Collaborative Communities: Building Community for Online eLearning - The Diigo Meta page

• 11 Dec 09
  

  ela t

  learning blended learning

• 06 Jul 09
  

  Dennis OConnor

  Blended 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

  blended learning hybrid-learning

• 04 Jul 09
  

  marilyn fassett

  
  Creating "Community" and how it relates to learning.

  learning collaborative uw-stout

  • How does "Community" Relate to Learning?

  • Here are three reasons why you should consider building community into your
    overall learning strategy
  • 3 more annotations...

  • • 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.

    • 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

    • 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.

• 26 Jun 09
  

  Michelle Harris

  online learning communities

  • 
    Synchronous Tools
    
    • 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
• 09 Jun 09
  

  Brian C. Smith

  online learning onlinecourses ETLO OPD4_S09

  • Arguably, the term "community" has become an ambiguous buzzword
  • 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.
  • 12 more annotations...
  • • Approximately 70% of what an employee needs to know for success is learned outside of formal training
    • (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
    • (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.
    • 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.
    • 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.
    • Ideally technology should be transparent to the instructor as well - no technical knowledge should be required to customize or manage the environment.
• 07 Jun 09
  

  Petra Wiyakti Bodrogini

  ETLO OLC Session 3

• 05 Feb 09
  

  Theresa Bell

  collaboration online learning

• 27 Oct 08
  

  Laurie Fowler

  training online learningstyles community etlo_resource

• 20 Oct 08
  

  Kimberlee Ballenger
• 09 Aug 08
  

  B Kirby
  • Blended Learning Communities
  • 
    online community" was ranked as one of the top three most
    important components of e-learning portals*.
     
  • 79 more annotations...
  • • 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?
    • a community is "any group living in the same area or having interests, work,
      etc. in common
    • the growing interest around the concept today is largely a result of the
      breakdown of the geographic assumption underlying this simple definition
    • communities - whether online or off - share a number of qualities and
      characteristics
    • distinct operating norms
    • distinguished by their formal and informal roles
    • trust must be built to ensure quality interactions
    • shared sense of purpose
    • 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.
    • Types of Learning Communities
    • two forms of learning communities - e-Learning Communities and Blended Learning
      Communities
    • e-Learning Communities
    • Within these, there are five ways to apply the community concept t
    • groups of people bonded together entirely through technology
    • never convene physically
    • Technology
    • carried out entirely through technology
    • e-Training Communities
    • promote virtual collaboration
    • supported by one or more online learning tools and media.
    • web conference
    • 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
    • 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.
    • The overall costs of an online event are far less than its physical equivalent
    • Online conference communities typically have life spans of a few days to a few
      weeks.
    • 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
    • Group processes to achieve the learning objectives then become clear, along with
      the appropriate technology to support these processes.
    • differences between online and in-person facilitation definitely exist, many
      seasoned trainers and facilitators discount their skills when it comes to online
      community building.
    • 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.
    • Clearly Define Roles
    • 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
    • Create Sub-Groups
    • Create sub-groupings of learners that have their own online space for small
      group learning activities and group project collaboration.
    • Support Individuality
    • Provide a way for learners to create personal profiles that contain their photos
      and salient information to the topic at hand (
    • Establish Operating Norms
    • Provide guidelines for online
    • 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
  

  Barbara Lindsey

  web2.0 blended learning community

  • 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.
  • 1 more annotations...
  • • 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.
• 11 Feb 08
  

  Charlie Crawford

  elearning collaboration

• 01 Oct 06
  

  Sheryl Nussbaum-Beach

  CoP

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