This link has been bookmarked by 49 people . It was first bookmarked on 12 May 2008, by Barbara Lindsey.
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23 Feb 15
ewpowellStrategies for collaborative learning online
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15 Feb 15
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"online community" was ranked as one of the top three most important components of eLearning portals*
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01 Aug 14
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16 Aug 13
James Chapman JrCurrency (0 to 15 Points) 9 - The site is updated regularly.
Content (0 to 15 Points) 15 - The content is easily accessible and relates to the topic.
Authority (0 to 10 Points) 10 - The author of the site is readily available and is easily accessible for contact.
Navigation (0 to 10 Points) 10 - Navigating the website is easy and makes the website worth the visit.
Experience (0 to 10 Points) 10 - The website provides a large amount of information related to the topic.
Multimedia (0 to 10 Points) 0 - No pictures or videos were shown.
Treatment (0 to 10 Points) 10 - Bias was not shown.
Access (0 to 5 Points) 5 - Can be easily accessed by anyone at any time.
Miscellaneous (0 to 15 Points) 15 - The information this website provides is relevant and can be printed for a handheld copy.
I give this site a good rating.-
- Establish Operating Norms - Provide guidelines for online (and offline) etiquette and obtain agreement on the behavior that will lead to successful group and individual learning outcomes (e.g., everyone logs in three times a week, everyone posts one question and one response on the discussion board, etc.).
- Foster an Environment of Trust - Help create an environment characterized by sharing and openness by establishing and aligning learners' expectations around shared objectives, including how individuals contribute to the broader success of the group. Further build trust by explicitly and collaboratively defining the common values and behavior that will contribute to achieving the shared goals of the group.
- Create a Buddy System - Keeping learners engaged and participating in an online environment can be challenging. By creating a "buddy system" whereby pairs or groups of learners are responsible for joint participation and contribution (co-development of a case study, alternating postings in the discussion area, etc.), a support structure is created that keeps people engaged.
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20 Jan 13
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23 Aug 12
Barb Perlewitz"Building eLearning and Blended Learning Communities
Soren Kaplan, Ph.D., co-founder, iCohere, Inc." -
05 Dec 11
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01 Sep 11
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02 Aug 11
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Communities focused on learning, in our opinion, are only "communities" if they possess these characteristics and engage people in a learning process over time.
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Communities extend learning by creating a structure whereby people can learn from "informal" interactions.
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Communities are a way to elicit and share practical know-how that would otherwise remain untapped.
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Communities become a boundaryless container for knowledge and relationships that can be used to increase individual effectiveness and a company's overall competitive advantage.
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eLearning communities are groups of people bonded together entirely through technology. These communities never convene physically - their interactions and learning begin, and are carried out entirely through technology (on the web, through conference calls, via video conferencing, etc.).
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Through integrating live web conferencing, streaming video, narrated PowerPoint presentations, and facilitated discussions, it becomes possible to deliver a "conference", entirely online, over several days or even a several week period
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Ideally the conversation begins by clarifying the business' strategic objectives and how these translate into group-level and individual competency requirements.
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Online learning environments come in many shapes and sizes.
Some typical features of these web-based environments include: -
The challenge facing learning professionals is to link business strategy to learning strategy in ways that seamlessly incorporate community as a means of capturing the informal or tacit knowledge that exists within the organization but is not accessible through formal training programs.
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18 Apr 11
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12 Mar 11
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First we will cut through the ambiguous term "community" by sharing a model that describes a number of practical applications for including community as part of your learning strategy. Second, we will outline specific strategies and approaches for building learning-focused communities.
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Most communities - whether online or off - share a number of qualities and characteristics: they are held together by distinct operating norms; members are distinguished by their formal and informal roles
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trust must be built to ensure quality interactions; and a shared sense of purpose serves as the glue that bonds the community together.
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Approximately 70% of what an employee needs to know for success is learned outside of formal training
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Tacit knowledge
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Creating and structuring opportunities for people to network, communicate, mentor, and learn from each other can help capture, formalize, and disseminate tacit knowledge, and thus accelerate learning and organizational effectiveness.
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two forms of learning communities
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eLearning Communities and Blended Learning Communities.
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eLearning communities are groups of people bonded together entirely through technology.
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e-Training communities promote virtual collaboration that is focused on addressing a specific topic area, usually supported by one or more online learning tools and media
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deliver a "conference", entirely online
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Blended learning communities integrate online learning and face-to-face meetings.
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Ice Breaker Communities involve pre-event activities to "break the ice" prior to a face-to-face meeting.
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Follow-on Communities extend relationships and learning following a face-to-face training event.
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End-to-end communities include both Ice Breaker and Follow-on learning activities.
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When creating collaborative learning communities, community builders should consider much more than just technology. Ideally the conversation begins by clarifying the business' strategic objectives and how these translate into group-level and individual competency requirements.
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Clearly Define Roles
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Create Sub-Groups
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Support Individuality
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Establish Operating Norms
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Foster an Environment of Trust
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Create a Buddy System
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07 Mar 11
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Communities extend learning by creating a structure whereby people can learn from "informal" interactions.
-
Communities are a way to elicit and share practical know-how that would otherwise remain untapped.
-
Communities become a boundaryless container for knowledge and relationships that can be used to increase individual effectiveness and a company's overall competitive advantage.
-
they must be integrated fully into one's core learning strategy
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18 Feb 11
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community as a means of capturing the informal or tacit knowledge
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17 Feb 11
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11 Feb 11
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10 Feb 11
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14 Sep 10
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09 Sep 10
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10 May 10
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06 May 10
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15 Mar 10
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17 Feb 10
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05 Feb 10
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08 Jan 10
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11 Dec 09
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07 Dec 09
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07 Aug 09
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06 Jul 09
Dennis OConnorBlended Learning Communities
Blended learning communities integrate online learning and face-to-face meetings. There are two core assumptions that underlie approaches to building blended learning communities: (1) that the deeper the personal relationships between learners, the richer the collaborative learning experience; and (2) that relationships between learners may be strengthened through structuring group interactions (using technology) before and/or after an face-to-face training event
"Ice Breaker" Blended Learning Communities
Ice Breaker Communities involve pre-event activities to "break the ice" prior to a face-to-face meeting. Many consultants and trainers facilitate "warm-ups" or "ice breakers" to kick off meetings, the goal being to establish norms, ground rules, and an esprit de corps among participants. From a group dynamics perspective, ice breakers accelerate a group's ability to form, storm and norm so that they are able to more quickly and effectively perform the given task at hand†. By engaging learners in structured introductions and pre-work through web conferencing, online discussions, and conference calls prior to a face-to-face training, it becomes possible to accelerate openness, sharing, and collaborative learning when participants finally come together in-person.
Follow-on Blended Learning Communities
Follow-on Communities extend relationships and learning following a face-to-face training event. Rather than end the learning experience when participants walk out the door, a structure and process is provided to keep people engaged, connected and productive for a designated period of time. Follow-on communities can serve as vehicles for sharing group projects, discussing findings from field research, and receiving mentoring from peers and instructors. Here's an example: A group meets for a two-day technical course where a substantial amount of information is shared. Individuals leave the course feeling a great deal smarter, but many questions arise when they get back to their jobs and -
04 Jul 09
marilyn fassett
Creating "Community" and how it relates to learning.-
How does "Community" Relate to Learning?
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Here are three reasons why you should consider building community into your overall learning strategy
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For communities to yield results, they must be integrated fully into one's core learning strategy - from creating eLearning content that connects to community technologies and processes to extending face-to-face training into blended learning solutions that include pre- and post-event online community-building. From our experience working as employees of large corporations, as external consultants, and as learners ourselves, we have identified two forms of learning communities - eLearning Communities and Blended Learning Communities. Within these, there are five ways to apply the community concept to foster collaborative learning.
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Blended learning communities integrate online learning and face-to-face meetings. There are two core assumptions that underlie approaches to building blended learning communities: (1) that the deeper the personal relationships between learners, the richer the collaborative learning experience; and (2) that relationships between learners may be strengthened through structuring group interactions (using technology) before and/or after an face-to-face training event
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When creating collaborative learning communities, community builders should consider much more than just technology. Ideally the conversation begins by clarifying the business' strategic objectives and how these translate into group-level and individual competency requirements. From there, learning objectives may be defined that support competency gaps. Group processes to achieve the learning objectives then become clear, along with the appropriate technology to support these processes.
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26 Jun 09
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- Audio Conferencing
- Web Conferencing
- Video Conferencing
- Chat
- Instant Messaging
- White Boarding
- Discussion Boards
- Calendar
- Website Links
- Group Announcements
- Messaging / E-mail
- Surveys & Polls
- Decision Support Tools
- Interactive CBTs
- Streaming Audio & Video
- Narrated Slideshows
- Web books
- Resource Library
- Document Collaboration
- Version Tracking & Control
- Permission Based Access
Synchronous Tools Asynchronous Tools Content Integration Document Management
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09 Jun 09
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Arguably, the term "community" has become an ambiguous buzzword
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community can be a vehicle for connecting people to other people's stories, experiences, and mentoring, which results in accelerated learning and the sharing of "tacit" knowledge** within an organization.
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Approximately 70% of what an employee needs to know for success is learned outside of formal training
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(e.g., on the job, through mentoring, etc.). Communities extend learning by creating a structure whereby people can learn from "informal" interactions.
-
Communities are a way to elicit and share practical know-how that would otherwise remain untapped.
-
Communities become a boundaryless container for knowledge and relationships that can be used to increase individual effectiveness and a company's overall competitive advantage.
-
Online Conference Communities
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(1) that the deeper the personal relationships between learners, the richer the collaborative learning experience; and (2) that relationships between learners may be strengthened through structuring group interactions (using technology) before and/or after an face-to-face training event
-
Rather than end the learning experience when participants walk out the door, a structure and process is provided to keep people engaged, connected and productive for a designated period of time.
-
Follow-on communities can serve as vehicles for sharing group projects, discussing findings from field research, and receiving mentoring from peers and instructors.
-
Some having likened the end-to-end community to a "digital sandwich††" since the face-to-face meeting is typically "sandwiched" between group interactions supported by eLearning and collaboration tools and technologies.
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facilitate introductions, set expectations, and ensure equal participation, these same activities (and other common group processes) can and should be applied in the online world.
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The goal of technology should be to serve the community through its transparency - learners' time should be spent learning about the topic at hand, not about how to use a given technology.
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Ideally technology should be transparent to the instructor as well - no technical knowledge should be required to customize or manage the environment.
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07 Jun 09
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10 May 09
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05 Feb 09
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27 Oct 08
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20 Oct 08
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09 Aug 08
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Blended Learning Communities
-
online community" was ranked as one of the top three most important components of e-learning portals*. -
Our goal here is twofold. First we will cut through the ambiguous term "community" by sharing a model that describes a number of practical applications for including community as part of your learning strategy. Second, we will outline specific strategies and approaches for building learning-focused communities.
-
How does "Community" Relate to Learning?
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a community is "any group living in the same area or having interests, work, etc. in common
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the growing interest around the concept today is largely a result of the breakdown of the geographic assumption underlying this simple definition
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communities - whether online or off - share a number of qualities and characteristics
-
distinct operating norms
-
distinguished by their formal and informal roles
-
shared sense of purpose
-
trust must be built to ensure quality interactions
-
Communities focused on learning, in our opinion, are only "communities" if they possess these characteristics and engage people in a learning process
-
People
-
the term "community" has become an ambiguous buzzword
-
concept has become synonymous with online discussion boards and chat rooms
-
community can be a vehicle for connecting people to other people's stories, experiences, and mentoring, which results in accelerated learning and the sharing of "tacit" knowledge
-
Here are three reasons why you should consider building community into your overall learning strategy:
-
Communities extend learning by creating a structure whereby people can learn from "informal" interactions.
-
Communities are a way to elicit and share practical know-how that would otherwise remain untapped.
-
Communities become a boundaryless container for knowledge and relationships that can be used to increase individual effectiveness and a company's overall competitive advantage.
-
For most learning professionals today, the question isn't if building communities will deliver value to the organization, but rather what kind of community is needed and what are the steps involved in building it.
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Types of Learning Communities
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two forms of learning communities - e-Learning Communities and Blended Learning Communities
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e-Learning Communities
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Within these, there are five ways to apply the community concept t
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groups of people bonded together entirely through technology
-
never convene physically
-
Technology
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carried out entirely through technology
-
e-Training Communities
-
promote virtual collaboration
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supported by one or more online learning tools and media.
-
web conference
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assigned to view an interactive CBT sometime during the following three days, and are then facilitated through a process whereby they work together online to address questions and issues raised by the CBT
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Online Conference Communities
-
Through integrating live web conferencing, streaming video, narrated PowerPoint presentations, and facilitated discussions, it becomes possible to deliver a "conference", entirely online, over several days or even a several week period
-
online conferences allow learners to receive compelling content from presenters, ask questions, network with other attendees, and obtain practical resources and information.
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The overall costs of an online event are far less than its physical equivalent
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Online conference communities typically have life spans of a few days to a few weeks.
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integrate online learning and face-to-face meetings.
-
two core assumptions that underlie approaches to building blended learning communities: (1) that the deeper the personal relationships between learners, the richer the collaborative learning experience; and (2) that relationships between learners may be strengthened through structuring group interactions (using technology) before and/or after an face-to-face training event.
-
"Ice Breaker" Blended Learning Communities
-
involve pre-event activities to "break the ice" prior to a face-to-face meeting
-
the goal being to establish norms, ground rules, and an esprit de corps among participants
-
accelerate a group's ability to form, storm and norm so that they are able to more quickly and effectively perform the given task at hand
-
Follow-on Blended Learning Communities
-
extend relationships and learning following a face-to-face training event
-
structure and process is provided to keep people engaged, connected and productive for a designated period of time
-
serve as vehicles for sharing group projects, discussing findings from field research, and receiving mentoring from peers and instructors
-
End-to-End Blended Learning Communities
-
include both Ice Breaker and Follow-on learning activities
-
likened the end-to-end community to a "digital sandwich
-
face-to-face meeting is typically "sandwiched" between group interactions supported by e-learning and collaboration tools and technologies.
-
Creating Collaborative Learning Communities
-
community builders should consider much more than just technology.
-
begins by clarifying the business' strategic objectives and how these translate into group-level and individual competency requirements
-
learning objectives may be defined that
-
Group processes to achieve the learning objectives then become clear, along with the appropriate technology to support these processes.
-
Group Processes
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differences between online and in-person facilitation definitely exist, many seasoned trainers and facilitators discount their skills when it comes to online community building.
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any trainer might facilitate introductions, set expectations, and ensure equal participation, these same activities (and other common group processes) can and should be applied in the online world.
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Clearly Define Roles
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Describe the relationship between the different roles in the community (including the instructor, subgroups, group leaders/facilitators, and individual learners) and outline their responsibilities and interdependencies
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Create Sub-Groups
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Create sub-groupings of learners that have their own online space for small group learning activities and group project collaboration.
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Support Individuality
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Provide a way for learners to create personal profiles that contain their photos and salient information to the topic at hand (
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Provide guidelines for online
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Establish Operating Norms
-
etiquette and obtain agreement on the behavior that will lead to successful group and individual learning outcomes
-
Foster an Environment of Trust
-
Explicitly and collaboratively defining the common values and behavior that will contribute to achieving the shared goals of the group also builds trust.
-
Create a Buddy System
-
By creating a "buddy system" whereby pairs or groups of learners are responsible for joint participation and contribution (co-development of a case study, alternating postings in the discussion area, etc.), a support structure can be created to keep people engaged.
-
Provide an Integrated and Easy-to-Use Collaborative
Learning Environment -
Synchronous Tools
-
Asynchronous Tools
-
Content Integration
-
Document Management
-
The goal of technology should be to serve the community through its transparency
-
no technical knowledge should be required to customize or manage the environment.
-
-
12 May 08
-
Communities extend learning by creating a structure whereby people can learn from "informal" interactions.
-
Creating and structuring opportunities for people to network, communicate, mentor, and learn from each other can help capture, formalize, and disseminate tacit knowledge, and thus accelerate learning and organizational effectiveness. Communities become a boundaryless container for knowledge and relationships that can be used to increase individual effectiveness and a company's overall competitive advantage.
-
There are two core assumptions that underlie approaches to building blended learning communities: (1) that the deeper the personal relationships between learners, the richer the collaborative learning experience; and (2) that relationships between learners may be strengthened through structuring group interactions (using technology) before and/or after an face-to-face training event.
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09 Mar 07
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13 Nov 06
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01 Oct 06
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