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Barbara Lindsey

Jean Lave, Etienne Wenger and communities of practice - 0 views

www.infed.org/...communities_of_practice.htm

CoP community education wenger collaboration practice learning communities mafla09 actfl09 blended learning

shared by Barbara Lindsey on 03 May 09 - Cached
  • Supposing learning is social and comes largely from of our experience of participating in daily life? It was this thought that formed the basis of a significant rethinking of learning theory in the late 1980s and early 1990s by two researchers from very different disciplines - Jean Lave and Etienne Wenger. Their model of situated learning proposed that learning involved a process of engagement in a 'community of practice'. 
  • When looking closely at everyday activity, she has argued, it is clear that 'learning is ubiquitous in ongoing activity, though often unrecognized as such' (Lave 1993: 5).
  • Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. In a nutshell: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. (Wenger circa 2007)
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  • Over time, this collective learning results in practices that reflect both the pursuit of our enterprises and the attendant social relations. These practices are thus the property of a kind of community created over time by the sustained pursuit of a shared enterprise. It makes sense, therefore to call these kinds of communities communities of practice. (Wenger 1998: 45)
  • The characteristics of communities of practice According to Etienne Wenger (c 2007), three elements are crucial in distinguishing a community of practice from other groups and communities: The domain. A community of practice is is something more than a club of friends or a network of connections between people. 'It has an identity defined by a shared domain of interest. Membership therefore implies a commitment to the domain, and therefore a shared competence that distinguishes members from other people' (op. cit.). The community. 'In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other' (op. cit.). The practice. 'Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems—in short a shared practice. This takes time and sustained interaction' (op. cit.).
  • The fact that they are organizing around some particular area of knowledge and activity gives members a sense of joint enterprise and identity. For a community of practice to function it needs to generate and appropriate a shared repertoire of ideas, commitments and memories. It also needs to develop various resources such as tools, documents, routines, vocabulary and symbols that in some way carry the accumulated knowledge of the community.
  • The interactions involved, and the ability to undertake larger or more complex activities and projects though cooperation, bind people together and help to facilitate relationship and trust
  • Rather than looking to learning as the acquisition of certain forms of knowledge, Jean Lave and Etienne Wenger have tried to place it in social relationships – situations of co-participation.
  • It not so much that learners acquire structures or models to understand the world, but they participate in frameworks that that have structure. Learning involves participation in a community of practice. And that participation 'refers not just to local events of engagement in certain activities with certain people, but to a more encompassing process of being active participants in the practices of social communities and constructing identities in relation to these communities' (Wenger 1999: 4).
  • Initially people have to join communities and learn at the periphery. The things they are involved in, the tasks they do may be less key to the community than others.
  • Learning is, thus, not seen as the acquisition of knowledge by individuals so much as a process of social participation. The nature of the situation impacts significantly on the process.
  • What is more, and in contrast with learning as internalization, ‘learning as increasing participation in communities of practice concerns the whole person acting in the world’ (Lave and Wenger 1991: 49). The focus is on the ways in which learning is ‘an evolving, continuously renewed set of relations’ (ibid.: 50). In other words, this is a relational view of the person and learning (see the discussion of selfhood).
  • 'the purpose is not to learn from talk as a substitute for legitimate peripheral participation; it is to learn to talk as a key to legitimate peripheral participation'. This orientation has the definite advantage of drawing attention to the need to understand knowledge and learning in context. However, situated learning depends on two claims: It makes no sense to talk of knowledge that is decontextualized, abstract or general. New knowledge and learning are properly conceived as being located in communities of practice (Tennant 1997: 77).
  • There is a risk, as Jean Lave and Etienne Wenger acknowledge, of romanticizing communities of practice.
  • 'In their eagerness to debunk testing, formal education and formal accreditation, they do not analyse how their omission [of a range of questions and issues] affects power relations, access, public knowledge and public accountability' (Tennant 1997: 79).
  • Perhaps the most helpful of these explorations is that of Barbara Rogoff and her colleagues (2001). They examine the work of an innovative school in Salt Lake City and how teachers, students and parents were able to work together to develop an approach to schooling based around the principle that learning 'occurs through interested participation with other learners'.
  • Learning is in the relationships between people. As McDermott (in Murphy 1999:17) puts it: Learning traditionally gets measured as on the assumption that it is a possession of individuals that can be found inside their heads… [Here] learning is in the relationships between people. Learning is in the conditions that bring people together and organize a point of contact that allows for particular pieces of information to take on a relevance; without the points of contact, without the system of relevancies, there is not learning, and there is little memory. Learning does not belong to individual persons, but to the various conversations of which they are a part.
  • One of the implications for schools, as Barbara Rogoff and her colleagues suggest is that they must prioritize 'instruction that builds on children's interests in a collaborative way'. Such schools need also to be places where 'learning activities are planned by children as well as adults, and where parents and teachers not only foster children's learning but also learn from their own involvement with children' (2001: 3). Their example in this area have particular force as they are derived from actual school practice.
  • learning involves a deepening process of participation in a community of practice
  • Acknowledging that communities of practice affect performance is important in part because of their potential to overcome the inherent problems of a slow-moving traditional hierarchy in a fast-moving virtual economy. Communities also appear to be an effective way for organizations to handle unstructured problems and to share knowledge outside of the traditional structural boundaries. In addition, the community concept is acknowledged to be a means of developing and maintaining long-term organizational memory. These outcomes are an important, yet often unrecognized, supplement to the value that individual members of a community obtain in the form of enriched learning and higher motivation to apply what they learn. (Lesser and Storck 2001)
  • Educators need to reflect on their understanding of what constitutes knowledge and practice. Perhaps one of the most important things to grasp here is the extent to which education involves informed and committed action.
Barbara Lindsey

From Participation to Creation - 2020 Forecast: Creating the Future of Learning - 0 views

www.futureofed.org/...fromParticipation

teachers lesson planning curriculum methodology

shared by Barbara Lindsey on 04 Dec 09 - Cached
  • The primary story within our last forecast, the 2006 KWF/IFTF Map of Future Forces Affecting Education, was about participation. Specifically, that forecast showed how individuals and groups were taking advantage of participatory media, creating “smart networks” to form groups, and creating value through bottom-up collaboration in “grassroots economies.” Participants were beginning to exchange learning resources, form smart education mobs, and release education from traditional institutions. All this participation was converging with a host of other external forces to effect real changes in the learning enterprise.
  • The 2020 Forecast depicts a set of forces that are pushing us to create the future of learning as an ecosystem, in which we have yet to determine the role of education institutions as we know them today.
  • Barbara Lindsey on 04 Dec 09
     
    "The primary story within our last forecast, the 2006 KWF/IFTF Map of Future Forces Affecting Education, was about participation. Specifically, that forecast showed how individuals and groups were taking advantage of participatory media, creating "smart networks" to form groups, and creating value through bottom-up collaboration in "grassroots economies." Participants were beginning to exchange learning resources, form smart education mobs, and release education from traditional institutions. All this participation was converging with a host of other external forces to effect real changes in the learning enterprise."
Katherine Ruddick

ktschutt - home - 1 views

ktschutt.wikispaces.com

CPTA

shared by Katherine Ruddick on 18 Oct 10 - Cached
  • Katherine Ruddick on 18 Oct 10
     
    Kyle gave a great workshop about how to use free online tools for formative assessments. His website is very informative and has a bunch of great links.
Barbara Lindsey

Multimedia & Internet@Schools Magazine - 0 views

www.mmischools.com/...MmisXtra.aspx

media literacy reading education

shared by Barbara Lindsey on 18 Jul 09 - Cached
  • I would argue that postliteracy is a return to more natural forms of multisensory communication—speaking, storytelling, dialogue, debate, and dramatization. It is just now that these modes can be captured and stored digitally as easily as writing. Information, emotion, and persuasion may be even more powerfully conveyed in multimedia formats.
  • Libraries, especially those that serve children and young adults, need to acknowledge that society is becoming postliterate.
  • PL libraries budget, select, acquire, catalog, and circulate as many or more materials in nonprint formats as they do traditional print materials. The circulation policy for all materials, print and nonprint, is similar.2. PL libraries stock, without prejudice, age-appropriate graphic novels and audio books, both fiction and nonfiction, for informational and recreational use.3. PL libraries support gaming for instruction and recreation.4. PL libraries purchase high-value online information resources.5. PL libraries provide resources for patrons to create visual and auditory materials and promote the demonstration of learning and research through original video, audio, and graphics production. They also provide physical spaces for the presentation of these creations.6. PL libraries allow the use of personal communication devices (MP3 players, handhelds, laptops, etc.) and provide wireless network access for these devices.7. PL library programs teach the critical evaluation of nonprint information.8. PL library programs teach the skills necessary to produce effective communication in all formats.9. PL library programs accept and promote the use of nonprint resources as sources for research and problem-based assignments.10. PL librarians recognize the legitimacy of nonprint resources and promote their use without bias.
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  • Culture determines library programs; libraries transmit culture.
  • If we as librarians support and use learning resources that are meaningful, useful, and appealing to our students, so might the classroom teacher.
  • In Phaedrus, Plato decries an "alternate" communication technology:The fact is that this invention will produce forgetfulness in the souls of those who have learned it. They will not need to exercise their memories, being able to rely on what is written, calling things to mind no longer from within themselves by their own unaided powers, but under the stimulus of external marks that are alien to themselves.The Greek philosopher was, of course, dissing the new technology of his day: writing. Plato might well approve of our return to an oral tradition in a digital form. But his quote also demonstrates that sometimes our greatest fears become our greatest blessings.
  • Barbara Lindsey on 18 Jul 09
     
    Thanks to Russel Tarr via Twitter
Patty Silvey

WordChamp - 1 views

www.wordchamp.com/Home.do

Teachers Students Technology Assessment Reinforcement All_languages Practice Authentic_literature

shared by Patty Silvey on 23 Jun 10 - Cached
  • Kate Krotzer on 23 Jun 10
     
    "WordChamp has been designed specifically as an aid for language teachers. Whether you teach a classroom full of students or just one student, whether you want your students to stay entirely in the target language or translate, practice conjugations or reading, use pictures or practice pronunciations, WordChamp gives you the tools you need to help your students succeed."
  • Patty Silvey on 30 Dec 10
     
    Learn languages and connect with people around the world. Free! Though a nominal charge gets you additional benefits. Bilingual flashcards both written and oral are already available or make your own. Oral flashcards can be downloaded as an MP3.The BEST part is the Web Reader which helps in reading authentic material also part of the site. The help is in the form of either written or oral mouse-over translation. WordChamp also has numerous other activities for the teacher to use to create supplemental practice. The Course Management feature allows a teacher to track classes or individual students.
Barbara Lindsey

Educational Leadership:How Teachers Learn:Learning with Blogs and Wikis - 0 views

www.ascd.org/...ning_with_Blogs_and_Wikis.aspx

professionaldevelopment leadership education Ferriter

shared by Barbara Lindsey on 17 Mar 09 - Cached
  • Teachers rarely get to self-select learning opportunities, pursue professional passions, or engage in meaningful, ongoing conversations about instruction.
  • Although most of my colleagues recognize that business-driven reform efforts are likely to have little effect on student learning, they are largely unwilling to challenge the status quo. "Nothing's going to change," they insist. "This is how professional development has always been done.
    • Barbara Lindsey
      Barbara Lindsey on 17 Mar 09
       
      Do you agree with this statement?
  • First, there's a new emphasis on the importance of collaborative learning among members of close-knit teams in schools. School leaders are beginning to believe in the human capacity of their faculties and are structuring opportunities for teachers to reflect on instruction together. These joint efforts are targeted and specific, increasing educators' motivation and engagement.
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  • Second, digital tools now help fulfill Elmore's desire for fresh "portals through which new knowledge about teaching and learning can enter schools." Specifically, thousands of accomplished educators are now writing blogs about teaching and learning, bringing transparency to both the art and the science of their practice. In every content area and grade level and in schools of varying sizes and from different geographic locations, educators are actively reflecting on instruction, challenging assumptions, questioning policies, offering advice, designing solutions, and learning together. And all this collective knowledge is readily available for free.
  • Blogs have introduced a measure of differentiation and challenge to my professional learning plan that had long been missing. I wrestle over the characteristics of effective professional development with Patrick Higgins (http://chalkdust101.wordpress.com) and the elements of high-quality instruction for middle grades students with Dina Strasser (http://theline.edublogs.org). Scott McLeod (www.dangerouslyirrelevant.org) forces me to think about driving school change from the system level; and Nancy Flanagan (http://teacherleaders.typepad.com/teacher_in_a_strange_land) helps me understand the connections between education policy and classroom practice. John Holland (http://circle-time.blogspot.com) and Larry Ferlazzo, Brian Crosby, and Alice Mercer (http://inpractice.edublogs.org) open my eyes to the challenges of working in high-needs communities.
  • What's more, the readers of my own blog challenge my thinking in provocative comments day after day.
  • Start by using a feed reader as a learning tool for a few weeks. Find several blogs that target educators in your grade level or content area and organize them with an aggregator of your choice. The search for blogs probably best begins at the SupportBlogging wiki (http://supportblogging.com), which includes a list of hundreds of blogs broken down into specific categories, such as education blogs, principal blogs, teacher blogs, classroom blogs, and librarian blogs.
  • Tell others how much you enjoy having your thinking stretched by the blogs you read.
  • Share your feed reader with your learning team and begin to explore together. Ask peers about the most interesting articles they're reading. Make it a point to talk with a colleague about a shared blog post at least twice each week.
  • Although reading blogs is the best way to start incorporating 21st-century tools into your plan for professional learning, writing your own blog about instruction can be equally powerful.
  • The difference between a wiki and a blog is that wikis are designed for collaboration among groups of users. Anyone with the shared wiki password can edit the content on a wiki at any time. Wikis also provide discussion boards for every page, enabling users to engage in ongoing conversations about their developing project. Some teams of teachers—such as the teachers creating Digitally Speaking (http://digitallyspeaking.pbwiki.com)—use wikis to reflect on the characteristics of effective instruction. Others use them to create warehouses of materials among teachers working in the same content area (http://cesa5mathscience.wikispaces.com) or as a source for teachers and teams creating entire classroom textbooks (http://anatowiki.wetpaint.com/?t=anon).
  • Consider finding a few peers to write about teaching and learning together. Divide your topic of interest into subtitles or sections. Teachers could be responsible for creating content for their area of expertise; they could generate key ideas, add links to external resources, upload appropriate documents, or embed interesting videos. Then allow users who are fluent with language to polish your final text. Find members who are sticklers for spelling and grammar and turn them loose. On a wiki, the writing process is far less intimidating than on a blog because you're not responsible for an entire selection all by yourself. Instead, you'll reflect with colleagues—which in and of itself is a powerful form of professional growth.
  • Digital tools have also changed who I am as an instructor because I've introduced these tools to my students. Together, we use feed readers to explore collections of student blogs (www.pageflakes.com/wferriter/20982438) and organize resources on topics connected to our curriculum, such as biofuels and global warming (www.pageflakes.com/wferriter/22534539). We write a classroom blog reflecting on current events (http://guysread.typepad.com/theblurb) and use wikis to collaborate around content (http://carbonfighters.pbwiki.com). I teach my students to challenge the thinking of digital peers with their comments—and to enjoy the challenges that others make to their own electronic thinking. At the same time, my students are learning to create, communicate, and collaborate—and to manage and evaluate information found online.
  • Blogs and wikis are changing who we are as learners, preparing us for a future driven by peer production and networked learning.
Barbara Lindsey

NYC school uses collaborative wikis to cut costs and save time - 0 views

searchunifiedcommunications.techtarget.com/...9142,sid186_gci1361953,00.html

teachers administrators wiki budget collaboration

shared by Barbara Lindsey on 29 Aug 09 - Cached
  • The wikis include everything from test scheduling (internal) to early dismissal information (external).
  • "We've saved lots of money," Cohen said. "But the real drag of using [expensive collaboration products] was you have these elaborate systems; parents had to get accounts; you had to give vendors the students' names; there was lots of work just to get it to work."
  • With the Wikispaces, Cohen can just set the program up and have users do the work for him. Privacy concerns are minimal because the only publicly accessible information is the student's name and time of meeting,
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  • Cohen also likes the project because it was a simple way for teachers to "get their toes wet" with collaborative technology with a shallow learning curve and a high return on investment. For the spring semester, he said, teachers would actually have to sit and field calls for scheduling parent-teacher appointments.
  • Demonstrating the value of collaborative technology, while teaching how to use it, is the hardest challenge in its adoption, said Zeus Kerravala, a Yankee Group analyst. "The success depends more on the utilization of the tools than the tools themselves," Kerravala said. Keeping it simple and easy to access increases the chance of success.
  • Much of the essential documentation for teachers is now on wikis at the school, but Cohen still fields requests for how to do this, or for hard copies of those forms. He regularly denies such requests and points the users to the appropriate wiki page.
  • "Kids only use technology for the things they want to use it for," Cohen said. "They won't necessarily check the website for their homework."
  • Barbara Lindsey on 29 Aug 09
     
    Excellent article on why and how a NYC school uses wikis
Barbara Lindsey

iSchool Initiative - 0 views

www.ischoolinitiative.com/About_Us.html

teachers students parents administration blog video advocacy technology ipod collaboration partnership

shared by Barbara Lindsey on 16 Sep 09 - No Cached
  • dorie conlon on 15 Mar 10
     
    The iSchool Initiative's mission is to advocate, support and implement technological advancement for students and educators in the 21st century. In order to accomplish this, we have three primary objectives: raising awareness for the technological needs of the classroom, providing collaborative research on the use of technology in the classroom, and guiding schools in the implementation of this technology. We are a partnership between students, teachers, school administrators, and software application developers, providing a platform for each to comprehend the other's needs. We produce newsletters, blogs, videos and seminars to further spread the word, as well as conduct our own research and test new apps and other forms of technology to be used in the modern classroom. To enhance their learning, we also encourage students to become advocates for the greater use of technology in their education.
Barbara Lindsey

The Tempered Radical: I Finally Drank the Kool-Aid! - 0 views

teacherleaders.typepad.com/...i-finally-drank.html

teachers administrators professional learning communities personal learning networks communication collaboration technologoy

shared by Barbara Lindsey on 05 Oct 09 - Cached
  • Barbara Lindsey on 05 Oct 09
     
    of professional learning communities as a form of staff development
Barbara Lindsey

Digitally Speaking / Social Bookmarking and Annotating - 0 views

digitallyspeaking.pbworks.com/ial-Bookmarking-and-Annotating

technology teachers students

shared by Barbara Lindsey on 12 Oct 09 - Cached
  • Many of today's teachers make a critical mistake when introducing digital tools by assuming that armed with a username and a password, students will automatically find meaningful ways to learn together.  The results can be disastrous.  Motivation wanes when groups using new services fail to meet reasonable standards of performance.  "Why did I bother to plug my students in for this project?" teachers wonder.  "They could have done better work with a piece of paper and a pencil!"
  • With shared annotation services like Diigo, powerful learning depends on much more than understanding the technical details behind adding highlights and comments for other members of a group to see.  Instead, powerful learning depends on the quality of the conversation that develops around the content being studied together.  That means teachers must systematically introduce students to a set of collaborative dialogue behaviors that can be easily implemented online.
  • intellectual philanthropy and collective intelligence
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  • While these early interactions are simplistic processes that by themselves aren't enough to drive meaningful change in teaching and learning, they are essential because they provide team members with low risk opportunities to interact with one another around the topics, materials and instructional practices that should form the foundation of classroom learning experiences.
  • A tagging language is nothing more than a set of categories that all members of a group agree to use when bookmarking websites for shared projects.
  • In Shirky's terms, teams that embrace social bookmarking decrease the "cost" of  group transactions.  No longer do members resist sharing because it's too time consuming or difficult to be valuable. Instead, with a little bit of thought and careful planning, groups can make sharing resources---a key process that all learning teams have to learn to manage---remarkably easy and instant.
  • Imagine the collective power of an army of readers engaged in ongoing conversation about provocative ideas, challenging one another's thought, publicly debating, and polishing personal beliefs.  Imagine the cultural understandings that could develop between readers from opposite sides of the earth sharing thought together.  Imagine the potential for brainstorming global solutions, for holding government agencies accountable, or for gathering feedback from disparate stakeholder groups when reading moves from a "fundamentally private activity" to a "community event."
  • Understanding that there are times when users want their shared reading experiences to be more focused, however, Diigo makes it possible to keep highlights and annotations private or available to members of predetermined and self-selected groups.  For professional learning teams exploring instructional practices or for student research groups exploring content for classroom projects, this provides a measure of targeted exploration between likeminded thinkers.
  • Diigo takes the idea of collective exploration of content one step further by providing groups with the opportunity to create shared discussion forums
Patty Silvey

Cool Text - 3 views

cooltext.com

Teachers Technology text graphics generator graphics web pages

shared by Patty Silvey on 24 Jun 10 - Cached
  • Patty Silvey on 24 Jun 10
     
    Cool Text is a free graphics generator for web pages and anywhere else you need an impressive logo without a lot of design work. Simply choose what kind of image you would like. Then fill out a form and you'll have your own custom image created on the fly. You will then need to save it and upload it to your portal page. I have used it on a few of my portal pages.
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