Designing online learning communities of practice: A democratic perspective

Sorensen, Elsebeth Korsgaard; Murchú, D. Ó

doi:10.1080/1358165042000283066

Cited by 19 publications

(9 citation statements)

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“…-The creation of communities of practice that hold political and pedagogic value, and are based on participatory processes and democratic negotiation, support social emancipation and the challenges of inequality (Sorensen & Murchú, 2004).…”

Section: Conclusion: Hypothesis Of Professionalism Expansionmentioning

confidence: 99%

Teacher Continuing Professional Development and Team-Working Competences: A Case Study From Italy

Urbani

2020

IJRVET

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Context: European policies describe the key role of teachers’ Vocational Education and Training (VET) in improving students’ learning outcomes. In order to improve teacher education, Organisation for Economic Co-Operation and Development (OECD) policies identify competency models as the main framework for understanding teacher professionalism and designing VET policies. By reinterpreting these models through the capability approach, this article aims to identify more relevant competences of preschool teachers in the public and private services of northern and central Italy.Methods: The research began with a comparative analysis of VET policies for preschool teachers to outline more common competences used to define their professional profile. This led to the creation of a new, re-thought competency model used to design a quantitative survey to describe teachers’ competences in preschool settings. The self-assessment questionnaire was built on the following competence areas: Management of educational and relational processes, teamwork and large-scale teamwork, networking and governance. The self-assessment questionnaire evaluated 65 preschool teachers’ pre-acquired competences and development levels and those more desirable for the future (called “ideal” co.). The comparison of areas and their values reveals critical results, particularly related to teamwork competences at different levels.Results: The study outlines the structure of preschool teacher professionalism based on “traditional” competences (e.g., educational relationships with children) and some “innovative” competences (e.g., networking and governance), which appeared to be more desirable in teachers’ evaluations. However, the comparison of the data reveals that governance competences are better evaluated then teamwork co., introducing some hypotheses about the quality of relationships in the community of practice.Conclusions: The research outlines how the competences emerging as relevant for teachers need to be better activated in professional settings to become strategically important. The results related to teamwork and governance competences focus on the importance of informal and extended learning contexts to teachers’ socio-relational competence development. The organization of the school system needs to be re-thought and extracurricular competences need to increase to foster the generative development of informal learning communities at intra- and extra-school levels. According to the capability approach, the research reveals the extreme complexity of preschool teacher professionalism. For vocational education and training, its underlines the re-thinking of the preschool teacher profile as a co-designer of learning environments, which includes building formal and informal competences to foster communities of practice as a learning and generative process.

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Section: Conclusion: Hypothesis Of Professionalism Expansionmentioning

confidence: 99%

Teacher Continuing Professional Development and Team-Working Competences: A Case Study From Italy

Urbani

2020

IJRVET

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“…Belki de bu yüzden yüzyılı da aşkın bir süredir tartışma konusu olmuş ancak uygulamada çoğunlukla bir ideal olarak kalmıştır. Ancak şimdi, teknolojisinin işe koşulması ile demokratik pedagoji tartışmaları yeniden canlanmış ve eğitimin teknoloji ile demokratikleştirilmesi konusu araştırmacılar tarafından farklı şekillerde yorumlanmıştır (Boyd, 1987;Garrison, 1997;Hodgson, 2002;Riel, 1995;Sorensen & Murchu, 2004). Bu çalışmanın amacı tam da bu noktada teknolojinin eğitimi demokratikleştirip demokratikleştirmediğine dair tartışmaları eleştirel bir bakış açısı ile alanyazına dayalı olarak sunmaktır.…”

Section: Gđrđşunclassified

“…Öğrenme topluluklarının sanal boyutunu, pedagojinin var edilmesine ve öğrenme topluluklarına platform sağlanmasına yarayan teknolojiler oluşturmaktadır. Teknolojiler ve teknolojilerin eğitimi demokratikleştirmesi konusunda, alanyazında gittikçe artan sayıda araştırmalar yer almaktadır (Boyd, 1987;Garrison, 1997;Riel, 1995;Sorensen & Murchu, 2004). Lankshear ve diğerleri (1996: 160) bu konuda şunları ifade etmiştir: "Pedagoglar, öğretmen, yönetici ve öğrencilere atanan rolleri değiştirme gücü olan 'bağlantılar' ve 'ağlar' kavramları ile öğrenme ve öğretimi yeniden düzenlemelidirler.…”

Section: Sanal öğRenme Topluluklarının Demokratik Pedagoji Açısından Sorgulanmasıunclassified

Re-exploring democratic education through virtual learning communities

Hayriye¹

2013

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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Democratic pedagogy has been a concern in education for over a century. Although it has been interpreted in a variety of ways in different epochs, the main underpinning values have remained the same throughout the century. Now, in the information age, there has been considerable debate over whether the technology facilitates the democratization of education. With regard to this, in this article, in the first place, it was aimed to present the democratic education in a historical context, and then the virtual learning communities as a model which has the potential in democratizing the education was discussed. In doing this, a neutral approach was taken and pedagogical challenges were discussed. In reexploring the concept of democratic education, a critical in-depth literature review was taken in an emergent area of educational technology.

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“…Assuming that it is not directly possible to “design learning” he argues that the initial design focus should be directed towards the features of the learning architecture. This means addressing initially the dimensions of the design space, among which the design decisions concerning the learning context are placed (Sorensen and Ó Murchú 2004). These dualities constitute the basic principles of a learning theoretical perspective, viewing learning as a matter of interaction between experience and competence.…”

Section: Theoretical Perspectives On Fostering Learning and Global Citizenshipmentioning

confidence: 99%

Dialogic e‐learning2learn

Sorensen

2007

Multicultural Education &Amp; Technology Journal

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PurposeThe purpose of this paper is to address the challenge and potential of online higher and continuing education, of fostering and promoting, in a global perspective across time and space, democratic values working for a better world.Design/methodology/approachThe paper presents a generalized dialogic learning architecture of networked collaborative learning and makes a plea for a theory‐informed networked collaborative learning architecture and methodology appropriate for adult learners in higher and continuing education.FindingsValues include mutual political and intercultural understanding, collaboration, and tolerance to cultural and ethical diversity, and they are mediated through collaborative dialogue and knowledge‐building processes between learners. While embedded, empirically, in a networked distance learning context, established through synchronous and asynchronous communication technologies, the paper advocates for theory informed pedagogical designs and a teaching‐learning methodology, which assumes online collaborative dialogue as the centre of a genuine learning process.Originality/valueThe paper complements this plea with a description and evaluation of the implementation of the pedagogical architecture into a Danish Master Programme.

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Designing online learning communities of practice: A democratic perspective

Cited by 19 publications

References 1 publication

Teacher Continuing Professional Development and Team-Working Competences: A Case Study From Italy

Teacher Continuing Professional Development and Team-Working Competences: A Case Study From Italy

Re-exploring democratic education through virtual learning communities

Dialogic e‐learning2learn

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