{"id":340,"date":"2018-05-10T20:49:40","date_gmt":"2018-05-11T03:49:40","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/?p=340"},"modified":"2018-05-13T20:10:23","modified_gmt":"2018-05-14T03:10:23","slug":"communities-in-learning","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/communities-in-learning\/","title":{"rendered":"Unit 3 A1: Communities in Learning"},"content":{"rendered":"

Halfway through the Unit 3 readings \u2026 I admit I get lost in the infinite reading and video materials (thank you Elizabeth for the additional materials :-))<\/em>. I am yet to develop my own note-taking method; so far, I haven\u2019t found a process what I liked, or worked for me. Suggestions are welcome for readings, or case studies on this topic. I also wish that these articles and books were available in e-book format, as they are quite challenging to read them on computers as oppose to have them on tablets or e-book readers.<\/p>\n

All of the unit\u2019s readings are revolving around communities in digital learning environment, the importance of the community in online learning from designer, creator and learner point of view.<\/p>\n

George Veletsianos\u2019 chapter on digital learning environments gave me some thinking on how to improve my own online and in person learning environment, and there are several things to consider when (re)designing a course, let alone a whole program to ensure the actual design inspires learning. I am already offering some freedom to my learners to make decisions on their industry projects to give them more ownership of their learning (vanOostveen et al., 2016). Some of the assignments are supporting the students in becoming knowledge creators rather than just passive knowledge consumers and are empowered to gain, create, and share their knowledge with others (Veletsianos, 2016).<\/p>\n

The readings also made me re-evaluate my initial plan how I set up and organize the Slack channel for my students (groups) for a normal classroom based course, and for the industry project, when they spend more time outside of the classroom and self-organize themselves into working groups. Even though the students come to class during the industry project, it is significantly harder to ensure that all three elements of community inquiry is present: cognitive presence, social presence, and teaching presence, and collaboration happens (Garrison et al, 2000).<\/p>\n

Not entirely finished Dron & Anderson book Teaching Crowds, but already seeing more in-depth thinking about how we teach and learn in different situations (groups – MALAT cohort, networks – professional WordPress forums, sets – fellow WordCamp organizers, collectives – any of the previous can be), and in each of these social forms, anyone can be and usually is a teacher.<\/p>\n

After reflecting on some of the readings, I realize I really need to incorporate some of the ideas into my own courses as we go through LRNT 521, otherwise there is a high chance that it will stay on the to do list forever. I will start with the \u2018quick wins\u2019, so called low hanging fruits, which can give me some boost to go further.<\/p>\n

References<\/p>\n

Dron, J, & Anderson, T. (2014). Teaching Crowds. Athabasca University Press.<\/p>\n

Garrison, R., Anderson, T., & Archer, W. (2000). Critical inquiry in text based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2\u20133), 87\u2013105.<\/p>\n

vanOostveen, R., DiGiuseppe, M., Barber, W., Blayone, T., & Childs, E. (2016). New conceptions for digital technology sandboxes: Developing a Fully Online Learning Communities (FOLC) model. In Proceedings of EdMedia: World Conference on Educational Media and Technology 2016(pp. 665-673). Association for the Advancement of Computing in Education (AACE).<\/p>\n

Veletsianos, G. (2016). Digital learning environments. In N. Rushby & D. Surry (Eds), Handbook of Learning Technologies (pp. 242-260). UK: John Wiley & Sons.<\/p>\n","protected":false},"excerpt":{"rendered":"

Halfway through the Unit 3 readings \u2026 I admit I get lost in the infinite reading and video materials (thank you Elizabeth for the additional materials :-)). I am yet to develop my own note-taking method; so far, I haven\u2019t found a process what I liked, or worked for me. Suggestions are welcome for readings, […]<\/p>\n","protected":false},"author":99,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[4],"tags":[],"class_list":["post-340","post","type-post","status-publish","format-standard","hentry","category-lrnt521"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/posts\/340","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/users\/99"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/comments?post=340"}],"version-history":[{"count":4,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/posts\/340\/revisions"}],"predecessor-version":[{"id":344,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/posts\/340\/revisions\/344"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/media?parent=340"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/categories?post=340"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/tags?post=340"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}