Social learning and communities of practice in search of a definition
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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

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Social learning and communities of practice in search of a definition

Social Learning and Communities of Practice- in search of a definition

Gordon Lewis

Bilgi University

Istanbul, Turkey

May 12, 2012


Statistics statistics statistics

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

Technology Turmoil

  • Too many tools take our eyes off the real issues

    • Instructional design

    • integration


Education and everyday life

Education and Everyday Life

Students are not an audience anymore

Nor are teachers in their professional development


A few things we do know

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


New literacy

New Literacy


Social learning and communities of practice in search of a definition

  • 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

Think about it- Why are you here?

From: Headrush.typepad.com


What are you building

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

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 network

CoP versus social network

Social Networks connect individuals

Focus on “personal” (PLS, PLN)

CoP’s create knowledge for mission

Focus on conversations


Learning community structure

Learning Community Structure

Domain

Learningpartnership

Community

Practice


What problem am i trying to solve

What Problem am I trying to solve?


Key social design questions

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

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


Community roles

Community Roles

SponsorFacilitator /MentorArchivist/LibrarianTechnicianCore Team

Subject Matter Experts

Participants


More roles

More Roles


Orchestrated spontaneity

Orchestrated Spontaneity

  • The Invisible Hand

    • the crucial role of the facilitator

  • Calendaring (balancing activities- flow)

  • Linking online with f2f activities

    • This event!


Community acculturation

COMMUNITY ACCULTURATION

  • Moments in the life of a community member

  • Back channel communication


Learning activities

  • Exchanges

  • Productive inquiries

  • Building shared understanding

  • Producing assets

  • Creating standards

  • Formal access to knowledge

  • Visits

Outsidesources

Pointers to resources

News

Informal

Information

1

Learning activities

Hot topicdiscussions

Stories

Broadcast inquiry

Polls

Exploringideas

Debates

Tips

3

Case clinics

Document sharing

Readinggroup

2

Jointevents

Documentingpractice

Project/after-actionreviews

With

From

Eachother

Guests

Jointresponse

Peerassist

Collections

a great variety

Visits

7

4

Field trips

Problem solving

Learningprojects

Role play

Boundarycollaboration

Formalpracticetransfer

Practice fairs

Q&A

6

Mutual benchmark

Casestudies

5

Models of practice

Helpdesk

Trainingand workshops

Warranting

Formal

External benchmark

Invited

speaker

Systematic scan

From: Etienne Wenger


Affective hubs

Affective Hubs


Success factors in peer peer learning

Success Factors in Peer-Peer Learning

From: IBM


Measuring success

Measuring success

  • Three key questions for members:

  • Did they like it?

  • Did they learn

  • Are they applying their learning?


Measuring success 2

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

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”


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