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The role of communities of practice in a digital age | Tony Bates - 25 views

www.tonybates.ca/...s-of-practice-in-a-digital-age communities of practice collaboration learning edtechsn edtech543
shared by klauritsen on 02 Oct 14 - No Cached
  • The role of communities of practice in a digital age
  • Amanda Hatherly on 02 Oct 14
     
    A new chapter in Tony Bates' open source textbook, this one dealing with COPs - what they are, designing effective ones and learning through them.
  • ...18 more comments...
  • Jennifer Frost on 29 Jun 15
     
    I guess I shared this link in a previous course, but it is a good one! Tony Bates discusses designing, learning from and defines communities of practice in the digital age. EDTECH543, Communities of Practice.
  • Megan Poindexter on 29 Jun 15
     
    I appreciate the substance of this article as it goes beyond simply defining communities of practices and discusses the theoretical framework for developing effective CoPs. The seven tips offered for designers of CoPs provides structure and guidance for those interested in implementing this practice. I also found great value in the text's analysis of communities of practice in a technology rich generation. The digital age is dominating culture and as people seek to re-evaluate programs, organization, and life they tend to think they need to dump the old and start from scratch. This article, however, points out that communities of practice will be a powerful tool in the digital age by "it is probably a mistake to think of them as a replacement for traditional forms of education." Great perspective!(
  • cbjohnsrud on 03 Jul 15
     
    A Community of Practice is essentially a group of people who share a common interest and learn how to polish and perfect that passion by regularly interacting with one another. Communities of Practice apply various theories of learning as the group members interact and glean from one another. Researchers argue that a Community of Practice differs from other types of learning communities in that the group members share a common interest, they engage in activities around that common interest, and all group member are practitioners of that interest. As a result, the learning that occurs in a Community of Practice comes from the sum of all group members.
  • timrstark on 04 Sep 15
     
    This article focused on what traits a successful community of practice has and how they are taking shape in the digital world. Of particular interest in this article is the role that MOOCs are beginning to play in digital learning and also how the design of a community of practice can impact how long it stays useful and relevant to its users.
  • Jill Miller on 05 Sep 15
     
    In this article, author Tony Bates refers to MOOCs as communities of practice, and then makes a distinction between "instructionist" MOOCs and "connectivist" MOOCs, the latter being designed to function as communities of practice. This has prompted me to look for more information on the distinction, as I am only familiar with instructionist MOOCs. In addition, I find the article of interest because of the subsequent and continuing scholarly conversation that ensued in the comments.
  • Danielle Leone on 07 Sep 15
     
    Very interesting article. I like how Bates explains the theory behind communities of practice and then provides the definition. It helps provide context for CoPs. I also found the "Designing effective communities of practice" section to be very helpful. It outlines what a good CoP should look like and encourages the diversity that can be within a community. Thanks for sharing!
  • anonymous on 08 Sep 15
     
    This article from Tony Bates provides another great overview of CoPs. One of my favorite parts of this article is the section on designing effective communities of practice. Bates provides a list of key design principles (adapted from Wenger) for creating an effective CoP.
  • Innovative Educator on 08 Sep 15
     
    I love how this article recognizes that 1 plus 1 is not 2. That the sum total of knowledge exceeds what was put in.
  • amymitchell136 on 06 Jun 16
     
    This blog post discusses what communities of practice are, the learning theories behind CoPs, designing effective CoPs, and learning through CoPs in the digital age. It goes into depth about the seven key design principles for creating effective and self-sustaining CoPs. It also discusses the importance of Massive Open Online Courses.
  • meganapgar on 07 Jun 16
     
    In this post, Tony Bates discusses communities of practice including what they are and their characteristics. He also discusses ways to create and sustain effective communities of practice. Finally, Mr. Bates discusses how we can learn through communities of practice specifically through the use of MOOCs.
  • courtneylarue11 on 09 Jun 16
     
    This article by Tony Bates gives examples of CoPs in companies like Xerox and how they work together within the company to create projects. It also provides a visual from Wenger assists companies with integrating a CoP within the workspace.
  • Kim Davis on 11 Jun 16
     
    This post disusses what a community of practice is and the theories behind them. It also addresses the design of a community of practice and the three criteria involved, domain, community, and practice. Finally it discusses MOOC's.
  • khegel on 12 Jun 16
     
    This article gives some background and insight to the different parts of a Community of Practice. What I found to be most relevant about this article is the fact that it is based around digital learning. There is an image included in the article that displays the different websites that can be used as a tool for a CoP. This image is helpful in visualizing all of the ways to meet and communicate with peers in the digital realm.
  • Katie Swanson Sathre on 13 Jun 16
     
    This article looks at corporations that are encouraging CoPs like Google & Apple. Xerox was able to save $100 million by collecting tips that repair men were sharing over breakfast and sharing them on a larger level. CoPs can enhance organizational effectiveness and profitability by increasing knowledge sharing.
  • ampengilley on 13 Jun 16
     
    He is writing a textbook, Teaching in a Digital Age, and this is his discussion about communities of practice. It explains what communities of practice are, how they work, and how they can be successfully used. He argues that they are not a replacement for other forms of education but does mention that they can be great tools.
  • Kjersti Withers on 14 Jun 16
     
    This article is a chapter for a book, Teaching in a Digital Age. It gives a good summary of the principles behind communities of practice. While the author does not fpbelieve that CoPs should replace other forms of learning, he sees value in them.
  • klauritsen on 31 Aug 16
     
    The author, Tony Bates, reviews what makes a community of practice by clarifying the main components of an effective one. My favorite part of the resource is the graphic organizing the tools and activities associated with a community, which also integrates the technology available. The article focuses on the idea that communities of practice is a method of informal learning and discusses how to use online learning to its highest potential.
  • Terrence Shaneyfelt on 31 Aug 16
     
    To me the most interesting part of this resource is the comments. Very interesting arguments being made by various players especially Downes and Harasim. I often learn more from comments sections than from the main paper.
  • kristiedtech on 02 Sep 16
     
    @Terrence. I too liked the comments section which is ironically appropriate seeing that the article was about communities of practice. I think that Downes is viewed as a kind of expert in connectivism and social learning. I have read a few things on his blog through the process of this research and they are quite good. He also co-teaches an MOOC on connectivism with Siemens through the University of Manitoba.
  • melpalmer4 on 04 Jun 18
     
    I found this interesting at the end when the questions were posted. It made me think of things that I hadn't yet....Can we force these communities or do they just happen naturally and do I think they can replace other forms of education. I have not sorted those out in my own mind yet but I like that they stopped me to think about.
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The PLP Model: Research based professional learning - 6 views

plpnetwork.com/ssional-development-that-works Edtech543 elearning CoP PLN connectivism
shared by Kelsey Ramirez on 10 Sep 12 - No Cached
  • Debi Banks on 10 Sep 12
     
    The article discussed "connected learning communities" and how it is relevant in the digital age. There are three components (professional learning communities (PLCs), personal learning network (PLNs), and communities of practice (CoPs)) with these communities and different theories, experience and knowledge, effectiveness, anticipates growth or decline, challenges and dilemmas, and use of technology within each component.
  • ...9 more comments...
  • annieyip on 26 Jun 13
     
    This article describes three types of connected learning communities. These include professional learning communities (PLCs), personal learning networks (PLNs), and communities of practice (CoPs). All three are used in schools across the world now and serve different but very similar purposes.
  • anonymous on 02 Sep 13
     
    This article defines professional learning communities, personal learning networks, and communities of practice. The learning theories supporting each are described, as well as the impact technology has had on each. While the article focuses on how each can effect professional development for practicing teachers, the ideas within could be generalized to almost any profession.
  • Nona Barker on 06 Sep 13
     
    Summary: This article identifies a three pronged approach to teacher professional development: PLC, PLN and CoP. These three types of learning communities are explored by connecting each type of learning community to a learning theory or theories and / or how the use of technology also improves learning communities. Support is provided by citing studies and literature most relevant to community learning in the digital age.
  • glorihinck on 07 Sep 13
     
    This work addresses the importance of technology throughout personal learning communities, personal learning networks and communities of practice and describes its importance to connected learning. Technology is an amplifier and enabler of connected learning as it addresses the challenge of time by allowing 24/7 interactions. Technology has allowed the exponential growth of PLN's as it enables finding, synthesizing and evaluating information. Technology also increases the potential for learning across communities which can then be translated to practice helping improve education.
  • chris mason on 07 Sep 13
     
    This was a great article to see the different ways in which any professionals can gain and share knowledge with one another. I enjoyed reading how each is connected to learning theories. It is interesting that the common theme is how they rely or depend on technology. I can attest to the importance of technology for the learning communities and networks that I am involved in. Technology makes these types of professional development possible to some people who, without technology, would not be able to partake. Most of the time technology is a wonderful thing. It truly makes you wonder what we did without it :)
  • Stacie Barker on 10 Sep 13
     
    I agree that technology has helped PLN and PLC's to grow. Technology allows us to collaborate with people all over the work rather than people who just work in our building.
  • cbjohnsrud on 03 Jul 15
     
    This article summarizes key differences and similarities among different connected learning communities utilized by educators including, PLCs, PLNs, and CoPs. Within the article, each learning community is described in terms of its organizational structure, purpose, and effectiveness. This research based article discusses the learning theories that are applied within each of the learning communities to support their descriptions and findings.
  • Kelly Kenney on 01 Sep 15
     
    PLN's occur in many ways. With the growth of technology they are becoming much more popular. Many of them are engaging through blogs and other forms of social media. With these becoming more and more popular connections are constantly being made. Creating PLNs and bringing back resources and other information to our PLNs is extremely popular. Personal learning networks are happening because of connections being made with others.
  • Dalia Allencherry on 03 Sep 15
     
    This article looks into the theories that support the theory or idea of personal learning networks. It touches the effectiveness of teacher professional development in terms of PLNs. It discusses technology in terms of PLNs and also the challenges and dilemmas of PLNs.
  • Kelsey Ramirez on 06 Sep 15
     
    The PLP (Powerful Learning Practice) model looked at three different learning connected learning communities to discuss what each one is, the effects on teacher professional development, challenges and use of technology to name a few. Personal learning communities, personal learning networks, and communities of practice were the three that were discussed. I like how in this article, Connectivism is tied into PLN's which demonstrates how these concepts of PLN's, CoP's, and Connectivism are interrelated. Within PLN's and CoP's, members are concerned about the content and "what they do" as well as interact amongst the group to achieve a higher purpose.
  • Hannah Clark on 06 Sep 15
     
    This article is fantastic as it encompasses all that we are studying right now! Each aspect was broken down very well and explained completely. I also appreciated that the authors talked about the anticipated growth, use of technology and value of a PLN, for instance. This is a great reference to refer back to later.
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Effects of Technology on Classrooms and Students - 2 views

www2.ed.gov/...effectsstudents.html technology education classroom effects motivation Students classrooms Research web2.0 teaching
shared by anonymous on 06 Mar 13 - Cached
  • anonymous on 06 Mar 13
     
    " Effects of Technology on Classrooms and Students "
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Communities of Practice Explained - YouTube - 3 views

www.youtube.com/watch Animation edtech543 cop resources
shared by andrewmacrae on 31 Aug 14 - No Cached
  • andrewmacrae on 31 Aug 14
     
    I have to balance reading with other learning sources and so this video on Communities of Practice in action is simple and effective. It focuses on uk govt as as example but covers the main idea, if not the academic theory. Person, working with others, driven to connect, collaborate and learn. Simple but effective
  • lisanebe on 02 Sep 14
     
    This video was helpful in showing how a Community of Practice is useful to individuals. I also found it helpful to be reminded that there may also be a face to face element in a Community of Practice, and it does not all have to be digital.
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Effective Video-Based Lessons | PBS LearningMedia - 0 views

idahoptv.pbslearningmedia.org/...effective-video-based-lessons EDTECH541
shared by joshgiudicelli on 17 Feb 19 - No Cached
  • joshgiudicelli on 17 Feb 19
     
    There are three essential parts of an effective video-based lesson according to this resource. This resource outlines what those three essential parts are and talks about how to effectively implement them.
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future of learning - YouTube - 1 views

www.youtube.com/watch EDTECH543 learning 21stcenturyskills education youtube video PLN PLE Connectivism CoP
shared by Nate Cannon on 09 Sep 12 - Cached
  • Nate Cannon on 09 Sep 12
     
    Examples of how our students are using PLN's and how we need to be thinking the same way that our students are if we want to be effective teachers.
  • ...1 more comment...
  • Nate Cannon on 09 Sep 12
     
    Examples of how our students are using PLN's and how we need to be thinking the same way that our students are if we want to be effective teachers.
  • angi_lewis on 10 Sep 12
     
    This video did a nice job of showing the often antiquated school system most students function within. I especially enjoyed the inclusion of focusing on student strengths and resisting holding against them what they have not yet learned.
  • Jaime Bennett on 11 Sep 12
     
    I like the way this video explored how students are taught in school versus how they learn information outside of school. The speaker in the video called this the "learning age" as opposed to the information age because we are learning all the time in everything we do. Yet, education still remains antiquated and traditional when our technology-filled, instant information society is anything but those traditional methods. We need to help students realize that learning is a way of life, not merely a classroom activity. The connectivism ideas permeate our society even beyond education.
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Meet the Solution Tree Author: Will Richardson - YouTube - 0 views

www.youtube.com/watch youtube video EDTECH543 PLN education PLE Connectivism CoP
shared by Nate Cannon on 09 Sep 12 - No Cached
  • Nate Cannon on 09 Sep 12
     
    The goal of teachers in the digital age and how we can use PLN's to help. "No one is really asking teachers or school systems to change what they've been doing. They're basically asking them to basically do what they have been doing better. The huge barrier is trying to get people to acknowledge that this new world of learning exists and then starting a conversation around how can we make that effective for kids." - Will Richardson
  • Nate Cannon on 09 Sep 12
     
    The goal of teachers in the digital age and how we can use PLN's to help. "No one is really asking teachers or school systems to change what they've been doing. They're basically asking them to basically do what they have been doing better. The huge barrier is trying to get people to acknowledge that this new world of learning exists and then starting a conversation around how can we make that effective for kids." - Will Richardson
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10 Tips for More Effective PowerPoint Presentations - 0 views

money.howstuffworks.com/...e-powerpoint-presentations.htm
shared by Erica Fuhry on 25 Feb 14 - No Cached
  • Erica Fuhry on 25 Feb 14
     
    Tips for More Effective PowerPoint Presentations
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Three Generations of Distance Education Pedagogy - 1 views

www.irrodl.org/...1663 edtech543 elearning technology theory
shared by danielbmc on 03 Sep 12 - No Cached
  • cognitive-behaviourist, social constructivist, and connectivist pedagogy
  • explore distance education systems as they have evolved through three eras of educational, social, and psychological development
  • requirement for distance education to be technologically mediated in order to span the geographic and often temporal distance between learners, teachers, and institutions, it is common to think of development or generations of distance education in terms of the technology used to span these distances
  • ...39 more annotations...
  • first generation of distance education technology was by postal correspondence
  • second generation, defined by the mass media of television, radio, and film production
  • interactive technologies: first audio, then text, video, and then web and immersive conferencing
  • less clear what defines the so-called fourth- and even fifth-generation distance technologies except for a use of intelligent data bases (Taylor, 2002) that create “intelligent flexible learning” or that incorporate Web 2.0 or semantic web technologies
  • repertoire of options available to DE designers and learners has increase
  • Many educators pride themselves on being pedagogically (as opposed to technologically) driven in their teaching and learning designs
  • two being intertwined in a dance: the technology sets the beat and creates the music, while the pedagogy defines the moves
  • To some extent, our pedagogical processes may themselves be viewed as technologies
  • none of these three pedagogical generations has disappeared, and we will argue that all three can and should be effectively used to address the full spectrum of learning needs and aspirations of 21st century learners.
  • Behavioural learning theory begins with notions of learning which are generally defined as new behaviours or changes in behaviours that are acquired as the result of an individual’s response to stimuli
  • Although learning was still conceived of as an individual process, its study expanded from an exclusive focus on behaviour to changes in knowledge or capacity that are stored and recalled in individual memory.
  • The locus of control in a CB model is very much the teacher or instructional designer
  • It is notable that such models gained a foothold in distance education at a time when there were limited technologies available that allowed many-to-many communication. Teleconferencing was perhaps the most successful means available but came with associated costs and complexity that limited its usefulness. The postal service and publication or redistribution of messages was very slow, expensive, and limited in scope for interactivity. Methods that relied on one-to-many and one-to-one communication were really the only sensible options because of the constraints of the surrounding technologies.
  • Cognitive presence is the means and context through which learners construct and confirm new knowledge
  • Later developments in cognitive theory have attempted to design learning materials in ways that maximized brain efficiency and effectiveness by attending to the types, ordering, timing, and nature of learning stimulations
  • Learning was thought of as an individual process, and thus it made little difference if one was reading a book, watching a movie, or interacting with a computer-assisted learning program by oneself or in the company of other learners
  • reduction of the role and importance of the teacher further fueled resentment by traditional educators against the CB model of distance education
  • While appropriate when learning objectives are very clear, CB models avoid dealing with the full richness and complexity of humans learning to be, as opposed to learning to do
  • People are not blank slates but begin with models and knowledge of the world and learn and exist in a social context of great intricacy and depth.
  • technology became widely used to create opportunities for both synchronous and asynchronous interactions between and among students and teachers
  • Social-constructivist pedagogy acknowledges the social nature of knowledge and of its creation in the minds of individual learners.
  • Teachers do not merely transmit knowledge to be passively consumed by learners; rather, each learner constructs means by which new knowledge is both created and integrated with existing knowledge
  • The locus of control in a social-constructivist system shifts somewhat away from the teacher, who becomes more of a guide than an instructor, but who assumes the critical role of shaping the learning activities and designing the structure in which those activities occur
  • social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available, enabled first by email and bulletin boards, and later through the World Wide Web and mobile technologies
  • Cognitive presence also assumes that learners are actively engaged, and interaction with peers is perhaps the most cost-effective way to support cognitive presence
  • It remains challenging to apply learning where it can blossom into application and thus demonstrate true understanding
  • Social interaction is a defining feature of constructivist pedagogies. At a distance, this interaction is always mediated, but nonetheless, it is considered to be a critical component of quality distance education
  • the educator is a guide, helper, and partner where the content is secondary to the learning process; the source of knowledge lies primarily in experiences
  • teaching presence in constructivist pedagogical models focuses on guiding and evaluating authentic tasks performed in realistic contexts.
  • Constructivist distance education pedagogies moved distance learning beyond the narrow type of knowledge transmission that could be encapsulated easily in media through to the use of synchronous and asynchronous, human communications-based learning
  • learning is the process of building networks of information, contacts, and resources that are applied to real problems. Connectivism was developed in the information age of a networked era (Castells, 1996) and assumes ubiquitous access to networked technologies
  • Connectivism also assumes that information is plentiful and that the learner’s role is not to memorize or even understand everything, but to have the capacity to find and apply knowledge when and where it is needed.
  • It is noteworthy that connectivist models explicitly rely on the ubiquity of networked connections between people, digital artifacts, and content, which would have been inconceivable as forms of distance learning were the World Wide Web not available to mediate the process. Thus, as we have seen in the case of the earlier generations of distance learning, technology has played a major role in determining the potential pedagogies that may be employed.
  • learners have access to powerful networks and, as importantly, are literate and confident enough to exploit these networks in completing learning tasks
  • exposing students to networks and providing opportunities for them to gain a sense of self-efficacy in networked-based cognitive skills and the process of developing their own net presence
  • Connectivist learning is based as much upon production as consumption of educational content
  • The activities of learners are reflected in their contributions to wikis, Twitter, threaded conferences, Voicethreads, and other network tools. Further, social presence is retained and promoted through the comments, contributions, and insights of students who have previously engaged in the course and that persist as augmentable archives to enrich network interactions for current students
  • learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others
  • stress to teaching presence is the challenge presented by rapidly changing technologies
  • Gretel Patch on 03 Sep 12
     
    How three theories have shaped distance learning over the years. Connectivist theory shows how learning is about forming connections with others through human and digital interaction. Developed in the digital age and assumes access to social networking technologies.
  • danielbmc on 23 Jun 14
     
    This is a March 2011 journal article that highlights the shifts in technology and theory for distance learning. First, there was the cognitive-behaviorist with it's focus on read, watch, and recall. As the web developed, we saw constructivism shift the teachers duties from content creator to a guide through the content as students synthesized. Connectivism promotes the teacher as a "co-traveler" helping students to explore, connect, and create.
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Using PowerPoint Effectively in Your Courses - 0 views

www.facultyfocus.com/...nt-effectively-in-your-courses education technology edtech541 powerpoint presentation
shared by anonymous on 13 Feb 15 - No Cached
  • anonymous on 13 Feb 15
     
    effective use of powerpoint
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Learning Everywhere, All the Time - 2 views

web.a.ebscohost.com.libproxy.boisestate.edu/...pdfviewer edtech543 connectivism elearning
shared by Ryann Waldman on 11 Jun 17 - No Cached
  • Ryann Waldman on 11 Jun 17
     
    Technology is changing the way people can learn. With constant access to the internet, learning can take place all the time and everywhere. This is especially true with online learning. Connectivism is the theory that claims knowledge exists in the world, not in just an individual. This theory is what drives good online learning practices. The four major concepts that describe effective online teaching using connectivism are establish the feeling of the online classroom, create a social presence within the class, use activities and technology to make meaningful learning experiences and also to teach and guide your students through the learning process. These four concepts are best used within a social and learning community like Facebook or Blackboard that helps to connect the learners and the teacher. 
  • lindsayhoyt on 12 Jun 17
     
    I thought this was an interesting because the way the classroom is constantly changing there is the opportunity to learn anywhere. A perfect example is this course! I have taken classes with people from all over the world through BSU due to the advancements in technology. The fact that the connectivism theory embraces the knowledge of the world, goes hand in hand with the effectiveness of online education. Social networking is another way that those connections can be made.
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Mr. Wrights Class | Technology Enhanced Classroom - 1 views

www.mrwrightsclass.com
shared by Fabio Cominotti on 07 Nov 12 - Cached
  • Fabio Cominotti on 07 Nov 12
     
    This is a teacher's blog that is used to keep parents informed about classroom events.  This is, maybe, an overlooked yet simple and effective use of social networking in education.
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Designing for learning: Online social networks as a classroom environment | Casey | The... - 0 views

www.irrodl.org/...2021 social networking education educational technology
shared by Deborah Lyman on 04 Nov 12 - No Cached
  • Deborah Lyman on 04 Nov 12
     
    This is a great article that includes several examples of how teachers are using Social Networking in their classroom. It also discusses in detail how to effectively use social networking in the classroom.
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Times Higher Education - Twitter can improve student performance, study says - 0 views

www.timeshighereducation.co.uk/story.asp social network
shared by angi_lewis on 05 Nov 12 - No Cached
  • angi_lewis on 05 Nov 12
     
    After placing students into one of two social network groups, this study finds that Twitter was more effective. One group used Ning to interact with lecturers and the other used Twitter. The Twitter group scored on average one grade higher than Ning users.

The effect of Twitter on college student engagement and grades. - 0 views

started by Todd Vens on 06 Nov 12 no follow-up yet
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iClevedon (iClevedon) on Twitter - 0 views

twitter.com/iClevedon twitter ipad socialnetwork techsupport
shared by Gretel Patch on 04 Nov 12 - No Cached
  • Gretel Patch on 04 Nov 12
     
    This is another example of a secondary school using Twitter effectively. This feed updates students and parents on all things related to its iPad Revolution and is a brilliant example of using Twitter to offer tech support on integrated technology.
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Learning Communities in Classrooms - 0 views

isites.harvard.edu/...munities%20in%20Classrooms.pdf learning communities 543 harvard paper educational practice
shared by annieyip on 26 Jun 13 - No Cached
  • annieyip on 26 Jun 13
     
    This paper is interesting because it focuses on learning communities amongst students rather than teachers. We often think of PLCs as an important aspect in creating a network amongst teachers but it is also an effective way of teaching in the classroom. There are several examples of this idea described in the paper.
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