Agenda Part 1: class session (2 hrs)

1. Welcome to Week 2 of“The Theory and Practice of WebPedagogies” Our theme: Varieties of Community

2. Agenda Part 1: class session (2 hrs) • Last week’s Re-cap (10 minutes) • From our distance students • Local students • Overview of three articles • Social Theory and Community (Brint) • How online networks benefit Organizations BREAK

3. Part 1- cont Learning Communites • Three examples: • Knowledge Building • Fostering Communities of Learners • Inquiry Math Individual Work: Notes towards “Community Memo” • BREAK (10 min)

4. Part 2: Lab (1 hour) • Brief Reading Preview for week 3 • Break into CCDT groups. • Overview of CCDT "blank pages" & “collaborate” > “manage team”. • Go over learning communities memo first draft due next week.

5. Last Week’s Recap

6. From our far students: Aha’s and questions • Read from weekly feedback form and e-mail

7. Local “Ahas” and questions • (board)

8. General connection between the three readings • On the Board

9. First Reading: Social Theory and Community Brint Article

10. Social Theory and Community b a What general outcomes might you think are associated with person ‘a’ compared with person ‘b’?

11. Social Theory and Community What do rituals do for community and its members?

12. Social Theory and Community Size matters: how?

13. Social Theory and Community Actually, opposites don’t usually attract. Worldviews or belief systems influence communities

14. Social Theory and Community • Need for Rethinking Community • Shift from tightly bounded geographies • Technologies of connection • (refer to Brint’s Figure 1) • Different Structures, Different Outcomes • (refer to Brint’s Table 1) • Expressions of probabilistic relationships

15. Second Reading : Networks and Organizations (TBD)

16. On-line Networks: Knowledge Communities in the Workplace • Webs of relationships  computer mediated discussions • Enhance collective knowledge: how? • Similarities with learning community • Timeliness of distributing knowledge • Provide spaces for discussion • Multiplies recipients of useful knowledge

17. On-line Networks: Knowledge Communities in the Workplace • Mix of virtual and community of place • Not a true community in Brint’s sense • Why not? Does it matter? • Issues remain of: • Personal obligation • Status inequality • Environmental context (corporate culture) • Community building mechanisms

18. An Affordances Analysis • How can we do the analysis?

19. One strategy: Challenges Meet Affordances

20. What did groups find?

21. BREAK

22. Third Reading: Learning Communities • Reading questions • Why learning communities? • In depth view of the three cases • Knowledge Forum (Classrooms/schools/districts) • Fostering a Community of Learners (schools/district) • Inquiry Math classroom (school/program)

23. Reading Questions See handout from last week Whole class dialogue Going through the structure of the article

24. Why Learning Communities? • Social-constructivist argument. • Learning-to-learn argument • Multi-cultural argument.

25. A Framework for Viewing Learning Communities • Goals of the community • Learning activities • Teacher roles and power relationships • Centrality/peripherality and identity • Resources • Discourse • Knowledge • Products

26. Comparative analysis of Three Learning-Community Classrooms

27. First L.C. Example: Knowledge Building

28. Welcome View Who we are What we bring to the community What our goals are

31. The Purpose of this View

33. Nested Inquiry Cycles

34. Some Conclusions on K.F.’s Affordancs • The Software supports meeting an “objective” • Such “objectives” emerge of common interests • Overall K.F. affords knowledge building • What else?

35. Second L.C. Example: Fostering Communties of Learners Ann Brown’s work

36. Third L.C. Example: Inquiry Mathematics • Maggie Lampert’s Classroom • Google “Lambert, mathematics” • http://mathforum.org/~sarah/Discussion.Sessions/Lampert.html

37. Principles for the Design of Effective Learning Communities • Community-Growth Principle • Emergent-Goals Principle • Articulation-of-Goals Principle • Metacognitive Principle • Beyond-the-Bounds Principle • Respect-for-Others Principle

38. Principles for the Design of Effective Learning Communities (cont.) • Failure-Safe Principle • Structural-Dependence Principle • Depth-over-Breadth Principle • Diverse-Expertise Principle • Multiple-Ways-to Participate Principle • Sharing Principle • Negotiation Principle • Quality-of-Products Principle,

39. Conclusions, anyone? Before the break, each student writes down one, two or three conclusions/“aha’s” drawn from this lecture. Also note one key unanswered question.

40. BREAK

41. Next Week’s Preview • Discussion of research • Readings are meant as background • Core issues • Choosing and focusing a topic • Finding and evaluating sources • Need for critical thinking • Role of learning styles • Affordances of on-line research • Citing sources

42. Lecture Bibliography • Kristin Luker, Abortion and the Politics of Motherhood. U of California Press, 1985. • Peggy Leavitt, The Transnational Villagers. U of California Press, 2001. • Lampert, M. (1986). Knowing, doing, and teaching multiplication. Cognition and Instruction, 3(4), 305-342