agenda part 1: class session (2 hrs)
DESCRIPTION
Welcome to Week 2 of “The Theory and Practice of WebPedagogies” Our theme: Varieties of Community. Agenda Part 1: class session (2 hrs). Last week’s Re-cap (10 minutes) From our distance students Local students Overview of three articles Social Theory and Community (Brint) - PowerPoint PPT PresentationTRANSCRIPT
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Welcome to Week 2 of“The Theory and Practice of
WebPedagogies”
Our theme: Varieties of Community
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Agenda Part 1: class session (2 hrs)
• Last week’s Re-cap (10 minutes) – From our distance students– Local students
• Overview of three articles • Social Theory and Community (Brint)• How online networks benefit Organizations
BREAK
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Part 1- cont
Learning Communites
• Three examples:
• Knowledge Building
• Fostering Communities of Learners
• Inquiry Math
Individual Work: Notes towards “Community Memo”
• BREAK (10 min)
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Part 2: Lab (1 hour)
• Brief Reading Preview for week 3
• Break into CCDT groups.
• Overview of CCDT "blank pages" &
“collaborate” > “manage team”.
• Go over learning communities memo first draft due next week.
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Last Week’s Recap
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From our far students: Aha’s and questions
• Read from weekly feedback form and e-mail
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Local “Ahas” and questions
• (board)
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General connection between the three readings
• On the Board
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First Reading: Social Theory and
CommunityBrint Article
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Social Theory and Community
ab
What general outcomes might you think are associated with person ‘a’ compared with person ‘b’?
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Social Theory and Community
What do rituals do for community and its members?
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Social Theory and Community
Size matters: how?
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Social Theory and Community
Actually, opposites don’t usually attract.
Worldviews or belief systems influence communities
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Social Theory and Community
• Need for Rethinking Community– Shift from tightly bounded geographies– Technologies of connection– (refer to Brint’s Figure 1)
• Different Structures, Different Outcomes– (refer to Brint’s Table 1)– Expressions of probabilistic relationships
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Second Reading : Networks and Organizations (TBD)
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On-line Networks: Knowledge Communities in the Workplace
• Webs of relationships computer mediated discussions
• Enhance collective knowledge: how?– Similarities with learning community– Timeliness of distributing knowledge– Provide spaces for discussion– Multiplies recipients of useful knowledge
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On-line Networks: Knowledge Communities in the Workplace
• Mix of virtual and community of place• Not a true community in Brint’s sense
– Why not? Does it matter?
• Issues remain of: – Personal obligation – Status inequality – Environmental context (corporate culture)– Community building mechanisms
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An Affordances Analysis
• How can we do the analysis?
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One strategy: Challenges Meet Affordances
Aspect of the Situation, task
Challenge Affordance
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What did groups find?
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BREAK
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Third Reading: Learning Communities
1. Reading questions
2. Why learning communities?
3. In depth view of the three cases• Knowledge Forum (Classrooms/schools/districts)
• Fostering a Community of Learners (schools/district)
• Inquiry Math classroom (school/program)
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Reading Questions
See handout from last week
Whole class dialogue
Going through the structure of the article
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Why Learning Communities?
• Social-constructivist argument.
• Learning-to-learn argument
• Multi-cultural argument.
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A Framework for Viewing Learning Communities
1. Goals of the community
2. Learning activities
3. Teacher roles and power relationships
4. Centrality/peripherality and identity
5. Resources
6. Discourse
7. Knowledge
8. Products
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Comparative analysis of Three Learning-Community Classrooms
Knowledge-Building
Fostering a Community of
Learners
Inquiry Math Classroom
Goals of the community
Learning activities
Teacher roles and power relationships
Centrality/peripherality and identity
Resources
Discourse
Knowledge
Products
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First L.C. Example: Knowledge Building
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Welcome View
Who we are
What we bring to the community
What our goals are
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The Purpose of this View
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Nested Inquiry Cycles
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Some Conclusions on K.F.’s Affordancs
• The Software supports meeting an “objective”
• Such “objectives” emerge of common interests
• Overall K.F. affords knowledge building• What else?
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Second L.C. Example: Fostering Communties of Learners
Ann Brown’s work
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Third L.C. Example: Inquiry Mathematics
• Maggie Lampert’s Classroom
• Google “Lambert, mathematics”
• http://mathforum.org/~sarah/Discussion.Sessions/Lampert.html
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Principles for the Design of Effective Learning Communities
• Community-Growth Principle
• Emergent-Goals Principle
• Articulation-of-Goals Principle
• Metacognitive Principle
• Beyond-the-Bounds Principle
• Respect-for-Others Principle
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Principles for the Design of Effective Learning Communities (cont.)
• Failure-Safe Principle
• Structural-Dependence Principle
• Depth-over-Breadth Principle
• Diverse-Expertise Principle
• Multiple-Ways-to Participate Principle
• Sharing Principle
• Negotiation Principle
• Quality-of-Products Principle,
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Conclusions, anyone?
Before the break, each student writes down one, two or three conclusions/“aha’s” drawn from this lecture.
Also note one key unanswered question.
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BREAK
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Next Week’s Preview
• Discussion of research
• Readings are meant as background
• Core issues– Choosing and focusing a topic– Finding and evaluating sources
• Need for critical thinking
• Role of learning styles
• Affordances of on-line research
– Citing sources
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Lecture Bibliography
• Kristin Luker, Abortion and the Politics of Motherhood. U of California Press, 1985.
• Peggy Leavitt, The Transnational Villagers. U of California Press, 2001.
• Lampert, M. (1986). Knowing, doing, and teaching multiplication. Cognition and Instruction, 3(4), 305-342