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Learning communities
- 1. Learning Communities ICT & 21ST CENTURY LEARNING COMMUNITIES EDUC 90591 Nick Reynolds
- 2. Educational Theory • Dewey ▫ Education as experience ▫ The importance of the social aspect of learning • Piaget ▫ Socio-Constructivist Theory Emphasis on interactions rather than actions Students master new approaches of learning through interacting with others Development of the individual http://www.inholland.nl/NR/rdonlyres/14C97038-08C2-4D9C-BD6B-F467AA97EE55/812/PierreD.PDF
- 3. Educational Theory • Vygotsky ▫ Socially constructed knowledge ▫ Socio-Cultural Theory (ZPD) Focus on causal relationship between social interaction and the individual's cognitive development ZPD is the distance between actual development and potential development (adult, more able peer assisted)
- 4. Educational Theory • Shared Cognition ▫ Focus on environment of learning rather than just on the individual ▫ Physical and social contexts important ▫ Social context makes the collaborations happen L Resnick “collaboration is viewed as a process of building and maintaining a shared conception of a problem”
- 5. More Theory • Wenger and Lave ▫ Communities of practice ▫ http://wenger-trayner.com/theory/ • The domain: ▫ It has an identity defined by a shared domain of interest • The community: ▫ Unless they interact and learn together, they do not form a community of practice • The practice: ▫ Members of a community of practice are practitioners
- 6. Communities of Practice • Forums about everything • Phpbb http://www.phpbb.com/ • Has a ‘community’, which includes a forum about forums
- 7. Wikis as Communities of Practice • The practices of participating in wikis, and social software more generally, could potentially provide a structure supporting a community of practice model of learning as individuals come together, and develop a repertoire of shared practices, bringing new experiences to the group and learning from the group’s existing practices.
- 8. Wikis as Communities of Practice • The wiki itself could be seen as both the site of participation, and the reified artefact that acts as a record of that community’s practices.
- 9. Wikis as Communities of Practice • Wikipedia ▫ http://en.wikipedia.org/wiki/Main_Page
- 10. More Terms • Distributed cognition ▫ Hutchins ▫ Salomon cognitive processes that are distributed across the members of a social group
- 11. More Terms • Pea ▫ Distributed intelligence “knowledge is commonly socially constructed, through collaborative efforts toward shared objectives or by dialogues and challenges brought about by difference in persons’ perspectives” (Pea, 1993, p. 48). • MIT World – Distributed Intelligence • http://mitworld.mit.edu/ • TED http://www.ted.com/
- 13. Some Approaches • Learning Communities Catalyst ▫ http://lcc.edu.au/?page_id=28 • Victoria as a Learning Community ▫ http://www.education.vic.gov.au/about/department/v ▫ State Government’s approach
- 14. Open Source Solutions • Community Learning Network ▫ http://sourceforge.net/projects/bangthedrumcln/ • Elgg ▫ http://elgg.org/
- 15. Examples • Gratz Technical University ▫ http://tugll.tugraz.at/ ▫ http://elearningblog.tugraz.at/ • Scootle • https://www.scootle.edu.au/ec/p/home
- 16. Blogs • No thought goes unblogged • Edublogs ▫ http://edublogs.org/ ▫ http://www.theedublogger.com/ • Blogger ▫ http://www.blogger.com • Google blog ▫ http://googleblog.blogspot.com/
- 17. Social Networks
- 18. Education • Awareness of the existence of tools • Awareness of the existence of communities • Access to tool/communities • Development of effective communities • Not just for the students • DLTV ▫ http://www.dltv.vic.edu.au/ ▫ http://www.dltv.vic.edu.au/news-blogs
Notes de l'éditeur
- In socio-constructivist theory, emphasis is given to interactions rather than actions themselves. A given level of individual development allows participation in certain social interactions which produce new individual states which, in turn, make possible more sophisticated social interactions, and so on [Dillenbourg et al. 1994]. The socio-constructivist approach focuses on the individual's development with respect to the social interaction, without really differentiating or identifying the underlying factors that enhance collaborative learning. Here the social interaction is assumed as a black box that boosts collaborative learning.
- Socio-cultural theory focuses on the causal relationship between social interaction and the individual's cognitive development http://www.cs.usask.ca/grads/vsk719/academic/890/project2/node7.html
- http://www.inholland.nl/NR/rdonlyres/14C97038-08C2-4D9C-BD6B-F467AA97EE55/812/PierreD.PDF Shared cognition theory is different from the other two theories in the sense that the environment in which learning takes place is given the focus rather than the environment-independent cognitive processes. The environment consists of both physical context and social context. The previous two approaches attributed the learning only to the physical context. But the shared cognition approach places the focus squarely on the social context that is claimed to make the collaborations happen and not just the presence of the collaborators.
- Within each system, cognitive activities are viewed as computations which take place via the "...propagation of representational state across media" within a functional system, whereby the 'representational media may be inside as well as outside the individuals involved". (Hutchins, 1995, p. 373). Hence, the media refer to both internal (e.g. an individual's memory) and external representations (maps, charts, computer database, scribbles etc.). The states of the representation refer to how the various resources of knowledge and information are transformed in the conduct of an activity. http://mcs.open.ac.uk/yr258/papers/dcog/dcog-brief-intro.pdf A Brief Introduction to Distributed Cognition© Yvonne Rogers Interact Lab, School of Cognitive and Computing Sciences, University of Sussex, BRIGHTON, BN1 9QH, UK August 1997 Shared Cognition According to this approach, collaboration is viewed as a process of building and maintaining a shared conception of a problem, thus ensuring a natural learning environment. http://www.cs.usask.ca/grads/vsk719/academic/890/project2/node7.html