Hirtle, J., & S, S. (2010). When Virtual
Communities Click: Transforming teacher practice, transforming teachers. In H.
Yang (Ed.), Handbook of research on
practices and outcomes in e-learning: issues and trends
When virtual
communities 'click'
Communities-of-Practice as learning environments, offer
teachers insight and support.
Community-centred-learning has transformative effects on teachers’ value
systems and professional practice. When
Web 2.0 technologies are used in conjunction with online communities the conditions
are ripe for significant change.
This article investigates the professional and personal
impact that evolves as participants in digital communities-of-practice acquire
‘a voice’. As Web 2.0 tools are implemented, these groups
form more than a website; they evolve into close-knit communities who share common
values and a sense of commitment. Participants in digital communities develop not
only skills and knowledge but transformative attitudes and a sense of
identity.
My interest in exploring the dynamics of digital groups is
ignited when I read about the capability Web 2.0 tools have to push the
boundaries of change. Two headline
grabbing examples illustrate the point: the 2009 Presidential campaign of
Barrack Obama, and the ‘Arab Spring’.
The online communities that supported both these events changed the
direction of global politics. In each case, virtual communities-of-practice
were pivotal to the outcome(s). In order
to capitalize on the benefits of online communities, teachers need to be trained in the use of Web 2.0 technology.
In education, free access to digital platforms invite open
membership. Participants converse and
contribute alongside world authorities on any given topic. The environment is non-hierarchical. This
shift (I nearly said ‘gift’, which it is) from Web to Web 2.0 technologies refines
the process of decision-making and grants access to global storehouses of experience
and discourse, the doors of which are open 24/7.
My quest is to understand the deep seated elements of the process; those
forces that emerge in online communities which drive people’s commitment and
daring.
Sergiovanni identifies
‘moral connections’ as one such element. He argues that ‘the element of
morality can not exist solely within the individual; that it must find its
place in relationship to others. When it does, conditions are set for
transformation’ (Sergiovanni, 1996). Constructivist principles form the basis of
such groups; the non-linear structure means leadership is shared . The fabric from
which virtual communities-of-practice are cut, is dyed in the ability to
transform. The authors assert that rich intersections of diversity emerge in these groups, and when these factors are supported by the use of Web
2.0 technologies, holistic cultures of learning and empowerment are formed
and participants ‘find their voice’.
Much of the qualitative data for this article came from
Peery’s investigation into the Bluebonnet Writing Project in South Carolina. (Peery, 2004). Fox posits three significant outcomes of the
community in his findings.
Through interviews three important outcomes emerged: [teachers were able to] ‘engage in social contexts
with help to redefine their identity; have flow experiences which magnifies
their passion for teaching, and find
voice’ (Fox, 2000).
The teacher participants in the Bluebonnet Writing Project came from an area of 9289
square miles which covered 16 school regions. After two years the group decided to disband because the participants found it difficult and time-consuming
to attend face-to-face meetings. To
avoid closure, an online community was formed. The teachers
regularly took part in online discussions and planning sessions and at the time of writing, they could look back
on two and a half years of telementoring each other in their virtual village.
The teachers used Web 2.0 technologies to gain access to research by others,
ask for advice, access resources.
The participants’ feedback supported the effectiveness of
the Web 2.0 tools used (blogs, telementoring, discussion forums).
Transformative experiences resulted as teachers regained a sense of meaning in the project.
The results of the research into the Bluebonnet Writing Project supports the notion
that the essence of virtual communities is the quality of the relationships, commitment, and common values, and the implicit support and encouragement of those who live and
operate within that ambit.
hi barbara
ReplyDeleteAn interesting article indeed. However, this seems to refer to teachers use of blogs, I wonder if there was any mention of whether they then went on to use Web 2.0 technology and/or blogs with their learners to support online collaborative learning?