By M. Aaron Bond, Barbara B. Lockee (auth.)
As faculties, universities and different studying associations discover instructing and studying via on-line environments, on-line groups of perform may supply ideas to organizational improvement wishes. the aim of this ebook is to improve a collection of directions for making a digital neighborhood of perform for school instructing at a distance which could simply be applied by way of school improvement pros. Designing a digital neighborhood of perform may be operationalized utilizing the ADDIE version to steer the method. in line with an academic platforms layout procedure, the ADDIE version emphasizes the 5 middle parts of the educational structures layout method: learn, layout, increase, enforce and evaluation; usually it serves as a undertaking administration instrument or to supply a visible reduction for association of proper tasks.
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Extra resources for Building Virtual Communities of Practice for Distance Educators
Derry, S. , & DuRussel, L. A. (1999, July). Assessing knowledge construction in online learning communities. Paper presented at the Annual Meeting of the International Society for Artificial Intelligence in Education, Lemans, France (ERIC Document Reproduction No. Ed 446897). A. B. , Parkes, K. , Tilley-Lubbs, G. , Brill, J. , & Pitts Bannister, V. R. (2009). Navigating the lonely sea: Peer mentoring and collaboration among aspiring women scholars. Mentoring & Tutoring for Partnership in Learning, 17(1), 5–21.
1996 Kluwer Academic Publishers. 4) Provide Medium/Tool Training In order for members to participate in knowledge sharing in the virtual environment they must first know how to navigate the medium and use the associated tools. Participants must feel comfortable with any tool used in the virtual environment or they will not participate (Sharratt & Usoro, 2003). Facilitators are responsible for technical support, technical knowledge, and for providing training for use in knowledge sharing tools (Chih-Hsiung & McIsaac, 2002; Gray, 2004).
Faculty participation may be motivated through a variety of means. Providing multiple avenues for rewarding and incentivizing participation is key for knowledge sharing and participation in a community of practice (Wang & Lai, 2006; Wasko & Faraj, 2005). Rather than inventing new structures, it may be possible to work within established reward and incentive structures at the institution. 3 offers possible incentives for encouraging faculty participation. 3 Market the Community to Potential Members In order for members to join a community of practice, they must first know that it exists.
Building Virtual Communities of Practice for Distance Educators by M. Aaron Bond, Barbara B. Lockee (auth.)