Connections and Contexts: The Birth, Growth and Death of Online Learning Communities - E-Learn 2011
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This document discusses the key features and contexts of communities. It mentions intimacy, mortality, size, authenticity, boundaries, resilience, and participation as important facets of communities. It also references connections, collectives, and the need for community as central themes. The document provides various links to additional resources on these topics.
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Connections and Contexts: The Birth, Growth and Death of Online Learning Communities - E-Learn 2011
- 1. Connections and Contexts Richard A. Schwier E-Learn 2011 Keynote Presentation University of Saskatchewan October 20, 2011 Honolulu, Hawaii
- 2. Your most memorable meal?
- 7. MOOC COOL
- 10. A story of travel, death, and community redemption
- 16. Authenticity
- 17. Many facets
- 18. Boundaries
- 19. Resilience
- 21. Intimacy
- 22. Mortality
- 23. Size Mark Osgatharp http://commons.wikimedia.org/wiki/File:Bee_Swarm.JPG
- 24. Vinculum
- 25. Trajectory
- 26. Intensity
- 27. By Böhringer Friedrich http://commons.wikimedia.org/ Trust wiki/File:Erdmännchen,_Suricata _suricatta_1.JPG
- 33. Context?
- 34. Participation
- 42. Why I believe in community http://www.youtube.com/watch?v=wJemDZcgIZE
- 43. Conclusions • In VLC research, the joy is in the hunt, not in the kill • We are still hunting
Notas do Editor
- How many of you were alone?
- As a political strategy, terrorism largely fails. Why then, is it attractive to participants?More than anything, terrorists need to be part of a social group. As strange as it sounds, Abrahms finds that people take up terrorism for the same reasons they might participate in, say, a bowling league. “Two things predispose people to becoming terrorists: social isolation, and knowing someone, having a friend, who is somehow affiliated with a terrorist group,”
- Douglas Thomas and John Seely BrownIn communities, people learn in order to belong. In a collective, people belong in order to learn. Communities derive their strength from creating a sense of belonging while collectives derives theirs from participation.-Thomas and Brown, 2011, Ch. 4, Sect. 3, para. 5
- MOOCS – no presumption of collaboration, unity, order or coherence COOLSFacebook groups/ Google + CirclesCourses#Alec’s birthday videoThe CogDog sagaTrip storybox#cookielove##ds106 4 Life
- Collage of invitations for people to derive community – community makersMassive open online courseCollaborative open online learning (Jeff Lebow)Downes rebuttal – MOOCs not inherently collaborative or about community. But collaboration and community may spring up in the environments.
- PLNs and episodiccommunityhttps://www.youtube.com/watch?v=idhsUy3SKE4
- Not playing the radio. Playing WITH the radio
- Dividing line between network and community
- My love/hate relationship with the metaphor of communityCommunity as convenient, but over-generalized metaphor for something special happening when we associate in groups. We know that feeling. We call it community, but maybe we should call it “yapulznik” so it isn’t so easily co-opted by everyone who wants to make a group, or sell to a group.
- An educated population is probably the least governable, the most likely to rebel, the most stubborn and the most critical. But it is a population capable of the most extraordinary things, because each person strides purposefully forward, and of their own volition, together, they seek a common destiny. -Stephen Downes
- http://www.youtube.com/watch?v=wJemDZcgIZE