Studying Engaged Learning in Online Communities: Q1-Q3

Question/Group 1. what can we learn from contrasting cases of engaged learning in online communities? charge: identify three contrasting cases based on the experiences of group members; explain on what a project studied across these contexts might focus? 1. Georgia - space based on critical friends model of interaction, teachers bring problem, dilemma, etc., facilitator takes them through a protocol to engage the issue, space is being built - chat or discussion, hetero and homo groups, lots to look at, interactions of variety though structured, developing teacher PD community. 2. stellar: online integrated learning environment with media cases, online collaborative tools, activity structures, preservice education initially, thinking broader, online course community - groups that work, groups that don't within. Theory-based tool, structured. 7. texplorers - open source software for teachers to explore, resource based repository, prefer f2f, peak in activities right after gather, bring in gaming to platform, have difficulty inspiring online interaction, teachers lack access, 3. wikipedia community 4. myspace: organic growth 5. netlogo users group 6. educational community using collaborative tool 8.fostering community purposefully - IT community established with course project but then died, difficulty in discussion - time constraints, school priorities, life priorities... 9. inquiry-based HS community of 400 that had to do 6-week science project, virtual summer camp, volunteer participant, form 4-6 person groups, people coming in and out poses challenges, though not good at scientific conversation, they deeply engage in participation in this community - LAIN in University of Taiwain, home computer use... 10. GLOBE run by David Perkins and Wisk, cognitively oriented, theoretical basis 11. Walden University, alternative way to re-enter classroom for masters, cohort of students 12. U of Wisconsin-Madison, Master of Science for Educational Professionals, cohort, huge waiting list, very successful 13. online community of (CoP)i.e. ski club, biking, (developing community of interest) trying to set up weather community) enthusiastic communities, run by volunteers, dues, community education Discussion Notes: research that we do needs to be appropriate for world that is coming feedback has indicated that utilizing f2f with online for some may be important there are some communities working completely online, but there is research about blending being positive established international successful communities of teacher professional development communities of interest developing vs. existing communities communities within social networks gaming community information creation/repository moveon.org support group for cancer community political activity communities that support passion/passion education Dimensions of Constrast engagement levels: low > high formal > informal learning blended > online only Design (theory > open tools Ownership: Top down > grass roots high facilitation > minimal facilitation developing > established Identity: anon/avatar > self tool set/community channels: what tools for what purposes 3 selected 1. TPD - GLOBE, Tapped In, ILF, grass roots/university PD orgs: uganets listserv, RETAzens, 2. Community of Interest - Cancer support, ski club- madnorski, moveon.org, LAIN, NetLogo, wikipedia, etc. 3. Course/Cohort - STELLAR, MSEP/MSPE?, TERC program (walden) why contrast? Dimensions, generalizability, factors of success, transferable elements, what are the natural groupings/dichotomies... Question/Group 2. Given differing methods, questions, time scales, grain sizes, philosophical orientations and site contexts, how much generalizability of findings about engaged learning in online communities is possible and/or desirable? Select a topic for study and consider how much generalization is possible and/or desirable given differing methods, questions, time scales, grain sizes, philosophical orientations and/or site contexts. Reporter Notes: what do we mean by generalizability? can we generalize? diff types of community? how define community, what types? interest driven, professional v. student, online v. blended, CoPs... Our notes need taxonomy for online community concept Riel & Polin Barab Fisher - Center for Learning and Online Design CoPS more homogeneous Interest driven more heterogenous -want to look at diffs and sims across community -review of literature to develop taxonomies -could help to have a community of researchers developing generalizability of taxonomies, test concept of engaged online community of researchers about engaged online communities -individual/independent studies and meta studies, what should be measured and what are the goals 1. mixed -qual -quan 2. should define & operationalize our variables 3. collect multiple data for complete picture, triangulation of data possible Question/Group 3. What do researchers need in order to develop a coherent theory of engaged learning in online communities? Does this differ from other learning science contexts? (Redbud Room; Gerry) Charge: Identify at least three types of theoretical issues that need to be addressed. Select one of these and describe what would be needed in order to study it. Reporter notes: brainstormed all theories they could CoPs, Vygotsky-related, issues about context, small group theory out of social psychology, communities... picked small group theory out of social psychology to focus on and put in context of work done in Second Life -what are people saying to each other -what are people doing -what what questions ask of each other -how people learn whether or not they are given efficiency or adaptive expertise goal, focus more on efficiency -do members build theory of what they did or not in order to make small group theory usable, need to look at theories based on post interviews and behavior in the environment, something about herd theory, leadership v. followers... Sharon what are appropriate goals for education, for researchers, finding self looking for theory to help people engage in important endeavors/outcomes, what engages in getting together in context of doing important work, where is the theory that helps people get together in communities for socially important work...