#pgcert

On September 20th 2012 I received an e-mail;

I must apologise, but because we have had some potential students pull out of the PgCert – we are going to have to cancel the course for this semester and go with a January start instead. This should enable us to promote the course and gain some new recruits to make it viable.

So sadly there will be NO session on Tuesday 25th September. I will however be in touch about progress towards meeting our target numbers over the coming months.

How do you facilitate a blog for learning and teaching? How do you provoke people to become involved in one? How do you help them overcome their nervousness about participating?

With regard to the above my ARP has gone slightly off course. It’s about trying to establish and maintain a community through a VLE. After looking at various propietary options (Edmodo, Edublogs, Basecamp, Moodle, Blackboard etc), I realised that emphasis on the medium or technology would detract from the purposes and functions of the project. So, at a briefing meeting this week I asked the students themselves to set up workgroups of six people on four separate WordPress Blogs. My reasoning was that:

– six is an adequate number for debate

– a group of six can be facilitated/managed/directed by me and my co-tutor

– by asking them to do this themselves, students become active participants in the process of learning

– it’s socially self organising

In a discussion about enhancing teaching and learning, the student group decided that they would prefer a more open framework where all participants sould have open dialogue and that organisation in a larger group could be achieved by use of categories and tags. Two students volunteered to be administrators to the group.

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    Notes for reading review

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‘Communities of Practice’ by Mark Smith from http://www.infed.org/, the Encyclopedia of Informal Education Website.

An introductory overview of the theory and functions of Communities of Practice (CoPs)

a ‘significant rethinking of learning theory’

formulated by Jean Lave and Etienne Wenger in the 1980’s and 90’s.

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The CoP is based on the proposition that

'learning is ubiquitous in ongoing activity, though often unrecognized as such' (Lave 1993: 5)

is presented in opposition to the assumption that learning

'has a beginning and an end; that it is best separated from the rest of our activities; and that it is the result of teaching' (Wenger 1998: 3).

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A CoP is identified as

a group of people who share a concern for something they do

who learn how to do it through social interaction

is distinguished from other forms of community in that it is predicated on shared practice or action

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Social learning

stimulates deep learning through active participation

promotes lifelong learning

is of particular use in organisations and working groups

has self organizing properties

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A CoP is characterised by the presence of three core features

1 The Domain: The group’s identity is defined by a shared commitment to a joint enterprise, requiring competencies which distinguish participants from those outside the domain.

2 The community: The group of participants learning from each other through sustained interactions, collaborative working, information sharing and trusting relationships.

3 The Practice: the group’s accumulative corpus of knowledge, comprising methods, vocabulary (which can be implicit or explicit), tools, experiences and narratives which develop over time.

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Situated learning

A central feature of the CoP is its redirection of the focus of learning away from the direct acquisition of knowledge towards the social contexts in which learning can happen.

Situated learning is located in active, shared participation in the construction of individual identities in relation to the community.

These necessarily develop over time by means of social interactions associated with longevity, experience, expertise and the natural hierarchies inherent in self-organising social structures.

Situated learning is not seen as simply learning by doing but as a full active participation by all group members in generating and realising meaning in context.

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CoP relevance to educators

There is an intimate connection between knowledge and activity. Educators should seek to resituate their understanding of knowledge and practice in the light of this.

 ‘Learning is in the relationships between people’ – a system of relevancies where learning is generated through dialogue rather than solitary endeavour.

This is a problematic notion as it is at variance with current strategies and policies in the contemporary educational system, where formalisation and accreditation are prevalent.

Educators should seek to work as co-participants with students and others in facilitating the construction of Communities of Practice.

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Online Learning Environments (OLEs)

'Communication dynamics: Discussion boards, weblogs and the development of communities of inquiry in online learning environments' James Farmer

Compares and contrasts the operations and functions of proprietary OLEs (such as, for example, BlackBoard) with the possibilities afforded in open-source blogs.

Evaluates the extent to which ‘a successful community of enquiry can be facilitated’ through each medium.

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Doesn’t use the specific vocabulary or conceptual framework of CoPs, referring instead to 'communities of enquiry'

Similarly based in social constructivist approaches to learning

Emphasizes the potential of collaborative group working,

Focuses on the contemporary communication tools available to assist in facilitating this.

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The spaces and arrangements of technologies will impact on the kinds of communication and interaction that will take place within them.

Learning is contingent on environment, presenting new challenges to educators.

The issue is not how to configure new media to fit existing methods but to take the opportunity to critically reflect on the ways in which the new media might engender new methods.

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Although a large number of proprietary and bespoke OLE’s are available, two products hold a 95% market share in Higher Education

These systems are restricted in their functionality

Their main tool for communication is a discussion board format whose operations demand very particular behaviours and interactions.

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Blogs should be accepted as superior and efficient teaching and learning tools, particularly because of the comparative liberty, openness and flexibility they afford.

A blog is defined as

"a website which contains periodic, reverse chronologically ordered posts on a common webpage" (Wikipedia 2004) 

allowing individuals to

“to simply publish, organise and develop knowledge in their own online space.”

On most, but not all, blog servers, users can:

Add data personally, frequently, flexibly, and easily

Publish chronologically

Form networks by tracking links to related posts

Dynamically update subscribers via webfeeds

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Garrison and Anderson’s conceptual model for research and practice (2003) evaluates learning experience against three criteria:

1 social presence, which is defined as the ability of participants to project themselves socially through the medium

2 cognitive presence, the extent to which participants can construct meaning in discourse and reflection through the medium

3 teaching presence, defined as the facilitation of cognitive and social processes in order to achieve learning outcomes and self-actualisation through the medium

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1

BB: social presence

There is very limited opportunity for the user to present him or herself as a real person in that the mode of communication lacks flexible modes of expression, personalisation and temporal presence.

Blog: social presence

Enables users' self-presentation through a rich choice of alternative modes of communication. Because users are in control of what they say, how they say it and when they say it, expression is stimulated.

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2

BB: cognitive presence

Discussion boards are highly restrictive in that they only permit a fractured, stilted discourse likened to “entering a room that may or may not be frequented by the people you wish to communicate with (who will, in either case, be invisible to the user), leaving a message on the table and then returning each day to see if someone has responded to the communication”

Blog: cognitive presence

encourages discourse and reflection because they allow for more depth, length and dialogue and spead than other digital media

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3

BB:  teaching presence

poorly facilitated in that there is no differentiation in the self presentation or perceived roles of participants on discussion boards – the teacher is metaphorically unable to stand up.

Blog: teaching presence

 “Effective use of a weblog by a teacher arguably places them as an organic node to the class” and links to the teacher’s blog can be used proactively, as in classroom interactions.

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Reflection

I chose to study this area of pedagogical research because it appears to be relevant to ideas for an action research project proposed as part of this PgCert. I have been working with groups of part-time MA Graphic Design students for a number of years on a course which divides into two sections: a one year taught phase followed by a one year independent study phase. In year one a number of briefs are undertaken and supported by weekly seminars, peer group meetings, tutorials and crits.

It’s very intensive and, without much formal facilitation, part time students have always tended to form strong social groups, demonstrating many of the features identified in literature about CoPs, which, with more facilitation and participation from staff (ie me) could be directed towards more effective CoP activity.

This is of particular relevance at the end of year 1 when the group transition from the taught phase to embark on an independent research project. Currently, the students have little interface with tutors and peers other than through biweekly one-to-one tutorials. The possibility of a much more participatory and active support framework would be of obvious benefit to the students.

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One of the interesting features in experiencing the PgCert course is its dual nature. We are studying through conventional academic methods, like extensive text readings and writing literature reviews, but we are also, suddenly, authentically resituated as students, and this is of enormous use in recognizing and reaffirming what it means to be a student. On the residential course, despite its brevity, peers and tutors formed an instant, trusting, respectful Community of Practice.

It was evident in all of our interactions that learning through participation, and particularly, through active dialogue, is both easy to do and highly relevant to self-actualisation and learning.

I recognise that this is in large measure the result of a skilful and delicate facilitation by our tutors and I am very keen to try to replicate this approach in my practice.

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Questions / issues

personal / pragmatic.

The concept of Communities of Practice is alien to me. I’m not confessing to sociopathy (how could I tell?) – it’s simply that in my career and my academic experience working independently has always been central. I believe that this is purely accidental and circumstantial, but it makes me nervous all the same.

Smith’s overview, like much CoP literature, gives little indication on potential methods for stimulating the development of CoPs. Clearly, I need to research more here.

I’m concerned about issues of instruction or guidance in CoPs. The theory seems to indicate that such systems are self organizing and there is no mention of specific roles such as that of a facilitator of learning – hierarchy is absent all together.

In CoP literature, including Smith’s writing, social learning is held in opposition to behavioural, cognitive or humanist approaches. But should they be? It surely should be seen as one of a range of possible methods for facilitating learning which can be used together according to context and intention.

Smith also suggests that the CoP approach is at variance with the current climate within higher education institutions where, he says, accreditation and formalization are prevalent. On the contrary, I have seen evidence that a CoP approach can be very attractive to organisations with drastically reducing budgets, being used in small courses which appear to be poorly supported in terms of both direction towards outcomes and resources.

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    This review examines Communities of Practice and their potential facilitation by means of e-learning technologies.

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‘Communities of Practice’ by Mark Smith from http://www.infed.org/, the Encyclopedia of Informal Education Website, is an introductory overview of a social constructivist theory formulated by Jean Lave and Etienne Wenger which is described as a ‘significant rethinking of learning theory’.

CoP theory is presented as a confrontation to assumptions that learning 'has a beginning and an end; that it is best separated from the rest of our activities; and that it is the result of teaching' (Wenger 1998: 3). It is based on the alternative proposition that 'learning is ubiquitous in ongoing activity, though often unrecognized as such' (Lave 1993: 5).

A CoP is defined as a group of people who share a concern for something they do and learn how to do it through social interaction. It is predicated on lifelong learning through shared practice and is characterised by the presence of three features: its identity, defined by a shared commitment to a joint enterprise (the Domain); its group of learner participants (the Community); and its body of knowledge and resources (the Practice).

A central feature of the CoP is its relocation of learning away from the direct acquisition of knowledge towards an emphasis on the social contexts in which learning can happen. As Smith says: ‘learning is in the relationships between people’. This ‘situated learning’ is not seen as simply learning by doing but as full, active participation by all group members in generating and realising meaning in context, over time. Educators are advised to realign their understanding of knowledge and practice in this light and seek to work as co-participants to stimulate this process.

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One of the most interesting aspects of learning on the PgCert course is its dual nature. Participants are expected to study through conventional epistemological methods, such as literature reviews, but we are also, suddenly, authentically, re-identified as a community of students. This reaffirmation of what it means to be a student is of enormous value to us as teachers. On the residential course, peers and tutors instantly formed a trusting, respectful, dynamic Community of Practice. It was evident in our vociferous interactions that learning through participation, and particularly, through active dialogue, is both easy to do and highly effective in contributing to learning and, more significantly, to self-actualisation. I recognise that this is in large measure the result of a skilful and delicate facilitation by our tutors and I am very keen to try to replicate this approach in my practice.

However, on the basis of my reading thus far, I have some reservations about CoP theories. I’m concerned about issues of guidance and an apparent lack of relation to identifiable learning outcomes. Smith’s overview, like much CoP literature, gives little indication on potential methods for germinating communities or directing them towards defined objectives. The theory seems to indicate that such systems are self-organizing and there is no mention of specific infrastructural functions like facilitation. In much CoP literature, social learning is positioned in opposition to cognitive or ipsative approaches. But it surely should be considered as one of a range of possible tools for facilitating learning which can – and should – be integrated according to context and intention. These comments lead me to a simple conclusion: I need to find out more.

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In order to develop my incipient understanding of social constructivism in pedagogy further I have chosen to review a comparative study of Online Learning Environments (OLEs). I anticipate that, in doing so, I might gain a clearer understanding of how a CoP might be instigated and guided and find possibilities for implementation in my practice.

In ‘Communication dynamics: Discussion boards, weblogs and the development of communities of inquiry in online learning environments’, James Farmer, founder of Edublogs, seeks to evaluate the extent to which ‘a successful community of enquiry can be facilitated’ by use of the contemporary technologies available to facilitate collaborative group working. The piece contrasts the limited functionalities of proprietary institutional OLEs (such as, for example, BlackBoard) with the wider pedagogical opportunities afforded by open-source blogging technologies.

Farmer’s study uses Garrison and Anderson’s model for research and practice (2003) which evaluates learning experience within any given medium against three benchmark criteria: social presence, the ability of participants to project themselves; cognitive presence, the extent to which participants can construct meaning discursively; and teaching presence, the facilitation of cognitive and social processes in order to achieve learning.

The study gives detailed evidence of the ways in which the structure, discursiveness, timeousness, expressiveness, interactivity, flexibility and liberty offered by blogs can enable learning, by comparison with discussion boards on proprietary OLE’s which are shown equivalently to be highly restrictive. The piece concludes that blogs should be accepted institutionally as superior and efficient teaching and learning tools.

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I chose to study the subjects of communities and e-learning because their combination is pertinent to preliminary ideas for an action research project proposed as part of this PgCert.

I work with part-time MA Graphic Design student groups on a course which divides into two sections: an intensive one year taught phase followed by a one year independent study phase. Part time students have always tended to rapidly form strong co-operative social groups. These spontaneously demonstrate many of the social features identified in CoP literature, which, with considered intervention from staff could be developed to support learning more effectively. This would be of particular value at the end of year one when the group transition from the taught phase to embark on an independent, self-initiated research project. Currently, year two students have little interface with tutors and peers, so the possibility of a more participatory, active and continuous support framework would be beneficial to the students and their learning. Because of the students’ geographical dispersion, seeking to establish virtual learning environments which can usefully accommodate Garrison and Anderson’s model of social presence, cognitive presence and teacher presence would seem an appropriate objective. Blogging represents one of a range of possible interventions, and I acknowledge that I need to explore other practical options and their theoretical pedagogical foundations more widely and deeply.

As Farmer’s work demonstrates, technological infrastructures impact the kinds of interaction that can take place within them and therefore new learning environments present new challenges. The design problem for me is not to try to configure new media to fit existing methods but to take the opportunity to critically reflect on the ways in which new media might engender new methods, new potentials and, ultimately, new outcomes.

  1097 words

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Bibliography

Smith, M. K. (2003, 2009) 'Communities of practice', the encyclopedia of informal education, www.infed.org/biblio/communities_of_practice.htm. Accessed April 5th, 2010.

Wenger, Etienne (c 2007) 'Communities of practice. A brief introduction'. Communities of practice, http://www.ewenger.com/theory/ [cited in article].

Wenger, Etienne (1998) 'Communities of Practice. Learning as a social system', Systems Thinker,  http://www.co-i-l.com/coil/knowledge-garden/cop/lss.shtml [cited in article].

Farmer, James (2004) Communication dynamics: Discussion boards, weblogs and the development of communities of inquiry in online learning environments http://www.ascilite.org.au/conferences/perth04/procs/farmer.html. Accessed April 5th, 2010.

      I  finished the first draft of the literature review today — almost. Aaargh. It’s just over double the required length. Aaaaargh. This has been a difficult task, and it’s not done yet, by half. At least I’ve built a stack of words to hack away at. It's so hard to summarise a mass of dense academic writing in 1000 words —  a book as a telegram.

I’ve found it difficult for a number of reasons (recalcitrance, intransigence, inexperience, rust etc), but primarily because it’s been very hard to pick a particular path through a very wide field. At the residential session, we were introduced to various ideas about pedagogical theory and practice, social constructivism, student centredness, learning outcomes, phenomenography, threshold concepts, Communities of Practice, troublesome knowledge, critical reflection, action research etc, but without too clear a formulation of the topography of the various components.

Their relative location as ‘furniture in the room’, (Nicholas Houghton®) has been left for us to arrange, based on a body of material posted to Blackboard in rather sporadic categories and a very long reading list. The way I would try to navigate through that now, on the basis of what I’ve bumped into so far, would be: the bed: social learning, the chair: humanistic learning, the wardrobe: behavioural learning, the desk: cognitive learning. I’d love to extend this metaphor further, though it’s obviously already gone too far. But perhaps approaching reading would better facilitated if texts could be disseminated a little more taxonomically, edited by subject area and with signposted lead readings supported by bodies of secondary material.

      I am thinking about undertaking an action research project seeking to enhance the learning and teaching of Part Time MA design students in making the transition from a one year taught phase to a self directed phase of the same duration. In year two, current students often become very isolated, with infrequent contact with tutors and very little with peers, so the project’s objectives could be genuinely beneficial in supporting learning. As an aspect of this, because of their geographical dispersion, it would be worthwhile for me to consider exploring the use of virtual or personal learning environments. 

Here’s the problem. I have very little knowledge or experience with using blogs, wikis, tweets and social networks. I’ve sporadically explored them and tried them (oh, hello, I am blogging this) but find it hard to follow their structures or to understand their functions and relationships. I don't get the visual or verbal grammar. I find it hard to look at them. I find them hard to read and, usually, I’m find reading something I’m not looking for in the hope of eventually getting to what I am looking for (actually, come to think, these days, I find everything hard to read).

I realise how comically Luddite this sounds, almost as if I’m turning into one of the old folks you see trying the patience of the patient geniuses™ in Applecentres. But it’s not that I’m a technophobe, it’s rather that I think there are a lot of positive functionalities in the traditional modes of discourse which are completely absent in newer media, where there's a lack – an absence – of provenance, linear discourse and editorial rigour. And, worst of all, there’s just too much of it. Too many words. Too much shit. A few jewels you can’t dig out, except by luck, because they are buried deep in an ocean of human shit.

Tangentially, I’ve found Johanna Drucker’s SpecLab project, which speculates on uses for computation in the humanities, a fascinating experiment in compensating for such flaws, though horrendous visually. That’s an area that would be worth looking into further.