June 2004
This presentation is the property of its rightful owner.
Sponsored Links
1 / 36

Soren Kaplan, Ph.D. ([email protected]) PowerPoint PPT Presentation


  • 80 Views
  • Uploaded on
  • Presentation posted in: General

June 2004. Learning Communities & Social Computing: Tools & Techniques for Fostering Collaborative Learning. NMC Summer Conference, Vancouver. Soren Kaplan, Ph.D. ([email protected]). Learning Objectives. Identify and describe different types of collaborative learning groups and communities

Download Presentation

Soren Kaplan, Ph.D. ([email protected])

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Soren kaplan ph d soren icohere

June 2004

Learning Communities & Social Computing:

Tools & Techniques for Fostering Collaborative Learning

NMC Summer Conference, Vancouver

Soren Kaplan, Ph.D. ([email protected])


Learning objectives

Learning Objectives

  • Identify and describe different types of collaborative learning groups and communities

  • Apply the principles of learning communities and collaborative learning to your institution

  • Obtain practical models, tools and approaches for designing learning communities


A little survey

A Little Survey

  • How many of you can’t compose documents anymore using long-hand?

  • How many of you don’t go to meetings any more without your laptop/PDA?

  • How many of you have turned your “remembering” over to a technology object (phone numbers, meetings, etc.)

From Vicki Suter, NLII


A little survey cont

A Little Survey, cont.

  • How many of you are “constantly connected” (the Internet is always on, whether you are at home or at work; your cell phone is always with you)?

  • What are the most IM/chat windows have you had open at any one time?

From Vicki Suter, NLII


A little survey cont1

A Little Survey, cont.

  • How many of you actively participate in an online community?

  • How many of you are a member of an online community but don’t participate?

  • How many of you facilitate “online communities” – via instruction or technology support?


Learning and knowledge

Learning and Knowledge

Tacit Knowledge

30%

70%

Explicit Knowledge

  • How things really get done

  • Difficult to capture, codify and deliver through discrete learning objects and traditional training

  • Can be captured and formalized via Learning Communities

  • Books & tutorials

  • Facts, procedures, processes, guidelines

  • Formal instruction and training

Source: Peter Henschel, “Understanding and Winning the Never-Ending Search for Talent,” 2001


A skewed emphasis

Context

Group

WBTs

CBTs

Content

LCMS

LMS

Learning Objects

Individual

A Skewed Emphasis


Nlii s deeper learning principles

NLII’s Deeper Learning Principles

  • Requires ownership

  • Encourages engagement

  • Is a social process

  • Is contextual or situated

  • Is an active process

From Deeper Learning Principles, developed by NLII 2002 Fellows Carmean/Haefner

http://www.educause.edu/nlii/keythemes/lcp/learning.asp


Learning communities collaborative learning

Learning Communities & Collaborative Learning

  • Learning communities bridge content and context by encouraging focused social interactions that elicit new knowledge and that connect learning to practical experience and action.


Potential applications

Potential Applications???

  • Instruction (a course)

  • Faculty Development (training & support, professional development, etc.)

  • Centers of Excellence

  • Organizational change processes

  • Cross-Institution learning/research


Pair team exercise

Pair Team Exercise

  • Share a story about a time when you experienced or you saw others experience true “collaborative learning” – an interaction that elevated the learning process to new levels through insightful collaboration and knowledge sharing.

  • What enabled this to occur?

  • Each pair team member shares for 3 minutes. Identify enablers across both stories.


Science education learning center

Rider UniversityScience and Technology Center

Science Education & Learning Center


Science education literacy center

Science Education & Literacy Center

  • The goals of the community are to:

    • Reduced turnover in the field

    • Create greater satisfaction with the Center’s programs

    • Establish stronger and more productive relationships between teachers and across the stakeholder community


Continuum of life long teacher learning

Continuum of Life-long Teacher Learning

Preservice

Novice/Induction

Experienced

Expert


Soren kaplan ph d soren icohere

Rider’s Community Model

  • Rider SELECT-VLC’s model for Online Professional Community involves three components:

    • Shared virtual space

    • Professional Interactions

    • Sense of Belonging


Community participants

Community Participants

  • K-8 teachers

  • Pre-service teachers

  • Education Faculty (Rider, Princeton)

  • Science Faculty

  • School Administrators

  • Parents, community members


Soren kaplan ph d soren icohere

Case Western Reserve University

Global Research Project – Business as an Agent of World Benefit


Bawb research focus

BAWB Research Focus

  • Business has become… the most powerful institution on the planet. The dominant institution in any society needs to take responsibility for the whole. Every decision that is made, every action taken has to be viewed in the light of, in the context of, that kind of responsibility… Business is the only mechanism on the planet today powerful enough to produce the changes necessary to reverse global environmental and social degradation.

Willis Harmon

Futurist

Former President of the Institute of Noetic Sciences


Soren kaplan ph d soren icohere

soren

******


Collaborative learning architecture

Collaborative Learning Architecture

Technical Architecture

“Social Architecture”

Group Processes

Synchronous & Asynchronous


Technical architecture

Technical Architecture

  • NLII and iCohere have developed “functional requirements” for virtual communities that include:


Social architecture

Social Architecture

  • Establish and facilitate collaborative environments that:

    • Build on formal knowledge

    • Connect content to “context”

    • Enable dialogue

    • Foster mentoring

    • Surface “best practices”

    • Move tacit knowledge to formal learning


10 steps to community

10 Steps to Community

1. Articulate a cohesive purpose

2. Define compelling benefits at the individual, group, and organizational levels

3. Identify technical constraints and enablers

4. Create a technology roadmap that links short-term objectives to long term goals

5. Define a roll-out strategy that starts with the core and expands outward


10 steps to community1

10 Steps to Community

6. Establish roles and processes that support both structured and organic collaboration

7. Use events to drive participation

8. Keep content fresh

9. Recognize exemplary members and encourage those who are less active

10. Build feedback loops for continuous learning and adaptation


  • Login