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Community of Practice or Networked Learning: A Matter of Design
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Author(s): Wendy Fasso (Central Queensland University, Australia)
Copyright: 2013
Pages: 17
Source title:
Global Challenges and Perspectives in Blended and Distance Learning
Source Author(s)/Editor(s): J. Willems (Monash University, Australia), B. Tynan (University of Southern Queensland, Australia)and R. James (University of New England, Australia)
DOI: 10.4018/978-1-4666-3978-2.ch014
PurchaseView on the publisher's website for pricing and purchasing information.
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Abstract
This chapter examines the case of an online teacher professional development community that was designed to facilitate both networked learning and whole-group activities in cyclical form to support the eventual formation of a Community of Practice over time beyond the facilitated episode. Participants completed activities with a group (collective) focus in a series of wikis, and activities supporting networked learning in discussion forums. The design of the tasks was intentional, with clear identification of the learning purpose and scaffolding to support desired outcomes. The participation and learning outcomes were evaluated using a range of qualitative and quantitative data collection methods. The framework of Dron and Anderson (2007) identifies the potential for both learning networks and a community of practice within a group of online learners. Using this framework, activities were intentionally designed in which the best elements of both were enabled.
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