|Thread title||Replies||Last modified|
|Learning communities||5||09:11, 16 December 2012|
|OU practitioner research materials||3||00:50, 13 December 2012|
|Pre liquid thread discussions||0||00:47, 20 November 2012|
How do you define 'learning communities'? How does it fit to practitioner research? Are you taking about Teachers' Community of Practice'?
Learning communities, simply put, are a group of people who share common goals, beliefs, understandings and engage in collaborative learning activities. Practitioner research, particularly collaborative PR, is one way of facilitating and sustaining teachers'learning communities. See section 1 where it is mentioned that one of the aims of PR is to create inquiring communities. Wenger's work is particularly relevant here. Do you think we need to add a section on learning communities or perhaps make it more explicit?
You mention Wenger who talks about communities of practice. How do communities of practice relate to learning communities?
HimalayanYati and I had a little chat about this today. I think communities of practice and learning communities are related. I will try to clarify what I mean by this soon (after I read some resources HimalayanYati suggested).
Subhi, in addition to the resources I suggested earlier, this article might also be relevant:
Akerson, V. L., Cullen, T. A. and Hanson, D. L. 2009. Fostering a community of practice through a professional development program to improve elementary teachers' views of nature of science and teaching practice. Journal of Research in Science Teaching, 46(10), 1090-1113.
A community is 'a group of people who are socially interdependent, who participate together in discussion and decision making, and who share certain practices that both define the community and are nurtured by it' (Bellah et al, 1985:333). According to Wenger (1998:152), a community of practice (CoP) requires the following to be effective:
- mutual engagement
- a joint enterprise and
- and a shared repertoire
In the article suggested by HimalayanYati above, communities of practice and learning communities are used exchangeably. I have added a link to Wenger's website for more information and resources about CoP. Finally, in Campbell and Groundwater-Smith's (2010) Connecting Inquiry and Professional Learning in Education, practitioner research is conceptualised, among other things, as a way of bringing teachers together and consolidating their community through collaborative inquiry.
PeterT, just came across some OU materials on practitioner research used with Masters students (see part 2). I think these materials are accessible and useful. I was wondering about the possibility of using some of this stuff here on Edfutures. Any ideas, suggestions?
Good find. We would need to get permission from the OU. Pete Bradshaw is the Head of Award for the MEd so I suspect he would need to agree. Not sure whether he would have authority though - might be someone in the rights department. I'll make some enquiries.
We would have to pay to clear the third party content (or remove it). I've asked for an estimate of how much that would cost.
How much third party content is there (ie stuff not authored by the OU) in the stuff you want to use?
Deleted old discussions - archived here for posterity
Hi Subhi, I wonder if you can use anything from this essay? If that's not the case I'd also be interested in your critique of that essay (if you have time)... which might turn into a whole new essay. Cheers! Arided 20:20, 9 October 2012 (BST) It took me sometime to get my head round some of the terms used in the essay. It's quite interesting though. However, let me point out some issues (and please correct me if I got something wrong): the approach described there is for peers (the students themselves doing a kind of inquiry using technology to assess and improve their own learning). Although practitioner research emphasises that the people involved in a certain context (schools for example) are the ones who are best to conduct research and provide relevant and useful findings/recommendations, teachers, as opposed to academic researchers, are thought to be the researchers, and of course involving students in the process. In the essay, I didn't see what the role of the teacher exactly is (is there a teacher in peeragogy in the first place?. Collaboration is a key concept in practitioner research; it happens when a group of practitioners in a certain context (physical or virtual) collaborate for the purpose of improving their practice and perhaps propose some necessary changes in that context. I am not sure whether this element is capitalised in the essay, though there is an element of peers providing feedback and working togther. I'm still not sure who initiates a peeragogoy research project, how it proceeds, and who evaluates it and how? Subhi  Action Research
What I would like to do here is to share some of the ideas underpinning AR (as well as Practitioner Research) in the literature and discuss these ideas before I finally integrate these ideas into the PR page. (PeterT, what do you think?) Subhi Sounds like a plan to me - important to be clear that Action Research is a subset of Practitioner Research. PeterT 11:59, 16 October 2012 (BST)