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Communities of Learning. Jann Rustin Noanie Sullivan Linzee LiaBraaten. Presentation Outline. Community Online Communities Learning Communities Theoretical Foundations Types of Learning Communities & Examples CoP Structural Model Dimensions Negotiation of Meaning - PowerPoint PPT Presentation
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Presentation Outline
Community Online Communities Learning Communities
Theoretical Foundations Types of Learning Communities & Examples
CoP Structural Model Dimensions Negotiation of Meaning 5 Stages of Community Development
Common & Recommended Features Four Challenges of Building CoPs Conclusion
CommunityCommunities can refer to people who share common: Interests
Personal Professional Social economic political
Policies History Ownership & Participation Location
“In their simplest sense, communities are
collections of individuals who are bound together
for some reason, and these reasons define the
boundaries of the communities.”
-Richard A. Schwier
Online Community Characteristics
Define and articulate the purposeBuild flexible, extensible gathering places
Create meaningful and evolving member profilesDesign for a range of roles
Develop a strong leadership program
Encourage appropriate etiquettePromote cyclic events
Integrate the rituals of community life
Facilitate member run subgroupsAmy Jo Kim
Learning Communities
Three types of learning communities: Knowledge-based Task-based Practice-based
Task-based Communities
Practice-basedCommunities
Knowledge-based Communities
Learning Communities
practiceIdentity learning as
becoming
practiceCommunitylearning as belonging
Situated Cognition: Learning Communities, terrestrial or online, rest on the idea that cognition is situated, context-dependent, and distributed, going beyond the boundaries of a person to include environment, artifacts, social interactions, and culture.
Social Learning TheoryA Foundation for Learning Communities
practicePractice learning as
doing
practiceMeaning learning as experiencingLearning
Fig. 1 Components of a social theory of learning -Etienne Wenger
Task-based Learning Communities
Community Dimensions Task-based Learning Communities:
Membership Structures Membership is well-defined and members know one another
Group Identity is temporary
Membership may or may not be voluntary
Task Structures Well specified topic, task, or problem with learning goals
Participation is often defined with specific roles and responsibilities
Participation Structures Use of a timeline often with phases and a specified deadline;
Specific Learning Community ends with the production of the product which reflects the learning
Cultural Mechanisms Practices and procedures passed from one community to the next, but the connections are discontinuous with the task structure or leadership providing the linking cultural mechanisms.
Membership StructureEmail addressGrade Level
Subject(s) taughtMain interest in using Passport to the
Rainforest Number of students
Planning to team teach?Demographics questions
We invite you to "hang" your student work on our "virtual bulletin board" so that all the students and teachers in our virtual classroom can view the work being done by your great pupils.
Passport to KnowledgeA task-based learning community
Task Structure
The Live From The Rainforest Teacher’s Guide contains more than two dozen lesson plans developed by teachers for teachers.
Vocabulary Materials Engage Explore
Explore/Procedure
Passport to KnowledgeA task-based learning community
Participation Structure
Timeline for multiple media learning adventures is flexible.
PASSPORT TO KNOWLEDGE offers an ongoing series of LIVE FROM... specials appearing on participating public television stations and NASA-TV.
M e n t o r s & P T KA d v o c a t e s
Passport to KnowledgeA task-based learning community
Cultural Mechanisms
Evaluation of NSF IMD Grant
A S S E S S M E N T I N F O R M A T I O N Changes in Students' Attitudes towards Science and Scientific CareersTeachers were asked to consider the impact on students of a specific PtK module
Report
Passport to KnowledgeA task-based learning community
Knowledge-based Learning Communities
Community Dimensions Knowledge-Based CommunitiesMembership Structures Members may or may not know each other personally;
Base membership on credentials as knowledge builders;Share common interest in development of the community;
Knowledge Products Evolve the knowledge base through current use and for future users;
Participate in peer review of the knowledge products
Participation Structures Generally have a long term commitment to construct and reconstruct knowledge base;
Ties to other knowledge building communities who work in related areas
Cultural Mechanism Generates a language for characterizing group work Follows and evolves a set of procedures for evidence and interpretation
Knowledge LoomA knowledge-based learning community
•Membership Structures
•Knowledge Products
•Participation Structures
•Cultural Mechanisms
Practice-based Learning CommunitiesCommunity Dimensions Practice-Based Learning Community
Membership Structures Joined and were acknowledged by the community as members;Have a community identity that is defined in terms of their evolving expertise, and by the division of labor in the practice of the community;Share access to experts and expertise through participation structures, e.g., mentoring
Outcomes of Work Have a common interest in carrying out the best possible practice;Evolve the practice of the community through reliance on development of discourse, tools and artifacts of work, action routines, anecdotes about practice, and other cultural mechanisms
Participation Structures Represent a generation or iteration of practice in a multi-generational community;Are primarily engaged in production or practical work, in the course of which learning opportunities arise. The CoP is committed to jointly develop better practices in the field (George Por)
Cultural Mechanisms Interact with adjacent Practice Communities, e.g., across companies in an industry, or across departments in a company.
Tapped InA practice-based learning community
•Membership Structures
•Outcomes of Work
•Participation Structures
•Cultural Mechanisms
Education with New Technologies A practice-based learning community
•Membership Structures
•Outcomes of Work
•Participation Structures
•Cultural Mechanisms
PBS TeacherLineA practice-based community
•Membership Structures
•Outcomes of Work
•Participation Structures
•Cultural Mechanisms
Cultural Mechanisms in a Practice-based Community
Interact with adjacent Practice Communities, e.g., across an industry, or across departments.
PBS TeacherLineA practice-based community
Discussion Board Posting on Textmapping for enhanced reading comprehension
Membership Structures in a Practice-based Community
Joined and were acknowledged by the community as members;
Have a community identity that is defined in terms of their evolving expertise, and by the division of labor in the practice of the community;
Share access to experts and expertise through participation structures, e.g., mentoring
PBS TeacherLineA practice-based community
CoP Structural Model
Shared Practice •A set of tools, ideas, language, stories, documents•Actions and participation•Development of knowledge: shared and maintained
Shared Practice •A set of tools, ideas, language, stories, documents•Actions and participation•Development of knowledge: shared and maintained
Shared Practice •A set of tools, ideas, language, stories, documents•Actions and participation•Development of knowledge: shared and maintained
Community of People•Fosters interaction/relationships•Members who care about the domain•Encourages sharing of ideas & learning
Shared Practice •A set of tools, ideas, language, stories, documents•Actions and participation•Development of knowledge: shared and maintained
Domain of Knowledge•Defines a set of issues•Topics of focus identified•Sets a common ground
Community & PracticeDimensions of the RelationshipMutual Engagement Joint Enterprise Shared Repertoire-Engaged diversity-Doing things together-Relationships-Social complexity-Community maintenance
-Negotiated enterprise-Mutual accountability-Interpretations-Rhythms-Local response
-Styles-Artifacts-Stories-Tools-Historical Events-Discourses-Concepts
Joint Enterprise
Shared RepertoireMutual Engagement
Etienne Wenger
Crossing Boundaries
Joint Enterprise
Shared RepertoireMutual Engagement
High School
District
State & National
Stages of Community Development
The jagged line represents the level of energy and visibility that the community typically generates over time.
Time
Level of Energy & Visibility
Developmental Tensions
Discover/ Imagine
Incubator/Deliver Immediate Value
Focus/Expand Ownership/ Openness
Let Go/ Live On
Potential
Coalescing
Maturing
Stewardship
Transformation
(Wenger, McDermott, Snyder, p.69)
Common & Recommended Features For Communities of Practice
Common on-line facilities and capabilities include: Home page Conversation space Facility for floating questions Directory of membership Shared workspace Document repository Search engine Management tools Spawning capability
Capabilities should ideally be: Easy to learn Easily integrated Not too expensive
Four Challenges of Building CoPs
1. Focus on important topics.
2. Find a well-respected community member to coordinate.
3. Encourage participation.
4. Build on the core values.
5. Get key thought leaders involved.
6. Build relationships within.
7. Develop an active passionate core group.
8. Create forums for thinking and for sharing information
9. Easy access to community resources.
10. Create real dialogue about cutting edge issues
Management Community Technical Personal
ConclusionRelationship to WWSF Project
Project VisionOur vision is to enhance the experience of teachers and students through the integration of technology.
Project Mission/GoalsTo achieve our vision, we will conduct research to determine the best practices of technology in high school, with special attention to communities of practice and after-school programs.
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