Technology-enabled learning communities

Summary and key points

Wenger’s definition of CoPs (1998) acknowledges that there can be layers within the communities and that members might adopt a central or peripheral position. Self-directed involvement by the participants is therefore crucial to the success of the community. Unlike traditional learning events where a cohort of learners learn the same content at the same pace, a CoP may have different types of participation and differing degrees of expertise. Knowledge transfer can occur at any time as experts pass expertise on to novices.

A Google + community gave us a visual platform for reflecting and sharing ideas prompted by the course materials and a forum for discussions on the weekly themes. This relates to Wenger, Trayner, & De Laat’s definition of social learning as the collaborative construction of new knowledge through dialogues sharing familiar concepts, problems and insights in a constructive way. (Wenger, Trayner, & De Laat, 2011).

A new pedagogical model  Active Blended Learning (ABL) has become the normal mode of delivery for learning and teaching at the University of Northampton based on the effective use of blended learning approaches, and on making strong, explicit links between on and offline activities.

Learner Generated Contexts: a framework to support the effective use of technology to support learning (Luckin et al., 2010)

This systematic review of 14 studies across educational sectors and eight countries examines the link between teachers’ pedagogical beliefs and their educational uses of technology. It is based on a recognition that successful technology integration is a complex process that is influenced by teachers’ pedagogical beliefs.

Online CoPs can provide a fertile ground for social learning. Social network tools such as blogs, Google communities, Facebook and Twitter allow learners to join a social community where interaction, cooperation, and social engagement continue to be part of the learning away from the classroom and where learning occurs naturally, arising out of social behaviour.

The use of the LearnDash plugin meant that the course had a clear structure with four weekly themes, each containing 7 units. The first 5 units began with an introductory video, followed by a case study, lesson plan and Padlet of examples.

From Lave and Wenger (1991) onwards, socialisation among members has been emphasised as an important and defining factor in the procedure of building a Community of Practice. Wenger et al.

New Model of Teacher Learning in an Online Network Trust, T.  (2016) Journal of Research on Technology in Education, Vol. 48, Issue 4, pp 290-305.