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8/9/2019 Developing a Community of Practice at the University of Winch Ester 24-8-10
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Developing a Community of
Practice in Blended Learning at
the University of Winchester
Dr Bex Lewis
Assignment submitted for PE4078: Using the LNto Support Innovation in Learning
August 2010
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Abstract
[Write abstract here, 200 words?]
Appendices
Appendix 1: Twitter for Students? SurveyMay-June 2010
Appendix 2: Blended Learning SurveyMay-June 2010
Appendix 3: E-Toolkit(in development since November 2009)
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Changes within the Higher Education (HE) sector have been accelerated by the
financial crisis. We expect increasing numbers of students who are living at
home, part-time, mature, or from overseas. Students will expect better access to
online courses, and a more flexible approach to learning, with pick-and-mix
degrees and opportunities to gain vocational experience through university-
private-sector partnerships.1Academics need to be prepared for change, but as
Cross indicates people do not know what they like; they like what they know.2
In November 2009, I was appointed as Blended Learning Fellow at the
University of Winchester,3
a fractional post that had been inaugurated by Dr
David Rush in 2006. The creation of the post was a recognition by the University
that it was valuable to have someone promoting Blended Learning, but what
does that mean? The term Blended Learning is a contested term, but most
commonly associated with the introduction of online media into a course
or `programme, whilst at the same time recognising that there is merit in
retaining face-to-face contact and other traditional approaches to
supporting students.4
Cross questions whether the term blended learning has any value, unless the
blend to be considered can include anymix and may not include any face-to-
face at all.5 Macdonald recognises that blended learning may not be the most
helpful term, but it is widely used in the HE sector,6 and as more flexibility is
1 BBC News (20/03/10), Universities Look Into the Futurehttp://news.bbc.co.uk/1/hi/education/8577272.stm, accessed 20/03/10. A look at any number ofTimes Higher Education over the past few months will demonstrate similar debates.2 Cross, J. (2007) Informal Learning p1713 Lewis, B., (2009), The Potential Impact of Blended Learning on the Learning and TeachingExperience of Staff and Students at the University of Winchester,http://www.slideshare.net/drbexl/university-of-winchester-blended-learning4 Macdonald, J. (2008) Blended Learning and Online Tutoring: Planning Learning Support and
Activity Design, p25
Cross, J. (2007) Informal Learning pp.170-16 Macdonald, J. (2008) Blended Learning and Online Tutoring: Planning Learning Support andActivity Design p1
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http://news.bbc.co.uk/1/hi/education/8577272.stmhttp://www.slideshare.net/drbexl/university-of-winchester-blended-learninghttp://news.bbc.co.uk/1/hi/education/8577272.stmhttp://www.slideshare.net/drbexl/university-of-winchester-blended-learning8/9/2019 Developing a Community of Practice at the University of Winch Ester 24-8-10
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required from students,7 we need to find the right tools to meet that need, and it
is those needs that need to be identified. White argues that far too much
attention is paid to the technology itself, its like talking about the internal
combustion engine, rather than stepping back about where were trying to
head. The phone, which is now culturally normalised, is now the conversations
we have on it, rather than the phone.8
In the modern world, information is so abundant, that the job market is
demanding information literacy, numeracy, adaptability, problem solving and
communication, rather than acquiring a stable body of knowledge.9
Digital
literacy is also required.10 As workplaces demand Continual Professional
Development (CPD), and learners demand more flexibility, educational
institutions are being networked into a grid of learning. As campuses run out of
physical space, and the government imposes limits on recruitment, universities
are looking for other ways to increase capacity, particularly through the use of
virtual technologies.11 Machines may be able to store and process information,
but it is people that transform and add value to it: Tutors, mentors and online
facilitators are now seen as the asset that makes all the difference to student
retention, motivation and acceptance of e-learning. 12 We need both staff and
students to be active learners, developing technological literacy, to have an
openness to new technologies and the willingness to try out new software and
new communications opportunities are more important than expertise with a
wide range of software.13
7JISC, (2007) In Their Own Words,http://www.jisc.ac.uk/publications/programmerelated/2007/intheirownwords.aspx accessed23/08/108 Lewis, B., quoting White, D., http://digital-fingerprint.co.uk/2010/04/dave-white-keynote-pelc10/,accessed 08/04/109 Beetham H., & Sharpe, R. (eds) (2007) Rethinking Pedagogy for a Digital Age p510 Lewis, B., quoting Fraser, J. Keynote, #Pelc10, http://digital-fingerprint.co.uk/2010/04/josie-fraser-keynote-pelc10/, accessed 07/04/1011
Beetham H., & Sharpe, R. (eds) (2007) Rethinking Pedagogy for a Digital Age p512 Mason, R. & Rennie, F. (2004) The Connecticon: Learning for the Connected Generation p613 Mason, R. & Rennie, F. (2004) The Connecticon: Learning for the Connected Generation p8
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http://www.jisc.ac.uk/publications/programmerelated/2007/intheirownwords.aspxhttp://digital-fingerprint.co.uk/2010/04/dave-white-keynote-pelc10/http://digital-fingerprint.co.uk/2010/04/josie-fraser-keynote-pelc10/http://digital-fingerprint.co.uk/2010/04/josie-fraser-keynote-pelc10/http://www.jisc.ac.uk/publications/programmerelated/2007/intheirownwords.aspxhttp://digital-fingerprint.co.uk/2010/04/dave-white-keynote-pelc10/http://digital-fingerprint.co.uk/2010/04/josie-fraser-keynote-pelc10/http://digital-fingerprint.co.uk/2010/04/josie-fraser-keynote-pelc10/8/9/2019 Developing a Community of Practice at the University of Winch Ester 24-8-10
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In recent years the internet has moved from an information tool, to a relationship
tool, built upon relationships of trust,14 with increasing numbers using peer-to-
peer services.15 In 2001, Prensky coined the term Digital Natives,16 which many
believe applies to all young students, who are seen as technologically savvy. At
the JISC E-Learning Fair digital natives were identified as those whose
expectations were global, responsive, and flexible but with a tendency towards
the facile.17 Reports such as the CLEX report18 and Childwise Monitor Report 19
have identified that the use of Web 2.0 as ubiquitous from the age of 12. White,
however, challenges this with a less age-dependent definition, identifying digital
visitors, who see the web as a collection of useful tools, and digital residents
who see the web as a place to live.20 Arguably, whatever the definition, tech-
savviness is strong amongst many students, but, despite a strong drive from
management, there is much resistance amongst staff. CLEX identified that staff
time and support issues are critical; not just familiarity with the technology, but
where they fit strategically.21 Staff need to understand that many students dont
use online tools well, lacking critical skills, and have developed shallow research
habits. Teachers must respond to this.22
In the role of Blended Learning Fellow my students,
therefore, become University staff, particularly
14 Jarvis, J. (2009) What Would Google Do? p8615 TechCrunch Wired Declares The Web Is DeadDont Pull Out The Coffin Just Yethttp://techcrunch.com/2010/08/17/wired-web-dead/, accessed 17/08/1016
Prensky, M. (2001) Digital Natives, Digital Immigrants, On the Horizon, Vol, 9, No 5,(http://bit.ly/prenskydignat, accessed 17/08/10)17 JISC, E-Learning Fair, November 200918 Melville, D., (March 2009), Higher Education in a Web 2.0 Worldhttp://www.jisc.ac.uk/media/documents/publications/heweb20rptv1.pdf(formerly athttp://www.clex.org.uk/), accessed 29/11/0919 Childwise (2010) The Monitor Report 2009-1020
White, D., (July 2008) Not Natives & Immigrants but Visitors & Residents,http://tallblog.conted.ox.ac.uk/index.php/2008/07/23/not-natives-immigrants-but-visitors-residents/, accessed 17/08/10
21 Melville, D., (March 2009), Higher Education in a Web 2.0 World
http://www.jisc.ac.uk/media/documents/publications/heweb20rptv1.pdf(formerly athttp://www.clex.org.uk/), accessed 29/11/0922 Beetham H., & Sharpe, R. (eds) (2007) Rethinking Pedagogy for a Digital Age p5
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http://techcrunch.com/2010/08/17/wired-web-dead/http://bit.ly/prenskydignathttp://www.jisc.ac.uk/media/documents/publications/heweb20rptv1.pdfhttp://www.clex.org.uk/http://tallblog.conted.ox.ac.uk/index.php/2008/07/23/not-natives-immigrants-but-visitors-residents/http://tallblog.conted.ox.ac.uk/index.php/2008/07/23/not-natives-immigrants-but-visitors-residents/http://www.jisc.ac.uk/media/documents/publications/heweb20rptv1.pdfhttp://www.clex.org.uk/http://techcrunch.com/2010/08/17/wired-web-dead/http://bit.ly/prenskydignathttp://www.jisc.ac.uk/media/documents/publications/heweb20rptv1.pdfhttp://www.clex.org.uk/http://tallblog.conted.ox.ac.uk/index.php/2008/07/23/not-natives-immigrants-but-visitors-residents/http://tallblog.conted.ox.ac.uk/index.php/2008/07/23/not-natives-immigrants-but-visitors-residents/http://www.jisc.ac.uk/media/documents/publications/heweb20rptv1.pdfhttp://www.clex.org.uk/8/9/2019 Developing a Community of Practice at the University of Winch Ester 24-8-10
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academics, but also administrative staff, as we seek to encourage an
institutional culture where experimentation and confidence in technology is
encouraged through the development of a Community of Practice (CoP) around
Blended Learning. The concept of Communities of Practice, first developed by
Lave and Wenger in 1991, is one of the most articulated and developed
concepts within broad theories of social learning.23 Wenger popularised the
term, using the term practice to indicateprofessional practice and the term
community as a group of shared interests and standards.24 A CoP provides a
common sense of identity with which members of the community can associate
themselves. 25 Cross likens an effective CoP to a beehive: It organises itself,
buzzes with activity, and produces honey for the markets, whilst newcomers
learn the ropes from working alongside veterans. 26 In a community of practice,
peers learn from one another rather than thinking that knowledge has to be
trickled from the top down,27 and people cant be forced to join them.28 At
#iblc10, Solent discussed their efforts to create a Blended Learning CoP. They
had developed lots of relationships with individuals, which wasnt efficient, but
people liked it, and thus good will was developed.29 Salmon identifies the
importance of socialisation, including technological socialisation, in the
development of a CoP. 30 White echoes this, indicating that it is key to recreate
those conversations that you can best have down the pub. The best institutions
have a centralised person, dragging people out of their Faculties and into cross-
subject discussions, but often we have to recognise that the innovations come
23 Barton, D. & Tusting, K. (eds) (2005) Beyond Communities of Practice: Language, Power andSocial Contextp124 Wenger. E. (2006) Communities of Practice: a brief introduction,http://www.ewenger.com/theory/index.htm, accessed 30/07/1025 Mason, R. & Rennie, F. (2006) Elearning: The Key Concepts pp24-2826 Cross, J. (2007) Informal Learning pp.151 -227 Cross, J. (2007) Informal Learning p15328 Lewis, B., quoting Fraser, J. Keynote, #Pelc10, http://digital-fingerprint.co.uk/2010/04/josie-fraser-keynote-pelc10/, accessed 07/04/1029
Lewis, B., quoting Lee, B. & Moxon, D., http://digital-fingerprint.co.uk/2010/06/creating-a-community-in-blended-learning-using-the-talents-of-all-iblc10/, accessed 17/06/1030 Salmon, G. (2004) EModerating: The Key to Teaching and Learning Online, p34
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http://www.ewenger.com/theory/index.htmhttp://digital-fingerprint.co.uk/2010/04/josie-fraser-keynote-pelc10/http://digital-fingerprint.co.uk/2010/04/josie-fraser-keynote-pelc10/http://digital-fingerprint.co.uk/2010/06/creating-a-community-in-blended-learning-using-the-talents-of-all-iblc10/http://digital-fingerprint.co.uk/2010/06/creating-a-community-in-blended-learning-using-the-talents-of-all-iblc10/http://www.ewenger.com/theory/index.htmhttp://digital-fingerprint.co.uk/2010/04/josie-fraser-keynote-pelc10/http://digital-fingerprint.co.uk/2010/04/josie-fraser-keynote-pelc10/http://digital-fingerprint.co.uk/2010/06/creating-a-community-in-blended-learning-using-the-talents-of-all-iblc10/http://digital-fingerprint.co.uk/2010/06/creating-a-community-in-blended-learning-using-the-talents-of-all-iblc10/8/9/2019 Developing a Community of Practice at the University of Winch Ester 24-8-10
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David Hopkins,42 ProfHacker,43 and Jane Hart.44 I also sit upon a number of
committees, including the Learning and Teaching Committee, the Wimba
Working Group and the Learning Network Working group. For Wimba, a specific
strategy was defined,45 and the participation in the project Bringing
Organisational Development Guidance into IT,46 funded by JISC, has provided
both theoretical and practical perspectives on undertaking change management
projects. [Identify the conversations have had with people, and the surveys
undertaken to start to change the kind of resources that will be using (e.g.
planning to circulate some paper based information now theres a solid structure
for the BL blog). In many ways uptake in the Community is slow, but this is not
unexpected : learning of practices as processes of participation in which
beginners are initially relatively peripheral in the activities of a community and
as they learn the practices their participation becomes more central.47 There
are a large number (148) of people signed up the Blended Learning Network,48
but not all are engaging with the associated offline activities.
A Becta report from 2004 indicated that the key internal barriers for teachers
were: lack of confidence, resistance to change and negative attitudes, and no
perception of the benefits. Added to that were the external barriers: lack of
access to resources; lack of time; lack of effective training; technical problems.
49 John & Wheeler identify four types of teacher response to new technologies:
42 Hopkins, D., Dont Waste Your Time http://www.dontwasteyourtime.co.uk/ accessed 16/08/1043 Chronicle of Higher Education Profhacker http://chronicle.com/blog/ProfHacker/27 accessed16/08/1044 Hart, J., Centre for Learning and Performance Technologies, http://www.c4lpt.co.uk/ accessed17/08/1045 Lewis, B., Stuart, E., and El-Hakim, Y. , (2009) Wimba Strategy,http://learn.winchester.ac.uk/mod/resource/view.php?id=50013,46http://www.work-with-it.org.uk/EmbeddingWorkwithIT/WinchesterODG.aspx47 Beetham H., & Sharpe, R. (eds) (2007) Rethinking Pedagogy for a Digital Age p1948
http://learn.winchester.ac.uk/user/index.php?contextid=3232749 John, P.D. and Wheeler, S. (2008) The Digital Classroom: Harnessing Technology for the Futurep2 1
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http://www.dontwasteyourtime.co.uk/http://chronicle.com/blog/ProfHacker/27http://www.c4lpt.co.uk/http://learn.winchester.ac.uk/mod/resource/view.php?id=50013http://www.work-with-it.org.uk/EmbeddingWorkwithIT/WinchesterODG.aspxhttp://learn.winchester.ac.uk/user/index.php?contextid=32327http://learn.winchester.ac.uk/user/index.php?contextid=32327http://www.dontwasteyourtime.co.uk/http://chronicle.com/blog/ProfHacker/27http://www.c4lpt.co.uk/http://learn.winchester.ac.uk/mod/resource/view.php?id=50013http://www.work-with-it.org.uk/EmbeddingWorkwithIT/WinchesterODG.aspxhttp://learn.winchester.ac.uk/user/index.php?contextid=323278/9/2019 Developing a Community of Practice at the University of Winch Ester 24-8-10
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First are the enthusiasts. They see the enormous potential in digital
technology and try to master its complexities. They also see its use as a
professional and pedagogic challenge and an opportunity. Second are the
pragmatists. They support the appropriate and alternative uses of
information and communication technology (ICT), are mildly critical of
some of its excesses but see its potential to improve aspects of learning.
Third are traditionalists who prefer to resist the advance of new
technologies in schools to preserve a more esoteric order of learning
based on human interaction and long-established pedagogy. Finally, there
are the New Luddites who are so critical of new technology that they
seek to undermine its potential and use at every turn by seeking to
undermine the professions dependence on it.50
We need to involve people in discovering the potential of e-learning for
themselves,51 with the responsibility shifting onto the individual learner, who is
offered a climate supporting effective and appropriate learning.52 As the
University of Canterbury demonstrates in its DEBUT model, staff are offered the
opportunity to build up confidence in a range of e-tools, rather than directives
towards specific tools. The package is particularly focused on the less-confident
learners, and this all counted towards CPD: Awareness, Confidence, Evaluation,
Reflection, Adaptability.53
The Internet has introduced to all educational settings a wealth of new materials
and ideas previously unobtainable. Some teachers viewed technology as a
Trojan Horse, designed to deprofessionalise their roles, whilst others simply view
50 John, P.D. and Wheeler, S. (2008) The Digital Classroom: Harnessing Technology for the Futurep251 Fee, K. Delivering E-Learning (2009) Delivering E-Learning: A complete strategy for design,application and assessment, p.4252
Sloman, M. (2003) Training in the Age of the Learner, p.xiii53 Lewis, B., quoting Westerman, S. DEBUT #iblc10 http://digital-fingerprint.co.uk/2010/06/debut-iblc10/ accessed 16/06/10
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ICT as another costly, time-consuming and problematic addition to a profession
already replete with challenges.54 For many there is scepticism as the benefits,
or fear of using e-tools, so the role of the Blended Learning Fellow is to sell the
benefits and present case studies.55 With the emphasis on impact theres a
need for scholars to have their work known in a wider field, as I did with my
research on Keep Calm and Carry On.56 If we agreed with the term digital
natives students are already familiar with the Web 2.0 world, which is:
is fast, fluid and personal, and the number of people it can reach is
breathtaking. Blogs, podcasts, and social networking sites such as
YouTube and Twitter are the new marketplace or the dissemination of
news and ideas. What drives all media is the story, reporting information
that is new and has relevance to their audiences. 57
Staff therefore need to engage with this also. Some refuse to engage, and say
that e-learning is not for them, but this is akin to saying that they wanted to
learn but they didnt like reading books something no employer would
expect.58 We need to encourage staff to share the knowledge, through the e-
learning blog I have created,59 contribute to the Wiki that I plan to build on the
Learning Network, and come out from the silos to provide information that I can
share.
54 John, P.D. and Wheeler, S. (2008) The Digital Classroom: Harnessing Technology for the Futurepp15-2455 Workshops are a good place to do this, see: http://prezi.com/8tpmp_ulevnd/twitter-for-the-university-of-winchester/, http://prezi.com/gld20g5qrwtk/facebook-groups/,http://prezi.com/dok9yjzrvhjt/introduction-to-blogging-software-wordpress/, andhttp://prezi.com/j_iiee86hbqr/blogging-strategically/, which allow staff to gain confidence infrequently used tools online. The development of a new course for 2010/11, which relies heavilyupon social media is also significant: http://manipulating-media.co.uk/56http://ww2poster.co.uk/publications/57 Tyson, W. (2010) Pitch Perfect: Communicating with Traditional and Social Media for Scholars,Researcher, and Academic Leaders, p1658
Fee, K. Delivering E-Learning (2009) Delivering E-Learning: A complete strategy for design,application and assessment, pp.11-1259 LTDU, Winchesters Blended Learning Blog http://wblb.wordpress.com, accessed 16/08/10
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Part of the rationale for visiting Faculties was that Beetham and Sharpe indicate
that
Attempts to create communities of e-learning practitioners and/or to share
their knowledge have been notoriously difficult. Rather than creating a
new community, it is likely that for the time being, there will be a
substantial role for developers in working across already established
communities. By acting as boundary-crossing agents they can represent
other peoples practices to each community in a way tailored to prompt
reflection and development.60
There are benefits to working with existing communities and networks with
which practitioners are already affiliated. Practitioners experience a feeling that
theres a genuine sharing of their concerns, and are then within a group of
people with whom they can identify. 61 The fact that I remain an active lecturer
has been helpful in belonging to a community of practitioners in teaching and
learning, and also offers the opportunity to use appropriate tools in my own
teaching.62 As Wenger et al indicate:
Technology stewards are people with enough experience of the workings
of a community to understand its technology needs, and enough
experience with or interest in technology to take leadership in addressing
those needs. Stewarding typically includes selecting and configuring
technology, as well as supporting its use in the practice of the
community.63
60 Beetham H., & Sharpe, R. (eds) (2007) Rethinking Pedagogy for a Digital Age p12261 Beetham H., & Sharpe, R. (eds) (2007) Rethinking Pedagogy for a Digital Age p12362 Lewis, B. Clickers Taught Session for Media Studieshttp://wblb.wordpress.com/2010/04/07/clickers-taught-session-for-media-studies/, accessed
07/04/1063 Wenger, E., White, N., Smith, J.D., (2009) Digital Habitats: Stewarding Technology forCommunities, p.25
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Achieving an understanding of how a community functions will require a
combination of direct involvement, observations, and conversations with
community members. 64 With roles at the University of Winchester since 1994,
from student, research student, to staff, I have a good understanding of the
institution, and its needs from a range of perspectives. As Fee indicates, the e-
learning advocate will need to enact a change management plan: It will not be
a single great act, but an accumulation of lots of events, activities and
discussions over a period of time. Implementing this change management plan
will not be quick or easy, but in most organisations, winning support from senior
management, and making the plan explicit, should help accelerate the process.
65
As was outlined at #iblc10, its important to know your stakeholders, understand
their needs and the key messages that need to be communicated to them.
Through a series of case studies, you then need to plan how you are going to get
the message across.66 Albert Einstein said Setting an example is not the main
means of influencing another, it is the only means.67 Salmon offers the example
of a tutor experimenting with using an eforum within teaching for the first time.
No one wanted to be the first to post, so the students were forced to with specific
questions and a deadline. Once students started they really enjoyed it and
interacted well. Its like standing on the side of a pool waiting to be the first to
jump in do you be in the water and do the coaxing or get behind them and do
the shoving.68 I tend to be in the water, and am developing a resource bank of
materials that are easily accessible across the disciplinary areas. For example,
64 Wenger, E., White, N., Smith, J.D., (2009) Digital Habitats: Stewarding Technology forCommunities, pp.26-765 Fee, K. Delivering E-Learning (2009) Delivering E-Learning: A complete strategy for design,application and assessment, p.4066 Lewis, B. Plenary, #iblc10, http://digital-fingerprint.co.uk/2010/06/plenary-iblc10/, accessed17/06/1067
Fee, K. Delivering E-Learning (2009) Delivering E-Learning: A complete strategy for design,application and assessment, p.4168 Salmon, G. (2004) EModerating: The Key to Teaching and Learning Online, p31
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within the Wimba working group, we have emphasised that those on the
Committee at the very least need to be using the technology. I am looking to
bring people into the fold, rather than being confrontational. I seek to recognise
and respect others point of view, accommodate where possible, and try to
understand what motivates them. I enjoy experimenting with the technology,
and this conveys an infectious enthusiasm, and I am looking to embed these as
practice spaces within the University: Too often vendors, selfishly, sell products
rather than solutions.69
Some members of the University community experience a sense of overwhelm
when faced with so many tools and options,70 and as other institutions have
done, and as confidence is gained in a wider range of tools and software, the
expectation is that the role of Blended Learning Fellow becomes one more of
consultancy, and encouraging a encourage general confidence in using the tools.
Salmon mentioned that the [m]otivation to take part, and continue to take part,
occurs as a balance between regular and frequent opportunities to contribute,
and the capacity of learners to respond to the invitations. What is a positive
challenge to one, may be a block to another, so we need to identify opportunities
to provide individual support, for instance with Familiarisation sessions for
Wimba (not labelled play sessions, as play will be sidelined when timetables
fill up). As a personal online identity is stabilised, and group dynamics kick in, it
becomes easier for participants.71 Building trust and networking are key to
creating a strong community of practice, allowing flexible forms of collective
action.72
69 Fee, K. Delivering E-Learning (2009) Delivering E-Learning: A complete strategy for design,application and assessment, p.4170 Wenger, E., White, N., Smith, J.D., (2009) Digital Habitats: Stewarding Technology for
Communities, p.17171 Salmon, G. (2004) EModerating: The Key to Teaching and Learning Online, p3272 Mason, R. & Rennie, F. (2006) Elearning: The Key Concepts pp24-28
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Identifying whether the resource is of benefit can be difficult to establish, but a
number of factors indicate that it is. The expansion of the role from 0.2 to 0.4
from August 2010 indicates theres a recognition of the value of the work being
done, and that there is more that can be done. The number of people involved in
the Blended Learning section of the Learning Network is high (148, in an
institution with only 200 academics), the number of people requesting to meet
with me, and coming along to the CET lunch (around 20, a high number at short
notice. When messages are posted on the portal with reference to the blog, the
number of click-throughs is very high. The material is designed either to be
standalone or encourage people to come to sessions, and the efficacy of that
cant really be determined until the semester starts again, but even over the
summer, there have been a number of attendees at workshops.
Wenger identified a number of factors that would define a successful Community
of Practice,73 and we are not there yet, but there are plenty of plans for the
future, including ways to reach those who still arent interested. As with Solent,
where the Emerging Technology User Group meet once a quarter (sharing
practice in what people have been doing), we tend to be preaching to the
converted.74 Johnson & Johnson in 2004 indicated that educators need to use the
tools that are common in the social context of their day, because they are
determining the way that people learn, and therefore a key part of the role is to
consider open-source materials and their repurposing with an educational
context.75
In 2007 Anderson (editor ofWiredmagazine) made three predictions that he
believed would affect academics and academies. With the growing use of crowd-
73 Wenger, E., White, N., Smith, J.D., (2009) Digital Habitats: Stewarding Technology forCommunities, [Part 1, Chapter 5]74 Lewis, B., quoting Lee, B. & Moxon, D., http://digital-fingerprint.co.uk/2010/06/creating-a-
community-in-blended-learning-using-the-talents-of-all-iblc10/, accessed 17/06/1075 Mason, R. & Rennie, F. (2008) E-Learning and Social Networking Handbook: Resources for HigherEducation p13
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http://digital-fingerprint.co.uk/2010/06/creating-a-community-in-blended-learning-using-the-talents-of-all-iblc10/http://digital-fingerprint.co.uk/2010/06/creating-a-community-in-blended-learning-using-the-talents-of-all-iblc10/http://digital-fingerprint.co.uk/2010/06/creating-a-community-in-blended-learning-using-the-talents-of-all-iblc10/http://digital-fingerprint.co.uk/2010/06/creating-a-community-in-blended-learning-using-the-talents-of-all-iblc10/8/9/2019 Developing a Community of Practice at the University of Winch Ester 24-8-10
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sourcing, there is a threat to universities as the traditional repositories of wisdom
and knowledge creation, as it draws upon the wisdom of the crowd, rather than
the wisdom of the expert. The growth of an amateur culture also challenges the
academy as the elite repository of knowledge. Intellectual Property (IP) debates
over the huge amount of data on the internet, and the use of tools for
aggregating and processing it76 is echoed by Steve Wheeler in a recent post.77
Academics need to be prepared for change, and the resources are now available
for them to be aware of at least some of the technological changes.
Word Count: 4024 (should be around 3000!)
76 Mason, R. & Rennie, F. (2008) E-Learning and Social Networking Handbook: Resources for Higher
Education p17777 Wheeler, S., (2010) The ivory towers are crumbling, http://steve-wheeler.blogspot.com/2010/08/ivory-towers-are-crumbling.html, accessed 23/08/10
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http://steve-wheeler.blogspot.com/2010/08/ivory-towers-are-crumbling.htmlhttp://steve-wheeler.blogspot.com/2010/08/ivory-towers-are-crumbling.htmlhttp://steve-wheeler.blogspot.com/2010/08/ivory-towers-are-crumbling.htmlhttp://steve-wheeler.blogspot.com/2010/08/ivory-towers-are-crumbling.html8/9/2019 Developing a Community of Practice at the University of Winch Ester 24-8-10
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Beetham H., & Sharpe, R. (eds) (2007) Rethinking Pedagogy for a Digital Age
Oxon: Routledge
Chambers, R. (2002) Participatory Workshops London: Earthscan
Childwise (2010) The Monitor Report 2009-10 Norwich
Collins, T. (2009) The Little Book of TwitterLondon: Michael O Mara
Cross, J. (2007) Informal Learning San Francisco: Pfeiffer
Fee, K. Delivering E-Learning (2009) Delivering E-Learning: A complete strategy
for design, application and assessmentLondon: Kogan Page
Garrison, D. R., Randy, D. (2003) E-learning in the 21st century : a framework for
research and practice London : RoutledgeFalmer
Gibbons, M. et al, (1994) The New Production of Knowledge: the dynamics of
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Jarvis, J. (2009) What Would Google Do? New York: Harper Collins
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Macdonald, J. (2008) Blended Learning and Online Tutoring: Planning Learning
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Mason, R. & Rennie, F. (2008) E-Learning and Social Networking Handbook:
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Connecticut: Information Age Publishing
Mroz, A. (Eds), Times Higher Education (Journal)
Prensky, M. (2001) Digital Natives, Digital Immigrants, On the Horizon, Vol, 9,
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Rice, W.H. (2006) Moodle: E-Learning Course DevelopmentBirmingham: Packt
Rowse, D. & Garrett, C. (2008) ProbloggerIndianapolis: Wiley
Salmon, G. (2004) EModerating: The Key to Teaching and Learning Online Oxon:
RoutledgeFalmer
Sloman, M. (2003) Training in the Age of the LearnerLondon: CIPD
Rosenberg, S., (2009) Say Everything: How Blogging Began, Whats its
Becoming, and why it Matters New York: Crown
Treadaway, C. & Smith, M. (2010) Facebook Marketing: An Hour a Day
Indianapolis: Wiley
Tyson, W. (2010) Pitch Perfect: Communicating with Traditional and Social Media
for Scholars, Researcher, and Academic Leaders, Virginia: Stylus
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Wenger, E., White, N., Smith, J.D. (2009) Digital Habitats: Stewarding Technology
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http://news.bbc.co.uk/1/hi/education/8577272.stmhttp://chronicle.com/blog/ProfHacker/27http://elearningstuff.wordpress.com/http://publications.education.gov.uk/eOrderingDownload/1296-2005PDF-EN-01.pdfhttp://publications.education.gov.uk/eOrderingDownload/1296-2005PDF-EN-01.pdfhttp://fraser.typepad.com/socialtech/http://www.c4lpt.co.uk/http://www.dontwasteyourtime.co.uk/http://twitter.com/sarahknighthttp://www.jisc.ac.uk/publications/programmerelated/2007/intheirownwords.aspxhttp://digital-fingerprint.co.uk/http://wblb.wordpress.com/http://news.bbc.co.uk/1/hi/education/8577272.stmhttp://chronicle.com/blog/ProfHacker/27http://elearningstuff.wordpress.com/http://publications.education.gov.uk/eOrderingDownload/1296-2005PDF-EN-01.pdfhttp://publications.education.gov.uk/eOrderingDownload/1296-2005PDF-EN-01.pdfhttp://fraser.typepad.com/socialtech/http://www.c4lpt.co.uk/http://www.dontwasteyourtime.co.uk/http://twitter.com/sarahknighthttp://www.jisc.ac.uk/publications/programmerelated/2007/intheirownwords.aspxhttp://digital-fingerprint.co.uk/http://wblb.wordpress.com/8/9/2019 Developing a Community of Practice at the University of Winch Ester 24-8-10
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Appendix 1
Twitter for Students? Survey
May-June 2010, University of Winchester
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Appendix 2
Blended Learning Survey
May-June 2010, University of Winchester
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Appendix 3
E-Toolkit
Learning Network
Twitter Feed
Facebook Group
Blog
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http://learn.winchester.ac*.uk/course/view.php?id=1203
http://learn.winchester.ac.uk/course/view.php?id=1203http://learn.winchester.ac.uk/course/view.php?id=12038/9/2019 Developing a Community of Practice at the University of Winch Ester 24-8-10
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http://www.twitter.com/blwinch
http://www.twitter.com/blwinchhttp://www.twitter.com/blwinch8/9/2019 Developing a Community of Practice at the University of Winch Ester 24-8-10
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http://www.facebook.com/group.php?gid=106375376072443&ref=ts
http://www.facebook.com/group.php?gid=106375376072443&ref=tshttp://www.facebook.com/group.php?gid=106375376072443&ref=ts8/9/2019 Developing a Community of Practice at the University of Winch Ester 24-8-10
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http://ltinpractice.blogspot.com/
http://ltinpractice.blogspot.com/http://ltinpractice.blogspot.com/8/9/2019 Developing a Community of Practice at the University of Winch Ester 24-8-10
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http://wblb.wordpress.com/
http://wblb.wordpress.com/http://wblb.wordpress.com/