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Uma “comunidade de prática” virtual (CdP) é uma rede de indivíduos que têm uma área de interesse comum e sobre a qual comunicam em linha. Estes praticantes partilham recursos (por exemplo experiências, problemas e soluções, ferramentas e metodologias). Esta troca resulta no aprofundamento do conhecimento de cada participante dessa comunidade e contribui para o aumento do conhecimento nessa área de interesse.

Building a Learning Community Palloff and Pratt recommend seven basic steps for building a successful learning community. These include: clearly defining the purpose of the community, creating a distinctive gathering place for the group, promoting effective leadership from within, defining norms and a clear code of conduct, allowing for a range of member roles, allowing for and facilitating of subgroups, and allowing members to resolve their own disputes. The authors caution that it is possible to develop a community that has strong social connections between the students, but where very little learning actually takes place. Thus, it is important that the instructor be actively engaged in the process and encourages students who stray from the learning goals of the course. Specifically, the authors recommend: (1) engaging students with subject matter, (2) accounting for attendance and participation, (3) working with students who do not participate, (4) understanding the signs of when a student is in trouble, and (5) building online communities that accommodate personal interaction. Indicators of a Successful Learning Community You can tell if the learning community is working when you see: active interaction, sharing of resources among students, collaborative learning evidenced by comments directed primarily student to student rather than student to instructor, socially constructed meaning evidenced by agreement or questioning, with the intent to achieve agreement on issues of meaning, and expressions of support and encouragement exchanged between students, as well as willingness to critically evaluate the work of others. Finally, they suggest that the keys to successful learning communities are honesty, responsiveness, relevance, respect, openness, and empowerment. Palloff, R.M. & Pratt, K. (1999). Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom. San Francisco: Jossey-Bass Publishers.

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Disaboom.com was founded by Dr. J. Glen House, a physician specializing in physical medicine and rehabilitation who is also a quadriplegic. His firsthand knowledge of the challenges faced by individuals with disabilities and those whose lives they touch has driven the Disaboom.com mission: to create the first comprehensive, evolving source of information, insight, and personal engagement for the disability community.

Some of these features might cause tutors to balk, but Elgg's creators say the collaborative, conversational exchanges in which today's students have become so fluent outside class are the best way to deliver learning inside it.

Broadly, Elgg represents a shift from aging, top-down classroom technologies like Blackboard to what e-learning practitioners call personal learning environments -- mashup spaces comprising del.icio.us feeds, blog posts, podcast widgets -- whatever resources students need to document, consume or communicate their learning across disciplines.