Virtual Learning Communities New means for collaboration and for generating innovative pedagogical approaches as part of e-learning and online learning service provision. ennet Lindquist, CEO wedish TelePedagogic Knowledge Centre inerva Virtual Community Development Coordinator
Virtual Learning Communities. New means for collaboration and for generating innovative pedagogical approaches as part of e-learning and online learning service provision. Kennet Lindquist, CEO Swedish TelePedagogic Knowledge Centre Minerva Virtual Community Development Coordinator. - PowerPoint PPT Presentation
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Virtual Learning Communities
New means for collaboration and for generating innovative pedagogical approaches as part of e-learning and online learning service provision.
Kennet Lindquist, CEOSwedish TelePedagogic Knowledge CentreMinerva Virtual Community Development Coordinator
Abstract
Two unique virtual learning communities have recently been established within Socrates, one for Minerva focusing mainly on e-learning and one for Grundtvig program focusing mainly on Lifelong learning.
These two virtual communities are engaging more than three thousand learning professionals already after less than six months of operation, and the membership volume is rapidly growing.
Besides its prime focus and the attractive constellation of professionals, which includes basically every partner organisation within the two EU programmes, the service environment used by these communities contain some very unique
and powerful 'service engines‘ worth studying closer.
Abstract, cont.With the VCP 'service engines' it is possible to move learning networks, community initiatives and other forms of collaborative e-learning beyond the traditional characteristics pedagogically senile e-learning and conferencing platforms used in the past for online learning services towards a new and more vivid learning services.
Through the unique sets of VCP 'service engines' it is possible to build participative pedagogical scenarios into the learning events, and to design collaborative activities that has an in-built pedagogic strategy and deliberate pedagogical designs – a pedagogy that is determined by the service provider and not tacitly being imposed by the particular platform or portal used for the learning services.
The presentation ambition
This presentation will highlight the structures and facilities of the Virtual Community Platform (VCP) used by the Minerva and Grundtvig virtual communities, illustrate how collaborative initiatives are be handled within this service environment (Part I)
… and how the pedagogical VCP tools can be utilized to generate true learning environments and take on online interactions beyond traditional static and passive web pages, unintelligent file transfers and plain message transactions (Part II).
VCP is able to establish pedagogically oriented partnerships, both between learning service providers as well as between the users.
PART I VCP as a Collaboration Tool
The Minerva Virtual Community
The Minerva project actor community
Minerva community services
An example of a MVC community application
Examples of other VCP-driven communities
VCP-engines available to the communities
PART II VCP as a Pedagogic Tool
Examples of pedagogical re-orientation of e-learning and learning service provision
Community of practice learningMcDermott, Wenger and Gongla/Rizzuto
Knowledge creation perspective on learningNonaka/Tagushi, Engeström, Bereiter (KM)
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Inquiry by collaborative groups(Joint walk-through, Comparive benchmarking)
Collaborative and conversational knowledge production
Summary features of the ‘Engage engine’
Collaboration based on content contributions made by one or many
Involved users reflect, reply, comment and interact with the content
The ‘engagement coordinator’ defines the interaction context and the contributive roles.
The coordinator function can be shared, and both contributions and comments can be made multi-lingual.
‘content contributors’ define interaction capabilities per item
Involved members can besides commenting, reply, characterize comments, state preferences or vote, create associations or converge contributions, analyze patterns and interact with others
Content owner can conclude, close and interlink sessions, share ownership and generate associations across contributions
Summary features of the‘Compose engine’An interactive outliner and distributive content generator handling text, multimedia presentations, linked and uploaded external content
The ‘composer coordinator’ defines modality of the collaborative composing process, contributor access and usage rights and sets conditions and visibility levels for different levels or user categories.
A coordinator can assign content responsibilities to any combination of users or groups, item-by-item, and stipulate timing and other conditions for the content generation process.
The coordinative functions can be shared, and contributions can be multi-lingual and with automatic language preference recognition.
‘Content contributors’ owns their contributions and can define interaction capabilities for users, review usage levels, get progress report on items assigned to them, and even delegate it to others.
Invited users can interact with the content in ways composed by content providers and use similar services as in the engage engine.
Illustration of a collaborative inquiry within a ‘virtual learning community’
Community ofactors use theEngage Engine
Community ofactors use the
Compose Engine
Joint production
PART IIIVCP as YOUR Tool
To be covered by questions and further discussions after the presentation / during