Community of Practice 

A community of practice (CoP) is, according to cognitive anthropologists Jean Lave and Etienne Wenger, a group of people who share a craft and/or a profession. The group can evolve naturally because of the members' common interest in a particular domain or area, or it can be created specifically with the goal of gaining knowledge related to their field. It is through the process of sharing information and experiences with the group that the members learn from each other, and have an opportunity to develop themselves personally and professionally
http://en.wikipedia.org/wiki/Community_of_practice

LAVE, J. & WENGER, E. 1991. Situated Learning: Legitimate Peripheral Participation Cambridge University Press

Connectivism 

  • Learning and knowledge rests in diversity of opinions.
  • Learning is a process of connecting specialized nodes or information sources.
  • Learning may reside in non-human appliances.
  • Capacity to know more is more critical than what is currently known
  • Nurturing and maintaining connections is needed to facilitate continual learning.
  • Ability to see connections between fields, ideas, and concepts is a core skill.
  • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
  • Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
http://www.elearnspace.org/Articles/connectivism.htm

CONSTRUCTIVISM vs CONSTRUCTIVISM  


Social constructivism is closely related to social constructionism in the sense that people are working together to construct artifacts. However, there is an important difference: social constructionism focuses on the artifacts that are created through the social interactions of a group, while social constructivism focuses on an individual's learning that takes place because of their interactions in a group


http://en.wikipedia.org/wiki/Social_constructivism

Social constructivism 

Social constructivism is a sociological theory of knowledge that applies the general philosophical constructivism into social settings, wherein groups construct knowledge for one another, collaboratively creating a small culture of shared artifacts with shared meanings. When one is immersed within a culture of this sort, one is learning all the time about how to be a part of that culture on many levels. Its origins are largely attributed to Lev Vygotsky.


http://en.wikipedia.org/wiki/Social_constructivism



E-SAFETY 

StoryBoard your Video 




What message do you want the view to come away with? 

Blogging 





Recap 



Types of Blogging 



Magic of Blogging 



Theories








Social Constructivism 
Connectivism 
Community of Practice  


                                                                                                                                                 Ruben Puentedura




Write a guide to EFFECTIVE Blogging with at least 5 key points 




Children in the classroom 
Teacher 
Specific subject area 

pRivate study 



Find:
 3 school blogs
3 teachers/academics blogs 


Identify positive and negative points and make suggestions to share in the session on Thursday 13 Feb




Is there anything that you would like to Cover on THursday 13 Feb



PLENARY - Mon 17 Feb 



Using a mode of your choice  prepare a presentation of  the points that have resonated most for you in this module. 

Reflect on why you think that these have had this impact on you.


Come with questions and the areas where you would like more details. 

ASSIGNMENT

Present some aspects of your key learning from the module.
This should be presented using one of the following assessment modes (2,500 wd / equivalent)

Oral presentation (with referenced handout – 2 sides max (10 mins)  

Poster presentation (with referenced commentary)  

Research project report 


Submission date: 19 March 2014

Key Stage 1 



Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies. 

Key stage 2 



Use technology safely, respectfully and responsibly; recognise  acceptable/ unacceptable behaviour; identify a range of ways to report concerns about content and contact
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