Futurelab - Resources - Publications, reports & articles - Web articles - Working with online learning communities

This link has been bookmarked by 16 people . It was first bookmarked on 28 Apr 2008, by Concepción Abraira Fernández.

18 Sep 08

Nelba Quintana
about online learning community

futurelab learningcommunity
17 Sep 08

Elaine Talbert
16 Sep 08

Kolja Schönfeld
Community learning teaching education article elearning
- Lurkers are widely known to be among the majority of defined members and they have been found to make up over 90% of most online groups.
- most important members in view of their potential to contribute to online groups.
- 3 more annotations...
- - Clark’s work is well sourced, and within it he develops three guiding principles:
    
    online learning communities are grown, not built
    online learning communities need leaders
    personal narrative is vital to online learning communities.
  - Clark identifies that “online learning communities grow best when there is value to being part of them”.
  - Clark contends that “leaders are needed to define the environment, keep it safe, give it purpose, identity and keep it growing”. He gives a set of mantras for teacher/leaders in any online community:
    
    all you need is love
    control the environment, not the group
    lead by example
    let lurkers lurk
    short leading questions get conversations going
    be personally congratulatory and inquisitive
    route information in all directions
    care about the people in the community; this cannot be faked
    understand consensus and how to build it, and sense when it's been built and just not recognised, and when you have to make a decision despite all the talking.
31 Aug 08

Ana Falcon
e-learning communities leadership wenger
21 Aug 08

Alexis Krysten
communities learning online learningwithcomputers
20 Aug 08

Joao Alves
communities learning online learningwithcomputers
13 Aug 08

Illya Arnet
- One behaviour in online groups that has been extensively studied is that of the non-participating members, termed the ‘lurkers’ - Etienne Wenger[2] calls them Legitimate Peripheral Participants. Lurkers are widely known to be among the majority of defined members and they have been found to make up over 90% of most online groups. They are perhaps the most important members in view of their potential to contribute to online groups.
- online learning communities are grown, not built
  online learning communities need leaders
  personal narrative is vital to online learning communities.
- 1 more annotations...
- - all you need is love
    control the environment, not the group
    lead by example
    let lurkers lurk
04 Jun 08

L@jost EU project
Community Education resources course l@jost
01 Jun 08

Isabelle Jones
e-learning learning social_network leadership ideas training resources
12 May 08

Sam Bachert
online community tips suggestions
- Clark contends that “leaders are needed to define the environment, keep it safe, give it purpose, identity and keep it growing”. He gives a set of mantras for teacher/leaders in any online community:
  
  all you need is love
  control the environment, not the group
  lead by example
  let lurkers lurk
  short leading questions get conversations going
  be personally congratulatory and inquisitive
  route information in all directions
  care about the people in the community; this cannot be faked
  understand consensus and how to build it, and sense when it's been built and just not recognised, and when you have to make a decision despite all the talking.
  
  He cites confirmation that “personal narrative is vital to online learning communities. Personal stories and experiences add closeness, and provide identity, thus strengthening online communities.”
- William Klemm has a more pragmatic approach[9, 10] to student participation, one that tends to coerce the engagement of post-secondary students in online collaborative learning. A minimum level of online participation as well as a deliverable piece of work relevant to the community activity is a mandatory course requirement. Many universities adopt a similar approach in order to ensure minimum online engagement of each student in collaborative study.
- 1 more annotations...
- - her guidelines[14] for growing communities within a class of students:
    
    communicate frequently with the class
    make as much interaction public as possible
    create a space for non-classroom-related interaction
    understand the limitations and strengths of the technology you're using in terms of fostering interaction
    ask questions often, and interact with students in the forum you have devised for class interaction.
11 May 08

Victor Kotusenko
Working with online learning communities

learning e-learning online social community articles
10 May 08

Rudy Garns
"This review looks at a number of key factors important to growing successful online learning communities and provides some relevant strategies for this."

learning online for:nkupod
Christy Tucker
Best practices for working with online learning communities, including how to work with lurkers who may still be learning even if they aren't actively participating.

learningcommunity e-learning teaching leadership discussion
- online learning communities are grown, not built
  online learning communities need leaders
  personal narrative is vital to online learning communities.
- He gives a set of mantras for teacher/leaders in any online community:
  
  all you need is love
  control the environment, not the group
  lead by example
  let lurkers lurk
  short leading questions get conversations going
  be personally congratulatory and inquisitive
  route information in all directions
  care about the people in the community; this cannot be faked
  understand consensus and how to build it, and sense when it's been built and just not recognised, and when you have to make a decision despite all the talking.
28 Jan 08

Sebastian Gasse
education learning socialsoftware online community futurelab
17 Jan 08

Concepción Abraira Fernández
communities comunidadesdepractica learning trabajo_colaborativo