Yesterday, I was invited to talk about learning theory and design for teaching and learning in SL by the MICA group – thank you George Djorgovski/Curious George and all those who attended :-) I promised to make my slides available:
In September, I’ll be kicking off a new PD course in SL. Participants will be teachers from The Computing School at Universidad Nacional (UNA) in Heredia, Costa Rica. The main objective of the course is to provide the participants with a combination of conceptual, theoretical, and practical (in-world) strategies with regard to designing, implementing, and teaching/learning courses of different duration using SL as main medium/approach. Unlike most of my previous courses in SL, I will not work alone in this course, but will be joined by an amazing group of co-facilitators;
- Inge Qunhua – Danish Instructional designer and teacher in SL since 2007
- Heilyn Abbot – Costa Rican colleague, Post Doc at e-Learning Lab, Aalborg University (AAU), co-facilitator in the COMBLE course
- Wica Sorbet & Ena Adjani – new Costa Rican colleagues from UNA
In-world the majority of the teaching activities will be taking place in a region with 3 Danish islands; Region Denmark, Innovative Learning, and Danish Visions.
In designing this course, I’ve naturally been drawing on my experience from previous SL courses. However, our Costa Rican colleagues are also interested in learning more about the particular PBL model we have implemented at AAU, the so-called Aalborg PBL-model. Further, during my PhD-research in SL, I’ve found the “Communities of Practice” (CoP) ideas from Wenger, 1998 to be particularly useful when teaching new technologies/media. The goal of the design is to try to establish a pedagogical Community of Practice, wherein the teaching and learning processes will be situated. Core principles in this design strategy therefore are:
- A strong and ongoing focus on learning as transformation of identity and negotiation of meaning
- Focus on Legitimate Peripheral Participation
- A socio-cultural, constructivist perspective on learning
- Learning is participant-centred
- Focus on problem orientation where learning combines theory and practice
- Learning is usually realized in pairs/groups
- Responsibility of the learning process is mutual – both between learners and learners/facilitators
- Self- and peer assessment through reflection-in-action and reflection-on-action is central
An important part of this strategy is to respect the newbie experience of the participants. The ontological challenge that is to become an avatar should be acknowledged and designed for. In practice, this means that Inge and I, who will be the main in-world facilitators, will focus on creating a safe learning environment where the newbie participants will be able to learn some of the most important basic SL skills before we actually proceed to focus on the subject matter. Today, Inge invited me in-world to see the sky sandbox, she has designed for the initial stage of the course:
And so, now that Inge has done all the hard work, all I need to do is to take some time in front of the fire to reflect on more fun, engaging, and interesting activities :-)
The dubbed UNA-AAU course starts in-world on September 12th, and I’m sure it will generate some future posts …
On December 17th, 2010 I had the great pleasure of attending my (now former as she’s back in Costa Rica) e-Learning Lab colleague, Mayela Coto’s PhD-defense. Mayela’s thesis is entitled “The case of UNAgora: A community of practice approach to facilitate university teacher professional development in ICT and project-oriented problem pedagogy”, and is now available for download here.
Here is an excerpt from the abstract:
- The overall aim of this research is to enhance the understanding of to what extent a distributed community of practice approach affects the professional development of university teachers and whether this leads the teachers to promote a transformation in teaching practices mainly regarding the introduction of ICT and project-oriented problem pedagogy (POPP).
- More specific research questions are concerned with what is the impact of belonging to the community of practice on teachers?; what kind of changes takes place in the teachers’ practice?; which factors support or hinder the professional development of teachers who are part of a distributed community of practice?; how does technology contribute (or not) to the formation of the community, and to the professional development process?; and what principles may be used to guide the design of a professional development model- based on communities of practice for fostering change of practice?
- The main findings of the study were that the distributed community of practice approach appears to be a productive form of professional development under certain conditions. It provides an environment for learning and dialogue that can enrich and deepen teachers’ knowledge, as well as an understanding of important educational issues and change of values, beliefs and practices. Issues of access to technology, culture of online communication and collaboration, teachers’ workload and time have been identified as conditions that need to be carefully studied in order for the approach to be potentially effective.
- The overall result of the approach to professional development proposed by this study, offers teachers a scope for learning, negotiation and identity formation within the community. The study also suggests that teachers who are closer to the center of the community are able to identify with, and develop a feeling of belonging to the community to a greater extent than the teachers with a peripheral role. However, it seems that both kinds of teachers are able to transform, to some extent, their teaching practices.
Mayela’s supervisor (who’s also my PhD-supervisor) was Professor, PhD Lone Dirckinck-Holmfeld (Aalborg University), whereas the examining committee consisted of Maite Capra (Univercidad Nacional Costa Rica), Marianne Lykke (Aalborg University), and Etienne Wenger.
It’s a pretty long thesis, but well worth the read :-)