Tribal groups interactions between people are built on strong connections, while communities of practice have weak structures and limited hierarchies. We often associate strong ties with closeness and higher levels of intimacy as well as frequency of interaction. Organization associated with weak ties allow flexibility and diversity to become social capital. The transactional distance, between the creator of the course and the learner who is using it, can be reduced if you create live session or initiate asynchronous discussions around the video tutorial (Dron & Anderson, 2014)
I first got in contact with Computer Supported Collaborative Learning (CSCL) “CSCL locates learning in meaning negotiation carried out in the social world rather than in individuals’ heads” (Stahl, Koshmann & Suthers, 2006, p. 416). I now find it very interesting to find out more about the difference between ‘Didatic Pedagogy’ and ‘Reflexive Pedagogy’ since this brings together individual metacognition as a process in collaborative intelligence and peer-to-peer learning:
(Cope & Kalantzis, 2017, p14)
Reflection on module 3:
3a) An occasion when real collaborative learning took place, that moved your own thinking forward
I love the concept of MOOC and I have been inspired by the Open Networked Learning (ONL) that brought in PBL-groups where the participants got agency and took shared responsibility.
3b) Your own Personal Learning Networks – how have they developed and how they could be taken further
I’ve been working on a Collaborative Open Online Course (=COOL course) for my upper-secondary students. It was missing the ownership and sharing between participants.
3c) Reflect on how you can use technologies to enable your own networks for learning processes
My “Moonshot project” is to create STEAM-resources in a repository for in-service teachers linked to “Edcamp Sweden”. I tried DS106 Assignment Bank. on my site Enriched Science Projects.
Definition: A moonshot, in a technology context, is an ambitious, exploratory and ground-breaking project undertaken without any expectation of near-term profitability or benefit and also, perhaps, without a full investigation of potential risks and benefits. (link (Links to an external site.)Links to an external site.)
References to Learning Resources:
Cope, B., & Kalantzis, M. (Eds.). (2017). e-Learning ecologies: Principles for new learning and assessment. Taylor & Francis.
Dron, J. & Anderson, T. (2014). Teaching crowds: Learning and social media. Athabasca University Press.
Stahl, G., Koschmann, T. D., & Suthers, D. D. (2006). Computer-supported collaborative learning. na.
Further reading:
Brindley, J., Blaschke, L. M. & Walti, C. (2009). Creating effective collaborative learning groups in an online environment. The International Review of Research in Open and Distance Learning, 10(3)
Capdeferro, N. & Romero, M. (2012). Are online learners frustrated with collaborative learning experiences? The International review of research in open and distance learning, 13(2), 26-44.
Wenger, E. (2010). Communities of practice and social learning systems: the career of a concept. In Social learning systems and communities of practice (pp. 179-198). Springer London.
Anderson, T. (2008). Teaching in an online learning context. In The theory and practice of online learning (pp. 343-395). Athabasca university press.
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