APLU: Building Learning Communities
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APLU Professional Learning Consortium Adaptive Learning Workshop Louisville, KY July 18, 2017
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APLU: Building Learning Communities
- 1. Building Professional Learning Communities Personalized Learning Consortium Laura Pasquini University of Louisville July 18, 2017
- 2. Agenda http://bit.ly/aplucommunity •Defining Community •Identifying a Community of Practice •Examining What Works in Communities •Building Your Learning Community •Next Steps
- 3. 1-Minute Bio • Detail who you are in brief! • Include 2 professional skills • Include 2 personal talents • Share your: tag line, motto, quote, expression, or theme song. 3
- 6. What Does COMMUNITY Mean To You? What COMMUNITIES or GROUPS do you currently connect to?
- 7. Identifying a Community of Practice
- 12. #SaveThePond
- 14. St. Bernard Project in NOLA
- 15. Image c/o @nancywhite(Wenger & Wenger-Traynor, 2015) CommunitiesofPractice
- 16. Principles of Connectivism •Being connected •Learning from others •Connecting information •Various online interaction •Diverse opinions and ideas •Capacity to know more •Nurturing connections •On-going learning •Making choices and decisions (Siemens, 2005)
- 17. Do you have a of practice?
- 18. Examining What Works in Communities
- 20. Jane’s Top 100 Tools
- 21. Social Learning “a shift in organizational culture…that encourages ongoing knowledge transfer and connects people in ways that makes learning enjoyable.” (Conner & Bingham, 2015)
- 22. http://networkedcommunity.wordpress.com Digital Water Coolers for Community Learning!
- 24. Purpose The State of Higher Ed: Communities Online and Virtual Self Background Theory & Framework: Networked Identity, Digital Identity, and Communities of Practice Data Extant Data • Facebook Groups • Twitter Chats & Hashtags • Podcast Networks • Community Blogs Research In Progress Next Steps Working with Professional Learning Organizations Data Collection: • Survey (n=201) • Interviews (65+)
- 25. (Tobin, 1998; Trust et al., 2017) On-going Training Learning Reflection Knowledge Sharing Spirit The People Support/Care Tools Artifacts Technology
- 27. Research In Progress Phase 1 Phase 2 Data Collection & Analysis Extant data is vast and accessible, but this unstructured data set is complex and are rarely examined • Twitter chats & hashtags • Blog posts • Podcasts transcripts • Facebook group interactions/conversations Phase 3
- 28. Domain Community Practice Communities of Practice (Wenger,
- 29. Academic Advising Chat @AcAdvChat #AcAdv Tuesdays 12-1 pm CST acadvchat.wordpress.com
- 30. Domain Community Practice Communities of Practice (Wenger, What’s happening here?
- 31. 1. What communities do you participate? 2. Why do you interact and engage with professionals online? 3. How and where do you do you contribute to the community? 4. How does your networked community impact and influence your practice? 5. What benefits and challenges are involved in being part of a distributed community? Interviews-In-Progress
- 32. Domain Community Practice Communities of Practice (Wenger, What’s happening here? How do CoPs influence Higher Ed ?
- 33. Practitioners, professional staff, and administrators in higher education are connected for: •Networking and career development •Affinity groups for discipline/functional working area •Training and learning opportunities •Access to resources and ideas for work •Knowledge sharing and distribution •Support from peers in the field beyond their institution Understanding the Networked Self & Digital Community
- 35. Cultivating a Community of Practice: A Guide to Managing Knowledge http://bit.ly/aplucommunity (Wenger, McDermott, & Snyder, 2002)
- 36. STORMING (INQUIRE): Identify the audience, purpose, goals, and vision for the community. (See Page 2)
- 37. (Cox, 2004)
- 38. (Cox, 2004)
- 39. GOALS: What does your group want to accomplish? What are some achievable & measurable objectives? (Page 2)
- 40. VISION: What qualities or words fit your community values and purpose? (Page 2)
- 41. INQUIRE* • Audience: who is this community for? • Domain: what are the key issues and the nature of the learning, knowledge, and tasks that the community will steward? • Purpose, Goals, and Outcomes: What are the benefits to the stakeholders? What specific needs will the community be organized to meet? *Potential: Discover and image stage
- 43. FORMING (DESIGN): Define the activities, technologies, group processes, and roles that will support the community’s goals
- 44. Forming Your Community of Practice Emphasize the right technical features to support and facilitate your community needs (see page 8).
- 45. LEARNING: Presentations & talks Experiential practice Workshops/Webinars Visits &Tours Reading & Resources
- 46. DESIGN* • Activities based on goals of community • Communication – synchronous vs. asynchronous • Interaction F2F and distributed • Learning – how are learning goals supported? • Knowledge Sharing – production/products • Collaboration – what will this look like? • Roles and Social Structures – leadership *Forming: Incubate and immediate value
- 47. Leadership Models in a Community of Practice Single Leader Shared Leadership
- 48. Roles & Social Structure • Knowledge sharing & distribution • Meeting facilitation • Relationship guide • Subject matter expertise • Technology management • Communication strategy (see pages 6-7)
- 49. Put Your Community Planning Before the
- 50. Ask 5 Critical Questions 1. Who is part of your learning community? 2. What’s the purpose or goal of this learning community? 3. How can APLU support your learning community goals? 4. What characteristics of the technology vs. the community members needs? 5. What resources are available? What do you need? Adopted from Bates, 2015
- 51. A Typology of Web 2.0
- 52. Will Your Community Meet Synchronously?
- 53. Will Your Community Scribe Notes & Share Projects?
- 54. What to Consider for the Technology? • Individual access at their campus • Collective work space and repository • Fluid platform to accept ideas, resources, etc. • Updates and regular information sharing • Allows for semi-regular contact & interaction • Functionality and self-service is smooth • Communication options: announcements, news, RSS notifications, 1:1 & group chat • Institutional approved software • Data, analytics & tracking use
- 55. MATURING (PROTOTYPE): Pilot the community to gain commitment, test assumptions, refine the strategy, and establish a success story.
- 57. PROTOTYPE* • What are the short-term goals established by the community? • What is the tone of interactions and activities that facilitators want to model? • How will community identity be formed and shared? • What community-oriented technologies will be used to support community’s social structures and core activities? *Maturing: Focus and expand the community
- 58. MATURING (LAUNCH): Roll out the community to engage new members and deliver immediate benefits for learning.
- 59. Reflecting on the Launch Brainstorm: Establishing Goals for Assessment •What do you know? •What do you want to know? •Who can help you assess? •How does this connect to your community goals and mission?
- 60. LAUNCH* • Why should someone join the community? • What are the benefits? • How do new members learn about the community? • What are the community’s norms for behavior? • How do new members become oriented to the community environment? • How will roles and community social structures be defined and supported over time? • How will success be measured? *Maturing => Sustaining: Ownership and openness
- 61. (Spinal Tap, 1984) Turn Your Learning Community Up to 11…
- 62. NORMING (GROW): Engage members in collaborative learning and knowledge sharing activities, group projects, and networking events that meet individual, group, and organizational goals while creating an increasing cycle of participation and contribution.
- 63. Other Considerations for Supporting your Community of Practice • Meeting the community where they are • Access to communication channels • Serving a need/purpose with the platform • Make the technology part of the regular workflow in the community • Compatibility for sharing knowledge • Training/Learning for community members • Community Managers to request support from APLU (if needed)
- 64. SUSTAIN: Cultivate and assess the learning, knowledge, and products created by the community to inform new strategies, goals, activities, roles, technologies, and business models for the future.
- 65. Will your community openly share resources for adaptive learning? If so, how?
- 66. SHARING BEYOND: Show and Tells Presentations Training Curriculum Marketing Materials Crossover with Other CoPs
- 67. Creative Commons http://creativecommons.org/ OER Commons https://www.oercommons.org/
- 68. SUSTAIN* the CoP • How can existing members get the story out? • Are there formal or informal structures you can use to reach and connect others? • What marketing tools can you use? • Are there other people you can have join the community? • Can you clearly share what your CoP is working on? • How can you grow your community reach/impact? *Self-Sustaining: ownership and openness
- 69. Next Steps
- 70. Building Your Learning Community Resource: http://bit.ly/aplucommunity
- 71. Community “To Do” List: 1. Complete Learning Community Charter a. Name of Community b. Mission, Vision & Goals c. Participation/Engagement Expectations d. Meeting Plans e. Questions or Needs 2. Identify Leadership: Community Manager(s)
- 72. Thank you! Laura.Pasquini@unt.edu http://bit.ly/aplucommunity Good luck continuing to build your learning community!
Hinweis der Redaktion
- People who meet around a shred passion e.g. meet up groups for file or book clubs
- Networked Participatory Scholarship: scholars’ participation in online social networks to share, reflect upon, critique, improve, validate, and otherwise develop their scholarship. We discuss emergent techno-cultural pressures that may influence higher education scholars to reconsider some of the foundational principles upon which scholarship has been established due to the limitations of a pre-digital world, and delineate how scholarship itself is changing with the emergence of certain tools, social behaviors, and cultural expectations associated with participatory technologies. We conclude by noting that, “Whether they recognize it or not, scholars are part of a complex techno-cultural system that is ever changing in response to both internal and external stimuli, including technological innovations and dominant cultural values. Though such an understanding may lead to a certain level of trepidation regarding the shape of scholarship’s uncertain future, we should take an active role in influencing the future of scholarship and establishing ourselves as productive participants in an increasingly networked and participatory world.”
- People who have a connection through the area they live in e.g. a home owner association or local web forum, like Next Door
- People who gather around a cause or specific event, e.g. plant a tree or objection to a building plan
- Groups of people who share a concern or passion for something they do and learn how to do it better as they interact regularly.
- Screenshots of communities online
- Presentation Outline: -Introduction: Snapshot of SA Networked Communities -Applied Theories: Networked Identity & Presence -What We Have Learned So Far: Initial Findings -Why this Matters: Implications for Networked Communities & Online Identity of the SA Profession -Networked Communities of Practice for SA Professional/Faculty in Higher Ed: Critical Reflections (using the Participatory Action Research Framework) -Opportunities to Contribute: Research Interviews -Wrap Up: Q & A
- “to describe a network of people and resources that support ongoing learning.” (Tobin, 1998) “learning doesn’t take place just in training programs, but should be part of every employee’s everyday activities.”
- Add icons for #acadv chat & SA Pro Fb group
- 45-60 minutes in duration. During our interviews, we will ask participants to reflect on networked practices in online digital communities, inquire about your observations of these communities, ask about your interactions and contributions in the network, and discuss issues related to professional identity and professional influence in online spaces.
- CoP are important because they: connect people, provide a shared context, enable dialogue, stimulate learning, capture and diffuse existing knowledge, introduce collaborative processes, help people organize, and generate new knowledge
- Define the benefits of the community for all stakeholders, including individual sponsors, individual community members, defined subgroups, the community as a whole, and the sponsoring organization. Create a mission and vision statement for the community, tying these into the sponsoring organization’s mission and vision if appropriate. Identify the major topic areas for community content and exploration. Create an estimate of the cost for community
- Activities: What kinds of activities will generate energy and support the emergence of community presence? What will the community’s rhythm be? Communication: How will members communicate on an ongoing basis to accomplish the community’s primary purpose? Interaction: What kinds of interactions (with each other and with the content of the community) will generate energy and engagement? Learning: What are the learning goals of the community, and how can collaborative learning be supported? Knowledge Sharing: What are the external resources (people, publications, reports, etc.) that will support the community during its initial development? How will members share these resources and gain access to them? Collaboration: How will community members collaborate with each other to achieve shared goals? Roles and Social Structures: How will community roles be defined (individuals, groups, group leaders, community administrators, etc.) and who will take them on?
- What short-term pilot goals will help establish the community as a viable and valuable entity? What community-oriented technologies will be used to support the pilot community’s social structures and core activities? What sort of brand image does the community want to project, given its audience, domain, purpose, and mode of operation? What are the meaningful metaphors to use with the community’s audience? What is the tone of interactions and activities that facilitators want to model? How will community identity be formed and shared? How will success be measured and communicated to the broader stakeholder groups?
- Why should someone join the community? What are the benefits? What is the business model behind the community? How do new members learn about the community? What are the community’s norms for behavior? How do new members become oriented to the community environment? Based on insights from the pilot, what kinds of community activities will generate energy and engagement and support the emergence of community “presence” (activities, communication, interaction, learning, knowledge sharing, collaboration, roles and social structures)? What will the community’s “rhythm” be? Based on insights from the pilot, how will roles and community social structures be defined and supported over time? How will success be measured?