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Home/ Facilitating online communication 08/ Contents contributed and discussions participated by Gabriela Sellart

Contents contributed and discussions participated by Gabriela Sellart

Gabriela Sellart

To facilitate or to teach « Learn Online - 7 views

  • find the answers more quickly and efficiently
  • Ultimately they are unprepared for the facilitated and individually responsible and self motivated learning environment I try to encourage
  • The teach and instruct methods are a safe bet.
  • ...1 more annotation...
  • My view is that probably too much is expected of learners that are new to a participatory approach to learning. They need time to get to a decent level of understanding of the subject matter and to a new way of learning.
    • Gabriela Sellart
      this is important.
Gabriela Sellart

Webbed Feat: Organized Communication through Blogs - 0 views

    • Gabriela Sellart
      I had been thinking about the preassure from participants on facilitators to act as a teacher. (more guidance, etc). I don't know why, but reading this made me think about how a facilitator may feel about the little control they have over participants contributions. Teachers are used to exercising control.
Gabriela Sellart

Social Graphs of On-line Communities and Social Networking Sites - 0 views

  • Communities have various levels of belonging.
  • the isolates [lurkers] outnumber the highly-connected.
  • Lurkers in online communities are often more than 60% of the group
  • ...6 more annotations...
  • The green nodes have a few connections -- usually with prior acquaintances.
  • The core members will stay and build the community. Unfortunately they are in the minority. The core nodes are usually less than 20%
  • To build a vibrant and growing OLC, you need to support natural human behavior, not work against it.
  • Connections are key
  • The core are analyzable and knowable -- they can be mapped, measured, and molded
  • Growing a community is not just adding new members. It requires adding both people and relationships -- nodes AND links.
Gabriela Sellart

Roles in CoP's : The Learning Circuits Blog - 0 views

    model around the roles and interactions members of a community have as participants in that community.
Gabriela Sellart

CoP: Best Practices - 0 views

  • Etienne Wenger
    • Gabriela Sellart
  • communities of practice are fundamentally self-organizing systems.
  • shared practice
  • ...17 more annotations...
  • not a new kind of organizational unit; rather, they are a different cut on the organization's structure–one that emphasizes the learning that people have done together
  • outsiders and newcomers learn the practice in concrete terms, and core members gain new insights from contacts with less-engaged participants
  • defined by knowledge rather than by task
  • produces a shared practice as members engage in a collective process of learning
  • develop the knowledge that lets them do these other tasks
  • development ultimately depends on internal leadership.
  • have intrinsic legitimacy in the community
  • They are nodes for the exchange and interpretation of information.
  • They can retain knowledge in "living" ways
  • They can steward competencies to keep the organization at the cutting edge
  • They provide homes for identities.
  • Identity is important because, in a sea of information, it helps us sort out what we pay attention to, what we participate in, and what we stay away from.
  • recognizing the work of sustaining them
  • giving members the time to participate in activities
  • value communities bring is acknowledged
  • The art is to help such communities find resources and connections without overwhelming them with organizational meddling.
  • No community can fully design the learning of another; but conversely no community can fully design its own learning.
    Etienne Wenger
Gabriela Sellart

Facilitating online communities - WikiEducator - 0 views

    This course has been developed by staff in the Educational Development Centre of Otago Polytechnic and is designed to help both formal and informal learners access and interpret models, research and professional dialog in the facilitation of online communities.
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