Technology enabled learning communities
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This document discusses technology-enabled learning communities. It defines key terms like technology-enabled, learning community, and social learning. It explores the varieties of communities that exist, both physical and virtual, as well as hybrid models. It examines aspects that define communities, like boundaries, norms, reciprocity and trust. It provides examples of technology-enabled learning communities like ForestConnect, OLPC-Uruguay, and Ithaca-Afghanistan videoconferencing. While technology can help capture and share learning, issues around exclusion, superficial participation, and democratic technologies need attention to ensure communities are inclusive.
![ReferencesReed, M. S., A. C. Evely, G. Cundill, I. Fazey, J. Glass, A. Laing, J. Newig, B. Parrish, C. Prell, C. Raymond, and L. C. Stringer. 2010. What is social learning? Ecology and Society15(4): r1. [online] URL: http://www.ecologyandsociety.org/vol15/iss4/resp1/ContactPaul Treadwellpt36@cornell.edu@ptreadwellPt36.posterous.com](https://image.slidesharecdn.com/technologyenabledlearningcommunities-111011222259-phpapp02/85/Technology-enabled-learning-communities-22-320.jpg)
Technology enabled learning communities
- 1. Technology enabled learning communitiesPaul TreadwellOctober 7, 2011
- 2. Defining our termsTechnology enabledEmploys technology to facilitate social learningIs a group/collaborative toolPotentially exclusionaryLearning communitySocial space created with shared intent to learnSponsoredSelf forming
- 3. Boundaries of learningLearningacquiring new or modifying existing knowledge, behaviors, skills, values, or preferences. may involve synthesizing different types of informationSocial learning“social learning may be defined as a change in understanding that goes beyond the individual to become situated within wider social units or communities of practice through social interactions between actors within social networks.” (Reed, et al. 2010)
- 4. Varieties of communityPhysicalTown/city/villageWorkplaceEtc.VirtualSocial mediaStructured distance learningHybridCombines elements of physical and virtual to amplify inputs and impacts. The global/local connection
- 5. Aspects of communityBoundariesDefines the commonalityDistinguishes from “others”May excludeNorms and habitsTolerance (?)ReciprocityTrustNetwork / social systemDuration
- 6. LearningSponsoredSchools, universitiesTrade unions, associationsMore verticalSelf formingInterest groupsMore horizontal
- 7. Information or learningAnyone (with access) can “just google it”Technology cannot magically transmute information into learningInteraction transmutes info to learning
- 8. Examples/case studiesForest ConnectOLPC-UruguayHWWFFTecNica Learning exchangeIthaca-Afghanistan
- 9. Supporting and growing existing learning communitiesTechnology can capture, archive and re-use learning momentsAbility to connect , or enter into, dialog, that has history and trajectoryIncrease in type and number of platform options distributes accessibility more broadly.
- 10. ForestConnectUses Adobe ConnectExpand on previous communication and education systems provide real time interaction and learning with participants and instructors
- 11. OLPC - UruguayOne laptop per childUsed in schools and at homeLaptops have integrated social aspects that allow peer connections.
- 12. Facilitating new learning communitiesBridging distance, crossing “borders”Opening new pathways for connection and contentConnecting the real and the virtual
- 13. HWWFFThe How, When and why of Forest FarmingTied to physical locationsEmerging field of knowledge
- 14. TecNica Learning ExchangeCross cultural learningEngages technology as tool and mediumSustains connections
- 15. Ithaca-AfghanistanVideoconferencing connecting extension faculty to nomadic farmers.Impossible to imagine 15 years ago
- 16. It’s not all wine and rosesIt’s not so simpleEducational intent and tools selection can have negative impactsNew skills are needed to engage technology with fidelity
- 17. ExclusionUniversal access is not a realityIntent and attention have to be paid to who is excluded when we chose to use technologyCreativity is essential to developing inclusive, technology enabled, learning communities.
- 18. The façade of participationCalling something participation does not make it so.The tools and technologies of participatory learning , with technology’ can replicate and reinforce existing power dynamics
- 19. New literacies for participationDigital MulticulturalCivic
- 20. Democratic communities, democratic technologiesLearning communities should be dialogic spaces,The tools and technologies we choose to use should reflect our valuesParticipatory, democratizing, education needs to be supported by equivalent technologies
- 22. ReferencesReed, M. S., A. C. Evely, G. Cundill, I. Fazey, J. Glass, A. Laing, J. Newig, B. Parrish, C. Prell, C. Raymond, and L. C. Stringer. 2010. What is social learning? Ecology and Society15(4): r1. [online] URL: http://www.ecologyandsociety.org/vol15/iss4/resp1/ContactPaul Treadwellpt36@cornell.edu@ptreadwellPt36.posterous.com
Editor's Notes
- #5: PhysicalTown/village/city/regionWorkplaceVolunteerLeisureHomeVirtualSocial media “spaces”Structured distance learningMobileHybrid?
- #6: Social capital and communion
- #8: Articulation dialog and discussion move information to learning, as does interaction with the tangible
- #13: Borders both literal and figurative
- #14: Value of practical knowledge = to academic Mcdaniels, arnot, arc
- #15: This is a cross-cultural program that connect North Americans with Nicaraguans for a week long learning exchange in Nicaragua. Pushing against the idea of "service" learning, this program attempts to enact a model of peer learning that positions program participants in the role of teacher/learner on both sides of the cultural crossing. Each North American is partnered with a Nicaraguan participant for the program duration in Nicaragua and together they interact with a range of community members (From preschool to elderly) in project based work.From its inception, this program has engaged technology as a continuous connector bridging time and space and allowing for the growth of collaborative relationships between program participants in an ongoing cycle of learning. The learning process moves fluidly from structured to informal and back again, shifting focus and tools as needed to maintain relationships over time. The inclusion of technology in the program activities that take place in Nicaragua is intentional and creates openings for learning in multiple dimensions (exchange participants to echnage participant, exchange participant to community member, program staff to exchange particpant, etc...). The, relative, simplicity of use of tools such as digital cameras shift focus away from the tool to encourage a more creative teaching/learning relationship and gives rise to "expertise" that can be constructed fluidly between particpant teams. In any pairing, at any moment, the role of teacher/learner or learner/teacher may shift and shift again in response to tool use and the social context of program activity.
- #19: Façade may b a bit harsh but….. using technology in a shallow way to connect with participants or learners can emphasize and reinforce power dynamics that subjugate the "learners" to the greater authority of the "teachers" - the greater facility, access to resources,technology and support structures that are available, in some instances, to "teachers" used unthinkingly can serve to highlight power, class differentials.
- #20: Time to revisit civics with all the rest
- #22: Expanding what we consider “valid” learning, valid locations