1. Welcome to Week 2 of “The Theory and Practice of WebPedagogies” Our theme: Varieties of Community

2. Agenda Part 1: class session (2 hrs)
Last week’s Re-cap (10 minutes)
From our distance students
Local students
Overview of three articles
Social Theory and Community (Brint)
How online networks benefit Organizations
BREAK

3. Part 1- cont Learning Communites Three examples: Knowledge Building
Fostering Communities of Learners
Inquiry Math
Individual Work: Notes towards “Community Memo”
BREAK (10 min)

4. Part 2: Lab (1 hour) Brief Reading Preview for week 3
Break into CCDT groups.
Overview of CCDT "blank pages" &
“collaborate” > “manage team”.
Go over learning communities memo first draft due next week.

5. Last Week’s Recap

6. From our far students: Aha’s and questions
Read from weekly feedback form and

7. Local “Ahas” and questions
(board)

8. General connection between the three readings
On the Board

9. First Reading: Social Theory and Community
Brint Article

10. Social Theory and Communityb a
What general outcomes might you think are associated with person ‘a’ compared with person ‘b’?

11. Social Theory and Community
What do rituals do for community and its members?

12. Social Theory and Community
Size matters: how?

13. Social Theory and Community
Actually, opposites don’t usually attract.
Worldviews or belief systems influence communities

14. Social Theory and Community
Need for Rethinking Community
Shift from tightly bounded geographies
Technologies of connection
(refer to Brint’s Figure 1)
Different Structures, Different Outcomes
(refer to Brint’s Table 1)
Expressions of probabilistic relationships

15. Second Reading : Networks and Organizations (TBD)

16. On-line Networks: Knowledge Communities in the Workplace
Webs of relationships  computer mediated discussions
Enhance collective knowledge: how?
Similarities with learning community
Timeliness of distributing knowledge
Provide spaces for discussion
Multiplies recipients of useful knowledge

17. On-line Networks: Knowledge Communities in the Workplace
Mix of virtual and community of place
Not a true community in Brint’s sense
Why not? Does it matter?
Issues remain of:
Personal obligation
Status inequality
Environmental context (corporate culture)
Community building mechanisms

18. An Affordances Analysis
How can we do the analysis?

19. One strategy: Challenges Meet Affordances
Aspect of the Situation, task
Challenge
Affordance

20. What did groups find?

21. BREAK

22. Third Reading: Learning Communities
Reading questions
Why learning communities?
In depth view of the three cases
Knowledge Forum (Classrooms/schools/districts)
Fostering a Community of Learners (schools/district)
Inquiry Math classroom (school/program)

23. Reading Questions Whole class dialogue See handout from last week
Going through the structure of the article

24. Why Learning Communities?
Social-constructivist argument.
Learning-to-learn argument
Multi-cultural argument.

25. A Framework for Viewing Learning Communities
Goals of the community
Learning activities
Teacher roles and power relationships
Centrality/peripherality and identity
Resources
Discourse
Knowledge
Products

26. Comparative analysis of Three Learning-Community Classrooms
Knowledge-Building
Fostering a Community of Learners
Inquiry Math Classroom
Goals of the community
Learning activities
Teacher roles and power relationships
Centrality/peripherality and identity
Resources
Discourse
Knowledge
Products

27. First L.C. Example: Knowledge Building

28. Who we are What we bring to the community What our goals are
Welcome View
Who we are
What we bring to the community
What our goals are

31. The Purpose of this View

33. Nested Inquiry Cycles

34. Some Conclusions on K.F.’s Affordancs
The Software supports meeting an “objective”
Such “objectives” emerge of common interests
Overall K.F. affords knowledge building
What else?

35. Second L.C. Example: Fostering Communties of Learners
Ann Brown’s work

36. Third L.C. Example: Inquiry Mathematics
Maggie Lampert’s Classroom
Google “Lambert, mathematics”

37. Principles for the Design of Effective Learning Communities
Community-Growth Principle
Emergent-Goals Principle
Articulation-of-Goals Principle
Metacognitive Principle
Beyond-the-Bounds Principle
Respect-for-Others Principle

38. Principles for the Design of Effective Learning Communities (cont.)
Failure-Safe Principle
Structural-Dependence Principle
Depth-over-Breadth Principle
Diverse-Expertise Principle
Multiple-Ways-to Participate Principle
Sharing Principle
Negotiation Principle
Quality-of-Products Principle,

39. Conclusions, anyone?
Before the break, each student writes down one, two or three conclusions/“aha’s” drawn from this lecture.
Also note one key unanswered question.

40. BREAK

41. Next Week’s Preview Discussion of research
Readings are meant as background
Core issues
Choosing and focusing a topic
Finding and evaluating sources
Need for critical thinking
Role of learning styles
Affordances of on-line research
Citing sources

42. Lecture Bibliography
Kristin Luker, Abortion and the Politics of Motherhood. U of California Press, 1985.
Peggy Leavitt, The Transnational Villagers. U of California Press, 2001.
Lampert, M. (1986). Knowing, doing, and teaching multiplication. Cognition and Instruction, 3(4),