Transcript Building communities of learning

Building communities of learning
Differences in community building
strategies delivered by technology
assisted instruction at the
undergraduate and graduate level
Mark A. Hogan, Eastern Mennonite University
May 2003--CCCU Technology Conference
Background:
"In the real world, when people need to
learn something…they tend to form work
groups (practice communities), assign roles,
teach and support each other, and develop
identities that are defined by the roles they
play in support of the group…learning
results naturally from becoming a
participating member of a community of
practice." (Jonassen, Peck, & Wilson, 1999, pg. 117)
Background (continued)...
Tonnies ([1887 ]1957) speaks of
communities, gemeinschaft, in three forms:
relationship, locality, or place, and of the
mind. In essence what I wanted to create
was gemeinschaft of the mind brought
about through interaction via online
discourse.
Gemeinschaft...
Having students respond directly to each
other, as members of this learning
gemeinschaft was more important to me
than having them respond to me as the
instructor of the course
Constructivist environments...
Good internet instruction involves a shift
from objectivist to constructivist views of
learning…moving "the teacher from
podium to sideline, from leader to coach,
from purveyor of knowledge to facilitator of
personal meaning making." DeNigris &
Witchel, 2000, pg. 7.)
Constructivist instructional goal
Knowledge building, or intentional
learning is about "actively pursuing
learning as a goal. (Scardamalia, Bereiter,
and Lamon, 1994)
Knowledge building
Knowledge building becomes a social
activity, not a solitary one of retention and
regurgitation. Technology plays a key role
in knowledge building communities by
providing a medium for storing, organizing,
and reformulating the ideas that are
contributed by each community member."
(Jonassen, Peck & Wilson, 1999, pg. 118)
Knowledge building communities to
learning communities…
"Learning communities can be fostered
through communication, attention to
differences, shared culture, adaptation,
dialogue, and access to information."
 (Jonassen, Peck, & Wilson, pg. 142.)
Purposeful interaction...
Goal:
Create learning communities within classes,
via the use of Bb, by having students begin
to place more emphasis on responding to
each other and less “performing” for me...
Three courses as examples...
ED 242 Learning, Motivation & Assessment
2nd year level
First in 6-12,PK-12 sequence
ED 452 Foundations of Education
Senior capstone course
PK-12, PK-6, 6-12 come back together for this course
Some have finished student teaching some just before
EDLA 613 Adolescent literature
Graduate level online course
Registered out of Lancaster (PA) campus
Practitioners from all over the country
Use of 6 factors that foster learning
communities...
Communication
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Initial, individualized communication
Posting of course announcements
Question posed to other members of the
community
Use of 6 factors that foster learning
communities...
Attention to differences
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ED242
Answer three questions:
(1) What makes you unique or different from
another candidate who might teach your area?
(2) What strengths will you bring to teaching?
(3) What makes your content area different than
other content areas?
Activity: Social-walk around
Use of 6 factors that foster learning
communities...
Attention to differences
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ED 452
Activity: Introduce yourself to the class by telling
who you are philosophically, sociologically,
and historically.
Use of 6 factors that foster learning
communities...
Attention to differences
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EDLA 613
Post an educational autobiography on the course
website. Include in unique experiences you have
had as a practitioner. Also include a short list (5-8)
of books you remember reading as an adolescent.
Use of 6 factors that foster learning
communities...
Shared culture
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Common backgrounds
Similar interests
Common experiences
Interpretation of the groups’ shared knowledge
example: ED 452 initial response assignment
• After reading the entire classes’ posted critiques of
Dewey’s work, what insight do you have about the
class as a community?
Use of 6 factors that foster learning
communities...
Adaptation
Learning to adapt to the needs of the group…
Continually posing the question: Why can I do in
order to facilitate you learning?
Use of 6 factors that foster learning
communities...
Access to information
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Making the site viable
Web links
Review materials
Limit some material to site only
i.e. lecture enrichment notes
Use of 6 factors that foster learning
communities...
Dialogue
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Assigned responses
Establishment of home groups
Using the core values and principles for learning communities developed
by the Cognition and Technology Group at Vanderbilt (1994) I was
intentional in creating home groups that were "heterogeneous and
collaborative.”
EXAMPLE: ED 242 Students were assigned home groups in which they were
instructed to interact. The instructor was a member of each "home group."
Group 1 - Lindsey Carrissa Zach Lisa Mark
Group 2 - Crystal Julie Peter Jen Mark
Group 3 - Nicole Reed Lydia Clint Mark
Group 4 - Steph Kevin Hannah Ashley Mark
Group 5 - Kristi Kari James Paul Mark
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Model through posing questions online and
posting my own thoughts, critiques
examples of Strategies used...
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ED 452
1. ANALYSIS of DEWEY (15%)
DUE: Analysis--January 13, 2003 (10%)
You will write and post on the web site a two page analysis of John Dewey’s
work Experience and Education. The structure of your essay will be a
comparison/contrast analytical paper in which you compare and contrast
Dewey’s beliefs with those of your own.
 COMMUNITY OF LEARNERS INTERACTIVE RESPONSES
 DUE: Response Dewey Essays--January 20, 2003 (5%)
 You will read the Dewey essays posted by the other members of the class. After
reading their beliefs in comparison and contrast to those of Dewey write a one
page analysis of the class beliefs as a "community of learners."
examples of Strategies used...
 Bb writing #1 (to be done between Feb. 6-Feb.18)
Interact with your home group (communication
section) on the following question:
Based on the theorists we have studied and the
approaches to learning which do you think
lends itself best to your preferred style of
teaching? (How you would teach in the ideal
world?)
Examples...
 2. BOOK CRITIQUE: (10%)
DUE: Critique -- March 12, 2003
You will write and post on the course web site a two page critique of a
book chosen from the books distributed on February 12. The critique
will focus on the relevancy of the author’s analysis to what you know
historically and philosophically about American education.
COMMUNITY OF LEARNERS INTERACTIVE RESPONSES (5%)
DUE: Response to Individual Book Critique--March 24, 2003
Read the critique posted by your "reading partner." Write a one page
analysis of the book’s philosophical foundation compared with the
philosophical foundation of the book you read for class.
Examples
Review Bushman chap. 1 and the folders on adolescent
needs found in the course documents section. Taking
the selection that you chose to read for GRADE
SEVEN discuss how the work shows the
developmental needs mentioned in the above
reading and folders
Read another class members response and give
feedback on how your answers were similar and
different.
What did I begin to see…
Student responses became personalized
 James,
 I agree completely that students need to make real world connections in order to
learn effectively. When assignments ask students to learn based on abstract and
seemingly unimportant scenarios it is often hard to distinguish what is important.
In history, especially, there are many connections between current events and
those of the past that a teacher can bring into discussions and lectures to make
the lesson more relevant. It is a little more difficult in math, where abstract
questions are often the norm. However, in my future classroom I hope to
incorporate many of the same theories that you do, James, though in a slightly
different context.
 Peer learning is very important to me as well. It is crucial that a teacher realize
that each student brings a unique perspective to the classroom and use this
plethora of perspectives to his advantage.
What did I begin to see...
Students who were “voiceless” in class
began to find their voice
Some students will say that Health is a hard subject to learn about, and for some
it is. But I know that I will use different techniques to motivate. Things like group
work, role playing, hands-on activities will hopefully work out for me. I also was
in the dark on some of the issues that came up in the article. I know that I
sometimes wonder if certain students can be motivated at all. But I think that
important thing to remember is that every student can learn, and its our job as
the teacher to find a way to motivate them to learn. In a PE environment I will
use a few different strategies to motivate students. I am dealing with a bigger
environment in which students will have to learn. At times it will seem "out of
control" but hopefully I will be able to show my students that fitness is a essential
part of who a person becomes.
What did I begin to see…
Sometimes students found ways to voice
how they would like to be taught
I am a strong believer in encouraging students and giving them
positive feedback. But if they are wrong, i am going to tell them
that they are wrong, in a nice way of course. What i can not
stand is those teachers who insist of trying to mutate what a
student says into the right answer, even if it is completely wrong.
They would say something like, "well i wasn't thinking of that,
but i think you are on the right track", to someone who answered
something completely wrong. The kid raised his hand to answer
in front of the whole class, which takes guts sometimes. The
least you could do is tell him if he or she is right.
What did I begin to see...
2nd year level students wanted, and asked
for, a rubric for their responses
IN ADDITION YOU ARE EXPECTED TO RESPOND TO EACH OTHER'S
WRITTEN RESPONSES. THIS RESPONSE IS EITHER A 1 OR 2 AS
FOLLOWS:
2 Response is direct to what the first writer answered and is
interactive with own response and answer. Makes reference to
shared knowledge from the text and other outside readings.
1 Response is opinion, relying only on the response by the
original author.
What did I begin to see...
I needed to model interaction and then back
out
Strengths/Weaknesses (Weasel)
Re: Strengths/Weaknesses
Re: Strengths/Weaknesses
Re: Strengths/Weaknesses
Re: Strengths/Weaknesses
student 1.
instructor
student 1
instructor
student 2
By end of course the interaction was the following pattern:
Racism (Sula/Words by Heart)
student 5
RE: Racism
student 9
RE: Racism
student 10
RE: Racism
student 2
RE: Racism
student 14
RE: Racism
student 5
RE: Racism
student 14
Re: Racism
student 2
Re: Racism
student 10
Re: Racism
instructor
Re: Racism
student 1
Re: Racism
student 14
Re: Racism
student 7
Re; Racism
student 9
Re: Racism
student 4
Re: Racism
student 9
Re: Racism
student 6
What was I beginning to see…
Graduate students from private schools
shared differences then public counterparts
YA lit has the potential of getting students outside of their myopic self-indulgence to see the world and
themselves in a newer way.
In a Christian Living class we were looking at what it means to be a Christian. To stretch the students minds I
had the students read "Why I am not a Christian" by Bertrand Russell. Russell's speech delivered to a
secular audience is not an example of YA literature, but it did turn the students thoughts from their own
biases to a position of an apologist. Students stated that they were angry at the words spoken against their
beliefs by a professed atheist. YA lit has the capability of striking a nerve in many of the students.
The students will be reading Fleischman's book "Whirligig" in this Christian Living class and relating their own
encounters with grace or second chances to their faith as it develops through the semester as well as
choices and consequences. Providing students with opportunities to examine their own lives in an objective
fashion has the possibility of getting students out of the boat into risk taking. In this class we also provide an
opportunity to get a taste of homelessness in an experiential learning opportunity called, "A Night to
Remember." Having students become "other-directed" is my encouragement toward positive youth
development.
Analyzing differences…
Students in ED 242 (2nd year undergraduates)
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Needed more specific direction to interact--for many it
was the first time that required (especially visible)
interaction was expected
Students initially were still “performing” for the
instructor
Requested rubrics for interaction
Students began to find their individual voices
Analyzing differences...
ED 452 (senior capstone course)
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Student in-class interaction jumped quickly and
was sustained the duration of the class
Communication via Bb to each other went
beyond the assigned response expectations
Requests (by the students) increased for more
lecture summaries, web links, practice exams
Requested responses be non-graded and
continued
Analyzing the differences...
EDLA 613 (graduate online course)
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Commented in course evaluations that they
liked the way the instructor backed off and let
them interact freely
Asked for the website to remain open after the
course ended so they could continue to interact
Integrated online responses into own lesson
plans
Requested more online courses to be delivered
Questions which arise…
Is the establishment of the learning
community (mediated by technology)
developmental?
Does “practice in the profession” create a
cultural context that allows for more free
flowing interaction?
Does a course completely online allow for
the learning community to develop more
quickly than a hybrid course?
Summation...
Content and context must blend in order for
the learning community to develop
Less restrictions as to how and when to
respond allows for more interaction
Learning communities must be developed at
the onset of a course
Intentional design, by the instructor, must
include community building activities