\u00a0 \u00a0 \u00a0Team 4 (Ben, Alisha, Melissa, Sharmila) chose a free online learning event called <\/span>Teaching online or hoarding frogs in a wheelbarrow<\/span><\/a>, that upon consideration and research, we categorized as an artifact of a Community of Practice (CoP) given its collaboratively constructed, fluid contents. The learning event is identified as a \u2018course\u2019 by its curator, Todd Pottle, Executive Director of the Ontario eLearning Consortium (OELC). It consists of the following eight sections:<\/span><\/p>\n Each section includes suggested practices for elearning, links to resources, and quotes, all intended to inspire and support excellence among professionals in the field of elearning in order to ultimately \u201cinspire and move\u201d participants in online learning events (Pottle, 2022). One might translate this lofty goal as increasing success through engagement, which fortuitously, is a topic dear to my heart, and my applied research project, set in the context of British Columbia\u2019s (BC\u2019s) Kindergarten to Grade Twelve education system. ! I aspire to increase knowledge of engagement in elearning through some of <\/span>BC\u2019s First Peoples Principles of Learning<\/span><\/a> (FPPL) (\u201cFirst Peoples Principles of Learning,\u201d n.d.). A CoP commonly develops shared knowledge and resources within a community, often a workplace or organization (Wenger, 2000). In its singular incidence and decontextualized, the learning event selected by our team may seem inaccurately defined as a CoP; however, the <\/span>OELC<\/span><\/a> is a vibrant organization and community that clearly fits this definition (\u201cOntario eLearning Consortium, 2022).\u00a0<\/span><\/p>\n \u00a0 \u00a0 \u00a0Fully online learning programs for BC Grade Ten to Twelve students commonly follow an asynchronous model, embracing the philosophy of, \u201cany time, any place, any pace\u201d (Cavanaugh & Johnston, 2004). The implication of this model is that learners may work substantially in isolation from peers with teacher support only through assessment. For many participants, this leads to disengagement and failure (Gillett-Swan, 2017). Models such as this exclude the integral benefits of relationship-based learning such as that found in the Community of Inquiry (Garrison, Anderson & Archer, 2000) and Fully Online Learning Community (Blayone et al., 2016). The FPPL emphasize a deeply contextualized and interconnected learning experience, and I would propose, support engagement and success in online learning by many definitions.<\/span><\/p>\n Please help inform my continued research by sharing your input! Questions for consideration and discussion:<\/span><\/p>\n References<\/strong> <\/span>Blayone, T., van Oostveen, R., Barber, W., DiGiuseppe, M., & Childs, E. (2016). New conceptions for digital technology sandboxes: Developing a Fully Online Learning Communities (FOLC) model. <\/span>Proceedings of EdMedia: World Conference on Educational Media and Technology<\/span><\/i>, 665\u2013673.<\/span><\/p>\n Cavanaugh, C., & Johnston, S. (2004). <\/span>Teaching Any Time, Any Place, Any Pace<\/span><\/i> (pp. 116\u2013134).<\/span> https:\/\/doi.org\/10.4018\/978-1-59140-154-4.ch006<\/span><\/a><\/p>\n First Peoples Principles of Learning. (n.d.). <\/span>First Nations Education Steering Committee FNESC<\/span><\/i>. Retrieved June 3, 2021, from<\/span> http:\/\/www.fnesc.ca\/first-peoples-principles-of-learning\/<\/span><\/a><\/p>\n Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment:<\/span>15 Computer conferencing in higher education. <\/span>The Internet and Higher Education, 2<\/span><\/i>(2),<\/span>16 87-105. doi:10.1016\/s1096-7516(00)00016-6<\/span><\/p>\n Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. <\/span>Journal of Learning Design<\/span><\/i>, <\/span>10<\/span><\/i>(1), 20\u201330.<\/span><\/p>\n\n
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\nAbout the Ontario Elearning Consortium: Ontario eLearning Consortium<\/span><\/i>. Ontario eLearning Consortium | Sharing for Success. (2022, March 31). Retrieved April 16, 2022, from https:\/\/www.oelc.ca\/about-us\/<\/p>\n