This post describes a learning community of which I participate in and of which has allowed me to explore my e-Learning experiences. To begin with, the nature of a learning community will be identified and supported by readings and discussions with other students from the UTS e-Learning Experiences 1 subject. Following this, the nature and focus of a selected learning community will be described. An explanation of how this community is recognised as a learning community will follow. Lastly, the value of this learning community to my experiences in e-Learning will be critiqued and my expectations as a learner and participant in this group will be expressed.
It is difficult to describe a learning community when the term is being defined and used in diverse and flexible ways (Kilpatrick, Barrett & Jones 2003, 1). Therefore, I will begin with what learning and community mean to me. Learning as I see is it the reason for our being. Whether we were placed or born into this world, we were made to learn, either from our mistakes or our parents, or from friends, teachers and even insignificant interactions with those we might never get to know. This view of learning that I have is a life-wide and lifelong process, that at least for me, I irrevocably embrace. I realise that as long as I am alive I will continue to learn whether it be formalised or informal. I have often heard friends and peers say, ‘Are you ever going to stop learning things?’ What I don’t think they understand is that they never will either.
For Melinda Garcia in her reflection on creating a PLE (Personal Learning Environment), learning seems to be a more formalised process involving the personal acquisition of knowledge. This knowledge must be important to the learner for them to want to pursue it. We all know that what is important to one, may not necessarily be important to another.
For this reason we have communities of learners, groups of people who find a particular knowledge important and therefore learn together. Nira Doyle’s ‘Thoughts on learning communities’ support this definition and goes on to assert that this gathering of people who have the same aims benefit from inclusivity, collaboration and a growth of perspectives in their lives, all of which result in improved citizenship.
According to Kilpatrick et al. (2003,1), learning has shifted from the focus on the individual to learning as part of a community, and nowhere can this be seen more than the ever increasing spread and demand for online learning communities.
The learning community in which I participate in is one of many that focus on technology acquisition and the integration of Web 2.0 in teaching and learning. It is an online course for Sydney CEO (Catholic Education Office) teachers, which aims to encourage teachers to enjoy engaging for their own learning. Engagement and experience in using web tools is further developed by creating blog posts and participating in a wiki for the course learning community. Participants are also encouraged to consider the potential of Web 2.0 tools to enhance student learning outcomes in physical and virtual learning spaces.
The Sydney CEO Web 2.0 course is recognised as a learning community in three main ways. Firstly, in terms of the definition of a learning community presented earlier in this post, the course offers the acquisition of knowledge, which is important to the learner who has registered for the course. Moreover, this online course is not compulsory but one that has been specifically developed to fulfil the needs and demands of it’s (the Sydney CEO’s) community. This community includes regional directors, office staff, consultants, administrators, aides, teachers and absolutely anyone listed in payroll. However, without the sharing and collaboration of ideas through blog posts and wiki participation, Web 2.0 would be nothing more than an online course to enhance an individual’s learning. As Kilpatrick et al. (2003, 2) point out, learning communities are linked geographically or by shared interest but they also need participants to collaborate and work in partnership to address their members’ learning needs.
The value of the Sydney CEO Web 2.0 learning community to my experiences in e-Learning is twofold. Firstly, I am personally engaging in and experiencing using web tools to enhance not only my learning outcomes but those of my students and secondly, I am able to discuss and reflect on my experiences with my peers. In many ways my participation in Web 2.0 with the Sydney CEO has been a stepping stone to e-Learning Experiences 1. It has allowed me to explore many of the tools that we have so far been exposed to. My expectations as a learner and participant in Web 2.0 for CEO teachers and e-Learning Experiences 1 are identical and in line with my own view of a learning community. I enjoy learning and enjoy sharing my learning experiences with others. As a participant in any learning community I endeavour throughout my engagement not only to share knowledge but to potentially create new knowledge that can be used for the benefit of the community. I know that together we can all make a difference.
References
Doyle, N. 2010, (updated 22 Mar 2010, cited 21Mar 2010) ‘Thoughts on learning community’, UTS Online E-Learning Experience 1(013091) Discussion Board, https://online.uts.edu.au/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_6859_1%26url%3d
Garcia, M. 2010, (updated 14 Mar 2010, cited 21 Mar 2010) ‘Reflections on creating a PLE’, UTS Online E-Learning Experience 1(013091) Discussion Board, https://online.uts.edu.au/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_6859_1%26url%3d
Kilpatrick, S., Barrett, M. & Jones, T. 2003 (cited 21 Mar 2010) ‘Defining Learning Communities’, PDF file from AARE 2003 conference, http://www.aare.edu.au/03pap/jon03441.pdf
Excellent coverage of the key criteria. In your 1.2 analysis, you should critique the learning theory as it relates to the value of your learning experience ‘to share knowledge but to potentially create new knowledge’. Further suggestions: support your definitions of learning, use a broader academic reference list. Carmel.
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