E learning-e-comunidades-de-prática
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The document discusses eLearning and communities of practice. It provides an overview of key topics: 1. Learning organizations and how knowledge is transformed and shared within organizations. 2. eLearning, which uses computers to support teaching and learning, and various eLearning tools and technologies. 3. Using Web 2.0 technologies like blogs, wikis and podcasts to support collaborative eLearning (eLearning 2.0). 4. Communities of practice, which are groups that share an interest in a domain and help each other improve through regular interaction.
![Learning Organization [Peter Senge]
"Where people continually expand their capacity to create the results
they truly desire, where new and expansive patterns of thinking are
nurtured, where collective aspiration is set free, and where people are
continually learning how to learn together." [Senge 1990]
• Characteristics of a learning organization [Senge
1994]: personal mastery, mental models, shared
visions, team learning, system thinking
• Development of organizational memory and
support for individual learning
Technology
Processes
• "Organizational memory is the means by
People
which knowledge is stored for future use."
[Huber 1991]
http://ki.informatik.uni-mannheim.de
5](https://image.slidesharecdn.com/e-learning-e-comunidades-de-prtica-110610070028-phpapp02/85/E-learning-e-comunidades-de-pratica-5-320.jpg)
![[Laurillard 1993]
Conversational Framework
Tutor Tutor-
Tutor adapts
describes student
concepts
concepts dialogue
Student
Dialogue on Tutor sets
completes
action task
task
Student "Pedagogy empowered by
reflection digital technology"
http://ki.informatik.uni-mannheim.de
14](https://image.slidesharecdn.com/e-learning-e-comunidades-de-prtica-110610070028-phpapp02/85/E-learning-e-comunidades-de-pratica-14-320.jpg)
![Learning in Higher Education
[Barnett 1990]
Deep understanding
Radical critique
Critique in company of others
Experience Independent inquiry
Student's self reflection
Testing Theory
in Practice Reflection
Experiential Learning
Theory Building
[Kolb 1984]
http://ki.informatik.uni-mannheim.de
15](https://image.slidesharecdn.com/e-learning-e-comunidades-de-prtica-110610070028-phpapp02/85/E-learning-e-comunidades-de-pratica-15-320.jpg)
![4 Communities of Practice
"Communities of practice are groups of people who share a passion for
something that they know how to do, and who interact regularly in
order to learn how to do it better." [Etienne Wenger 2004]
• People spontaneously come
together under common theme,
they share a domain of interest
about which they communicate
• Practice developed by shared
experiences, stories, tools,
methodologies and solutions to
practical problems
http://ki.informatik.uni-mannheim.de
33](https://image.slidesharecdn.com/e-learning-e-comunidades-de-prtica-110610070028-phpapp02/85/E-learning-e-comunidades-de-pratica-33-320.jpg)
![[Lehner, p. 217] Purpose Members Collaboration Duration
Community of knowledge self-organization commitment as long as
Practice development of members and members
and sharing identification share common
with community interest
Formal working perform a task nominated by task description, until next
group or develop a management organizational reorganization
product goals
Project team complete a nominated by milestones and until the end
project project leader project goals of the project
Social network advice friends and general as long as
regarding business reciprocal needs membership is
concrete partners beneficial
problems
http://ki.informatik.uni-mannheim.de
35](https://image.slidesharecdn.com/e-learning-e-comunidades-de-prtica-110610070028-phpapp02/85/E-learning-e-comunidades-de-pratica-35-320.jpg)
E learning-e-comunidades-de-prática
- 1. eLearning and Communities of Practice Dr. Johanna Völker [email protected] FSS 2011
- 2. Schedule 14.02. Knowledge Management I 04.04 Information Extraction II 21.02. Knowledge Management II 11.04. Knowledge Repositories Part I Search and Discovery Part III Socialization and Collaboration 28.02. Information Retrieval I 02.05. Web 2.0 and Enterprise 2.0 07.03. Information Retrieval II 09.05. Social Network Analysis 14.03. Data Mining I Part IV Creativity and Problem Solving 21.03. Data Mining II 16.05. eLearning and Communities Part II Knowledge Repositories 23.05. Crowdsourcing 28.03. Information Extraction I 30.05. ... 10.06. Final Exam http://ki.informatik.uni-mannheim.de 2
- 3. Overview 1 Learning Organization 2 eLearning 3 Web 2.0 for eLearning 4 Communities of Practice http://ki.informatik.uni-mannheim.de 3
- 4. Gilbert Probst et al. 1997 Identify Apply Create Store Share http://ki.informatik.uni-mannheim.de 4
- 5. Learning Organization [Peter Senge] "Where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together." [Senge 1990] • Characteristics of a learning organization [Senge 1994]: personal mastery, mental models, shared visions, team learning, system thinking • Development of organizational memory and support for individual learning Technology Processes • "Organizational memory is the means by People which knowledge is stored for future use." [Huber 1991] http://ki.informatik.uni-mannheim.de 5
- 6. Knowledge Transformation Knowledge is both input and output of organizational learning Learning Tacit Knowledge Explicit Knowledge Socialization Externalization Tacit Sympathized Knowledge Knowledge Conceptual Knowledge Internalization Combination Explicit Knowledge Operational Systematic Knowledge Knowledge * Adapted from Nonaka and Konno (1998) http://ki.informatik.uni-mannheim.de 6
- 7. Barriers for Organizational Learning • Effective learning can require the removal of traditional hierarchical structures • Investment into people and technologies • Corporate culture: lack of team spirit and openness, reluctance wrt. new technologies • Individual mastery and knowledge considered a threat to the organization • Positive effects of learning difficult to measure, especially on the individual level http://ki.informatik.uni-mannheim.de 7
- 8. Benefits of Organizational Learning • Improve corporate culture (internal) and reputation of the organization (external) by focusing on people • Increase innovation speed and competitiveness • Improve quality of products and services, increase customer satisfaction • Shorten time for reaction to external events, e.g., market changes or political decisions • Build up organizational knowledge base and preserve knowledge for future use http://ki.informatik.uni-mannheim.de 8
- 9. Overview 1 Learning Organization 2 eLearning 3 Web 2.0 for eLearning 4 Communities of Practice http://ki.informatik.uni-mannheim.de 9
- 10. "Pedagogy empowered by digital 2 eLearning technology" • Electronically supported learning and teaching, i.e. planned efforts to improve job-related knowledge and skills by using computers • Tools and technologies for ... – Course creation, management and administration – Learning, practice, application – Assessment of student performance http://ki.informatik.uni-mannheim.de 10
- 11. http://www.ilias.de How does ILIAS support learning and teaching? http://ki.informatik.uni-mannheim.de 11
- 12. eLearning and Traditional Classrooms Traditional Classroom eLearning Classroom Physical, time and Unlimited, anywhere, anytime location dependent Content Textbooks Text and multimedia (syndication) Multimedia Printed and online resources Projector slides Contributions by learners Learning process One learning path Personalization (pace and path determined by learner) Distinguished roles Collaboration and interaction Social context http://ki.informatik.uni-mannheim.de 12
- 13. Educational Schools of Thought • Behaviorism – Learning through association and reinforcement – Theories include, e.g., classical conditioning • Constructivism – Individuals build mental structures based on prior knowledge and personal experiences – Self-directed, active learning • Cognitivism – Focus on mental processes and how information is processed by learners – Short-term and long-term memory, problem solving etc. http://ki.informatik.uni-mannheim.de 13
- 14. [Laurillard 1993] Conversational Framework Tutor Tutor- Tutor adapts describes student concepts concepts dialogue Student Dialogue on Tutor sets completes action task task Student "Pedagogy empowered by reflection digital technology" http://ki.informatik.uni-mannheim.de 14
- 15. Learning in Higher Education [Barnett 1990] Deep understanding Radical critique Critique in company of others Experience Independent inquiry Student's self reflection Testing Theory in Practice Reflection Experiential Learning Theory Building [Kolb 1984] http://ki.informatik.uni-mannheim.de 15
- 18. Welsh et al., E-Learning: Emerging Uses and Future Directions, 2003 Possible Drawbacks of eLearning • Requires significant investment into technologies and IT experts for building eLearning infrastructure • Less personal interaction among learners or between learners and teachers • Sometimes, training becomes mere information provision, interactive guidance and feedback is neglected (pedagogy is important!) • Learners and teachers need to be familiar with eLearning technologies to use them effectively http://ki.informatik.uni-mannheim.de 18
- 19. Welsh et al., E-Learning: Emerging Uses and Future Directions, 2003 Advantages of eLearning • Provide consistent, worldwide training • Lower expenses for training • Reduce delivery cycle time, i.e. more people can be trained in less time • Reduced information overload: management of information that learners have to consume • Increased learner convenience by asynchronous just-in-time training • Easier tracking of learner activities and mastery http://ki.informatik.uni-mannheim.de 19
- 20. Learning Management Systems mLearning Learning on Demand Virtual Learning Environment Virtual Classroom Communities of Practice Mobile-Assisted Language Learning Blended Learning Computer-based Training Serious Games Web-based Training Immersive Learning http://ki.informatik.uni-mannheim.de 20
- 21. Tools and Technologies Asynchronous Synchronous Assessment Learning Learning • Forums • Chat • Quiz • Blogging • Web • ePortfolio • Microblogging Conferencing • Assignment • Bookmarking • Virtual worlds • Simulation • Podcasts • Multiplayer • Wikis games http://ki.informatik.uni-mannheim.de 21
- 22. Overview 1 Learning Organization 2 eLearning 3 Web 2.0 for eLearning 4 Communities of Practice http://ki.informatik.uni-mannheim.de 22
- 23. eLearning + Web 2.0 = eLearning 2.0 "The term Web 2.0 is associated with web applications that facilitate participatory information sharing, interoperability, user- centered design, and collaboration on the World Wide Web." http://en.wikipedia.org/wiki/Web_2.0 http://ki.informatik.uni-mannheim.de 23
- 24. Web 2.0 for eLearning eLearning 2.0: usage of social software for ... Searching and connecting people facebook, communities of practice Publishing and sharing knowledge blogs and RSS feeds, podcasts, folksonomies Collaboration and communication Twitter, Skype, wikis • Open learning environments • Active and self-organized learning • Collaborative learning in communities and networks • No strict separation between teachers and students • Syndication of eLearning contents http://ki.informatik.uni-mannheim.de 24
- 25. Christian Safran, Christian Gütl and Denis Helic, The impact of Web 2.0 on Learning at a Technical University – A usage survey, Proceedings of ELEARN, 2007 Blogs: learning 23%, lectures 30% Wikis: learning 60%, lectures 84% Audio/Video Podcasts: learning 10%, lectures 13% http://ki.informatik.uni-mannheim.de 25
- 26. • Course-related announcements • Online discussions • Questions by learners • Reminders about tests or project due dates Blogs Microblogging • Publish related world news • Publish materials and resources • Coordination of group projects • Reflect teaching / learning experiences http://ki.informatik.uni-mannheim.de 26
- 27. • Course-related news and events Wikis • Personal homepages of learners and teachers • Discussions and versioning • Interlinked learning materials (text and images) • Links to relevant online resources http://ki.informatik.uni-mannheim.de 27
- 28. Podcasts • Audio recordings of lectures: download or streamed webcast • Learning materials available through web syndication • Access on computers or mobile devices http://ki.informatik.uni-mannheim.de 28
- 30. • Course-related news and events • Comments and discussions • Publishing images, videos and links Social • Manage social relationships among learners and teachers Networks http://ki.informatik.uni-mannheim.de 30
- 31. Virtual Worlds • Virtual classrooms • Synchronous interaction between learners and teachers: questions and discussions • Seemless integration of multimedia contents http://ki.informatik.uni-mannheim.de 31
- 32. Overview 1 Learning Organization 2 eLearning 3 Web 2.0 for eLearning 4 Communities of Practice http://ki.informatik.uni-mannheim.de 32
- 33. 4 Communities of Practice "Communities of practice are groups of people who share a passion for something that they know how to do, and who interact regularly in order to learn how to do it better." [Etienne Wenger 2004] • People spontaneously come together under common theme, they share a domain of interest about which they communicate • Practice developed by shared experiences, stories, tools, methodologies and solutions to practical problems http://ki.informatik.uni-mannheim.de 33
- 34. Digital Habits: Stewarding technology for communities Wenger, White and Smith 2009 open- meetings ended projects conver- sation content access publish- Community to ing activities expertise oriented to ... individual Community participat- relation- ships ion Orientation community Spidergram cultivation context http://ki.informatik.uni-mannheim.de 34
- 35. [Lehner, p. 217] Purpose Members Collaboration Duration Community of knowledge self-organization commitment as long as Practice development of members and members and sharing identification share common with community interest Formal working perform a task nominated by task description, until next group or develop a management organizational reorganization product goals Project team complete a nominated by milestones and until the end project project leader project goals of the project Social network advice friends and general as long as regarding business reciprocal needs membership is concrete partners beneficial problems http://ki.informatik.uni-mannheim.de 35
- 36. African Community of Practice on Managing for Development Results Farming for Health http://ki.informatik.uni-mannheim.de 36
- 37. Military Families Learning Network Community of Practice: Yoga, Meditation, Tai Chi: Gig Harbor http://ki.informatik.uni-mannheim.de 37
- 38. Social Constructivism 100 % acquired knowledge in % of contents solving real-world problems 80 % Teach others social interaction 75% Practical exercises learning by ... 50 % Discussions 20 % Media Use 5% Listening http://ki.informatik.uni-mannheim.de 38
- 39. Potential Problems • Ineffective distribution of highly specialized and theoretical knowledge • Strong intrinisic motivation required by individuals • Weaker social commitments and potential lack of trust in merely virtual communities • Varying degree of participation and membership counts, distinguished roles required to sustain CoP • CoP crossing the boundaries of companies can raise legal issues, e.g., concerning intellectual property http://ki.informatik.uni-mannheim.de 39
- 40. Competitive Advantages for Companies with associated Communities of Practice • Identification of knowledge gaps and resources • Extension of organisational and individual knowledge bases, collective intelligence • Work effectiveness of employees who gain experience in giving instructions and working in teams • Faster integration of new employees • Shorter response time and problem solving lead to increased customer satisfaction • Innovation of new products and services http://ki.informatik.uni-mannheim.de 40
- 41. Summary • Learning organization / organizational learning • eLearning – Learning and teaching supported by computers – Pedagogy and teaching / learning strategies • eLearning 2.0 – eLearning based on Web 2.0 technologies – Communities of Practice Next: Crowdsourcing http://ki.informatik.uni-mannheim.de 41
- 42. Literature Franz Lehner, Wissensmanagement. Grundlagen, Methoden und technische Unterstützung, Hanser Fachbuch, 3rd edition, 2009 Etienne Wenger, Knowledge Management as a doughnut: Shaping your knowledge strategy through communities of practice, Ivey Business Journal, 2004 David A. Garvin, Amy C. Edmondson and Francesca Gino, Is Yours a Learning Organization? Harvard Business Review, 2008 http://ki.informatik.uni-mannheim.de 42
- 43. Literature Kathryn Kane, Janine Robinson-Combre and Zane L. Berge, Tapping into Social Networking: Collaborating enhances both knowledge management and e-learning, Journal of Information and Knowledge Management Systems, 2009 George Sammour et al., The role of knowledge management and e-learning in professional development, International Journal of Knowledge and Learning, Vol. 4, No. 5, 2008 Mohamed Amine Chatti, Matthias Jarke and D. Frosch-Wilke, The future of e-learning: a shift to knowledge networking and social software, International Journal of Knowledge and Learning, Vol. 3, No. 4-5, 2007 http://ki.informatik.uni-mannheim.de 43