Looking back and reflecting on the debate, I feel it had a profound impact on the digital learning environment I was exposed to, networks, and the pre-structured communities we worked within. Selecting an area of interest automatically infuses a passion and belief, which is a much easier environment to work in. We are able to run with it from go.
The structure and formation of each of the pro, con and judgment teams were preselected. My prior knowledge and beliefs after reading all required material for unit three would not have placed me in a pro team. I required time to reflect and have buy in to support my team’s belief in “all digital environments are equal.” This required extensive research beyond reading materials provided in the Royal Roads University MALAT site.
Our preselected community quickly created a group on slack; we then navigated a pro team structured on collaborative blackboard with consistent attendance, which fit each of our time zones. We populated all research material on Google Docs where we collectively worked diligently meeting each meetings goal. The Community of Practice, “(CoP) is a social site in which learning needs, identity, definitions of competence and judgments about relevance are continually being negotiated (Whitworth, 2018, p.366). Each team member took on this CoP role in coaching others, pairing weakness with a straight allowed each member to collectively learn and grow. One area of Google Doc I struggle in, I cannot bring myself to delete someone else’s work. Our shared pro team community working in Google Doc straighten by the day, invested respect, communication and consent allowed for mutual agreements in meeting each goal. This is a form of immediate connection promoted out of synchronous learning. I found in the, [e]arliest stages of the formation of a community of practice, and bring with them a proto-hierarchy that supports the more complex information tasks but also introduces differentiation into the community. Visibility and scrutiny of the emerging practices and proto-hierarchy are what help the environment meet its learning needs and give students an experience of variation in power and authority that helps them develop informational practices in ways that are relevant to later work in professional settings (Whitworth, 2018, p.365).
The rebuttal and scrum quickly transformed the initial arguments from both pro and con teams, into a live debate. This network of learning environments cautiously played out into the judgment community. Providing us with a third perspective and a non-biased detailed breakdown of their findings.
This community of networked learning provided me with the insight on how to bring this concept into our working environments. Many of these concepts and models are and will continue to be an ongoing reference to revisit and implement into future projects.
Reference
Whitworth, A., & Webster, L. (2018). Stewarding and power in networked learning. Retrieved from http://networkedlearningconference.org.uk/abstracts/papers/whitworth_48.pdf
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