1. Journal your general impressions or reflections for each of your chosen chapters.
Ch. 9 - Reflexive Modernization and the Emergence of Wired Self-Help by Roger Burrows & Sarah Nettleton
Due to technology capabilities, virtual learning communities are abundant in a wide array of topics. Self-help learning communities are becoming extremely popular. Individuals are turning to collective help instead of "expert" help on numerous topics. But due to the over abundance of information and social support wired self-help sites offer, individuals may experience heighten anxiety. We have all utilized the Internet to gain additional information regarding various diseases, diet plans, etc. We may interact within the community or just 'lurk' reading the postings from other participants.
Ch. 10 - Understanding the Life Cycles of Network-Based Learning Communities by James Levin & Raoul Cervantes
Like any communities, living being, or relationship, Network-Based Learning Communities go through stages of development. Levin identifies 6 life-cycle stages:
proposal - initial project idea,
refinement - clarification and exchanges of ideas prior to conducting activity,
organizational - strategic plan for entire project,
pursuit - the activity itself,
wrap-up - end of the work, congratulations, and thank-you's, and
publication - recap of project, targeted to unparticipants.
The life-cycle could also be seen as: preactivity, activity, postactivity stages.
But for the success of a network-based learning communities, appropriate mediation must occur at the correct times.
2. How do virtual communities impact individuals in information seeking and knowledge construction? What are the possibilities for learning and change in this case study? (for Ch. 9)
Virtual learning communities allow individuals to access enormous amounts of information from numerous individuals sharing. Expert information is provided along with collective ideas. Through the exchange of thoughts, ideas, and questions, individuals have the ability to make their own decisions and enhance personal knowledge. For what ever topic one desires, individuals are able to search and acquire information due to the abundant virtual learning communities.
Through network based-learning communities (virtual) individuals can actively participate or "lurk" on the sidelines gaining knowledge from postings. Exchanging of ideas, questions, and answers occur in the postings fro all members to view. The asynchronous communication allows individuals to internalize the knowledge they gain. As they reflect upon the knowledge and their personal experiences and understanding, they begin to find support or change their thinking process. The new knowledge enhances the individuals understanding of the particular topic the virtual learning community is addressing.
What are the specific implications that you have drawn that can be applied to your project of building a virtual learning community? (Ch. 10)
As I begin to develop a virtual learning community, mediation is a must. There must be amble and appropriate support and guidance throughout the entire process of the "learning" project. To ensure each stage of the virtual learning community life cycle progresses smoothly, mediation from a site expert must be in place. Communication capabilities designed within the learning community must allow participants the ability to share ideas, questions, data, resources, etc. Through discussion threads, whiteboards, blogs participants find themselves interacting asychronously or synchronously enriching the learning environment.
What do you see as the possibilities of virtual communities for learning and change after all the chapters so far? (for all chapters)
The opportunities for learning are endless. Infinite amounts of information are accessible through virtual learning communities. Dependent upon how much and to what extent an individual is willing to participate will determine the knowledge gained. As knowledge is gained, individuals begin to change their thinking and handle situations differently. Virtual communities for learning and change are the way for the future. We are all turning to the "quick" resources that are at our fingertips. Through our interactions with virtual learning communities, our behaviors, beliefs, thoughts, etc. are altered. Once again the possibilities are endless.
3 comments:
I agree that self-help is a great feature of the internet! People can jump online to assist with diagnosing ailments or diseases, check on medicine interactions, as well as finding out where the nearest doctor is located. But, how do we move our world of educational testing mandates to the 21st Century to validate our students' knowledge of technological resources when they are being assessed on accessing resourcs??!!? (I know, this is the cry of many educators!) I just couldn't let it go without it being asked!
Consumption and Production in virtual communities is much like F2F communities! We all don't eat at the same time nor do we all produce things in our world to replace what we use. Life in a VC aligns beautifully with the life cycles in the biological world.
As our "garden" grows in our backyards, we must water, weed, and fertilize only as needed. As VC facilitators, same principle. Water or fertilize too much - the plant dies, so goes the way of the community!
I picked up on your word "lurking" and I have often associated that with mindless activity. However, from this class, I see the difference between "lurking" in VC and "interacting" within VC to be more about the depth of knowledge the individual achieves.
Would you say that mediation is collective or individual? I ask this as learners in communities should have a sense of shared responsibility. And with a shared sense of responsibility they should be able to guide and direct one another to achieve a higher level of learning. I was just curious what you thought about that.
Lastly, when you said that "asynchronous communication allows individuals to internalize the knowledge they gain", do you think that individual reflection time is an important design element to incorporate in instruction...for both face-to-face and online?
Shelly, it was good to see you again yesterday. I have a point to ponder about who are considered experts. I have seen students at the 6th and 7th grade level who believe that anyone who posts on-line are "experts" to be believed. As adults, I hope we would be able to discern between the two, but am always troubled by children's trust in what they read, see, and hear through the media, including the internet.
Post a Comment