New Conceptions for Community Design

Stuckey, Bronwyn; Barab, Sasha A.

doi:10.4135/9781848607859.n20

Cited by 6 publications

(5 citation statements)

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“…There might be several reasons for this phenomenon, but one of them would be poor understanding of the social infrastructure underlying successful online communities. For instance, Stuckey and Barab (2007) argue that "good design in socially oriented environments is neither held as a prelude to community nor enough in and of itself to stimulate and support community. Designers, managers and facilitators need to build more than a tolerance for the 'messiness' inherent in social systems, they must learn to leverage it" (p. 439).…”

Section: Discussionmentioning

confidence: 99%

“…The open and emergent nature of Web 2.0 technology may provide some solutions for a common problem of online communities, namely that active participation tends to decrease over time until it sometimes fades away completely (Stuckey & Barab, 2007). It is important to note that the specific requirement of online learning communities differs in some ways from the unrestricted anarchy of recreational sites.…”

Section: Turning Ideas Into Designmentioning

confidence: 99%

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Designing an online video based platform for teacher learning in Singapore

Lossman

Lim

et al. 2009

AJET

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In this paper, we describe our path for designing an online community of practice for teachers in Singapore, from identifying the current status of professional development to designing an online platform where teachers can share vivid images of their teaching practices with other teachers. To identify current practices in professional development, we conducted a large scale online survey with 1605 teachers. The quantitative data collected from this survey gave us a macro-level overview of the current status of teacher professional development in Singapore schools. Next, for a more in depth understanding of teachers' views on professional development experiences and gathering of ideas for designing an online video based environment, we conducted participatory design workshops with 11 teachers in two schools. The purpose of these workshops was to engage end users, who are teachers in Singapore, from an early stage of the design process so that their needs and ideas could be reflected in the final design. Finally, we turned the ideas gathered from the participatory workshops into a concrete design of an online environment for a teacher community. In the design process for this environment, particular attention was given to Web 2.0 technology solutions, which emphasise participation from community members as a key element. In conclusion, we discuss issues and challenges faced in this process, and implications for future research into online professional development actvities.

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Section: Discussionmentioning

confidence: 99%

Section: Turning Ideas Into Designmentioning

confidence: 99%

Designing an online video based platform for teacher learning in Singapore

Lossman

Lim

et al. 2009

AJET

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show abstract

“…During the last decade, many educators have attempted to build learning communities in various online contexts based on the fundamental principle that a community-based design will benefit groups of individuals coming together to develop relationships, construct knowledge and engage in meaningful practice (Stuckey & Barab, 2007) and shown the benefits to be derived from online learning communities (Roberts & Lund, 2007). Responding to the need to develop designs to foster learning in online communities, Garrison, Anderson and Archer (1999) developed the Community of Inquiry model by defining three kinds of presence in a learning environment: social, cognitive, and teaching which has been used to both design and evaluate online collaborative learning.…”

Section: Online Design Frameworkmentioning

confidence: 99%

Implementing the First Cross-border Professional Development Online Course through International E-mentoring: Reflections and Perspectives

et al. 2017

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This research paper discusses the accomplishments, issues, and challenges experienced by Open University of Sri Lanka (OUSL) academics when offering the first cross-border professional development online course to train online tutors and mentors. The course was delivered exclusively online and facilitated by OUSL academics and e-mentors from the USA. The course was comprised of 30 participants: 9 from Pakistan, 10 from Mauritius and 11 from Sri Lanka. This qualitative study is based on reflections of both faculty and participants. Data were collected using reflections and informal anecdotal records of the three OUSL academics and self-reflection instruments (pre, mid and final) administered to participants, and reflective journal entries made by participants. Participants' views were triangulated with the reflections of the OUSL academics to validate the results. While there were many accomplishments in the design and delivery of the course, the findings revealed that there were many challenges in implementing the course: pedagogical, organizational and technological aspects in particular. The paper provides recommendations to address such challenges when offering cross-border online courses in the future.

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“…Though these examples show that loose coupling does not necessarily have to lead to "bottom-up" reification by isolationist communities of practice, they do suggest that it remains easier to develop communities of interest between different HEIs than within a single one. Stuckey and Barab (2007) write that community design is never final: it requires a commitment to ongoing and sustained design, and management focus should be on community as a negotiation process. (p. 442)…”

Section: Discussionmentioning

confidence: 99%

Emerging Technologies in Distance Education

2010

121

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This chapter benefited greatly from the contributions of numerous people, most of whom I have never met. I would like to thank George Siemens for posting my question on searching for a definition of emerging technologies on Twitter and on his blog. I am also deeply thankful to all the individuals who answered that question. I also want to recognize the contributions of a number of authors whose work appears in this edited collection: Elizabeth Wellburn, B.J. Eib, and Alec Couros, who encouraged me to explicitly state the implications of "context" on the proposed definitions; Hagit Meishar-Tal and Andrew Whitworth, who highlighted the sociological aspect of the proposed ideas; and Bob Heller, who encouraged me to think more broadly about these technologies. Thank you all for contributing to this definition.

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New Conceptions for Community Design

Cited by 6 publications

References 0 publications

Designing an online video based platform for teacher learning in Singapore

Designing an online video based platform for teacher learning in Singapore

Implementing the First Cross-border Professional Development Online Course through International E-mentoring: Reflections and Perspectives

Emerging Technologies in Distance Education

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