Archive for the 'Online Community' Category

Ning Ning

April 8th, 2007

For the last couple of weeks, I’ve been playing over in Ning with the Classroom 2.0 and School 2.0 people. The usual suspects are there and some of the puzzlements I’m dealing with is “what the heck is this space?” and “why do we need a centralized location?”

David Warlick wrote this reflective bit about the space today:

2 Cents Worth » Starting to Get It?
I’m coming to suspect, however, that there are many kinds of networks, and that they are, in a sense, part of one network, tied together (attracted to each other) through the conductivity of conversations and the gravitational pull of logic.

He goes on to talk about attention and how when we started blogging, there was a lot of attention available but that as more and more voices flooded into the space, the natural limits set by hours in the day begain to overwhelm attention. I think a lot of people (at least those who’ve been doing this for more than a few months) have had the experience of trimming back their feed lists because it’s just too much. So the idea of attention has merit, but this other notion of a variety of interconnected networks precipitated another discussion.

In an ancillary conversation I was having with Mrs B on the subject of professional organizations, we began to analyze what it is a professional organzation offers to its members in a networked world. Why would anybody pay dues to be a member of a club? What could a club offer that would make it worthwhile?

She pointed out that humans are tribal animals, so we want to belong to something — that old Maslow affiliation drive. Which made me go back and think about the idea of “professional organzation” as a way of permitting its members to address the top half of Maslow’s hierarchy. I don’t know quite how this all works yet, but I wanted to get it down while I could remember it.

One of the things the “tribe” needs is identity and that comes from a shared vision, shared values, and shared goals — a sense of “us.” The tribe also needs a center. The center becomes the instantiation of identity through that shared vision, value, and goal. Someplace where, if you go there and meet another member of the tribe, you know you have something in common — just by virtue of their being there — even if you’ve never met them before.

The next question, logicially, is the nature of this ‘community center’ and I thought it could be decentralized. A technorati feed with the tribe’s name as tag could provide the center, but that would require a level of skill, and expertise that I don’t think a lot of people have yet. It’s going to be hard to identify with a feed and most people don’t see the river of content flowing from a feed as a center.

And that brings us back to Ning and other centralized spaces like TappedIn or MySpace or The ORG. They provide a place to go to find the tribe. To see what the members are doing. They provide a baseline that’s easier to deal with than the dispersed and distributed model. The problem with the ones I know about are that there’s no good way to merge distributed and centralized content together.

Eventually, I began to think that the community center needs to be centralized as a symbolic commitment to the tribe. We can each have our own spaces but the tribe needs a kind of metaphorical long house. It’s an answer to Stephen Downes’ perennial question of “why does there need to be another place?”

I’m working in analogy here. In metaphor. Bear with me if it breaks down.

If I go to the market and meet somebody, we share some things in common, and for a short period we even share a common goal – getting whatever we came to the market for. But the meeting is co-incidental. It’s not being driven by any kind of common vision or shared outlook except in the most superficial way. We’re not tribe.

So if I tag a post as “online community” and it merges with something that somebody else posts, it’s co-incidental. We might have opposite views and opinions, and while that has some value, it’s not the view of the tribe. While it’s true that the person is part of my network, that person is not one of “us” and is not part of my affiliation set.

And that brings me back to David’s notion of the gravitational attraction of ideas and linked and related but not congruous networks. People are finding Classroom 2.0. People are joining, reading, writing, participating. There is a rudimentary sense of identify forming — an idea of tribe. We’re still in the storming-norming stages but it’s already beginning to shape up. The conversations that happen in there tend to stay in there. They don’t appear to be pinging out (altho it’s entirely possible that I’m missing it). A few people are cross posting content from outside in and from inside out, but the link out of the community seems to consist primarily of links to the individual members’ blogs and web sites. So this sorta looks like David’s idea of connected networks holds up with one network inside the Ning garden and links in and out.

All of this leads me to the conclusion that the value of places like Ning is in forming centers around which networks and affiliations can form. Not as a replacement for the distributed world of feeds and aggregators, but as kinds of hubs. Cross pollination centers. Tribes.


I’m Back

December 16th, 2006

For the last 17 weeks I’ve been teaching in Kentucky. The commute was pretty easy … just down stairs. And the course was one of those terrifyingly exciting experiences that comes along every so often when you teach. The reason I’ve not written much here is that I wrote so much over on the Phaedrus blog! For the first 12 weeks, I wrote something every day (on average) seven days a week.

We started with my traditional greeting message Good Morning, Mr. Phelps. Over the course of the first week’s effort, the students were asked to subscribe to a listserver, start a blog, get an office in TappedIn, set up an aggregator, and establish an Instant Messenger link. Once established we started using the tools to talk about issues like Education and Distance and Learning. All things considered it was a great ride and I hope that the students really did find it to be as stimulating as they said they did.

Some of the posts that started the biggest discussions:

  • On the Classroom where I discussed the purpose of the classroom and why “as good as the classroom” isn’t really good enough. Given that my students were mostly classroom teachers, this went better than I thought it might.
  • Learner Centered was a response to the question, “Why are we doing all this stuff outside of Blackboard?”
  • On Distance Education was the wrap up post on the week devoted to looking at definitions and parameters of distance ed.
  • A recurring theme in this course was Thinking Like a Learner. One of the goals was to get the students to understand that being a student and being a learner are two separate things. I’m perhaps being arbitrary in designating students as those individuals who care about grades and learners as those who care about knowledge. As a distinction, the class rapidly got on board with it.
  • It didn’t take long for us to get into trying to deal with Reconciling Teaching and Learning. We were quite careful to examine Teaching (as separate from Education) and Learning. If we, as teachers, recognize that the students’ goal is not our goal, then we can begin to deal with creating educational experiences that provide for common ground.
  • It took us three weeks of foundational work before we actually got into learning about My Basic Toolbox. We worked together to deal with some of the issues of tools.
  • Why Powerpoint is Evil was one of the more intriguing posts of the semester because it elicited an invitation to do a guest spot at a middle school in Texas. The students had been given a copy of my post and had some questions. It was a wonderful experience for me and I understand from the teacher-in-the-room that the students got a lot out of it, too.
  • Fostering Engagement came as part of the design and development portion of the course wherein I explained how I was demonstrating engagement in the course and practicing what I preached.
  • Another post that elicited outside interest was ZPD where I laid out Vygotsky’s idea of Zone of Proximal Development. While my grad students found this a fascinating idea, the 8th graders in Texas asked me to come back to talk to them about that idea as well. What a blast! Using the idea of ZPD as an example of the principle in that they didn’t know it existed before they read my post, and after learning a bit about it, they were fascinated to learn about the principle, Vygotsky, cognitive apprenticeship, and that learning is something that learners do that’s really quite independent of what teachers do.
  • That topic lead naturally into the role of The Teacher where I described a model of teacher as being neither “sage” nor “guide” but rather “bridge.”
  • Ironically, one of the ideas that kept cropping up was Learning, Technology, and Age. I got rather tired of hearing about how this class of mostly thirty-somethings were “too old” to assimilate the lessons of technology easily. As a card carrying member of AARP, I had some words for them.
  • There were a lot more posts, but I think these are pretty much the ones that I’m happiest with.

So, that’s where I’ve been for the last four months. I’m back now,


Teaching Online

May 7th, 2006

Teachers don’t like to go to school.

This probably seems self evident. I suspect this is because they know what goes on in school and are less interested in subjecting themselves to the same kinds of activities that they subject their students to. This is probably doubly true of online classes.

And I’m also being quite righteously “tongue-in-cheek” here.

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Megalopoli

April 12th, 2006

The BigDog asks these interesting questions — several of which have been on my mind lately.

CogDogBlog » Blog Archive » Online Community Megalopoli
[W]hat sorts of online community based things do you participate in? How many are outside your organization? What is your level of involvement? What would make one something that will sustain your interest.

I’ve been participating in online communities since before there was web, really. It started out with IRC in the late 80s and early 90’s then moved into the text based MUDs, MUSHes, and MUSEs. Tapped-In is an evolved version of MOO with a graphical component layered on top. What made those communities work — and there were often two or three hundred people at a time online — was that there was “something to do” and it was generally more fun to do it in a groups. In MUDs the objective is to slay beasts, gain treasure, and increase skills — sorta like the old Zork games on steroids. In MUSE/MUSH/MOO environments the objective was to create fantastic worlds and experiences — like writing your own interactive novels. Of course, making them ‘cool’ and sharing them with your friends was key.

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