scholarly journals Building global learning communities

2013 ◽  
Vol 21 ◽  
Author(s):  
Thomas Cochrane ◽  
Ilona Buchem ◽  
Mar Camacho ◽  
Catherine Cronin ◽  
Averill Gordon ◽  
...  
Keyword(s):  
Social Media ◽  
Action Research ◽  
Learning Communities ◽  
Community Of Practice ◽  
Research Funding ◽  
Economies Of Scale ◽  
Learning Technology ◽  
Global Learning ◽  
International Boundaries

Within the background where education is increasingly driven by the economies of scale and research funding, we propose an alternative online open and connected framework (OOC) for building global learning communities using mobile social media. We critique a three year action research case study involving building collaborative global learning communities around a community of practice of learning researchers and practitioners. The results include the development of a framework for utilising mobile social media to support collaborative curriculum development across international boundaries. We conclude that this framework is potentially transferrable to a range of educational contexts where the focus is upon student-generated mobile social media projects.Keywords: community of practice; mlearning; global collaboration framework(Published: 6 September 2013)Citation: Research in Learning Technology 2013, 21: 21955 - http://dx.doi.org/10.3402/rlt.v21i0.21955

scholarly journals Experience of developing Twitter-based communities of practice in higher education

2013 ◽  
Vol 21 ◽  
Author(s):  
Bex Lewis ◽  
David Rush
Keyword(s):  
Social Media ◽  
Communities Of Practice ◽  
Community Of Practice ◽  
Academic Staff ◽  
Learning Technology ◽  
Personal Network ◽  
Professional Network ◽  
Media Professional

This article presents the results of a case study of the use of a microblogging tool by a university academic to increase their knowledge and experience of social media for educational purposes. The academic had the role of digital steward in a university and attempted to use microblogging (Twitter) to increase professional contacts within the framework of a community of practice. Several types of data were collected and analysed. These included the structure of the network arising from the links formed with others by microblogging, the similarity of stated interests between the academic and others in the network, and the contents of postings such as their external references. It was found that a personal network had been established, with some of the characteristics of a community of practice. The activity demonstrated the utility of social media in supporting the professional development of academic staff using technology.Keywords: community of practice; technology steward; microblogging; social media; professional network(Published: 11 June 2013) Citation: Research in Learning Technology 2013, 21: 18598 - http://dx.doi.org/10.3402/rlt.v21i0.18598

Mobile Social Media as a Catalyst for Collaborative Curriculum Redesign

2015 ◽  
pp. 1-21 ◽  
Author(s):  
Thomas Cochrane ◽  
Matthew Guinibert ◽  
Clinton Simeti ◽  
Ross Brannigan ◽  
Abhishek Kala
Keyword(s):  
Social Media ◽  
Learning Communities ◽  
Technology Infrastructure ◽  
Curriculum Redesign

This chapter illustrates the potential of mobile social media to be used as a catalyst for collaborative curriculum redesign. The authors critique a case study implementing a mobile social media framework for creative pedagogies and draw out the implications of this framework for wider educational contexts. They conclude that an effective mobile social media framework for collaborative curriculum redesign must meet three goals: model the building of learning communities, explore the unique affordances of mobile social media to enable new pedagogies, and establish a supporting technology infrastructure.

Creating a Community of Practice in Learning

2016 ◽  
pp. 1380-1398
Author(s):  
Ebenezer Uy ◽  
Eusebio Yu
Keyword(s):  
Social Media ◽  
Action Research ◽  
Community Of Practice ◽  
Online Community ◽  
Learning Context ◽  
Community Members ◽  
Inductive Approach ◽  
New Knowledge ◽  
Online Community Of Practice ◽  
Online Communities Of Practice

Social media plays a huge part in Filipinos' lives. In the area of learning, the proponents observed the emergence of an online community of practice using Facebook groups that has over 350 members. The aim of the chapter is to answer the question: How do online communities of practice engage students to learn and build new knowledge? The objective is to propose a framework that will guide readers to build their own online community of practice based on its learning context. To achieve the objective, the proponents use the inductive approach of grounded theory using action research. Results show that community members used different Facebook features to support their ongoing community of practice. Further studies may also assess the applicability of the framework in other areas of development.

scholarly journals iArchi[tech]ture: Developing a mobile social media framework for pedagogical transformation

2013 ◽  
Vol 29 (3) ◽  
Author(s):  
Thomas Cochrane ◽  
David Rhodes
Keyword(s):  
Social Media ◽  
Community Of Practice ◽  
Educational Technology Research ◽  
Intentional Community ◽  
Technology Research ◽  
Pedagogical Change ◽  
Participatory Action ◽  
Practice Model ◽  
Pedagogical Changes

<p>This paper critiques the journey of pedagogical change over three mobile learning (mlearning) project iterations (2009 to 2011) within the context of a Bachelor of Architecture degree. The three projects were supported by an intentional community of practice model involving a partnership of an educational researcher/technologist, course lecturers, and course students. The pedagogical changes achieved over three years of sustained collaborative participatory action research illustrate the potential for using a community of practice model for supporting pedagogical transformation in broader educational contexts. The Architecture case study thus serves as an example of the ethical, sustained, and collaborative educational technology research called for by Reeves, Herrington, and Oliver (2005) and reiterated by others. We use the concept of the pedagogy-andragogy-heutagogy continuum as a measure of the pedagogical change achieved by the integration of mobile social media within the Architecture curriculum. From our experiences of utilizing mobile social media to support a pedagogical change towards heutagogy we develop a framework for scaffolding a move along the PAH continuum and explore the application of this framework to the establishment of a wider global community of practice (icollab11).</p><br />

Creating a Community of Practice in Learning

2015 ◽  
pp. 259-277
Author(s):  
Ebenezer Uy ◽  
Eusebio Yu
Keyword(s):  
Social Media ◽  
Action Research ◽  
Community Of Practice ◽  
Online Community ◽  
Learning Context ◽  
Community Members ◽  
Inductive Approach ◽  
New Knowledge ◽  
Online Community Of Practice ◽  
Online Communities Of Practice

Social media plays a huge part in Filipinos' lives. In the area of learning, the proponents observed the emergence of an online community of practice using Facebook groups that has over 350 members. The aim of the chapter is to answer the question: How do online communities of practice engage students to learn and build new knowledge? The objective is to propose a framework that will guide readers to build their own online community of practice based on its learning context. To achieve the objective, the proponents use the inductive approach of grounded theory using action research. Results show that community members used different Facebook features to support their ongoing community of practice. Further studies may also assess the applicability of the framework in other areas of development.

@Twitter is Always Wondering what’s Happening

2013 ◽  
pp. 237-261 ◽  
Author(s):  
Narelle Lemon
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Learning Environment ◽  
Social Networking ◽  
Learning Communities ◽  
Learning Tool ◽  
Learning Centered ◽  
Environment Exploration ◽  
Different Levels

Twitter as a learning tool offers many possibilities; however, what comes with use of this platform for education purposes is a need for awareness around and establishment of consistent pedagogies that support learning communities, learners, and the educators themselves. This chapter aims to establish what qualitative researchers in this field have found in regards to Twitter as an explicit social networking platform for educational purposes in higher education, including a discussion of literature. Interwoven is a case study of one Australian academic who is using Twitter both as a networked learner and networked teacher in the higher education learning environment. Exploration is shared into Twitter and what it can offer for different levels of engagement for the teacher as a learner who wants to engage with new and innovative ways of accessing information and knowledge. From this stance, Twitter is seen as learning centered on the teacher for the student in teaching courses and workshops in higher education thus learning with and through social media.

scholarly journals Social media for informal science learning in China: A case study

2014 ◽  
pp. 262-280
Keyword(s):  
Social Media ◽  
Learning Communities ◽  
Learning Community ◽  
Social Networking Sites ◽  
Science Learning ◽  
Future Research ◽  
Informal Science ◽  
Informal Science Learning ◽  
Social Events

This article reports a case study on a popular informal science learning community via social media in China, named GuoKr (meaning “nutshell” in English). Data were collected through a variety of Chinese social media and social networking sites, web-based community portals, and discussion boards. Content analyses and data mining were conducted to investigate how GuoKr successfully attracted and engaged public in informal learning on scientific topics in particular. The study found three key characteristics that contributed to the success of such learning communities: (a) utilizing a variety of social media to empower participants with just-in-time, accidental learning opportunities; (b) daily tweets related to emerging or ongoing social events or hot topics to provide brief but intriguing knowledge “bites”, which often leads to extended readings and related resources; and (c) the integration of social media and traditional face-to-face local events to engage the public in science-related learning and knowledge sharing. Practical and research implications are discussed with suggestions for future research as related to ubiquitous learning communities for informal science learning.

scholarly journals Using social media to engage and develop the online learner in self-determined learning

2014 ◽  
Vol 22 ◽  
Author(s):  
Lisa Marie Blaschke
Keyword(s):  
Social Media ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Learning Activity ◽  
Learning Technology ◽  
Media Technology ◽  
Online Classroom ◽  
Course Content ◽  
Use Of Social Media

Social media technology provides educators with an opportunity to engage learners in the online classroom, as well as to support development of learner skills and competencies. This case study explores the role of social media in promoting cognitive and meta-cognitive learner development while using a heutagogical teaching and learning approach. Research was conducted using questionnaires and interviews and incorporated the perspectives of both students and instructors on the use of social media in the online classroom and how media influenced interaction and learner development. Results indicate that students perceived specific social media (Google Docs, mind mapping and e-portfolio software) in conjunction with a unique learning activity as influencing specific cognitive and meta-cognitive skills (constructing new knowledge, reflecting on course content, understanding individual learning process). Research also indicated an increase in student familiarity with using social media and student research skills. This paper presents the findings from the case study, as well as general guidance to instructors for incorporating social media in the online classroom.Keywords: social media; heutagogy; e-learning; self-determined learning(Published: 10 November 2014)Citation: Research in Learning Technology 2014, 22: 21635 -http://dx.doi.org/10.3402/rlt.v22.21635

Mobile Social Media as a Catalyst for Collaborative Curriculum Redesign

2015 ◽  
pp. 1840-1859
Author(s):  
Thomas Cochrane ◽  
Matthew Guinibert ◽  
Clinton Simeti ◽  
Ross Brannigan ◽  
Abhishek Kala
Keyword(s):  
Social Media ◽  
Learning Communities ◽  
Technology Infrastructure ◽  
Curriculum Redesign

This chapter illustrates the potential of mobile social media to be used as a catalyst for collaborative curriculum redesign. The authors critique a case study implementing a mobile social media framework for creative pedagogies and draw out the implications of this framework for wider educational contexts. They conclude that an effective mobile social media framework for collaborative curriculum redesign must meet three goals: model the building of learning communities, explore the unique affordances of mobile social media to enable new pedagogies, and establish a supporting technology infrastructure.

An E-Learning Metaphor

2010 ◽  
pp. 1-27
Author(s):  
Jill Jameson
Keyword(s):  
Learning Community ◽  
Community Of Practice ◽  
Low Cost ◽  
Learning Technology ◽  
Technology Innovations ◽  
Learning Practices ◽  
E Learning ◽  
Learning Development ◽  
Shared Understandings

This chapter describes a case study of collaborative e-learning, in which technological and human adaptability was fostered in a community of practice (CoP). The chapter reflects on the use of the extended metaphor of the camel in the JISC-funded eLIDA CAMEL and JISC infoNet CAMEL projects. Technological and social insights were gained through this use of the camel metaphorical model in a designed community of practice. A series of nomadic journeys held in oases provided by partners enabled honest exchanges amongst a community of ‘CAMEL’ practitioners, improving e-learning practices. The creation of an intentional e-learning community of practice fostered shared understandings about learning technology innovations. The camel metaphor was formative in stimulating understanding about building communal solutions to sustainability, low-cost innovative engagement and improved cooperation with others. The CAMEL metaphorical model has been validated in numerous other UK e-learning applications from which transnational insights for e-learning development can be drawn.

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