TEL Communities

Helen Caldwell and Anna Cox | View as single page | Feedback/Impact
TEL Communities
About this guide
How to use this guide
Definitions: Theoretical background relevant to technology facilitated social learning
Research evidence: Systematic literature reviews on the theme of technology facilitated social learning
Research Context: A selection of key studies on the theme of technology facilitated social learning
Pedagogy: General teaching strategies and frameworks for technology facilitated social learning
Case Studies: Examples from practice of technology facilitated social learning
Definition of Communities of Practice
A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework
Interactive networks and social knowledge construction behavioural patterns in online collaborative learning activities
Implementing 21st Century skills in schools
Example 1: Digital Learning across Boundaries (DLaB) Project and MOOC
Communities of Practice and social learning
Dimensions of social learning in teacher groups
Social presence–connecting pre-service teachers as learners using a blended learning model
Situated learning in practice
Overview of the DLaB project activities
Characteristics of communities of practice
Technology-enhanced learning and teaching in higher education
Teaching in a digital age: how educators use technology to improve student learning
Role of the teacher in a COP
Fifty people make a Technology Outdoors MOOC
Online Communities of Practice
Learning to teach online: a systematic review of the literature on K-12 teacher preparation
New model of teacher learning in an online network trust
Role of the learner: technology stewards
Technology Outdoors MOOC structure
Social learning in communities of practice
The relationship between teachers’ pedagogical beliefs and technology use
Learner Generated Contexts: a framework to support the effective use of technology to support learning
Active Blended learning
The MOOC online community
Roles within online communities
An international literature review of 1: 1 computing in schools
Active Learning for Knowledge Construction in E-learning
What is a MOOC?
Example community post and commentary
Implications for teachers
Summary
Further key studies
Stages of technology integration
Transfer to practice within the MOOC
The TPACK framework
Summary
R2D2 Model
Personal blog and community combined
The SAMR model
Tips for using technology to support blended learning
Technology tools used for connecting classrooms
Pedagogy before technology
Summary
More examples of DLaB tools
Summary
Example 2: Technology supporting social learning in a school
Example 3: Teaching with Tablets (TWT) MOOC
Hybrid MOOC design
Social learning within the TWT MOOC
The Online Learning Hive
Visualisation of networks within the TWT community
Visualisations supporting analysis of interactions
Types of interactions within the TWT community
Knowledge sharing in the TWT CoP
Authentic learning within a MOOC
Example 4: Using blogs and communities for student assessment in HE
Example student posts
Student comments on blogging
Student group blogs to explore learning outside the classroom pedagogy
Interdisciplinary use of blogs and online communities in teacher education
Example 5: Using digital tools for student assessment
Example 6: Mobiles in Higher Education
Example 7: Students making a context for social learning through mobile devices
Mobile technologies as a catalyst for pedagogic innovation within teacher education
Summary and themes to take further
 
 
 
 
 
 
 
 
 
 
Strength of Evidence
Transferability
Areas for further research
Editor's Comments
Online Communities

Tips for using technology to support blended learning

  • Using technology imageRepurpose time and restructure delivery methods using technology in favour of collaborative, problem-based learning

  • Use online tools such as communities, blogs, forums and  collaborative documents to create an online classroom where interactions occur rather than just a static website

  • Increase the availability of content in different media so that students have choice over their learning pathways facilitating self-directed learning

  • Increase student collaboration so that they look to each other for feedback rather than just their tutors and understand the value of belonging to a community of practice

  • Increase student control over time, pace, place and learning path, blurring the boundaries between formal and informal learning

  • Make a seamless connection between online and offline learning so that there is a strong connection with the face to face learning

  • Rather than focusing on the technology tools, use technology to support a range of modes of delivery and types of interactions e.g.  collaborative walls and video conferencing alongside synchronous online events such as webinars or twitter chats

  • Support students expressing their understanding by creating media-rich digital artefacts

  • Support visual and auditory access methods and alternative ways of expressing ideas

(Caldwell, 2016)

Read more about the continuum of technology-based learning: https://opentextbc.ca/teachinginadigitalage/chapter/10-2-the-continuum-of-technology-based-learning/

Reference:

Caldwell, H. (2016) University of Northampton Staff Guide [leaflet] Blended Learning in ITT Staff Guide. Internal document: University of Northampton.

Image source: https://www.tonybates.ca/2016/07/15/online-learning-for-beginners-1-what-is-online-learning/