Book contents
- Frontmatter
- Contents
- List of Contributors
- Series Foreword
- Foreword
- Preface and Acknowledgments
- In Memoriam
- PART I COMING TO TERMS WITH COMMUNITY
- PART II DESIGNING FOR WEB-SUPPORTED COMMUNITY
- PART III FOSTERING COMMUNITY/MEMBER PARTICIPATION
- PART IV RESEARCHING ONLINE COMMUNITY
- 11 Scholarly Networks as Learning Communities
- 12 Computer-Mediated Discourse Analysis
- 13 Shared “We” and Shared “They” Indicators of Group Identity in Online Teacher Professional Development
- 14 Sociocultural Analysis of Online Professional Development
- Index
- Titles in the series
- References
14 - Sociocultural Analysis of Online Professional Development
A Case Study of Personal, Interpersonal, Community, and Technical Aspects
Published online by Cambridge University Press: 05 June 2012
Book contents
- Frontmatter
- Contents
- List of Contributors
- Series Foreword
- Foreword
- Preface and Acknowledgments
- In Memoriam
- PART I COMING TO TERMS WITH COMMUNITY
- PART II DESIGNING FOR WEB-SUPPORTED COMMUNITY
- PART III FOSTERING COMMUNITY/MEMBER PARTICIPATION
- PART IV RESEARCHING ONLINE COMMUNITY
- 11 Scholarly Networks as Learning Communities
- 12 Computer-Mediated Discourse Analysis
- 13 Shared “We” and Shared “They” Indicators of Group Identity in Online Teacher Professional Development
- 14 Sociocultural Analysis of Online Professional Development
- Index
- Titles in the series
- References
Summary
Robert is from Iowa, now living in a small town near the Rhone river valley in central France with his French wife and two children. He teaches English as a foreign language in the local high school, where he has only a handful of colleagues who share his educational interests. He turned to the Internet five or six years ago to find “intelligent contact with English-speaking people.” More recently, he joined an email list about an online pedagogical approach called InternetInquiry. Then, while planning to lead local workshops on “teacher training in educational technology,” Robert joined Tapped In (http://www.tappedin.org) – a multi-user virtual environment (MUVE) designed to promote teacher professional development – and soon “fell in love” with the environment. By the time we interviewed him seven months later, he had designed his online office, attended more than forty seminars – including monthly sessions on the topic of InternetInquiry – and launched his own weekly seminar about language learning.
In this chapter, we describe and analyze Robert's experience in Tapped In and related changes in his professional practice. While his experience is not necessarily typical of participants in Tapped In or other online communities, the particular details of his activities illustrate issues common to many educators who seek to develop their professional practice through participation with colleagues in online communities.
- Type
- Chapter
- Information
- Designing for Virtual Communities in the Service of Learning , pp. 404 - 436Publisher: Cambridge University PressPrint publication year: 2004
References
Barab, S., McKinster, J., Scheckler, R. (this volume). Designing system dualities: Characterizing online community
Bourdieu, P. (1977). Outline of a Theory of Practice. New York: Cambridge University Press
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press
Burke, K. (1945/1969). A Grammar of Motives. Berkeley: University of California Press
Cole, M. (1996). Cultural Psychology: A Once and Future Discipline. Cambridge, MA: Harvard University Press
Curtis, P. (1997). Mudding: Social phenomena in text-based virtual realities. In Kiesler, S. (Ed.). Culture of the Internet (pp. 121–142). Mahwah, NJ: Lawrence Erlbaum Associates
D'Andrade, R. G. (1987). A folk model of the mind. In Dorothy C. Holland & Naomi Quinn (Eds.). Cultural Models in Language and Thought (pp. 112–148). New York: Cambridge University PressCrossRef
D'Andrade, R. G. (1995). The Development of Cognitive Anthropology. Cambridge: Cambridge University Press
(2000). Surveying the Landscape of Immigration: Social Psychological Perspectives. Journal of Community & Applied Social Psychology, 10 (5), pp. 421–4313.0.CO;2-Y>CrossRefGoogle Scholar
Engestrom, Y, Miettinen, R., & Punamaki, R. (1999). Perspectives on Activity Theory. New York: Cambridge University Press
Fusco, J. (2002). Personal communication
Glaser, B. G., & Strauss, A. L. (1967). Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine
Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and Agency in Cultural Worlds. Cambridge, MA: Harvard University Press
Holland, D. & Lave, J. (2001). History in Person: Enduring Struggles, Contentious Practice, Intimate Identities. Santa Fe, NM: School of American Research Press
Holland, D. C., & Quinn, N. (Eds.). (1987). Cultural Models in Language and Thought. New York: Cambridge University Press
Lave, J. (1988). Cognition in Practice: Mind, Mathematics and Culture in Everyday Life. Cambridge MA: Cambridge University Press
(1987). Socializing the knowledge transfer problem. International Journal of Educational Research, 11 (6), pp. 639–663CrossRefGoogle Scholar
Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive Development in Social Context. New York: Oxford University Press
Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. del Rio, & A. Alvarez (Eds.). Sociocultural Studies of Mind (pp. 139–163). Cambridge: Cambridge University PressCrossRef
Rogoff, B. (1998). Cognition as a collaborative process. In W. Damon (series ed.) & D. Kuhn & R. S. Seigler (vol. eds.), Handbook of Child Psychology: Vol. 2. Cognition, Perception and Language (pp. 679–744). New York: Wiley
Rogoff, B. (2003). The Cultural Nature of Human Development. New York: Oxford University Press
Rogoff, B., Baker-Sennett, Lacasa, P., & Goldsmith, D. (1995). Development through participation in sociocultual activity. In J. J. Goodnow, P. J. Miller, & F. Kessel. Cultural Practices as Contexts for Development. No. 67. Spring. San Francisco: Jossey-Bass Publishers
, , , (2002).Mutual contributions of individuals, partners, and institutions: Planning to remember in Girl Scouts cookie sales. Social Development, 11(2) pp. 266–289CrossRefGoogle Scholar
Schank, P., Fenton, J., Schlager, M., & Fusco, J. (1999). From MOO to MEOW: Domesticating Technology for Online Communities. In C. Hoadley (Ed.), Proceedings of Computer Support for Collaborative Learning 1999 (pp. 518–526). Hillsdale, NJ: ErlbaumCrossRef
Schlager, M., Fusco, J., & Schank, P. (2002). Evolution of an On-line Education Community of Practice. In K. A. Renninger and W. Shumar (Eds.). Building Virtual Communities: Learning and Change in Cyberspace. (pp. ;129–158). Cambridge University PressCrossRef
Schuler, D., & Namioka, A. E. (1993). Participatory Design: Principles and Practices. Mahwah, NJ: Lawrence Erlbaum
Shore, B. (1996). Culture in Mind: Cognition, Culture and the Problem of Meaning. New York: Oxford University Press
Strauss, C. (1992). Models and motives. In Roy D'Andrade & Claudia Strauss (Eds.), Human Motives and Cultural Models (pp. 1–20). New York: Cambridge University PressCrossRef
Tatar, D., Gray, J., & Fusco, J. (2002). Rich Social Interaction in a Synchronous Online Community for Learning. Paper presented at the Computer Support for Collaborative Learning Conference, Boulder, CO.CrossRef
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Cambridge, MA: Harvard University Press
Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. New York: Cambridge University Press
Wertsch, J. V. (1991). Voices of the Mind: A Sociocultural Approach to Mediated Action. Cambridge, MA: Harvard University Press
Wertsch, J. V. (1998). Mind as Action. New York: Oxford University Press
- 8
- Cited by