Part I. Coming To Terms With Community: 1. Introduction: designing for virtual communities in the service of learning Sasha Barab, Rob Kling and James Gray 2. Models of community learning and online learning in communities Margaret Riel and Linda Polin Part II. Designing for Web-supported Community: 3. Designing system dualities: building online community Sasha Barab, James MaKinster and Rebecca Scheckler 4. Characterizing collective behavior online: the social organization of hangouts, clubs, associations, teams and communities Rob Kling and Christina Courtright 5. Online teacher communities: technology snake-oil or powerful catalysts for professional development? Mark Schlager and Judi Fucso 6. Community of practice a metaphor for online design? Thomas Schwen Part III. Characterizing Community/Member Participation: 7. Autonomy, interaction and knowledge-building as bases for learning at the math forum Ann Renninger 8. An exploration of community in a knowledge forum classroom: an activity system analysis Jim Hewitt 9. Co-evolution of technological design and pedagogy in an online learning community Amy Bruckman 10. From ambitious vision to partially satisfying reality: an evolving socio-technical design supporting community and collaborative learning in teaching education Sharon Derry, Julia Lee, Jong-Baeg Kim and Jennifer Seymour Part IV. Researching Online Community: 11. Using social network analysis to study online learning communities Emmanuel Koku and Barry Wellman 12. Computer-mediated discourse analysis: an approach to researching online communities Susan Herring 13. Shared 'we' and shared 'they' indicators of group identity in online teacher professional development Kirk Sluder and Sasha Barab 14. Sociocultural analysis of online professional development: a case study of personal, interpersonal, and community aspects James Gray and Deborah Tatar.

http://catdir.loc.gov/catdir/samples/cam041/2003051524.pdf

Designing for Virtual Communities in the Service of Learning

CSCLearning? Participation, learning activities and knowledge construction in computer-supported collaborative learning in higher education (Summary PhD dissertation)

Background
There is a growing interest in STEAM (STEM + the Arts) education as a means to enhance the creativity of STEM students and broaden interest in STEM fields. Many art educators, however, object to the instrumental justification for study in the arts as a way to improve student performance in other areas.

Purpose
Drawing on the first two authors' engagement in an interdisciplinary design studio, this study develops an expanded view of how STEAM might enrich engineering education in ways that more closely align with the pedagogical commitments of the arts.

Design/Method
This article is written as a collaborative autoethnography between the first two authors, educators in environmental engineering and art education, respectively. The study is grounded in the educational philosophy of arts advocate Maxine Greene, who views learning as an active, collaborative search for meaning, “wide-awakeness,” and social change.

Results
Our dialogue reveals the potential for STEAM to provide students and educators with opportunities to explore personally relevant connections between materials, design, society, and the natural environment and to critically engage with implicit and explicit facets of disciplinary identity.

Conclusions
This view of STEAM simultaneously complements and challenges current conceptions of this emerging educational movement that, almost without exception, are underpinned by calls for competitive economic growth and technological development. We hope future research will build on our perspectives to continue a conversation about STEAM that considers the diverse contributions of, and mutual benefits to, all parties involved.

Learning Together: A Collaborative Autoethnographic Exploration of STEAM (STEM + the Arts) Education

The focus of this paper is to delineate and discuss design considerations for supporting teachers' dynamic diagnostic decision-making in classrooms of the 21st century. Based on the Next Generation Teaching Education and Learning for Life (NEXT-TELL) European Commission integrated project, we envision classrooms of the 21st century to (a) incorporate 1:1 computing, (b) provide computational as well as methodological support for teachers to design, deploy and assess learning activities and (c) immerse students in rich, personalized and varied learning activities in information ecologies resulting in high-performance, high-density, high-bandwidth, and data-rich classrooms. In contrast to existing research in educational data mining and learning analytics, our vision is to employ visual analytics techniques and tools to support teachers dynamic diagnostic pedagogical decision-making in real-time and in actual classrooms. The primary benefits of our vision is that learning analytics becomes an integral part of the teaching profession so that teachers can provide timely, meaningful, and actionable formative assessments to on-going learning activities in-situ. Integrating emerging developments in visual analytics and the established methodological approach of design-based research (DBR) in the learning sciences, we introduce a new method called "Teaching Analytics" and explore a triadic model of teaching analytics (TMTA). TMTA adapts and extends the Pair Analytics method in visual analytics which in turn was inspired by the pair programming model of the extreme programming paradigm. Our preliminary vision of TMTA consists of a collocated collaborative triad of a Teaching Expert (TE), a Visual Analytics Expert (VAE), and a Design-Based Research Expert (DBRE) analyzing, interpreting and acting upon real-time data being generated by students' learning activities by using a range of visual analytics tools. We propose an implementation of TMTA using open learner models (OLM) and conclude with an outline of future work

/pdf/towards-visual-analytics-for-teachers-dynamic-diagnostic-18otgkd9hd.pdf

Towards visual analytics for teachers' dynamic diagnostic pedagogical decision-making

The “information wants to be free” meme was born some 20 years ago from the free and open source software development community. In the ensuing decades, information freedom has merged with debates over open access, digital rights management, and intellectual property rights. More recently, as digital heritage has become a common resource, scholars, activists, technologists, and local source communities have generated critiques about the extent of information freedom. This article injects both the histories of collecting and the politics of information circulation in relation to indigenous knowledge into this debate by looking closely at the history of the meme and its cultural and legal underpinnings. This approach allows us to unpack the meme’s normalized assumptions and gauge whether it is applicable across a broad range of materials and cultural variances.

/pdf/does-information-really-want-to-be-free-indigenous-knowledge-5abkz6k3vg.pdf

Does Information Really Want to be Free? Indigenous Knowledge Systems and the Question of Openness

This paper presents results of a study of middle school teachers using a prototype Macintosh version of CSILE to help create a knowledge-building community. The study, involving middle schools in two school districts in the Southwest United States, provided teachers with training and technical support in the use of the CSILE over a period of one semester.In-depth interviews were conducted with the teacher participants a year after the termination of the project to understand their experiences and to learn their stories of the impact of the Knowledge-Building Community Project on their teaching practices. Five major themes emerged from the analysis of the interview transcription data. This paper presents a summary of the teacher reflections and stories related to the emergent theme of how the knowledge-building community changed their teaching practices, roles, the structure of their classroom discourse, and their views of curriculum. The results of the study suggest that CSILE, accompanied by appropriate support, can serve as a catalyst in changing teacher practices from didactic teaching to more constructivist approaches to learning. The paper presents teacher reflections on changes in their roles, views of curriculum and classroom discourse as a result of the knowledge-building community project.

CSCL as a catalyst for changing teacher practice

The role of technology in native american schools

The University of Texas and the Smithsonian National Museum of the American Indian have had experience working together on virtual museum projects that bring indigenous people to the museum for the purpose of "digitally repatriating" important cultural items. The initial virtual museum project provided a strategy for cultural responsive teaching in American Indian schools. They also provided a forum for cultural revitalization and cultural collaboration. The university and the museum are developing proposals to further develop the digital repatriation concept to include more tribal community participation and international indigenous participation.

Digital repatriation: virtual museum partnerships with indigenous peoples

This paper describe a project that involved educators and three Native American communities in the construction of a virtual tour now available on the Web site of the National Museum of the American Indian (http://www.conexus.si.edu/). In fall 1998, the Pueblo of Laguna Department of Education, the College of Education and Graduate School of Library and Information Science at The University of Texas at Austin, and the Smithsonian＊s National Museum of the American Indian (NMAI) began the first collaboration that brought Native American students, teachers, and cultural representatives to the NMAI George Gustav Heye Center in New York City. The virtual tour makes extensive use of QuickTime Virtual Reality (QTVR). The panoramas of the exhibition space serve as an interface for accessing the featured objects selected by the students. Clickingon a hot spot over the museum display of a featured object causes the QTVR object to load in a separate Webpage frame accompanied by an interpreted essay written by a student. Clickable floor plans of the exhibition-space offer another method of navigating the virtual tour and accessing the virtual objects.

https://jlis.glis.ntnu.edu.tw/ojs../index.php/jlis/article/download/396/396

Mark Christal

Papers

CSCL as a catalyst for changing teacher practice

The role of technology in native american schools

Digital repatriation: virtual museum partnerships with indigenous peoples

Digital Repatriation: Constructing a Culturally Responsive Virtual Museum Tour

Digital technology to empower indigenous culture and education