issues and emergencies veterinarians treat in pets and examples of surgical procedures. The webinar aims to provide information about veterinary medicine and specialists.
Learningprogramexamples kak6003
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DCID_brief
The document discusses India's large youth population and lack of sufficient jobs, forcing many graduates to take low-skilled work. It argues that entrepreneurship can provide an alternative career path, as opportunities exist due to the large population and growing sectors like mobile apps. The organization provides training and support to help develop entrepreneurial skills and start new businesses.
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This document discusses the social nature of technology, cognition, learning, and knowledge. Some key points made include:
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The document discusses the role of English studies in the knowledge economy. It argues that English studies should:
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The document suggests English studies can achieve these goals by directly creating and combining information systems, becoming agents of technological change, and promoting social support in our societies.
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As someone who has taught technical writing at the community college level since 1989, seeing it morph and move through various iterations nudged and guided by changes in technologies, settings/venues, politics, and pedagogy, I will present a discussion of the history and current challenges in eLearning modality and how we attempt to achieve those technical communication hallmarks. The goal is to strengthen and ‘repaint’ the bridge between education and professional practice, making the case that the seeming ‘pragmatism’ of technical writing enables its survival.
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2) It proposes a Technology Assisted Developmental Evaluation (TADE) framework to help teachers and institutions use student data to support educational decision making.
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This document discusses using information and communication technologies (ICTs) to enhance agricultural development in rural Pakistan. It notes that while mobile phone access is widespread, phones are primarily personal devices not used for business. Literacy levels are low so ICT solutions should leverage visuals like pictures and videos. Regional differences require flexible, non-uniform approaches. Augmented reality shows promise but applications must be simple initially. The Freedom Phone and Farmphone systems enable voice-based group communication. The "Seeing is Believing" app facilitates accessing agricultural extension materials via iPad. The author advocates participatory, context-specific design of ICT solutions to ensure usefulness and use. Technologies should augment rather than replace existing systems and relationships. Both benefits
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Learning Communities
- 1. LEARNING COMMUNITIESOpportunities for network learning and connected knowledge Professor Robert Fitzgerald Inspire Centre for ICT Pedagogy and Practice University of Canberra Creating and Supporting Online and Dispersed Communities, 4 May 2011, Burton & Garran Hall, ANU
- 2. Key ideas ICT for … learning; communication; collaboration; development Social learning – supporting different connections between people and knowledge; from user to producer Technology as an “object to think with” (Seymour Papert); an “evocative object” (Sherry Turkle) 2
- 3. “The learning process is about learning-to-be a practitioner rather than just learning about....” “…we need not simply more information, but people to assimilate, understand, and make sense of it.” “…we must develop not only the technical capability but also the intellectual capacity for transforming tacit pedagogical knowledge into commonly usable and visible knowledge” “We have an opportunity to change the way we create and exchange information, knowledge, and culture [and offer greater] opportunities for cultural self-reflection and human connection.”
- 4. Supporting informal learning "The worst thing a kid can say about homework is that it is too hard. The worst thing a kid can say about a game is it's too easy." Henry Jenkins BUT “quick, somebody turn something on… I'm starting to think.” Homer Simpson 4
- 5. Key ideas Learning communities – based on interest where learning is more like a hobby Boundary crossing and expansive learning (Engestrom) Blurring the edges – expert/novice, professional/personal, pro am revolution, fandom, citizen journalism Technology as an amplifier Can we become more human…realer than real (cf Brian Massumi, 1987) 5
- 6. A design lens for learning communities Focus our attention, not narrow our focus Source: Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record. 108(6), 1017-1054. 6
- 7. Conclusion As you consider ways to create and support online and dispersed communities, keep in mind how you will: Balance technology, knowledge and learning (cf TPACK) Value diversity and see “difference” as a resource for your community Distribute leadership and administration Remain alert to the “tragedy of the commons” And remember… Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has. Margaret Mead 7