Designing and building an on-line community: The struggle to support sociability in the inquiry learning forum

Barab, Sasha A.; MaKinster, James G.; Moore, Julie A.; Cunningham, Donald J.

doi:10.1007/bf02504948

Cited by 139 publications

(79 citation statements)

References 38 publications

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“…"Communities of practice rely on situated theories of knowledge, i.e., the idea that knowledge is a property enacted by groups of people over time in shared practices, rather than the idea that knowledge is a cognitive residue in the head of an individual learner" (Hoadley, 2012, p. 229). However, schoolteachers rarely have the opportunity to participate in discussions and to collaborate about their practice (Barab, Makinster, Moore, & Cunningham, 2001;Darling-Hammond, 1997). Both novice teachers (Herrington, Herrington, Kervin, & Ferry, 2006) and experienced teachers (Tschannen-Moran & Hoy, 2007) report experiencing isolation and a lack of support in schools.…”

Section: Teachers In a Community Of Practicementioning

confidence: 99%

“…With this in mind, we adopted a pedagogical approach using a community of practice for supporting teacher learning in the FEEL TPD program, with the aim of decreasing the sense of isolation teachers might experience in their workplace and providing opportunities for shared practices , Barab et al, 2001Hoadley, 2012). Technological supports and especially infrastructure that enables teachers to participate in online learning communities can address these challenges by fostering collaborative peer learning in various manners Kali & Linn, 2007;Linn, Davis, & Bell, 2004).…”

Section: Teachers In a Community Of Practicementioning

confidence: 99%

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Design Principles for Promoting Intergroup Empathy in Online Environments

Shapira

Kupermintz

Kali

2016

IJELL

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This study examined a professional development program designed to support Civics teachers in their efforts to promote empathy among Israeli Jewish students towards Israeli Arabs. The design rationale for the program is that teachers should experience empathic processes themselves before supporting their students in such an endeavor and that meaningful empathic processes can occur online if activities are properly designed. All phases of the program were designed to support teachers to participate as part of an online community of practice. Sixty Jewish teachers participated in two iterations of the design study. Refinements were made in the second iteration to provide teachers with explicit definitions of empathy and specific instructions for reflection. Findings indicate that these changes were reflected in higher degrees of empathic responses among teachers. Teachers also indicated that being a part of an online learning community contributed to the learning process they experienced during the program. We interpret this as a first step in enabling teachers to assist their students to develop a more empathetic approach toward the minority group and conclude with a discussion of recommended design principles for promoting such an approach.

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Section: Teachers In a Community Of Practicementioning

confidence: 99%

Section: Teachers In a Community Of Practicementioning

confidence: 99%

Design Principles for Promoting Intergroup Empathy in Online Environments

Shapira

Kupermintz

Kali

2016

IJELL

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“…The second level describes the joint effect of the set of interventions as expected. The group has established a set of shared goals to which the group members are committed Andrews and Lewis (2002), Barab et al (2001), Brettschneider and Mather (2005), Hanraets et al (2006), Kain (1998), Palincsar et al (1998), SREB (1994, Benson et al (2001), Hamalainen et al (2006), Korhonen (2001), Wageman et al (2005), Moller (1998), Wilson et al (2004) 2. Discuss group norms for interaction Because all group members are involved in discussion about group norms, every group member feels heard and feels that his/her opinion is valued.…”

Section: Arrangement For Fostering a Community Of Teachersmentioning

confidence: 99%

“…The group behaves and/or intends to behave according to the established set of group norms Learning Environ Res (2012) 15:319-344 337 The group has established an overview of the current role division Barab et al (2001), Kain (1998), SREB (1994, Benson et al (2001), Gros (2001), Korhonen (2001), Wageman et al (2005) Kain (1998), Palincsar et al (1998) The expected joint effect of interventions to foster the development of teacher communities in secondary education can be described as follows. Problematic context: there is a need for teacher collaboration to cope with innovations in secondary education.…”

Section: Arrangement For Fostering a Community Of Teachersmentioning

confidence: 99%

Fostering teacher community development: A review of design principles and a case study of an innovative interdisciplinary team

Brouwer¹,

Brekelmans

Nieuwenhuis

et al. 2012

Learning Environ Res

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To deal with recent reforms and the accompanying complexity of work in secondary education, ongoing collaboration between teachers has become more important. A community is seen as a promising learning environment to support and embed collaboration into the culture of the school. However, community theory for the design of teacher communities seems underdeveloped. Therefore, this study aims to formulate a set of design principles to foster the development of teacher communities in secondary education. The set of design principles is based on a review of literature, as well as on a best-practice case. The case study was used to validate design principles from the literature in the target context. The resulting design principles were based on context-intervention-mechanismoutcome logic that takes into account the context-dependency of interventions as well as the mechanisms that help with understanding of how interventions produce certain outcomes. Implications for practice relate to ownership and co-design of the arrangement. The set of design principles provides a practical basis for teachers and administrators aiming to facilitate community building in their school. Future research is recommended on testing the effectiveness of the arrangement in the target context by means of a multiple case study.

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“…Similarly, the sociability of computer supported collaborative learning can be supported by social contextual facilitators like a group awareness widget that provides a learner group with the awareness about the other members of the group, and, furthermore, provides the learner group with a particular focus on off-task interactions of central importance to the social psychological experience of sociability (Kreijns et al, 2002). Communities of science teachers can be supported by a web based tool designed around the 'visiting-the-classroom' metaphor with an aim of fostering sustained participation and a sense of ownership (Barab et al, 2001). Students in classrooms can be supported by software that allows them to be co-constructors of their own learning environment so that it appears fun and sociable to them (Ryberg & Ponti, 2004).…”

Section: Introductionmentioning

confidence: 99%

The Psychology of Online Sociability

Clemmensen

Designing for Networked Communications

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In this chapter, I will review current approaches to online sociability and present and exemplify a psychological theory, the Social Reality theory, of online sociability. By analyzing sociability in a virtual world based university course, I will present and analyze examples on how to understand the students' design of the conditions for sociability as communication about cultural symbols, such as avatars and virtual landscapes, and the social reality of perceived groups of people. The analysis results will be used to illustrate different kinds of online sociability: superficial, convivial, and negative sociability. The chapter suggests solutions and recommendations to designers and researchers with a focus on online communities and networked communication.2

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Designing and building an on-line community: The struggle to support sociability in the inquiry learning forum

Cited by 139 publications

References 38 publications

Design Principles for Promoting Intergroup Empathy in Online Environments

Design Principles for Promoting Intergroup Empathy in Online Environments

Fostering teacher community development: A review of design principles and a case study of an innovative interdisciplinary team

The Psychology of Online Sociability

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