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Social Learning and Communities of Practice- in search of a definition . Gordon Lewis Bilgi University Istanbul, Turkey May 12, 2012. Statistics, statistics, statistics. In talking about technology – advocates love to throw around big numbers People love to talk about exponential change - PowerPoint PPT Presentation
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Social Learning and Communities of Practice- in search of a definition
Gordon LewisBilgi UniversityIstanbul, TurkeyMay 12, 2012
Statistics, statistics, statistics• In talking about technology –
advocates love to throw around big numbers
• People love to talk about exponential change
All true, but….
• Has this data been parsed for education?
• Is social behavior immediately transferable to education context?
Technology Turmoil
• Too many tools take our eyes off the real issues– Instructional design– integration
Education and Everyday LifeEducation World Everyday Life
Analog Digital
Generic Personal
Consumption Creation
Closed Open
Students are not an audience anymoreNor are teachers in their professional
development
A few things we do know….• Change has changed– Frequency of interaction– Diversity of context– Communication is driving change
• Departure from Permanence– Dynamic self-organization– Creative destruction
• Transmission model is in decline• Student will get more of what they want and less of
what someone else believes they need
Preserve
Discardcreate
New Literacy
• The 21 century is technology-driven and technology is changing the face of literacy
– Digital (computer) literacy– Information literacy– Multi-media literacy
• F2f interaction will retain it’s unique role and must be seen as a fundamental part of any community
• However, in the case of instruction, the teacher must be really, really good , motivating, and inspiring to attract students to the classroom when so much content is available online.
Think about it- Why are you here?
From: Headrush.typepad.com
What are you building?
• Social portal?• Social add-on to an LMS?• A social community?• A learning community?• A community of practice?
The most significant barrier or challenge to adopting social media and collaborative tools in education
has been identified as a lack of strategy
Social Community
• Communities are united around a common sense of purpose and desire to learn with and from one another
• It is an instructional design issue, not a technology issue
• Communities aren’t a sum of personal pages. A friend of a friend is not really my friend.
CoP versus social networkCoP Informal Network
Purpose Learning, sharing, creating Creating communication links
Boundary The knowledge domain Extent of relationships
Connection Shared action around a problem
Personal contacts
Membership Ongoing as long as in domain
individual
Life Span As long as generates value Open-ended
Social Networks connect individualsFocus on “personal” (PLS, PLN)
CoP’s create knowledge for missionFocus on conversations
Learning Community Structure
Community
DomainLearningpartnership
Practice
What Problem am I trying to solve?
Key Social Design Questions
• Why do we exist?• What do students/teachers want from
community?• What are the roles and responsibilities?• What does daily life look like? Weekly,
Monthly?• Access and convenience (integrated/firewalls)
Expectations: 1-10-90
• 1% will create content• 10% will communicate around it• 90% will view or download it
This is normal. Compare-• Youtube videos uploaded daily: 200.000• Youtube videos watched daily: 100.000.000
Sponsor
Facilitator /Mentor
Archivist/Librarian
Technician
Core Team
Subject Matter Experts
Participants
Community Roles
More Roles
TRANSACTIONALoutsiders
PERIPHERALlurkers
OCCASIONALExperts, beginners
ACTIVELeaders and
facilitators
Orchestrated Spontaneity
• The Invisible Hand– the crucial role of the
facilitator• Calendaring
(balancing activities- flow)
• Linking online with f2f activities– This event!
COMMUNITY ACCULTURATION• Moments in the life of a community member• Back channel communication
Membership Mentorship Participation Recognition
Information Informal
Formal
WithFrom
Models of practice
Project/after-actionreviews
Case clinics
Document sharing
Collections
Learningprojects
Hot topicdiscussionsStories
Formalpracticetransfer
Visits
Invitedspeaker
Mutual benchmark
External benchmark
Broadcast inquiry
Readinggroup
Problem solving
News
Jointresponse
Boundarycollaboration
Trainingand workshops
Pointers to resources
Systematic scan
GuestsJointeventsDocumenting
practice
Field trips
Exploringideas
Eachother
1
2
7 4
3
6
5
Tips
Practice fairs
Warranting Helpdesk
Outsidesources
1. Exchanges2. Productive
inquiries3. Building shared
understanding4. Producing assets5. Creating
standards6. Formal access to
knowledge7. Visits
a great variety
Debates
Q&A Role play
Casestudies
Peerassist
Polls
Learning activities
From: Etienne Wenger
Affective Hubs
facts
Emotions
Processes
People
Projects
opinions
Success Factors in Peer-Peer LearningI need someone I am someone
Awareness Who’s out there? How do I get known?
Competence Is he/she competent?
How can I highlight my skills?
Benevolence Will he/she be willing to help?
How can I gain people’s trust?
Motivation Will I engage? Why should I help?
Access How do I connect? Do I want to be reached?
Skills Do we have structure to enable this?
Tools and Technology
What are the tools?
From: IBM
Measuring success
• Three key questions for members:
1. Did they like it?2. Did they learn3. Are they applying
their learning?
Measuring success (2)• Quality of Communication
– Meaningful interactions- quality of exchanges– Timely and meaningful feedback– Informal learning (learning from each other)– Liveliness, diversity of traffic– Contribution patterns- who is contributing?– Sustainability
• Brinkerhoff: Success Case Methodology– Identify goals– Measure data to identify successful/unsuccessful members– Conduct interviews- collect stories- identify performance factors– Share knowledge
Final Words
• Forget about things like PLE’s to start• Focus on conversations• Knowledge lies in the conversations• Harvest these conversations to create
“community memory”