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Barbara Lindsey

The Odyssey of Ph.D. Students Becoming a Community of Practice | Mendeley - 0 views

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    Wenger's theory of communities of practice (CoPs) helps explain how a group of Ph.D. students in the Department of Management Communication at the University of Waikato in New Zealand met a need for emotional and academic support and reduced isolation as they developed regular opportunities for face-to-face and virtual discussions on theory and technical and emotive issues.
Barbara Lindsey

Innovation Expert John Seely Brown on New Ways of Learning in a Rapidly-Changing World ... - 1 views

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    8 minute video that touches on the key concepts we covered in class: communities of practice, assessment for learning, tolerance for ambiguity, change as a constant.
Barbara Lindsey

Wiggio - Makes it easy to work in groups. - 1 views

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    Wiggio.com is a free, online toolkit that makes it easy to work in groups.
Barbara Lindsey

Twitter / @clifmims: We have greatly overestima ... - 0 views

    • Barbara Lindsey
       
      The power of these new tools/environments has to do with the ways in which it allows us to connect with others.
Barbara Lindsey

Island Discovery Learning Community - 1 views

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    fall 2011 syllabus
Barbara Lindsey

Learning Reimagined: Participatory, Peer, Global, Online | DMLcentral - 1 views

  • I have found that in both my traditional physical classrooms and online environments, the chances of successful outcomes are multiplied when every person in the group makes a commitment to active participation in helping others learn.
  • When a sufficient number of people jump in and start contributing and building on one another's contributions, it becomes clear to all that it's not just about the teacher's performance and the student's ability to complete assignments. It's about our joint effort to make the whole of our encounter more valuable than just the sum of our individual learning.
  • I type roles on the whiteboard and show how to use the whiteboard tools to enter, format and move around elements. Roles include searchers, chat summarizers, session summarizers, mindmap leaders, session bloggers. I ask co-learners to write their own names on the whiteboard next to the roles they want to take, show them how to create break-out rooms to coordinate their collaborations, and ask the summarizers to feed their output to the bloggers, who take responsibility for posting a reflective summary of the session later
    • Barbara Lindsey
       
      How about we try this out in our online sessions?
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  • It's confusing at first, but it is also flowing.
  • Yes, we're a collective intelligence, which is exhilarating, but we're a toddler collective intelligence, stumbling around learning to walk and trying to figure out where we're going at the same time. A number of new skills are required in short order. Information and communication flow through multiple simultaneous channels. The enterprise is challenging - that's part of the exercise. Taking my direction from George Siemens' ideas about networked learning ("we emphasize that early course experiences tend to be overwhelming and chaotic") I assure co-learners early and often that we can relax, accept and even embrace the chaos, and regard our networked attempts to make sense of it as the scaffold for our co-learning. 
  • Instead of seeking to put every fact in its place in an existing well-ordered taxonomy, why not seek to learn together by asking questions about what puzzles us, then organizing our discussions and mining them for knowledge?
  • Sometimes, I get into predicaments and don't know how to quit a webtour or place people in breakout rooms. So I calmly start exploring possible solutions, talking about it as I try to recover. While doing so, I also talk about the importance of exploring close enough to the edge to fall over it frequently. I model tolerance for error, learning from error, pushing the envelope of tech. Indeed, I've found that the earlier I can break something and fix it in public, the better. We talk about what works and what doesn't, discard what doesn't suit our purposes, push a tool further if it helps us learn together. It requires regular doses of humility to abandon what seemed like a bright idea at the time.
  • The objective is a culture of conversation that troubleshoots practical skills, explores theoretical underpinnings, dissects social implications.
  • Our internal social bookmarks enable us to create a mini-collective-intelligence by gathering resources about our discussion topics, selecting or writing descriptive snippets, assigning tags. The emerging tag-cloud serves as an index to the resources.
  • Wiki-work is about collaborative authoring.
  • In the process of using these tools to try to make sense together, we co-construct our learning. The last week of the course is about re-examining our learning process, reiterating the most important things we've learned, and redesigning the parts of the process that didn't work so well.
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    fall 2011 syllabus
Barbara Lindsey

Around the Corner-MGuhlin.org: MyNotes - Schools that Connect, Succeed - 0 views

  • The difference is that we are living at a time in which all of those skills are defined by one's proficiency in connected media. 
Barbara Lindsey

Online Learning is so last year… | 21st Century Collaborative - 0 views

  • are people confusing talking to people online with deep, connected learning? Does being part of a social networking site or a NING community mean you are going deep- growing  in your ability to co-construct or deconstruct knowledge? Does it mean you are collaborating if you post, reply to a post, Tweet, or engage in a #edchat conversation? Are we moving toward an acceptance of superficiality as a replacement for deep learning? Has our multiple choice  culture trained our brains to believe that innovation is the holy grail?
  • If all I do is network I do not shift or grow because I am missing the opportunity to go deep and actually learn by doing. It takes both: Networks and Community. Online, global communities of practice and f2f learning communities in my local context.
  • Imagine the deep learning that can be produced when we come together in learning communities and do some of the following (below).
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  • Action Research Groups: Active research done by communities of practice focused on improvement around a possibility or problem in a classroom, school, district, or province.
  • Community of Practice (CoP): A CoP is group of professionals with shared interests and challenges who make a commitment to improve or get better at something over time by sharing ideas, finding solutions, and creating innovations. This requires new dispositions and values such as resisting the urge to quit prematurely.
  • Book Study Groups: PLPeeps, often in cross cohort groups, come together to read and discuss a book collectively in an online space
  • Connected Coaching: individuals on teams are assigned a connected coach who  discusses and shares teaching practices as a means of promoting collegiality and support and to help educators think about how the new literacies inform current teaching practices.
    • Barbara Lindsey
       
      Could you see this for your own ongoing practice and to implement in your own cops in the future?
    • Barbara Lindsey
       
      Could this form the foundation for the advanced course in BWCT?
  • Instructional Rounds:
  • Curriculum Review or Mapping Groups:
  • Critical Friends Groups (CFG):
  • Professional Learning Communities (PLC):
    • Barbara Lindsey
       
      Would this be something to implement while a TA to be able to document in a portfolio & bring to a job interview?
  • Personal Learning Network (PLN):
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