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"The posting below looks at principles for the design of learning communities (LCs).  It is from Chapter 2 - Preparing for Powerful Learning Communities, in the book, Powerful Learning Communities: A Guide to Developing Student, Faculty, and Professional Learning Communities to Improve Student Success and Organizational Effectiveness, by Oscar T. Lenning, Denise M. Hill, Kevin P. Saunders, Alisha Solan, and Andria Stokes."

Revisiting the Community of Inquiry Framework: July 9-22, 2012 Facilitators:  Cindy Xin and  Sarah Haavind Since its original publication, Garrison, Anderson and Archer's (2000) "Critical Inquiry in A Text-based Environment: Computer Conferencing in Higher Education" has inspired a great many researchers and advanced our understanding of online learning and online education. In recent years, a number of reviews of the Community of Inquiry framework (CoI) have been published, including, Garrison and Arbaugh's (2007), Swan and Ice (2010). Cindy Xin, author of a recently-published critique (Xin, 2012) will be with us to explain her argument and, together with Sarah Haavind, facilitate a discussion reconsidering the CoI and its recent reviews and critiques. By provoking new thoughts and possibly constructing new theories and methods, we hope to further our understanding of online discussion in particular, and online education in general.

This page provides access to "a practitioner-oriented summary of the book [Digital Habitats] that you can download for free. It is couched as an "action notebook" in the sense that it summarizes dozens of practical steps you can take to support your community" (Action Notebook, ¶1, 2011.06.16).

2-week seminar at SCoPE "An ePortfolio is an online collection of your work that you choose to represent your skills and interests to diverse audiences." University of British Columbia During this 2-week seminar Catherine and Roselynn will introduce us to UBC's Portfolio Community of Practice. They have invited members of the CoP to share their teaching and course eportfolios and encourage all seminar participants to discuss their experiences with portfolio projects. This seminar will be of interest to those involved in or curious about portfolio projects, as well as to those interested in building and facilitating faculty communities of practice.

Wenger, Etienne; Trayner, Beverly; & de Laat, Maarten. (2011). Promoting and assessing value creation in communities and networks: a conceptual framework [PDF]. Retrieved June 18, 2011, from www.social-learning-strategies.com/documents/Wenger_Trayner_DeLaat_Value_creation.pdf

Anderson and Anderson (2010) characterize online continuing professional education (CPE) conferences as "structured, time[-]delineated" events involving "distributed population[s]" in synchronous or asynchronous use of "online communication and collaboration tools" (p. 15). They suggest that these characteristics may enhance "both the quantity and quality of interaction" in formal CPE sessions, thanks to possibilities for preliminary access to conference materials, world-wide participation, and asynchronous as well as real-time interpersonal engagements (p. 22), which in turn may promote constructivist and connectivist modes of learning within professional communities of practice (pp. 7-10). Anderson, Lynn; & Anderson, Terry. (2010). Online Conferences: Professional Development for a Networked Era. Charlotte, NC: Information Age Publishing

Clark introduces Cross, who in turn distinguishes pushed learning from pulled learning. Clark also provides a short bibliography of Cross's work.

A site for creating debates

"My diagram attempts to illustrate how many participants in the online environment move through phases as they gain understanding and confidence" (Wenmoth, 2006.11.10, ¶3).

extensive review by Adam C. Engst