Group items tagged

"The basic argument made by Jean Lave and Etienne Wenger is that communities of practice are everywhere and that we are generally involved in a number of them - whether that is at work, school, home, or in our civic and leisure interests. In some groups we are core members, in others we are more at the margins." In these communities we share information and resources that further our education.

This article begins by explaining communities of practice. The article cites Wenger who states that a community of practice defines itself among three different dimensions which are what it is about, how it functions, and what capability it has produced. It explains that there are a vast number of different types of communities of practice and that in our daily lives we are a part of a number of them whether a central member or more on the outskirts. Being an educator myself, I really appreciated the final section of the article which explains implications for educators. It explains that learning occurs through interactions with people, we as educators work so that students may become members of communities of practice, and the importance of thinking through the connection between knowledge and practice.

This article is a great starting piece for understanding the theory and basic practices of communities of practice. You get background information on the work of Jean Lave and Etienne Wenger. In addition to this background information on communities of practice the article also discusses some of the issues and implications for educators,.

I'm sure everyone is familiar with this site, but I think we may sometimes take that fact for granted as Edutopia is a great site to find information, strategies, address a problem or get idea on how to make things work better. The information is presented in an easy to understand way that makes it especially helpful when you are venturing into unknown waters.

I always appreciate the reminder that this site exists. It is wonderful, full of content, and a great source of information!

I always find myself starting with this website when asked to research. I like the articles I find here because they are relatively short and to-the-point. Also, the research is current and valid. Edutopia is a great start and resource for fresh information in education.

Real estate repository of property information, tips & tricks, as well as moving information compiled for buyers and sellers in a culminating Pinterest page.

This article shows how to engage students and improve learning and comprehension of subject material, without the traditional lecture.  I will need a little latitude with this article and the assignment of social media in the classroom. This article does not focus on the use of social media but explains how systems can be used to prime students prior to coming to class and at the same time inform the instructor what areas students are having difficulties with at the time.  This is great because instructors and students do not have to go over information that has already been learned. Social media can be the vehicles used for this type of communication. 

What an excellent resource! 7 important things to know about PLE's? Why yes! This resource breaks down what they are, who started them/researched them, why they are significant, what is their future, their downfalls and their importance in education. This resource concisely explains PLE's and what educators need to know about them. The takeaway from this resource is that PLE's cause more reflection and deeper understanding, as well as develops student's information fluency to analyze the information presented on the internet.

This article proposes that connectivism should not be considered a learning theory, and that it only is given so much attention because of the role it plays in the emerging area of MOOCs. The author looks at theories available to educators that can be valuable in modern education.

The article discusses connectivism and its use in MOOCs and the detractors of the learning theory. There are two definitions of connectivism - one as the learning theory and one that critics of the concept would prefer. The article also includes several scenarios that explain ways that instructors can use connectivism in their classrooms, if they have access to the different required resources.

This was an interesting article to read and to contemplate their arguments on whether connectivism is a theory or not.

This article discusses communities of practice in a business setting, specifically the Federal Highway Administration. An overview of communities of practice is provided. The article identified these communities as essential for "knowledge management." They can vary in size, purpose, and style. Organizations, such as the FHA, benefit from communities of practice as they encourage problem solving, best practices, communication and professional skills, strategy, and professional development.

Hanna, thank you for sharing this article. I always like to see how things function outside of the educational world. This article points out why Communities of Practice work, especially in the work place. Each person can now focus on best practices and communication. Do you find that you use communities of practice after reading about them?

This article published in the Federal Highway Administration's journal discusses the array of benefits of a CoP. The article talks about how these communities are particularly important as places where knowledge can be stored and passed through the years ensuring information that was perviously held in informal networks is not lost.

This very brief article discusses how learning theories are being questioned by educators due to the demands of the digital age. They discuss how students today are required to find the knowledge and information they need in order for them to "internalise it.". Technology has changed the way we learn and process information but they ask if there are any biological implications. The references provide a good source for further reading.

I like how this article addressed informal learning. How do we support our students differently in a digital age that supports informal learning?

This article defines connectivism and its connection to information literacy and pedagogical practice.It explores the relationship between connectivist principles and ACRL Information Literacy Standards. It argues that if librarians and educators do not learn pedagogical strategies, students who are active learners will be ill equipped to create and evaluate new information.

This is a more technical site that better describes CoPs.  It talks about what a CoP is and what the requirements are.  I particularly like that the it states that the learning is not necessarily the primary reason for the existence of a CoP.  It also gives some sources for further study.

This article is an outline of Communities of Practice with description of relevant terminology outlined and defined. Identifies the three components of CoPs - domain, community and practice. This article says that the central component of this learning theory is to draw participants deeper into the community through the attractiveness of developing skills relative to the domain.

This one I didn't summarize, only because I really had a hard time grasping the three elements of the CoP, and I thought this site encapsulated it nicely. Incidentally, my creative assignment for this week was inspired by the reference to Star Trek fans in this post. Here are the three elements make up CoP, and again, this information below is taken straight from the source (long quotes), because the definition is so good: 1. There needs to be a domain. A CoP has an identity defined by a shared domain of interest (e.g. radiologists, Star Trek fans, middle school history teachers, Seahawks football fans, etc.); it's not just a network of people or club of friends. Membership implies a commitment to the domain. 2. There needs to be a community. A necessary component is that members of a specific domain interact and engage in shared activities, help each other, and share information with each other. They build relationships that enable them to learn from each other. In this way, merely sharing the same job does not necessitate a CoP. A static website on hunting in itself is not a community of practice. There needs to be people who interact and learn together in order for a CoP to be formed. Note that members do not necessarily work together daily, however. Wenger points to the example of Impressionist painters who sometimes met in cafes to discuss their painting styles. He indicates that even though these men normally painted alone, these kinds of interactions were essential to making them a CoP. 3. There needs to be a practice: A CoP is not just people who have an interest in something (e.g. sports or agriculture practices). The third requirement for a CoP is that the members are practitioners. They develop a shared repertoire of resources which can include stories, helpful tools, experiences, stories, ways of handling typical problems, etc. This kind of interaction needs to be developed over time. A conversation with a random stranger who happens to be an exp

Information graphics (or infographics) are graphical depictions of data and information. By presenting information in a compact and creative approach, infographics are able to quickly convey knowledge and engage its viewers. In this collection, you'll find forty beautiful and educational infographics, displaying the uncommon spectacle of "art meets science".

The "community of practice" is defined and there are examples. The characteristics are the domain, the community, and the practice. There are examples given and explanation of where the concept came from and where it is being applied.

Great article on Community of Practice. It is defined and there are examples listed. Its very basic.

Wegner describes three important criteria for a community of practice, the domain, the community, and the practice. When the three criteria are combined, it creates the basis of a community of practice where interaction takes place and participants gain knowledge on a topic/topics.

Etienne Wenger discusses elements of Communities of Practice, with a focus on the private sector. Though the discussion is pertinent to all uses of CoP. Noted as a crucial component is how the community is managed by facilitators, for that is who is ultimately responsible for caring for the domain of information. And who must know what the group needs in order to prosper. Where the information is being shared by peers to address questions and challenges in common. While interactions among community members include cultural and structural components, there is space for each participant to realize their identity through connections and engagement

This article describes how the connectivism of social and technological networks has changed the role of the teacher. The author maintains that the connectedness students have with information at any given time or place means the teacher does not need to serve the role of the only expert in the students' lives. Several roles that the author believes teachers should play in such connected learning situations are described.

This blog post focuses on the role of the teacher in a connectivist driven teaching paradigm. The author suggests that the role of the teacher must shift from "controlling" learning to "influencing" learning. He suggests seven roles teachers must play in networked learning environments: amplifying, curating, wayfinding and socially-driven sensemaking, aggregating, filtering, modelling, and persistent presence.

I really like that it defines the role of the instructor. It is moving away from some of the earlier educational theories were the instructor was simply a subject matter expert. As an instructor we are moving more to not just telling but showing the information and where to get the information to enhance the learning.

This slide share touches on what social learning is.  It suggests that people learn a great deal of information on their own and in their own manners--sometimes just by talking to others.  It focuses on the need for a tool or web software that promotes social and informal learning but still takes into account data privacy and security.   

This blog post (linked to the book, Digital Habitats) discusses creating ones "personal technology configuration," which is a topic we'll be covering later in the semester. The author describes the tools in his "PTC" that he uses to "close triangles" (aka- network individuals to one another; Skype, LinkedIn), share information (blogs, Twitter), and curate information (tagging). Personal identity on the web is an important aspect of developing PLNs and CoPs.

I like how he has coined the phrase "network weaving practices", and also shows how he "weaves" in and out of other networks by using three different PLN configurations: closed triangles, sharing information, and curating resources.

I've never heard of this before with that term. I know it because of the general idea. I think it it great to weave our thoughts and information together with other professional. Teachers love to use materials and ideas from other and this would help make it easier to collaborate with them.

Diigo has clear advantages to the individual that needs to store and recall important information. But how can it be used in the classroom? This blog post shares a few options for using Diigo in the classroom. One common problem of student computer use in schools is access to student work from home. Using Diigo, students can bookmark important websites and access them from school, home, the library or any internet-connected computer. Students will always have access to this data. Teachers and students can use the group and list features of Diigo to organize bookmarks on themes or topics. Classes can also collaborate and discuss information within Diigo.

Authors discuss advantages of personal learning environments in facilitating collaboration and fostering learner control. PLEs are facilitated by technology, networking, and self-regulation by learners. Open network learning environments from instructors allow PLEs to form. Focus of PLE is not information consumption, but information creation and participation. Authors relate PLE and ONLE to the theory of connectivism and discuss various applications and limitations.

Fantastic quote: "Educators perceive the instructional value of integrating Web 2.0 tools include autonomy, diversity, openness, and connectedness (van Harmelen, 2006); yet, they find multiple technologies daunting, which may affect their attitudes toward online learning. The integration of multiple Web 2.0 tools has created frustration among educators and students because they lack knowledge of the tools (Lee, Miller, & Newnham, 2008), difficulty learn- ing different tools (Weller, 2007), conducting multiple authentications (Suess & Morooney, 2009), visiting multiple sites for different tools, etc. This phenomenon results from a lack of understanding of the social networking learning paradigm and inappropriate integration." This article describes the role of Personalized Learning Environments (PLEs) and how Open Network Learning Environments (ONLEs) are instrumental for creating a PLE. The authors indicate that connectivism is a key underlying principle for developing such a PLE--seeking connections to learners and sources of information. They cite Siemens ("the pipe is more important than the content in the pipe"), which surprised me, as I read that comment from Siemens as hyperbolic. Practical advice for creating your own PLE are also incorporated, as well as examples of how to work and learn within a PLE. The authors suggest that PLEs (operating through ONLEs) disrupt LMSs in the same way that technology disrupts learning in general. Interesting analogy.

Due to mobile world there are new types of learners. They might already know social networking but do they really know how to manage and use this correctly? They need to be taught to deal with information overload, provide information back into a network, and learn how to stay current.

This article contains a you tube video by Wendy Drexler discussing the connected student and the usage of Web 2.0 tools to create student PLN's

Connectivism is a pedagogical approach where the person has control over when, where, and how they learn.

Authors discuss connectivism as a framework for how students learn. They note that learning is making connections within a personal learning network and knowledge is recognition of these connections. They also note that knowledge is stored outside of the learner. They discuss connectivism and its origins as well as the role of connectivism in the work of librarians. They discuss how connectivism informs pedagogical practices in the library and defines the library as a node within student PLNs.

Exploration of the connectivist theory in relation to library media is the topic of this article. It expresses the idea that connectivism is defined by one's abilities to recognize connections, patterns, and similarities between concepts to construct learning. Dunaway argues that changes in technology, learning, and literacy make it necessary to apply connectivist ideas to library practices.

The author suggests that learning takes place when a learner connects ideas from his/her various personal learning networks. Further, those pieces of information is controlled by information technology. This idea becomes apparent when running the same search in Google, Bing or Yahoo. The author purports that in order for a teacher to be effective, he or she must understand this idea of connectivity and how it impacts a student's learning environment.