Upload
darryl-sagraves
View
212
Download
0
Tags:
Embed Size (px)
Citation preview
Online Cafés for Heritage Learners
Building online
inter-institutional learning communities
NFLRC – University of Hawai‘i
June 17-21, 2008
Daily presentation agenda
June 17 (T) - Building community: anticipating challenges, defining parameters
June 18 (W) - Defining content, tasks, activitiesJune 19 (H) - Pedagogical considerations for
teaching in online communitiesJune 20 (F) - Considerations for
classroom-based action researchJune 21 (S) - Project showcase
Range of café formats
NL send, TL receive
TL send and receive
NL/TL send and receive
Workshop café projects
Japanese, HS - NL send, TL receive
(cultura model)Samoan, HS, CC, UH - TL send/receive
(e-pathways)Filipino, UH, UC - TL send-receive
(heritage service clubs)Chinese, UH, Sun Yat-Sen - NL s, TL, r
(China-US business exchange)
Pedagogy of Intercultural Understanding
Communities of practiceConstructionismInquiry-based learningNetwork-based communication
environmentsFurstenberg 2006
Communities provide social contexts for learning
Individuals (re)construct identity through community experiences
Experiences accumulated by participation in social contexts
Social participation as learning processWenger 1998
Individuals migrate among cultural contexts
Individuals import practices and perspectives from one community context to…another
Boundary encountersBrokers straddle communities and facilitate
alignment between perspectivesBrokers provide participative connection due to
experience and multi-membership (legitimacy) Wenger 1998
Communities of practice
A group of individuals participating in a communal activityWenger
Social learning groups that form when people have a common interest and collaborate over time…
Lave and Wenger 1991
In CoPs co-constructed knowledge – larger than individual knowledge – is developed through discussion and collaboration Johnson 2001
Sociocultural theory
Human activities take place in cultural contexts mediated by language and other symbol systems
Emphasizes interdependence of social and individual processes in the
“co-construction of knowledge”Vygotsky
Constructionism
Learning happens especially well when people are engaged in constructing a product such as a machine, a computer program or a book…
Papert
Constructivism (Piaget)
Learners with different skills/backgrounds collaborate to arrive at shared understanding
Duffy and Jonassen 1992
Learners arrive at own version of the “truth” based on background, culture, world view
Gredler 1997
Students produce and analyze their own dataFurstenberg 2001
Inquiry based-learning
A student-centered, active learning approach focusing on questioning, critical thinking, and problem-solving.
Associated with the idea "involve me and I will understand." Bass
Network-based communication environments
Computer-mediated technologies provide opportunities for virtual communities of practice.
Hybrid/distributed formats provide opportunities to integrate face-to-face instruction, on-line elements, off-line elements.
Hybrid/distributed formats
Face-to-face instruction
On-line elements
Off-line elements
Viability of online communities of practiceAccess (++)
Asynchronous (+)
Archived (+)
Nonthreatening (+)
Disconnected (-) =======> lack of community
http://web.mit.edu/french/culturaNEH/
East-West Cafe
La Tour Eiffel
meets Diamond Head
Nurturing CoPs online
Share opinions and feelings
Group knowledge developed
Cohesion - Wenger
– reference to other postings
– low redundancy
Pedagogy of online communities
Task: relevant/personally important
Task: clearly defined with clear outcome
Teacher: prime the pump
Teacher: share responsibility/management
Goals for using technology in teaching and learning
Slow down the learning experience
Make thinking visible
Create a culture and context of reflective practice
Bass
Project considerations
Overall goals Mode
Participant cohorts Motivation
Level of language ability Role of eacher
Language(s) of exchange Timeframe
East-West Café students
East-West Café students
East-West Café students
East-West Café students
East-West Café students
East-West Café students
East-West Café students
East-West Café students
East-West Cafe students
East West Café students
East West Café students
Bass, R. (2000). Hyper activity and under construction: Learning Culture in a Wired World. http://www9.georgetown.edu/faculty/bassr/hauc3-00_files/v3_document.htm
Duffy, D & Jonassen, D.H. (1992). Constructivism and the Technology of Instruction: A Conversation. NJ: Lawrence Erlbaum Associates.
Furstenberg, G., Levet, S., English, K., & Maillet, K. (2001). Giving a voice to the Silent Language of Culture: The Cultura Project. Language Learning & Technology, 5(1), 55-102. http://llt.msu.edu/vol5num1/furstenburg/default.html
Gredler, M. E. (1997). Learning and Instruction: Theory and Practice (3rd ed). Upper Saddle River, NJ: Merrill.
Lave, J & Wenger E (1991) Situated Learning: Legitimate Peripheral Participation, Cambridge: Cambridge University Press.
Papert, S. (1980s). Mindstorms. Children, Computers and Powerful Ideas. New York: Basic Books.
Piaget, Jean. (1950). The Psychology of Intelligence. New York. Routledge.
Proust, M. (1932). La Prisionnière. Paris: Gallimard.
Vygotsky, L. Mind in Society: The Development of Higher Psychological Processes. Cambridge MA: Harvard University Press.
Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.
Bibliography