Learning Community

Background

basically most good online learning in the 1990s was an attempt to build into education the ideas from virtual communities. Students were motivated to study collectively and collaboratively - rather than in classic individuated distance mode - by participating in the community (and thus in their learning). The concept remains important. While knowledge networking must be accounted for, we would lose something valuable if we did not also remain committed to creating effective communities within which students learned.

Learning Community focus for tasks and discussion

One of the sources for components of the assessable portfolio is the mundane and ongoing private 'interactions' which are life of the learning community within a unit of study: discussion, exchange, more or less structured tasks that are shared. Selected, collated and analysed examples are included in the portfolio.

Knowledge networking is a complement to thinking about the relationship between assessment and community activity: using this term, we can think of the differences between communities and networks which mark out the differences between learning in concert with others as a collective, and learning as an individual, by linking to like-minded individuals.

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