Asmara, J. (2023). Pre-print- Online Learning in supporting students’ procedural abilities viewed from a Constructivist approach. Universitas Negeri Surabaya. https://doi.org/10.21203/rs.3.rs-3466684/v1.
Barab, S. A., & Duffy, T. (2000). From practice fields to communities of practice. In D. Jonassen & S. M.Land(Eds.), Theoretical foundations of learning environments (pp. 25–56). Lawrence Erlbaum Associates, Inc.
Chelliq, I., Anoir, L., Erradi, M., & Khaldi, M. (2023). Transition from Face-to-Face to E-Learning and pedagogical model. In Emerging Trends and Historical Perspectives Surrounding Digital Transformation in Education: Achieving Open and Blended Learning Environments (pp. 52-77). IGI Global.
Cleveland-Innes, M., Garrison, R., & Kinsel, E. (2007). Role adjustment for learners in an online community of inquiry: Identifying the challenges of incoming online learners. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 2(1), 1-16.
de Oliveira, A. M., & Schmitt, M. A. R.(2023). Google Classroom in the teaching and learning process From Piaget’s perspective. International Journal of Arts and Social Science (6)9 www.ijassjournal.com ISSN: 2581-7922, Volume 6 Issue 9, September 2023
Larson, B. E., & Keiper, T. A. (2002). Classroom discussion and threaded electronic discussion: Learning in two arenas. Contemporary Issues in Technology and Teacher Education, 2(1), 45-62.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Piaget, J. (1970). Psychology and Epistemology: Towards a theory of knowledge. Penguin Books
Szabó, F., & Csépes, I. (2023). Constructivism in language pedagogy. Hungarian Educational Research Journal,13(3), 405-417.
Vygotsky, L. (1978). Mind in Society: Development of higher psychological processes. (M. Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Wenger, E. (2011). Communities of practice: A brief introduction. University of Oregon. Link
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Wenger, E. (1998). Communities of practice: Learning as a social system. Systems thinker, 9(5), 2-3.
Prioritizing meaning making in Digital Storytelling: A Latte with Angeline Koh
The Hotel Jen in Singapore is known for steaming salted caramel lattes served in a tiny cafe surrounded by artwork, photographs of Singapore landmarks, tall chairs, and gentle nudges toward languid conversation.
Today was the perfect day for sips and smiles with my friend, Angeline Koh. Angeline is the Director / Principal Storytelling Coach at Tyros Global. Angeline’s digital storytelling work has been featured in a National Day Rally for Singapore’s Prime Minister Lee Hsien Loong.
On my first trip to Singapore, my fellow doctoral colleague, Oscar Guzman, arranged for Angeline Koh to speak to our digital storytelling SIG (special interest group). Then, the first insight I learned from Angeline Koh is that “Conversations become as much about story-telling as ‘story-listening'” (Koh, personal communication, March 17, 2015). Angeline and I went on to co-present a digital storytelling session for Pepperdine GSEP Student/Alumni Symposium in 2016.
Today, I had my notebook ready to learn more.
As our latte’s cooled, Angeline agreed to speak a little about the universal appeal of digital storytelling.
The sharing of ideas, experiences, and cultural perspectives found in digital storytelling videos has the potential to shape a common and dynamic cultural and historical heritage, background (Barab & Duffy, 2000) while intersecting and strengthening different perspectives (Beare, 2008) and building trust (Copeland, S., & De Moor, 2018).
Angeline Koh promotes storytelling as a tool for empowerment for us to “live our great story.”
Angeline enthusiastically encourages the art of storytelling expression reflecting “a community with a significant history, a common cultural heritage” (Barab & Duffy, 2000, p. 14).
Digital storytelling provides opportunities for many people in healthcare, business, and education to utilize multimodal affordances in meaningmaking (Teague & Pruett, 2016; Kress, 2010).
Digital storytelling production forms a foundational commonality that mirrors Lave’s anthropological conclusion that “meaning is connected to practices and contexts” (in Barab & Duffy, 2000). The meaning-making experience is pivotal to obliterate bias in communication, increase awareness of stereotypes among generations, and encourage open channels of dialogue
These digital storytelling conversations often extend beyond the contest submission incident to additional conversations. Students describe a strengthening of their identity and seeing themselves included in the aging continuum. Identity is
a vital and essential component of Communities of Practice (Wenger, 1998). Stories from older adults to the younger, listening student, reflect the older adults’ identity and purpose. They offer a shared knowledge between the senior subject of the photo and the younger student apprentice. Continual dialogue prevents a community of practice from becoming a “hostage” to understanding (Lave and Wenger, 1991, p. 10). As a result of the contest experience, a nurtured practice
develops. The practice is a shared history of intergenerational learning in an ongoing, social and interactive arena (Lave and Wenger, p. 101).
Or, as Angeline says, “You can tell a story. Digitally.”
Thank you, Angeline, for a very enlightening Latte break!
(l to r) Angeline Koh and Helen Teague, Hotel Jen, Singapore
Barab, S. A., & Duffy, T. (2000). From practice fields to communities of practice. Theoretical foundations of learning environments, 1(1), 25-55.
Copeland, S., & De Moor, A. (2018). Community Digital Storytelling for Collective Intelligence: towards a Storytelling Cycle of Trust. AI & SOCIETY, 33(1), 101-111.
Hardy, P., & Sumner, T. (Eds.). (2018). Cultivating compassion: How digital storytelling is transforming healthcare. Springer.
Koh, Angeline. Personal Communication, Singapore. March 15, 2015.
Kress, G. (2010) Multimodality: A social semiotic approach to contemporary communication. London: Routledge.
Lave, J., Wenger, E., (1991). Situated learning: Legitimate peripheral participation (Vol. 521423740). Cambridge: Cambridge university press.
Teague, H., & Pruett, C. (2016, April). Intergenerational Digital Storytelling Goes Global and Mobile: The Images of Aging Photocontest. In Global Learn (pp. 414-419). Association for the Advancement of Computing in Education (AACE).
Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 2-3.
“Through engagement, but also imagination and alignment, our identities come to reflect the landscape in which we live and our experience of it. Identity becomes a system, as it were.” (Wenger, 2010: 185)
Quote Source: Wenger E (2010) Communities of practice and social learning systems: The career of a concept. In: Blackmore C (ed.) Social Learning Systems and Communities of Practice. Milton Keynes: The Open University, pp. 179–198.
This is my LSN video on Juicing in partial requirements for EDLT 770b course at Pepperdine University. No fruits or vegetables were hurt in the making of this video. (Note: Video Link retired)
Semiotic Vocabulary Centrifugal Juicers: Centrifugal juicers are the most common type of juicer that you will find in department stores. They are often upright and cylindrical in shape. They extract juice from fruits and vegetables by grating them into tiny pieces, then using a sieve to “spin” the juice out of the pulp at high speeds (in a similar manner in which a salad spinner extracts the water from washed greens). Masticating Juicers: Masticating (aka “single gear”) juicers use a screw-type auger to grind, crush and “chew” fruits, vegetables and leafy greens. It distributes the juice and extracts the pulp into separate containers. Triturating Juicers: Triturating (or twin gear) juicers are high-end juicers and are considered to be the best ones on the market. They work similarly to a masticating juicer but the motor runs slower, which preserves maximum nutrients and promotes efficient juicing. They also have two, interlocking “screws” that grind, crush and “chew” produce in order to extract the juice. Wheatgrass Juicers: If you want to juice wheatgrass, then you should get a dedicated wheatgrass juicer. Centrifugal juicers are not appropriate for extracting the juice from grasses, and masticating juicers are not the best option either. Wheatgrass juicers are specifically designed to do this job. Citrus Juicers: Citrus juicers are specialized to extract juice from citrus fruits like oranges, grapefruit, lemons and limes. Obviously, they are not suitable for making green juices. Citrus fruits can be juiced in centrifugal, masticating and triturating juicers so it is not necessary to get a separate citrus juice extractor if you are getting one of these other units.
Garland, D. K. (2002). Learning style characteristics of the online student: A study of learning styles, learner engagement and gender. Ann Arbor, University of Missouri – Columbia. 3074403: 121-121 p.
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107.
Kolb, A. and Kolb, D. A. K. (2010). “Learning to play, playing to learn: A case study of a ludic learning space.” Journal of Organizational Change Management 23(1): 26-50.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist, 41(2), 75-86.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. (M.Cole, V. John-Steiner, S. Scribner & E. Souberman, Trans.). Cambridge, MA: Harvard University Press.
Wenger, E. (1998). Communities of practice : learning, meaning, and identity. Cambridge, U.K.; New York, N.Y., Cambridge University Press
Key words: created over time by the sustained pursuit of a shared enterprise Wenger, 1998
Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. In a nutshell: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. (Wenger circa 2007)
Jean Lave and Etienne Wenger (1991: 108-9) comment, ‘the purpose is not to learn from talk as a substitute for legitimate peripheral participation; it is to learn to talk as a key to legitimate peripheral participation’. This orientation has the definite advantage of drawing attention to the need to understand knowledge and learning in context. However, situated learning depends on:
connecting concepts to other areas of influence and importance
create something new from the internal locus of the CoP
Disclaimer: This post is part of course requirements following this assignment: Extend your identity in the direction of your career path and participate in a new online community. Interact online using your projected identity for at least six weeks. Think deeply about identity and learning and blog twice a week about your experience. Take time to analyze the meaning, power, and constraints of the community on your learning. ~~~~
Week 6, Post 2
My online group choseThe Long Earth as its December book choice. Its authors are Terry Pratchett and Stephen Baxter and it received the Goodreads’ Choice Award in the category Science Fiction in 2012. I found out about the book choice from the weekly emails and discussion forums composed by our Science Fiction and Fantasy Book group’s moderator. Included in the picture below is a sample of our discussion forum, the moderator’s post to seed the discussion, and my response. Within a few minutes of my post, other posts also appeared.
Science fiction book group’s posting with personalized data redacted.
I began this assignment on September 2, 2013. Although uncertain as to the actual path my future work life will take, I knew that it would involve new ideas and that I would somehow help people integrate the change which accompanies new things. On Sunday, August 25, 2013, I made a big change and joined the Science Fiction Writer’s Group. I was warmly received, invited to participate, encouraged in my posts, given book recommendations and even a few plot spoilers. Along the path of this assignments, applications from authors McLuhan, Adams, Carr,Jenkins, Shirkey, and Dijick stood out like freshly dressed soldiers ready for inspection. (a complete list of authors is included below.)
Change is scary. Just watch how the performer Bjork describes her encounter with television:
Change is scary for me too. I discovered that since change is scary for many of us, these gently encouragements served as a cushion to my new experience. Also, the quick replies to my questions and posts from the moderators and group members helped me to move from outsider to peripheral to occasional and almost to active status, as Etienne Wenger predicted in Communities of Practice.
And it all began with Etienne Wenger. Hearing him speak along with his wife was a highlight of this semester. Communities can be achieved in face-to-face settings and online protocols as long as the people within each of them continue to participate.
Thank you for reading these posts! And thank you, Dr. Paul Sparks for these invitations to explore and change!
~~~
Comprehensive Source List:
Adams, D. (1995). The Hitchhiker’s Guide to the Galaxy. Del Rey. Link
Turkle, Sherry (2012). Alone Together: Why We Expect More from Technology and Less from Each Other. Basic Books; First Trade Paper Edition edition. Link
Disclaimer: This post is part of course requirements following this assignment: Extend your identity in the direction of your career path and participate in a new online community. Interact online using your projected identity for at least six weeks. Think deeply about identity and learning and blog twice a week about your experience. Take time to analyze the meaning, power, and constraints of the community on your learning.
Week 6, Post 1
I have gravitated back to the Sci-Fi and Fantasy book group on Goodreads and away from the other group I joined. There was not enough engagement at the second group. Posts were mostly invitations to upcoming events. I like the robust dialogue in my Goodreads group. Perhaps I am experiencing the sense of communication described by José van Dijck in The culture of connectivity : a critical history of social media:
Sherry Turkle writes that “virtual places offer connection with uncertain claims to commitment” (page 153). I disagree. In my online group, I find a constancy of commitment, exploration, discussion, and communication. On average, the group generates over 400 posts per week. One post invites us to collectively read the book of the month collectively selected for December.
My online group chose The Long Earth as its December book choice. Its authors are Terry Pratchett and Stephen Baxter and it received the Goodreads’ Choice Award in the category Science Fiction in 2012.
The Long Earth plots involves multiple Earths– parallel worlds– which people traverse by a simple piece of hardware that can be manufactured from Radio Shack parts and a potato. It reminds me a little bit of The Hitchhiker’s Guide to the Galaxy. The main character, Joshua, realizes he does not need the interplanetary device to travel between the multiple planes. Joshua and a Tibetan motorcycle repairman now reincarnated as a super-computer periodically staying in a coke machine set off on a journey to exploration the parallel worlds.
I’ve been warned about the ending when one group member wrote, “A story without an ending is an elaborate typing exercise.” I decide to read ahead a bit and start the book a bit early.
But the writing is elegantly hypnotic:
“All of the Long Earth, Earths, untold Earths. More Earths than could be counted, some said. And all you had to do was walk sideways into them, one after the next, an unending chain.” The Long Earth, page 3.
The description of walking sideways, traversing multiple communities, multiple assignments and multiple expectations surely describes my experience during this first semester of doctoral work. Maybe that is why I am drawn to this story.
Sources:
Dijck, José van (2013). The Culture of Connectivity : A Critical History of Social Media. Oxford University Press. Link
Pratchett, T and Baxter, S. (2012). The Long Earth. Harper Collins. Link
Turkle, Sherry (2012). Alone Together: Why We Expect More from Technology and Less from Each Other. Basic Books; First Trade Paper Edition edition. Link
Disclaimer: This post is part of course requirements following this assignment: Extend your identity in the direction of your career path and participate in a new online community. Interact online using your projected identity for at least six weeks. Think deeply about identity and learning and blog twice a week about your experience. Take time to analyze the meaning, power, and constraints of the community on your learning.
~~~~
Week 5, Post 2
The 4 C’s of Community Combinability
The principle of combinabilty and shared knowledge enhance online communities, especially the community to which I belong, The Science Fiction and Fantasy group on Goodreads. The word combinability is so novel that it still sparks the SpellCheck red underline. But it is also featured in Clay Shirkey’s Cognitive Surplus and his description of Dominique Foray’s research.
Our book community meets entirely online. We have a clarity of shared purpose, hobby, and goal to read science fiction and fantasy books. This is an essential component of our culture. The cost is free, predicated only by the cost of the books we purchased for our Kindles or bookshelves. The facility of communication and convergence of the Science Fiction and Fantasy group is aided by the catalyst effect of the increased comfort to which people in online communities have grown accustomed. Our culture has been altered, whether positively or negatively depends on each individual’s experience.
Clay Shirkey writes in his book Cognitive Surplus that the first social networking website was not Facebook or Friendster but a site called Six Degrees. According to Shirkey, Six Degrees “failed because in 1996 not enough people were comfortable living their social lives online” (193). At the same time, the emotional distance fostered by Facebook and other sites can encourage a healthier candor, too. Seventeen years later, not only do we feel comfortable sharing online, many of us feeling comfortable oversharing!
Nicholas Carr warns of the “Web’s info-thickets” of information that requires us to scan and skim and skip lightly across miles of hyperlinks. Across those thickets, not all is inclusive and accommodating to Foray’s combinability theory.
Teacher, Andrew Simmons writes about the changes he has seen in his students’ writing, “It’s a really bad neighborhood. On Facebook and Twitter, students humiliate, jeer, and shame one another. They engage in antisocial, even criminal behavior—leaving belligerently racist comments on links, harassing classmates with derogatory posts.”
Things are far more civil in my online book community, but within our online culture, there are cultural differences corresponding to our different countries. Several folks in my online communities are taciturn in their responses which they attribute to their disinclination to share everything. Some of us are over-eager to traverse participation circles as described by Etienne Wenger and share with a fluency of what I’ve labeled the 3 R’s of Combinability: responses, recommendations, reports. Protected by my identity and closed profile, I enjoy a bookish version of anonymity.
Johan* notes that his posts are abbreviated because he has a limited amount of time online because he is late to the library where he must connect.
Trianna* writes that she does not have access to Kindle books since they have not been translated into her native language.
John* explains that he was especially sensitive to spoilers during the Harry Potter book roll-out because the sequels came out later than in the Potter’s U.K.’s home country.
Whether it is Wenger’s invitation to Communities of Practice, Foray’s Combinability Theory, or Shirkey’s fulcrum toward our cognitive convergence, the Internet is the catalyst that Carr describes:
“For me, as for others, the Net is becoming a universal medium, the conduit for most of the information that flows through my eyes and ears and into my mind.”
~~~
*=name aliases
Article Sources:
Carr, N. (2008). Is google making us stupid?.The Atlantic, Retrieved from http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/
Simmons, A. (2013). Facebook has transformed my students’ writing—for the better. The Atlantic, Retrieved from http://www.theatlantic.com/education/archive/2013/11/facebook-has-transformed-my-students-writing-for-the-better/281563/
Book Sources:
Shirkey, Clay. (2010). Cognitive Surplus How Technology Makes Consumers Into Collaborators. Penguin Books.
Wenger, E. (1998). Communities of practice, learning, meaning, and identity. (1st ed. ed.). Cambridge University Press.
Disclaimer: This post is part of course requirements following this assignment: Extend your identity in the direction of your career path and participate in a new online community. Interact online using your projected identity for at least six weeks. Think deeply about identity and learning and blog twice a week about your experience. Take time to analyze the meaning, power, and constraints of the community on your learning.
~~~~
Week 5, Post 1
A great quote I’ve ever heard about writing science fiction is, “A good science fiction writer invents the car. A great science fiction writer comes up with the traffic jam.” A few months ago, I did not know about much about science fiction writers and their books. Now, thanks to the welcome and inclusion offered by the Science Fiction and Fantasy group at Goodreads, I have ridden in great space ships, conveyor belts, seen eerie sights and laughed out loud while reading Vogon poetry.
I like the car and even the traffic jam! I’ve continued to spend time in my Goodreads group. I have finished three books and learned a lot about theme, plot, arc, conflict, and innovation. I caught myself offering a consulting client a far-fetched idea as we brainstormed possible solutions for a shipping problem that would cause even Zaphod Beeblebrox to smile (or, more accurately, to take the credit).
Last week there was an interesting discussion in our group about our preference for paper vs. ebooks. Over 70 responders expressed their opinion with a mixture of enthusiasm and respect for the preferences of others. I am noticing that my identity is not as timid and confining as it/I once was. Is “Goodreads ByTheFire” is more confident and expressive than me? Is it easier for me as “Goodreads ByTheFire” to respond to questions? Is it easier to communicate when we are operating behind other identities?
In a discussion of specific features of science fiction, “C”* wrote: “I agree that too much emphasis can be put on the societal commentary aspect of sci-fi, but it is a feature of many classics.” “D”* asserted, “It’s quite a narrow way of looking at a genre and seems to devalue novels that are examples of good storytelling that just happen to be in a sci fi setting.” Another contributor, “E”* adds, “The technology angle also forgets that some of the biggies in the genre are not ‘about’ the technology, but about the tendencies already present in human nature and society as a whole; technology is just an enabler.”
Not your average Jerry Springer smack down! The ease of interplay and virtual dialogue illustrated Clay Shirkey’s claim that in the Publish then Edit neighborhood, the emphasis aims to “Convene but not control.”
I thought about joining many groups before I settled on the Science Fiction and Fantasy group. I lurked in a cooking group and saw the preceding messages. There seems to be a self-regulating system to the internet in general and online communities specifically. Members enforce the official and unofficial rules of their particular system. Admonitions to stick to the subject of the “OP” (original post), to move off-topic posts to appropriate forums, and to avoid spoilers serve as an informal blending of civility and order.
“Don’t try to outweird me, three-eyes. I get stranger things than you free with my breakfast cereal.” ~Zaphod Beeblebrox in “Hitchhiker’s Guide to the Galaxy”
~~~
Adams, D. (1995). The hitchhiker’s guide to the galaxy. Del Rey. Link
