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Online and Social Networking Communities : A Best Practice Guide for Educators - Karen Kear

Online and Social Networking Communities

A Best Practice Guide for Educators

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Published: 8th November 2010
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Online and Social Networking Communities is a professional guide written for educational practitioners and trainers who wish to use online communication tools effectively in their teaching. Focusing on the student experience of learning in online communities, it addresses a web 2.0a (TM) and other a social softwarea (TM) tools and considers the role these technologies play in supporting student learning and building learning communities.

The guide offers:

  • real-world case studies and quality research
  • a must-have list of useful resources
  • guidance on building and supporting online learning communities
  • information on how collaborative learning assessment differs from assessment of individual learning
  • coverage of wikis, forums, blogging and micro-blogging, instant messaging, YouTube, Facebook, Second Life, Twitter, Flicker, desktop audio, videoconferencing, and social networking sites.

Online and Social Networking Communities helps educators and trainers develop a critical approach by exploring online teaching from both the student and educatora (TM)s perspective. This practical guide provides the tools to become a confident and thoughtful online educator, able to create successful and enjoyable learning experiences for your students.

List of Figuresp. xiii
List of Tablesp. xv
List of Case Studiesp. xvii
Series Editor's Forewordp. xix
Acknowledgementsp. xxi
Introductionp. 1
Learning in Social Networksp. 1
Collaborative Learning Onlinep. 2
Concepts of Communityp. 3
Tools for Online Communitiesp. 4
Terminologyp. 5
Overview of the Bookp. 6
Theories of Learning in Online Communitiesp. 9
Theories of Learningp. 9
Situated and Authentic Learningp. 12
Case Study - Canadian Border Crossing in a Virtual World: A Simulation in Second Lifep. 13
Communities of Practicep. 17
Social Aspects of Online Learning Communitiesp. 17
The Community of Inquiry Frameworkp. 19
Case Study - Hope This Helps: Peer Learning Using Discussion Forumsp. 22
Laurillard's Conversational Frameworkp. 24
Salmon's Five-Stage Modelp. 25
Summaryp. 26
Key Points for Practitionersp. 27
Further Readingp. 27
Tools for Online Learning Communitiesp. 29
Categorizing Communication Toolsp. 30
Asynchronous Communication Toolsp. 31
Case Study - Ekademia: A Learning Environment Using Elgg Social Softwarep. 38
Synchronous Communication Toolsp. 42
Students' Views of Online Communication Toolsp. 45
Case Study - Pedagogical Discourse: Tools for Promoting Learning and Participation in an Online Discussion Forump. 48
Choosing and Using Tools for Online Communitiesp. 52
Key Points for practitionersp. 52
Further Readingp. 53
Benefits and Problems of Online Learning Communitiesp. 55
Benefits of Online Learning Communitiesp. 55
Case Study - Blogging to Build Community Among Pre-Service Teachersp. 60
Problems of Online Learning Communitiesp. 62
Case Study - Online Discussion and Community: Barriers to Participationp. 67
Increasing the Benefits and Reducing the Problemsp. 71
Summaryp. 76
Key Points for Practitionersp. 76
Further Readingp. 76
Too Much Informationp. 77
Research on Information Overloadp. 78
Overload in Forums: Students' and Teachers' Viewsp. 79
Following the Threadp. 81
Recommending and Ratingp. 86
Filteringp. 87
Bookmarkingp. 87
Case Study - Sorting the Wheat from the Chaff: New Features for Discussion Forumsp. 88
Using Information on the Webp. 91
Social Bookmarking and Taggingp. 93
Case Study - Sharing with the Shababp. 95
The Collectivep. 98
Key Points for Practitionersp. 99
Further Readingp. 100
Feeling Connectedp. 101
Research on Social Aspects of Online Learningp. 101
Students' Views on Online Communityp. 104
Case Study - Sharing Images, Creating Communitiesp. 105
Encouraging Community Onlinep. 108
Member Profilesp. 113
Social Network Sites for Learning Communitiesp. 116
Case Study - Using Twitter to Build Peer Communitiesp. 118
Key Points for Practitionersp. 121
Further Readingp. 121
In Real Timep. 123
Synchronous Chatp. 124
Instant Messagingp. 125
Students' Views on Instant Messagingp. 127
Case Study - Real-Time Communication in a Mathematics Online Learning Communityp. 129
Audio- and Videoconferencingp. 131
Case Study - Synchronous Conferencing for Language Learningp. 137
Virtual Worldsp. 140
Key Points for Practitionersp. 143
Further Readingp. 143
Assessment for Learning in Online Communitiesp. 145
Assessment for Learningp. 145
Assessment and Feedbackp. 147
Computer-assisted Assessmentp. 147
Peer Assessment and Reviewp. 149
Self-assessmentp. 150
E-portfolios for Reflection and Feedbackp. 151
Case Study - Peer Assessment Via E-Portfolios: The Issue of Anonymityp. 152
Collaboration and Participationp. 155
Online Group Projectsp. 158
Case Study - Using Forums and Wikis for a Group Projectp. 162
Collusion and Plagiarismp. 165
Key Points for Practitionersp. 166
Further Readingp. 166
Supporting Online Learning Communitiesp. 167
The Changing Role of the Teacherp. 167
The Learnersp. 168
The Course Topicp. 171
The Available Technologiesp. 173
Three Short VLE Case Studiesp. 174
Case Study - Using Online Communication to Support Young Learners of Englishp. 176
The Teacherp. 179
Teachers' Views and Experiencesp. 181
Online Learning in a Developing Worldp. 185
Case Study - Using Open Educational Resources in a Developing Countryp. 186
Referencesp. 191
Indexp. 201
Table of Contents provided by Ingram. All Rights Reserved.

ISBN: 9780415872478
ISBN-10: 0415872472
Series: Open & Flexible Learning Series
Audience: Tertiary; University or College
Format: Paperback
Language: English
Number Of Pages: 210
Published: 8th November 2010
Publisher: Taylor & Francis Ltd
Country of Publication: GB
Dimensions (cm): 23.5 x 15.24  x 1.91
Weight (kg): 0.32
Edition Number: 1