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Newcomers to a community (social, workplace, educational, etc.) need to adopt the ways in which community members communicate and interact with each other. I like to think of these scenarios fostering identity construction. Dron and Anderson (2014) discuss CoP 'boundaries' - fringes where learning is most likely to take place. I picture newcomers to the community observing and emulating social norms, but also contributing their own insights and experiences garnered from beyond the periphery. As a result, the normative identity of the community may very well be influenced and restructured.

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Although dialogue is at the heart of creating a healthy online community, Dron and Anderson (2014) explain it isn't always possible in some contexts.  I wonder: (a)If a social community isn't feasible in all learning contexts, then what are alternative ways to help students learn “deeply” (i.e., how can students think critically by themselves?)
(b) How does introversion and extroversion affect this concept of social learning?
(c) Are all humans inherently social? If so, is autonomous learning actually beneficial, or is it a protective shield for those with social fears?

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Developing a strong eLearning community (Amareen)

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Developing a strong eLearning community (Amareen)

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Chapman et al.'s (2006) article outlined the importance of creating a “strong community” in adult e-Learning contexts and how to practically develop it. One strategy is to refer to and address your peers by actually saying their names. So simple, yet so groundbreaking! I actually experienced this in Rob's class semester in which my group was presenting and facilitated breakout activities. My breakout room was very actively engaged in the activity because I referred to them all by name (I noticed that participation was little in other breakout rooms).

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More on Bandura in the clinical setting (Kathy)

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More on Bandura in the clinical setting (Kathy)

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As Bandura's theory points out that people can learn a lot by observing the effect on others, I witness this daily from the clinical setting where medical learners observes staff's behaviours, skills and techniques. And these learners' attitudes are the outcome of their personal, environmental and behavioural interactions.  Implications of this theory in the clinical setting is through collaborative learning (with other students and staff through patient case studies), and mentoring (such as through an apprenticeship like model). How does this theory apply to your teaching practice?

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All the nuances of language (including reactions, gestures, tone etc.) and social interactions result in better learning outcomes and more engagement with a learning task.

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Dialogue is preferred, more productive, and ultimately supports 'collective" goals. Wondering if software alone is responsible for movement from discussion-dialogue?

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(Amareen, Kathy, Ibrahim, Sonia)

https://edu.google.com/products/workspace-for-education/education-fundamentals/

Allows for multiple-user access in real-time

User friendly where all the applications are interconnected

Can be used on multiple devices

Promotes social interactions through discussion

Many diverse applications available for different purposes (i.e., google classroom, google docs, etc.)

User icons are visible, creating a sense of community

Promotes all learning theories

1. ZPD vs MKO

Learners can learn from each other

Multiple avenues to access and learn information

1. Feedback to learner

2. Students can create and demonstrate knowledge through projects and various avenues

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Group 4 - Chad, Jeremy, Mel & Val

- conversations
- short videos/gifs/photos
- tagging/links
- follows
- great asynch activity to stay engaged (good with adults)
- hashtags to stay on topic
- pre-schedule posts
- tweetdeck

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Breakout #1: Kate, Shawna, Ali & Christopher

As a group , we felt that Edmodo fosters a community of engagement in a social media approach to learning. Within the app, we felt that there was an sense of equilibrium, where students have the freedom to openly share, discuss and connect with their peers in a social setting. Adult learners in this sense have the opportunity to choose how they would like to interact; whether that through sending images, including videos, writing a blog style post or even sending a funny GIF, student flexibility to share based on their interests and learning.

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[Sunny, Laura, Jason, Anitha]

-Students can create blogs and blog posts
-Students can share knowledge, content, personal stories
-Peers can look at other blogs
-Comments, discussion and communication between peers
-Responses from peers introduces other perspectives, opinions and expertise (social and cognitive presence)

-Maximize a community of inquiry
-Promotes a social presence (engage with others)
-Building an online community
-Building cognitive presence, individuals engage and discuss topics

-Teacher presence as moderator, providing feedback on blog posts

-Can use class management tools through the website

-Edublogs builds a virtual network and community
-Accessible globally, not limited to location

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What are your thoughts?

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To Start During Thursday's Adobe Connect Breakout Session

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To Start During Thursday's Adobe Connect Breakout Session

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Share your thoughts, or any neat resources you've found related to this week's readings!
NOTE - feel free to insert a link to your Week 2 Blog / vLog post, if you have a lot of thoughts/ideas to share!

(edit your card, and click on "Connect to a Post" to connect it to one of the readings)

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This page helps you choose among various technologies (not just LMSs) using two approaches:

examples of learning outcomes, the kinds of learning activities that could achieve those outcomes, and how those activities could be supported by various learning technologies

examples of the tools you may be interested in using and the types of activities and learning outcomes that are likely to be relevant.

Learning outcomes x technology tools matrix

Table 1: Sample learning outcomes, rationales and activities

The following table provides examples of learning outcomes, the kinds of learning activities that promote those outcomes, and how the activities could be supported by learning technologies.

Table 2: Tools related to activities, and their contribution to learning outcomes

The following table provides examples of the tools you may be interested in using and looks at the types of activities and learning outcomes that are likely to be relevant.

Potential uses of technology

Relevant activities (How?)

Rationale (Why?)

Desired learning outcomes (What?)

Blogs

Negotiate understanding

Multiple perspectives

Feedback on performance

Contribute to external

activity

conversations

resources

Information literacy

Global practice

Working in teams

Written communication skills

Critical reviewing

Giving and receiving feedback

Discussion forum

LMS groups (Moodle)

Problem/case-based learning

Peer review (Moodle)

Assessing team contribution

Checking for plagiarism

Appropriate referencing

Alternative to face to face or text

Blackboard Collaborate web conferencing

Can be original work or sourced material.

Sharing video material

Presenting

Digital storytelling

Discussion trigger

Reflective tool

Archiving class activities

Digital literacy when part of student work

Interactive Media

Echo360

Flexible access to material

Revision for NESB or students unable to attend class

Self-directed learning

See also on this section of the website:

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This page helps you choose among various technologies (not just LMSs) using two approaches: examples of learning outcomes, the kinds of learning activities that could achieve those outcomes, and how those activities could be supported by various learning technologies examples of the tools you may be interested in using and the types of activities and learning outcomes that are likely to be relevant.

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In your breakout groups (as created during the Week 2 Adobe Connect session), select an app or tool from either the Pappas article, or the UNSW site. Share your group's thoughts on how it supports social learning.

Share your group's thoughts by linking your post to the appropriate card below (edit your card, and click on "Connect to a Post"

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<p>The following list of social learning tools are used from online educators for pedagogical and androgogical purposes.</p>

15 Social Learning Tools Every Online Educator Should Know About

Social software and social media are used from online educators to facilitate collaborative learning through interactions between learn and learners, learn and content, and learner(s) and online educator. It worth mentioning that these tools can be used as formal and informal learning environments and support dynamic knowledge educational communities.

If you favorite social learning tool is not included in this list please leave a comment and I will added at the Top of the list!

1. Edmodo provides teachers and students a secure place to connect and collaborate, share content and educational applications, and access homework, grades, class discussions and notifications.

2. Edublogs lets you easily create & manage student & teacher blogs, quickly customize designs and include videos, photos & podcasts - it's safe, easy and secure so try out an Edublog today!

3. Elgg is an award-winning open source social networking engine that provides a robust framework on which to build all kinds of social environments, from a campus wide social network for your university, school or college or an internal collaborative platform for your organization through to a brand-building communications tool for your company and its clients.

4. Safely Connect With Classrooms Around the World for Collaborative, Project-Based Learning. ePals is a platform designed to promote meaningful teaching and learning, showing teachers and students how to use technology strategically to promote the fundamental learning principles essential for academic achievement.

5. Google Collaboration Tools
Bring students, teachers and teams together. Fast, easy collaboration is what makes Google Apps unique.

6. Grockit
Grockit is an adaptive, personalized learning program distinguished by its unique social learning features that are proven to help people learn quickly and answer more questions correctly.

7. MindMeister
MindMeister brings people together with collaborative solutions. MindMeister has been built from the ground up to facilitate collaboration. Mind Mapping, Brainstorming. The leading online mind mapping software.

8. Create a perfect social website to bring people together. With your own look and feel, and choice of social integration.

9. OpenStudy is a social learning network where students ask questions, give help, and connect with other students studying the same things.

10. Quora connects you to everything you want to know about. When you want to know more about something, Quora delivers you answers and content from people who share your interests and people who have first-hand knowledge.

11. Schoology is the ultimate way to manage lessons, engage students, share content, and connect with other educators

12. Community calling with your online groups. Create, schedule and run a live show. Integrate the recording on your website.

13. VoiceThread
A VoiceThread is a collaborative, multimedia slide show that holds images, documents, and videos and allows people to navigate slides and leave comments in 5 ways - using voice (with a mic or telephone), text, audio file, or video (via a webcam). Share a VoiceThread with friends, students, and colleagues for them to record comments too.

14. Wikispaces
Wikis promote collaborative learning and information sharing because anyone with rights can add content to the wiki. You can share work and ideas, pictures and links, videos and media, and anything else you can think of.

15. Yammer is a Private Social Network for Your Company. Collaborate securely across departments, geographies, content and business applications.

You may also find the following lists of tools useful:

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Social Learning Tools Every Online Educator Should Know About - eLearning Industry

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The following list of social learning tools are used from online educators for pedagogical and androgogical purposes. Social software and social media are used from online educators to facilitate collaborative learning through interactions between learn and learners, learn and content, and learner(s) and online educator.

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What are your thoughts?

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Thoughts on Chapman, Ramondt & Smiley (2006)

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Thoughts on Chapman, Ramondt & Smiley (2006)

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What are your thoughts on this reading?