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Perspectives on lurking as an active act in part of the cycle of participation, pulling together quotes from multiple sources
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Somehow, the word lurker has become associated with pejorative connotations of people taking from communities without giving back, of not contributing, of being selfish and feeding off the hard work of others. They are the free riders. However, is that truly the case? Would we consider silent participants in a meeting or at presentations lurkers?
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A lurker might very well be giving back by performing better at their jobs, by sharing insights with others in the context of their daily work by using the learning gleaned from lurking. This is especially true of communities in enterprises. Since the give back is asymmetric and happens in a different context, this goes unnoticed.
Thoughts on lurking and what lurkers bring to a community
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The problem with calling it “lurking” makes everyone think negative thoughts. Like our community is full of Peeping Tom’s or other people with nefarious intent. People who don’t talk are still participating and learning – just in some non-obvious ways.
(Auf Deutsch) Comparison of perspectives on lurking: the 90-9-1 rule, an aspect of our own personalities, an individual learning process, a challenge for community managers, or "Lurking als Lernen" (lurking as learning).
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Lurking als Lernen: “Lurking is not a problem, as long as lurkers are learning because enough material is created and shared by nonlurkers.” (Claude Almansi)
Tools to create online communities, all probably benefiting from Ning's decision to move to exclusively paid sites
Alternatives for free online groups now that Ning is shooting themselves in the foot with a paid model
Presentation on teaching online with VoiceThread & Ning, including survey results with learner perspectives on how these tools helped create a sense of community
Online learning for languages. Includes some free content and an online community.
Jane Bozarth's dissertation on communities of practice, including a proposed revised framework for analyzing and understanding these communities. The revised version clarifies the difference between engagement and participation and adjusts definitions of other terms.
Like the title says, a research review on PLCs, synthesizing results from 10 articles.
* All research supported the idea that learning communities change teaching practice, although not all articles were specific about what changes took place.
* In one study, teachers in PLCs developed more student-centered classrooms. Some other studies discussed specific teaching strategies used as a result of PLCs.
* All studies showed a change in school culture through "collaboration, focus on student learning, teacher authority, and continuous teacher learning."
* All 6 studies that looked at student achievement found that student learning improved. However, this was only seen when the focus of collaboration was student learning and not just working together.
* Their conclusion: "The focus of a PLC should be developing teachers’ “knowledge of practice” around the issue of student learning"
* "...working collaboratively is the process not the goal of a PLC. The goal is enhanced student achievement."
A framework for principles of thinking about social media, aiming to look at the underlying purposes and benefits of the tools without getting caught up in the specific tools or buzzwords.
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4Cs of social media: Content, Collaboration, Community and Collective Intelligence
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Collaboration can happen at three levels: conversation, co-creation and collective action
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Tips for hosts of online conversations. Applies to online facilitators too.
Introduction to communities of practice by Etienne Wenger
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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.
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- Internally: How to organize educational experiences that ground school learning in practice through participation in communities around subject matters?
- Externally: How to connect the experience of students to actual practice through peripheral forms of participation in broader communities beyond the walls of the school?
- Over the lifetime of students: How to serve the lifelong learning needs of students by organizing communities of practice focused on topics of continuing interest to students beyond the initial schooling period?
The perspective of communities of practice affects educational practices along three dimensions:
From this perspective, the school is not the privileged locus of learning. It is not a self-contained, closed world in which students acquire knowledge to be applied outside, but a part of a broader learning system.
A 6th grade teacher talks about the advantage of threaded blog comments for building a writing community. This encourages much more of students talking to each other and makes it easier to follow blog conversations.
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One of those is threaded comments. This is rapidly bringing my blogs to the level I had always hoped to acheive–one where the students are talking to each other and not just talking to me.
Not a whole lot new to me here, but a solid collection of principles to guide online facilitators. If you're looking for an introduction for facilitators or administrators who aren't familiar with online learning or don't really "get" why you can't just shovel face-to-face content into an LMS to have a great course, this would be a good way to help show what's required to go beyond the mediocrity typical of many online courses.
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Principle 1: The online world is a medium unto itself.
The search for excellence begins with this principle: The online world is a medium unto itself (Carr-Chellman & Duchastel, 2000; Ellis & Hafner, 2003). It is not just another learning environment, like a separate classroom down the hall; it is a categorically different learning environment. There are vastly different dynamics in online versus on campus courses.
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Principle 2: In the online world content is a verb.
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JALN article on creating a community of inquiry through online discussions, with positive results for students' perceived learning and satisfaction. Specifically, the authors found that, at least in this context, cognitive and teaching presence were correlated with both learning and satisfaction, but social presence only improved satisfaction. Registration required to download the PDF.
Ning community set up by the authors of Reinventing Project-Based Learning, used for a course. The group is currently dormant, but the archived discussions still have some interest and will likely provide some inspiration for the project-based learning with multimedia course I'm revising.
Introduction to Creative Commons explaining how CC licenses benefit content creators who want to share their work with the world. Includes an overview of the differences between licenses.
Michele Martin debriefs the experience of teaching the Work Literacy online course via Ning. Several things they did were very successful. Ning was a good platform, even though it's intended as a social networking tool rather than a CMS. Explicitly saying that different levels of participation were acceptable meant that lurkers felt comfortable dipping in and out as legitimate perispheral participants. Was the course a success? It sounds like they all learned from the experience; to me, that means it's a success even if some aspects didn't work as they hoped.
5 minute presentation on slideshare with tips for guiding online communities
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