Presentación en el cuarto encuentro del curso de posgrado “Comunicación, educación y entornos virtuales. Del e-learning a las comunidades de práctica”
http://www.fcedu.uner.edu.ar/?p=3317
2. Getting together
Comunidades, redes y aprendizaje
• Redes de conocimiento: CdP, CdI, RSA
• E-porfolio network: un ejemplo para
ilustrar
• La perspectiva inversa: individuo y
ecologías de aprendizaje
• Preguntas orientadoras para la
apropiación de lo discutido
3. Redes de conocimiento
Las "Redes de conocimiento" son conjuntos de
individuos y equipos provenientes de diferentes
organizaciones y disciplinas para inventar y
compartir un cuerpo de conocimientos. El foco de
estas redes es usualmente el desarrollo,
distribución y aplicación de conocimientos.
“Knowledge networks” are collections of individuals and teams who
come together across organizational, spatial and disciplinary
boundaries to invent and share a body of knowledge. The focus of such
networks is usually on developing, distributing and applying
knowledge.
Pugh & Prusak (2013)
Pugh, K. & Prusak, L. (2013, September 12). Designing Effective Knowledge Networks, MITSloan Management Review 55(1).
Retrieved from http://sloanreview.mit.edu/article/designing-effective-knowledge-networks/
4. Redes de conocimiento
• Comunidades: empuje y
conducción “social”
• Tecnología: posibilitadora y
facilitadora
• Eje en “prácticas”
Cognición distribuida (Hutchins, 1994)
Inteligencia colectiva (Lévy, 1994)
Aprendizaje en red (McConnell et al., 2012)
Prácticas culturales(Schatzki et al., 2001)
Conectivismo (Siemens, 2005)
https://goo.gl/4HvGM2
6. La Comunidades de Práctica (CdP) son grupos de
personas que comparten una pasión, una preocupación o
un conjunto de problemas respecto a un tema en
particular, y que interactúan regularmente con el fin de
profundizar su conocimiento y experticia, y para aprender
a como hacer las cosas mejor.
Communities of practice (CoP) are groups of people who share a passion, a
concern or a set of problems regarding a particular topic, and who interact
regularly in order to deepen their knowledge and expertise, and to learn how
to do things better
(Wenger, 2004; Ranmuthugala et al., 2011; Markwell, 2009).
Briard, S. & Carter, C. (2013, November). Communities of practice and communities of interest: definitions and evaluation considerations. Ontario, Canada:
Centre of Excellence for Child and Youth Mental Health. Retrieved from: http://www.niagaraknowledgeexchange.com/wp-
content/uploads/sites/2/2014/05/Communities_of_Practice_Interest.pdf
7. What is internal audit?
The role of internal audit is to provide
independent assurance that an
organisation's risk management,
governance and internal control processes
are operating effectively.
https://na.theiia.org/standards-guidance/recommended-guidance/Pages/Practice-Advisories.aspx
8. La Comunidades de Interés (CdI) son grupos de personas que
comparten una identidad o una experiencia. En las CdI, grupos
de personas de diferentes áreas y antecedentes se juntan para
resolver inquietudes que afectan a aquellos in la comunidad.
Los miembros de la comunidad trabajan juntos para aprender
uno del otro y ayudarse a pensar en soluciones que todos
puedan utilizar para realizar mejor las cosas en su propia área
de trabajo.
Communities of interest (CoI) are groups of people who share an identity or
an experience. In CoI, groups of people from different areas and backgrounds
get together to solve problems affecting all those involved in the community.
Community members work together to learn from each other and help each
other think of solutions everybody can use to make things better in their own
area of work
(Markwell, 2009) .
Briard & Carter (2013)
10. CdI CdP
Foco Intereses comunes con objetivos personales –
resolver problemas
Interés común con objetivos compartidos –aprender y auto-
desarrollarse
Propósito Informarse Crear, expandir e intercambiar conocimiento
Objetivos Comprensión de un tema de manera
compartida
Codificar conocimientos de un dominio
Naturaleza del
problema
Tarea común desde múltiples dominios Diferentes tareas dentro de un mismo dominio
Desarrollo de
conocimiento
Síntesis e integración Refinamiento y aumento
Miembros Personas “interesadas” con una orientación
hacia solución de necesidades personales
Experticia en el dominio, se implican en actividades conjuntas
Desafíos Diferentes conocimientos.
Construcción de una comprensión compartida
Pensar en grupo
Participación a largos períodos
Fuerzas Creatividad social, diversidad Conocimiento compartido y construcción colectiva
Período de actividad
(vida)
Variable, hasta encontrar una respuesta a la
pregunta
Evoluciona orgánicamente, estable hasta que el aprendizaje y el
desarrollo es realizado
Razones de permanecer
juntos
Acceso a la información Pasión, compromiso e identidad profesional
Aprendizaje Cada miembro aprende de las perspectivas de
los demás
De expertos a pares y a principiantes
Adapted from Briard & Carter (2013, pp . 11-12)
11. Una Red Social de Aprendizaje (RSA) es un tipo
de red social en la que intervienen estudiantes,
maestros y módulos de aprendizaje.
Social Learning Network (SLN) is a type of social network among students,
instructors, and modules of learning. (Brinton, & Chiang, 2014, p1)
Brinton, C. G., & Chiang, M. (2014, March). Social learning networks: A brief survey. In Information Sciences and Systems (CISS), 2014 48th
Annual Conference on (pp. 1-6). IEEE.
12. Redes de aprendizaje social
• OpenStudy is a social learning network where students ask
questions, give help, and connect with other students
studying the same things. Our mission is to make the world
one large study group, regardless of school, location, or
background.
• OpenStudy is a global study group, it is like walking into a
library or coffee shop and finding just the right group of
students who can help you with what you’re studying right
now or someone struggling with a problem who could
really use your help…halfway across the globe.
http://blog.openstudy.com/about/
15. Redes de aprendizaje social
Peer 2 Peer University (P2PU) is a grassroots open
education project that organizes learning outside of
institutional walls and gives learners recognition for their
achievements.
P2PU creates a model for lifelong learning alongside
traditional formal higher education. Leveraging the internet
and educational materials openly available online, P2PU
enables high-quality low-cost education opportunities.
https://www.p2pu.org/en/
16. Redes de aprendizaje social
P2PU is community centered and our governance model
reflects that. P2PU is built driven by volunteers, who are
involved in all aspects of the project.
P2PU is peer learning. Everyone has something to
contribute and everyone has something to learn. We are all
teachers & learners. We take responsibility for our own and
each others’ learning.
https://courses.p2pu.org/es/#community
19. Redes de aprendizaje social
The Learning Circles model brings together learners in
open community spaces to take online courses
together. As a support group for learning, Learning
Circles offer individuals a comfortable and consistent
environment to motivate and to be motivated.
https://chicago.p2pu.org/en/
https://youtu.be/9asVuChS04Q
21. Europortfolio.eu
El portal
La Red
ADPIOS
UNIZG, coordinator
ADPIOS, France
Centre for Recording Achievement, UK
AGH University of Science and Technology, Poland
Danube University Krems, Austria
University of Southern Denmark, Denmark
Open University of Catalonia, Spain
TLT Group, USA
22. Que es un e-Portafolio
https://youtu.be/TFb0u6dI3u4
23. “e-Portafolio es un término general para designar
una colección estructurada de artefactos digitales
co-creados, reconocimientos de logros y
acreditaciones formales obtenidas en donde el
propietario posee la libertad suficiente para ordenar
su presentación en función de propósitos
específicos y del tipo de audiencia a quien se
dirige”.
“e-Portfolio is an umbrella term for a structured collection of self or
co-created digital artifacts, recognitions, and accreditations where
the owner has enough freedom to arrange their presentation
according to specific purposes and audiences.”
http://europortfolio.org/
53. Ecologías de aprendizaje y pedagogías
para el empoderamiento
- MOOC
- Vigilia informacional (current awareness)
- E-portafolio
- Redes y comunidades sociales
Maina, M. y García, I. (2016). Articulating personal pedagogies through learning ecologies. En B. Gros, Kinskuk y M. Maina (dir.), The Future of
Ubiquitous Learning: Learning Designs for Emerging Pedagogies (pp. 73-94).Berlin Heidelberg : Springer, coll. « Lecture Notes in Educational
Technology ». doi:10.1007/978-3-662-47724-3 Postprint: http://r-libre.teluq.ca/684/
56. Empoderamiento (individuo)
• Definir objetivo/s de aprendizaje o meta de
desarrollo personal/profesional
• Delinear una estrategia atendiendo a las
potencialidades de la red
– Explicar como se articula el/un EPA (PLE) en
soporte al propósito/s establecido/s
– Explicitar cómo las redes de conocimiento
contribuyen a una ecología de aprendizaje
57. Desafíos (institución)
• De qué manera interpelan las redes de
conocimiento los modelos de educación
superior?
• Cómo se puede articular un escenario
“abierto, en red, flexible y cambiante” con la
actual oferta educativa?
• Qué pedagogías y qué tecnologías se
articularían en este escenario?
58. • Hutchins, E. (1994). Cognition in the wild. Cambridge, MA: MIT Press,
• Lévy, L. (1994). L’intelligence collective: pour une anthropologie du cyberspace.
Paris: La Découverte.
• McConnell, D., Hodgson, V., y Dirckinck-Holmfeld, L. (2012). Networked learning: A
brief history and new trends. En Exploring the theory, pedagogy and practice of
networked learning (pp. 3-24). New York: Springer.
• Maina, M. y García, I. (2016). Articulating personal pedagogies through learning
ecologies. En B. Gros, Kinskuk y M. Maina (dir.), The Future of Ubiquitous Learning:
Learning Designs for Emerging Pedagogies (pp. 73-94).Berlin Heidelberg : Springer,
coll. « Lecture Notes in Educational Technology ». doi:10.1007/978-3-662-47724-3
Postprint: http://r-libre.teluq.ca/684/
• Pugh, K. y Prusak, L. (2013, Setiembre 12). Designing effective knowledge
networks. MITSloan Management Review 55(1).
http://sloanreview.mit.edu/article/designing-effective-knowledge-networks/
• Schatzki, T. R., Knorr-Cetina, K., y von Savigny, E. (Eds.). (2001). The practice turn in
contemporary theory. NY: Routledge.
• Siemens, G. (2005). Connectivism: A learning theory for the digital age.
International journal of instructional technology and distance learning, 2(1), 3-10.
Hinweis der Redaktion
Pugh, K. & Prusak, L. (2013, September 12). Designing Effective Knowledge Networks. MITSloan Management Review 55(1).
Retrieved from http://sloanreview.mit.edu/article/designing-effective-knowledge-networks/
E. Hutchins. Cognition in the Wild. MIT Press, Cambridge, MA, 1994.
Pierre Lévy L'intelligence collective. Pour une anthropologie du cyberspace, Paris, La Découverte, 1994
Schatzki, T. R., Knorr-Cetina, K., & von Savigny, E. (Eds.). (2001). The practice turn in contemporary theory. Psychology Press.
Siemens, G. (2005). Connectivism: A learning theory for the digital age.International journal of instructional technology and distance learning, 2(1), 3-10.
McConnell, D., Hodgson, V., & Dirckinck-Holmfeld, L. (2012). Networked learning: A brief history and new trends. In Exploring the theory, pedagogy and practice of networked learning (pp. 3-24). Springer New York.
Briard, S. & Carter, C. (2013, November). Communities of practice and communities of interest: definitions and evaluation considerations. Ontario, Canada: Centre of Excellence for Child and Youth Mental Health. Retrieved from: http://www.niagaraknowledgeexchange.com/wp-content/uploads/sites/2/2014/05/Communities_of_Practice_Interest.pdf
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press
Briard, S. & Carter, C. (2013, November). Communities of practice and communities of interest: definitions and evaluation considerations. Ontario, Canada: Centre of Excellence for Child and Youth Mental Health. Retrieved from: http://www.niagaraknowledgeexchange.com/wp-content/uploads/sites/2/2014/05/Communities_of_Practice_Interest.pdf
Domain
CoI
CoP
Focus
Common interest with personal goals – solve a problem
Common interest with shared goals – learn and self-development
Purpose
To be informed
To create, expand, exchange knowledge
Major objectives
Shared understanding
Codified domaine knowledge
Nature of problem
Common task over multiple domains
Different tasks in the same domain
Knowledge development
Synthesis and integration
Refinement, increasing
Members
“interest” people, oriented towards personal needs
Domain expertise, members engage in joint activities
Challenges
Different backgrounds
Building a shared understanding
Group-think
Overtime participation
Strengths
Social creativity, diversity
Shared knowledge and building
Lifespan
Variable, until “answer the question”
Evolve organically, stable until learning and development accomplished
What holds them together
Access to information
Passion, commitment and professional identity
Learning
Each one learning from others’ perspectives
From expert and peers to novices