Warwick Peter-Budge's List: Collaborative Learning Ideas for Innovation Project

• • It's not 'what' you know - it's knowing WHERE and HOW to access knowledge and information... 
• One highly visible theory is Connectivism (Siemens, 2004). Connectivism has been lauded as a ‘learning theory for the digital age’,
• Much of this learning is informal, (Commentators such as Cofer (2000), Cross (2006) and Dobbs (2000) place the proportion of informal learning at around 70%)
• These facets of modern life in combination have led educators to question the validity of pre-digital age learning theories.
• Siemens also criticises the three dominant learning theories, namely behaviourism, cognitivism, and constructivism, suggesting that they all locate learning inside the learner. His counterargument is that through the use of networked technologies, learning can now be distributed outside the learner, within personal learning communities and across social networks
• Perhaps the most significant contribution of Connectivist theory is the premise that declarative knowledge is now supplemented or even supplanted by knowing where knowledge can be found

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• Various commentators suggest that as much as seventy percent of learning occurs outside of formal educational settings (Cofer, 2000; Dobbs, 2000; Cross, 2006)

• the members are practitioners
• There needs to be a domain
• “groups of people who share a concern or a passion for something they do and  learn how to do it better as they interact regularly.”
• learning that takes place is not necessarily intentiona
• CoP: (1) the   

   

  domain ,  (2) the   

   

  community ,  and (3) the practice.
• domain
• community
• domain
• Originators: Jean Lave and Etienne Wenger in 1991 and further elaborated in 1998
• peripheral participation
• increasing need for improved knowledge management
• ways of promoting innovation, developing social capital, facilitating and  spreading knowledge within a group, spreading existing tacit knowledge
• defined, in part, as a process of social learning that occurs when people who  have a common interest in a subject or area collaborate over an extended period  of time, sharing ideas and strategies, determine solutions, and build  innovations.
• “Communities of practice are groups of people who share a concern or a passion  for something they do and learn how to do it better as they interact regularly.”
• allows for, but does not require intentionality
• three required components of CoPs:
• Membership implies a commitment
• members of a specific domain interact and engage in shared activities, help each  other, and share information with each other
• There needs to be people who interact and learn together in order for a CoP to  be formed
• members do not necessarily work together daily, however
• the example of Impressionist painters who sometimes met in cafes to discuss  their painting styles. He indicates that even though these men normally painted  alone, these kinds of interactions were essential to making them a CoP
• Informal conversations held by people of the same profession (e.g. office  assistants or graduate students) help people share and develop a set of cases  and stories that can become a shared repertoire for their practice,
• Communities develop their practice through a variety of methods
• the construction of his or her identity through these communities
• create their shared identity through engaging in and contributing to the  practices of their communities
• motivation to become a more central participant

  • Pursuit of MASTERY...
• Students will have a desire to develop skills (e.g. literacy skills) if the  people they admire have the same skills

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