The article states that young people learn through using computers, because it “somehow releases their natural creativity and desire to learn, which are blocked and frustrated by old-fashioned methods”.
I disagree with this, as I know younger children (i.e. my cousins) who still don’t use computers to learn, so surely it only applies to children when they reach a certain age, i.e. junior school? Also – I don’t know about anyone else’s town/city, but where I live, you only do your work on computers when your in sixth form, or if your in lower years – when you’re in an I.T. lesson – so you learn everything else by “old-fashioned methods” – which apparently don’t work? (p.77)
Friday, 28 March 2008
Thursday, 27 March 2008
Article 3, DISAGREEMENT (or not more to the point!)
I didn’t really disagree with this article, as I found everything quite relevant to my own lifestyle. If I am making an arrangement to meet someone etc, then it’s always done through my phone instead of the old traditional methods, i.e. planning times, place etc weeks before! I agree with everything the article says as I often text last minute to find out the plans – because I can, and because I am aware and use to the converged media that is available for me to use.
Article 4, DISAGREEMENT
The article was quite descriptive of the converged media’s out there now, so there was not really a great deal to disagree with!
The only things I could disagree with is that it seemed to generalise people a lot, say for example that for people who didnt like the concept of converged media, it was because it would effect business's? But surely that is not the case for everyone who doesnt like the concept of converged media.
It also made a comment about how enabling consumers to become apart of the production, i.e. produsers, is the best thing ever sort of thing - but thats not how everyones going to feel? People who dont care about technology/media are not going to be interested or think its particularly great that they can contribute or spend all day online etc - they're going to think the most "powerful force of our time" is something else!
The only things I could disagree with is that it seemed to generalise people a lot, say for example that for people who didnt like the concept of converged media, it was because it would effect business's? But surely that is not the case for everyone who doesnt like the concept of converged media.
It also made a comment about how enabling consumers to become apart of the production, i.e. produsers, is the best thing ever sort of thing - but thats not how everyones going to feel? People who dont care about technology/media are not going to be interested or think its particularly great that they can contribute or spend all day online etc - they're going to think the most "powerful force of our time" is something else!
Article 5, DISAGREEMENT
I disagree with the quote I have used in the abstract RE photo albums being a thing of the past. I think that although young people have become more used to newer forms of photos, i.e. sending them through mobiles etc, photo albums will always be around! Although I have many a photo in many different ‘new technology’ places, I still like to get them printed off for safe keep if they mean a lot too me, and I think this is the case for younger people too, even baby’s as their parents might put together photo albums of their life for them.
I think that although media is changing for people, the old traditions will always remain, just like these traditions we are creating now will remain too, I think everything will develop on top of each other, but some people might prefer the ‘old’ way, even if they did not live in that time, etc.
I think that although media is changing for people, the old traditions will always remain, just like these traditions we are creating now will remain too, I think everything will develop on top of each other, but some people might prefer the ‘old’ way, even if they did not live in that time, etc.
Monday, 17 March 2008
Week 8, 5 Websites dealing with Digital Immigration, WEBSITE NO 1
This webpage has a very short article on it regarding digital immigration. I found it interesting and decided to use it because it is critical of the term digital immigration! The author explains how there is the people who created internet in the first place etc, and how it’s impossible to call them a digital immigrant in comparison to someone who is younger just because they use Facebook and the like!
I thought this website was good because it summarized a counter argument in a paragraph or two, and was really easy to read, anyone could understand it! I thought it was also good because it had a picture of the author, whom is not a ‘teenager’ or young, so therefore probably classed as a digital immigrant, and she is online making a webpage etc – clearly going against the digital immigrant age range, actually the majority of the websites I have looked at are all by people of older age who would be classed as a digital immigrant by X.
I thought this website was good because it summarized a counter argument in a paragraph or two, and was really easy to read, anyone could understand it! I thought it was also good because it had a picture of the author, whom is not a ‘teenager’ or young, so therefore probably classed as a digital immigrant, and she is online making a webpage etc – clearly going against the digital immigrant age range, actually the majority of the websites I have looked at are all by people of older age who would be classed as a digital immigrant by X.
Week 8, 5 Websites dealing with Digital Immigration, WEBSITE NO 2
This webpage article is by the person who defined the term digital immigration and its counterpart. It was produced in 2005! The article is good for seeing what X meant by his definitions and what actions he wanted to be undertook, it also explains ways this can happen.
It starts with commenting on how teachers are still teaching students in the way they always have, without recognizing the need for change. He explains how digital immigrants will always keep their ‘accent’ because it is how they where bought into the world, so they will do things such as checking manuals before doing something, where as digital immigrants counterparts do not do this.
They make conclusions such as “Students could learn algebra far more quickly and effectively if instruction were available in game format.” This overall demonstrates the whole article, as the article is arguing for the understanding that institutions need to change to fit in with digital immigrations counterpart. “More and more of our students lack the true prerequisites for learning—engagement and motivation—at least in terms of what we offer them in our schools. Our kids do know what engagement is: Outside school, they are fully engaged by their 21st century digital lives.”
I suppose it is left to the reader to decide wether they think the definitions in place are true to life or not, Should people think that just because technology is so popular know that it is the only way people learn? I don't think I'd like learning everything through computer games etc, although I like technology - I dont use computer games etc.
It starts with commenting on how teachers are still teaching students in the way they always have, without recognizing the need for change. He explains how digital immigrants will always keep their ‘accent’ because it is how they where bought into the world, so they will do things such as checking manuals before doing something, where as digital immigrants counterparts do not do this.
They make conclusions such as “Students could learn algebra far more quickly and effectively if instruction were available in game format.” This overall demonstrates the whole article, as the article is arguing for the understanding that institutions need to change to fit in with digital immigrations counterpart. “More and more of our students lack the true prerequisites for learning—engagement and motivation—at least in terms of what we offer them in our schools. Our kids do know what engagement is: Outside school, they are fully engaged by their 21st century digital lives.”
I suppose it is left to the reader to decide wether they think the definitions in place are true to life or not, Should people think that just because technology is so popular know that it is the only way people learn? I don't think I'd like learning everything through computer games etc, although I like technology - I dont use computer games etc.
Week 8, 5 Websites dealing with Digital Immigation, WEBSITE NO 3
This website page was posted on December 5th 2007, so is relatively up-to-date.
The author starts with commenting on how when the term of digital immigration and its counterpart came out in 2001, he seen it as “a powerful new way of thinking about generational differences about media literacy education”.
He outlines the definitions that where originally outlined for the term digital immigration by X. His article covers the concept which is something that came to my mind, that by referring to all young people as digital immigrant’s counterpart, it does not take into account the fact that not all young people have access to technology or are experienced with it.
The website article has been produced by a professional, whom also writes books. There is a few references, but not that many. There is room for people to leave their comments on his article and develop debates/opinions with others.
The author starts with commenting on how when the term of digital immigration and its counterpart came out in 2001, he seen it as “a powerful new way of thinking about generational differences about media literacy education”.
He outlines the definitions that where originally outlined for the term digital immigration by X. His article covers the concept which is something that came to my mind, that by referring to all young people as digital immigrant’s counterpart, it does not take into account the fact that not all young people have access to technology or are experienced with it.
The website article has been produced by a professional, whom also writes books. There is a few references, but not that many. There is room for people to leave their comments on his article and develop debates/opinions with others.
Week 8, 5 Websites on Digital Immigration, WEBSITE NO 4
I found this website quite interesting! So thought I’d use it as an example so that when URL’s go up, we can all see examples of why the term digital native was invented! Although it doesn’t explain that, it gives lots of posts (it’s a blog) which demonstrate and link to other areas, which illustrate education through new ways. (Way’s you wouldn’t of even thought of! The likes of Facebook for example!)
However, The content it concludes of (the stuff I looked at anyway) doesn’t seem to be very ‘educational’ – more so ‘socially’ educational perhaps. The writer is unsure as to whether educational institutions will be able to run on the methods they are currently for much longer (i.e. without teaching via technology.) “The question that remains for me is whether education can evolve on its own...or whether it will be transformed and revolutionized by outside forces”.
The website I am talking about here is a blog, it’s posts that I looked at varied from Janruary 2008 to June 23rd 2007. I am not sure who the actual produser is, however I found it quite interesting in terms of demonstrating how we learn through technology. Hopefully you will too!
However, The content it concludes of (the stuff I looked at anyway) doesn’t seem to be very ‘educational’ – more so ‘socially’ educational perhaps. The writer is unsure as to whether educational institutions will be able to run on the methods they are currently for much longer (i.e. without teaching via technology.) “The question that remains for me is whether education can evolve on its own...or whether it will be transformed and revolutionized by outside forces”.
The website I am talking about here is a blog, it’s posts that I looked at varied from Janruary 2008 to June 23rd 2007. I am not sure who the actual produser is, however I found it quite interesting in terms of demonstrating how we learn through technology. Hopefully you will too!
Week 8, 5 Websites dealing with Digital Immigration, WEBSITE NO 5
This page within the website was posted in October 2007, so it is relatively up to date. The page argues with the concept of digital Immigration and its counterpart. The writer of the article thinks that the term digital immigration is a mere buzz word which has not succeeded in the reason why it was introduced.
The writer agrees with the main arguments of digital immigration that students now think “differently” to how they used too and that teaching institutions need to change. However he does not agree with the reasons for this as set out by X when he defined his definition of Digital Immigration and its counterpart. He instead believes that teaching institutions need to change because of their “increasing complexity of society and globalization”. He believed that students needed to learn how to function in the “world that is unfolding”. So his argument was that people need to know how to be technologically advanced for the future world, but they didn’t need too be taught via technology – “education plays a role in society that goes beyond reacting to emerging trends”.
To be critical towards the writer’s argument, I’d have to say that surely by accepting that students need to be educated so that they are prepared for the world that is unfolding, shows just how much the world has changed, i.e. it is now a lot more technologically dependant than before? However, I guess this doesn’t necessarily mean that technology is the only way students can learn. Or that they need to learn through technology just because of all the technology that is now available. “The school system is in need of overhaul, the overhaul is needed because society has changed, not because learners have iPods.”
Which leads me to think about ‘websites’ that are criticizing the terms of digital immigration and its counterpart when they are using the internet to ‘educate’ us on their opposing argument to digital immigration. Particularly when digital immigrations counterpart usually always check the internet first for information – so really this article is ‘educating’ them on something online, not by other methods… which surely demonstrates the whole concept that generations have changed and there is a divide in terms of how they learn through technology compared to how they used too learn a while back? So surely when the writer says that institutions don’t need to fit in with emerging trends – he, himself is fitting in with the ‘trend’ as he calls it, by educating people of his own opinions online.
This website is difficuilt to read in areas, I had to go over it a few times, but has some interesting points within it. It has a few references, which I think are good ones! It comes from a website which I think is potentially quite academic. It also allows room for people to leave comments.
The writer agrees with the main arguments of digital immigration that students now think “differently” to how they used too and that teaching institutions need to change. However he does not agree with the reasons for this as set out by X when he defined his definition of Digital Immigration and its counterpart. He instead believes that teaching institutions need to change because of their “increasing complexity of society and globalization”. He believed that students needed to learn how to function in the “world that is unfolding”. So his argument was that people need to know how to be technologically advanced for the future world, but they didn’t need too be taught via technology – “education plays a role in society that goes beyond reacting to emerging trends”.
To be critical towards the writer’s argument, I’d have to say that surely by accepting that students need to be educated so that they are prepared for the world that is unfolding, shows just how much the world has changed, i.e. it is now a lot more technologically dependant than before? However, I guess this doesn’t necessarily mean that technology is the only way students can learn. Or that they need to learn through technology just because of all the technology that is now available. “The school system is in need of overhaul, the overhaul is needed because society has changed, not because learners have iPods.”
Which leads me to think about ‘websites’ that are criticizing the terms of digital immigration and its counterpart when they are using the internet to ‘educate’ us on their opposing argument to digital immigration. Particularly when digital immigrations counterpart usually always check the internet first for information – so really this article is ‘educating’ them on something online, not by other methods… which surely demonstrates the whole concept that generations have changed and there is a divide in terms of how they learn through technology compared to how they used too learn a while back? So surely when the writer says that institutions don’t need to fit in with emerging trends – he, himself is fitting in with the ‘trend’ as he calls it, by educating people of his own opinions online.
This website is difficuilt to read in areas, I had to go over it a few times, but has some interesting points within it. It has a few references, which I think are good ones! It comes from a website which I think is potentially quite academic. It also allows room for people to leave comments.
Thursday, 6 March 2008
Zambia & New media cultures unit
The University of Zambia carries out internal and external tutoring for degree's. A lot of the lecturers of the University found the distance learning (external) very time consuming compared to the internal tutoring. This was because "It requires that more assignments be set to make up for the lack of regular contact with students and this creates a very heavy marking load".
I found that this went quite well with our own new media cultures unit, alot of people think the unit is very time consuming, and although I agree it is more time consuming than others, we have to remember that it is only so time consuming because the tutors need to see that we are learning what we are meant to be, therfor set work for us. I think that the communication and persuasion unit is potentially nearlly as time consuming, as you have to do a lot of reading/notes on it each week, however because it isnt online - and isnt something that we are not used too, do you think that is why we havent picked up on that being more time consuming than a unit has been before?
I think that what Clark et al stated is quite true "that enjoyment of distance teaching/learning was related to effort and reflected the reward structure". I think that if you are doing well with the distance learning, i.e. you are doing what is expected of you each week etc, then you will actually enjoy it. I think that doing little bits each week is much better than doing TWO assignments at the end each worth 100%!
I found that this went quite well with our own new media cultures unit, alot of people think the unit is very time consuming, and although I agree it is more time consuming than others, we have to remember that it is only so time consuming because the tutors need to see that we are learning what we are meant to be, therfor set work for us. I think that the communication and persuasion unit is potentially nearlly as time consuming, as you have to do a lot of reading/notes on it each week, however because it isnt online - and isnt something that we are not used too, do you think that is why we havent picked up on that being more time consuming than a unit has been before?
I think that what Clark et al stated is quite true "that enjoyment of distance teaching/learning was related to effort and reflected the reward structure". I think that if you are doing well with the distance learning, i.e. you are doing what is expected of you each week etc, then you will actually enjoy it. I think that doing little bits each week is much better than doing TWO assignments at the end each worth 100%!
Week 7, China - TV University!
http://www1.worldbank.org/disted/Technology/broadcast/tv-02.html
Well I'd never of thought that such a thing as Television University's would exsist! I had NEVER heard of this before! Learning you're degree through a TV programme? Sounds absolutely crazy, but at the same time I can see it working! It's just like Deakin with their video streaming of lectures isnt it really! I guess it's just like attending lectures, but in the comfort of your own home!
A radio programme that teaches you you're degree! Could you imagine it!
When it said how "the enrolment rate in China's higher education was less than 2 per cent" sort of show's why they did do it this way, I mean where people not attending because University's where so far and few between?
I was absolutely amazed that "The enrolment of these radio and television universities over the last eight years has totalled 1,291,833, and 590,941 students have graduated." - Probably so shocked because I never knew such University's exsisted!
The fact there is all these different stages that you could attend at, made me think that maybe, depending on what level you did, depended on how 'good' your degree was. I did think before I got to this part of the text, that I wondered if they where to come here, that their degree would be considered the same as all of ours?
Although I suppose technically they're doing as much work etc, but how do they get the access to all the academic books they'd need etc? Or because they cant gain access too it, does it mean their work doesnt have to be as academic? Or do they still go through an actual University, but they just do everything through TV/Radio - like Deakin University, they still attended an actual Uni, but just did some stuff online.
I did wonder aswell, why they invented such a thing? I mean, there is university's in China - so why didnt they just expect their students to come too them, why did they create this way for them to learn? You'd think that by the lack of people attending the Uni's as mentioned above, they'd just leave it?
I think that this way of doing it, is good, as they do still offer the face to face teaching too. So I suppose it is just like going to University, you know that if you need contact with a tutor face to face then you can have it, so technically they are just viewing the same lectures that they would if they attended a University.
Well I'd never of thought that such a thing as Television University's would exsist! I had NEVER heard of this before! Learning you're degree through a TV programme? Sounds absolutely crazy, but at the same time I can see it working! It's just like Deakin with their video streaming of lectures isnt it really! I guess it's just like attending lectures, but in the comfort of your own home!
A radio programme that teaches you you're degree! Could you imagine it!
When it said how "the enrolment rate in China's higher education was less than 2 per cent" sort of show's why they did do it this way, I mean where people not attending because University's where so far and few between?
I was absolutely amazed that "The enrolment of these radio and television universities over the last eight years has totalled 1,291,833, and 590,941 students have graduated." - Probably so shocked because I never knew such University's exsisted!
The fact there is all these different stages that you could attend at, made me think that maybe, depending on what level you did, depended on how 'good' your degree was. I did think before I got to this part of the text, that I wondered if they where to come here, that their degree would be considered the same as all of ours?
Although I suppose technically they're doing as much work etc, but how do they get the access to all the academic books they'd need etc? Or because they cant gain access too it, does it mean their work doesnt have to be as academic? Or do they still go through an actual University, but they just do everything through TV/Radio - like Deakin University, they still attended an actual Uni, but just did some stuff online.
I did wonder aswell, why they invented such a thing? I mean, there is university's in China - so why didnt they just expect their students to come too them, why did they create this way for them to learn? You'd think that by the lack of people attending the Uni's as mentioned above, they'd just leave it?
I think that this way of doing it, is good, as they do still offer the face to face teaching too. So I suppose it is just like going to University, you know that if you need contact with a tutor face to face then you can have it, so technically they are just viewing the same lectures that they would if they attended a University.
Week 7, Deakin University
http://www.deakin.edu.au/online-offcampus/#skipTo
I found it really interesting that Deakin University did 'virtual streaming' of lectures! I think that's really good, but then I do think - if they did that here, would anyone ever go to the lecture in person? I'm not sure they would! So although the face to face option is still available, is it used that much?
I think that I'd probably have been shocked by the fact students 'had' to do at least one online unit, but since this unit, I don't think it would shock me. I'd have probably thought, how do they learn online! I bet it's difficuilt, but I know that it isnt that much different from doing it all face to face - however, I say that - but we still get the lectures, its just seminars we dont, so I suppose thinking of it like that, if you took the lectures away, then I'd probaly find this unit a lot harder, so do think it might be hard for them too.
I found it really interesting that Deakin University did 'virtual streaming' of lectures! I think that's really good, but then I do think - if they did that here, would anyone ever go to the lecture in person? I'm not sure they would! So although the face to face option is still available, is it used that much?
I think that I'd probably have been shocked by the fact students 'had' to do at least one online unit, but since this unit, I don't think it would shock me. I'd have probably thought, how do they learn online! I bet it's difficuilt, but I know that it isnt that much different from doing it all face to face - however, I say that - but we still get the lectures, its just seminars we dont, so I suppose thinking of it like that, if you took the lectures away, then I'd probaly find this unit a lot harder, so do think it might be hard for them too.
Tuesday, 4 March 2008
Week 6, Task 4. New Media Cultures unit as a Cofp!
I would say that you could relate the theory of a CofP to the new media culture unit that we are currently doing. At first I debated relating it to a CofP as I thought a CofP is when you dont have to report back to someone, but with this unit I think that perhaps we are reporting back to someone? As the tutors do want to know we are doing the work etc? (Reporting back by posting blogs so they know we are doing it I mean)
HOWEVER, I then thought actually, we did decide to come to University, therfor we decided to come to learn more about something - which is something that is important for a CofP and also we arent really 'reporting' back to the tutors, they are more so helping us to expand our learning by checking our blogs, and also, the tutors arent really coming across as having a really higher up status than us, they're just more playing the role of contributors to our learning. So baring that in mind,
I would say our joint enterprise is to learn about new media. Our goal's are all the same, to reach a certain standard via blogging each week, by sharing 'learning' thoughts on each others blogs and help expand each others learning.
I think that the experts are obviously firstly the tutors, but I dont think it is just them. I think there is the people who have done all the readings reccomended and all the tasks would be considered as an expert against those who havent done any readings and havent hardly done any blogging.
I guess newcomers could perhaps be classed as those students who havent posted anything than are suddenly starting to 'splurge' as Dave put it in todays lecture! They wouldnt really know our way of communicating through the blogs etc, so might not know what language to use (an example being they might come on and post a really big-worded blog, where as most of us now have established that the enjoyment of the blogging is the fact that it isnt really big worded, also they might post really lengthy posts - which again, we have learnt is best not to do!)
HOWEVER, I then thought actually, we did decide to come to University, therfor we decided to come to learn more about something - which is something that is important for a CofP and also we arent really 'reporting' back to the tutors, they are more so helping us to expand our learning by checking our blogs, and also, the tutors arent really coming across as having a really higher up status than us, they're just more playing the role of contributors to our learning. So baring that in mind,
I would say our joint enterprise is to learn about new media. Our goal's are all the same, to reach a certain standard via blogging each week, by sharing 'learning' thoughts on each others blogs and help expand each others learning.
I think that the experts are obviously firstly the tutors, but I dont think it is just them. I think there is the people who have done all the readings reccomended and all the tasks would be considered as an expert against those who havent done any readings and havent hardly done any blogging.
I guess newcomers could perhaps be classed as those students who havent posted anything than are suddenly starting to 'splurge' as Dave put it in todays lecture! They wouldnt really know our way of communicating through the blogs etc, so might not know what language to use (an example being they might come on and post a really big-worded blog, where as most of us now have established that the enjoyment of the blogging is the fact that it isnt really big worded, also they might post really lengthy posts - which again, we have learnt is best not to do!)
Week 6, Task 3 - Cofp online!
When asked to think about 'community's' online, I thought of just the general forum. But then I remembered reading how I should be talking about a community that has a joint enterprise, i.e. an overall goal in mind, so I did a little researching, and have found a website galled 'Learn Gospel music' at http://www.learngospelmusic.com/
At this website, members are able to be apart of community of practice as they are learning and helping others to learn about how to produce gospel music! Although there might be a heirachal structure, it will not be as strong as what you would find in an organisational unit. There might be people who perhaps know more about how to play gospel music so can therfore reccommend more advice to other people, but in return these people might be able to offer a lot of advice back about something else which is still relevant, so inevitbly they are all learning off each other.
People who use this website can go on and learn what they want, help others learn what they can, then they can go offline, they dont have to do it all then go and tell someone else - like a boss. (Like they would have too in an organisational structure)
If you go through to the forums on the website, their is forums options such as 'organ room' where you can 'learn' how to play riffs, runs and chords on the Hammond B3 organ. I think this alone could demonstrate that this particular website could constitute as a CofP as it demonstrates that people are learning through this website, without they're really being someone to report too etc.
The website could be applied to Wegners model in that its joint enterprise is to learn how to play gospel music, it's function is that people go on this website to help others and learn themselves - without willing participants to do this, the website 'might' only be able to teach people the basics. And finally it definately follows the shared repertoire as they all use the same forum to switch and swap ideas, and they all use the same vocabularly to do with the music - which we might not understand as we are not apart of the CofP, they will also have a certain style to writing the music notes online too so fellow CofP members can understand it.
At this website, members are able to be apart of community of practice as they are learning and helping others to learn about how to produce gospel music! Although there might be a heirachal structure, it will not be as strong as what you would find in an organisational unit. There might be people who perhaps know more about how to play gospel music so can therfore reccommend more advice to other people, but in return these people might be able to offer a lot of advice back about something else which is still relevant, so inevitbly they are all learning off each other.
People who use this website can go on and learn what they want, help others learn what they can, then they can go offline, they dont have to do it all then go and tell someone else - like a boss. (Like they would have too in an organisational structure)
If you go through to the forums on the website, their is forums options such as 'organ room' where you can 'learn' how to play riffs, runs and chords on the Hammond B3 organ. I think this alone could demonstrate that this particular website could constitute as a CofP as it demonstrates that people are learning through this website, without they're really being someone to report too etc.
The website could be applied to Wegners model in that its joint enterprise is to learn how to play gospel music, it's function is that people go on this website to help others and learn themselves - without willing participants to do this, the website 'might' only be able to teach people the basics. And finally it definately follows the shared repertoire as they all use the same forum to switch and swap ideas, and they all use the same vocabularly to do with the music - which we might not understand as we are not apart of the CofP, they will also have a certain style to writing the music notes online too so fellow CofP members can understand it.
Week 6, Task 2, Organisational Units/CofP
My taking on what Wegner means by an organisational unit, is something like perhaps (again use of my own example) a company, whereby you have heirachy structure, like I use to work in a finance department and there would be the supervisor who told me what to do, and I'd do it - I didnt do it or involve myself with the organisation because I wanted too! It was purely because it was my job and I had too.
I think that an organisational unit is more where heirachies can be specifically applied, where as in CofP they might be harder to apply because although there might be someone higher up telling somebody what to do, they wont be doing it in the same way as what they would be if it was an organisational unit, as at the end of the day, everyone is there out of choice not because they have to be. They are there to enjoy the learning process and all learn off each other, where as perhaps in an organisational unit they are not neccessairly their to learn anything they want to learn about etc, and also a boss might not take likely to 'learning' from someone who is in a lower job than themself!
I think that an organisational unit is more where heirachies can be specifically applied, where as in CofP they might be harder to apply because although there might be someone higher up telling somebody what to do, they wont be doing it in the same way as what they would be if it was an organisational unit, as at the end of the day, everyone is there out of choice not because they have to be. They are there to enjoy the learning process and all learn off each other, where as perhaps in an organisational unit they are not neccessairly their to learn anything they want to learn about etc, and also a boss might not take likely to 'learning' from someone who is in a lower job than themself!
Week 6, Task 1, My CofP
The CofP which I have belonged to in the past, which I am going to talk about within this post, is a Theatre class which involved Dancing, Singing and Acting.
I think that the theatre class which I attended fits in with Wenger's model of Cofp as, "communities of practice develop around things that matter to people" (http://www.ewenger.com/pub/pub_systems_thinker_wrd.doc p.2) and I believe that everyone who was apart of this theatre class, was people who where interested in the subjects that the class raised i.e. acting, singing and dancing, and not just apart of it because they had to be - as it took place on a Saturday morning so was not like part of school or anything!
The whole concept of the theatre class (which was referred to as several different things, such as, theatre school, drama class etc - just incase your wondering why I keep calling it different things!) was to learn how to act, sing and dance. Inevitbley we ended up learning from each other, particularly with the dancing if people couldnt get the moves etc.
I think that the theatre class which I attended fits in with Wenger's model of Cofp as, "communities of practice develop around things that matter to people" (http://www.ewenger.com/pub/pub_systems_thinker_wrd.doc p.2) and I believe that everyone who was apart of this theatre class, was people who where interested in the subjects that the class raised i.e. acting, singing and dancing, and not just apart of it because they had to be - as it took place on a Saturday morning so was not like part of school or anything!
The whole concept of the theatre class (which was referred to as several different things, such as, theatre school, drama class etc - just incase your wondering why I keep calling it different things!) was to learn how to act, sing and dance. Inevitbley we ended up learning from each other, particularly with the dancing if people couldnt get the moves etc.
Unlike organisational units, there is not really a boss as such, instead there was three tutors who I guess more supervised, and helped direct us in the right direction with our learning whilst also helping it improve, they also learnt from us too though - we all learnt from each other. There was not any other clear heirachal structure other than the main tutors, however obviously some participants where better at things than others so we all sort of helped each other where others lacked behind.
The learning was also expanded when some of us voluntarily took part in extra classes so that we could each do an official acting exam, we helped each other in these extra classes learn about the texts that we had chosen to recite for our exam.
Going back to general jist of this all beign part of a Cofp, I think this quote is very apparant to my experience at the drama class, "A community of practice is different from a team in that the shared learning and interest of its members are what keep it together". (p.4) This is relevant as if nobody turned up and nobody was interested in learning how to act, sing or dance, then the community would no longer exsist as it wouldnt be able to without participants who wanted to share the learning experience.
We had her own techniques for things, as we had our own excercise routines we did before dance, and our own set of vocal chord practice before a singing session etc. This demonstrates the groups shared repertoire of communial resources. Obviously someone who hadnt been before would not be able to pick these up straight away, so it was something that was developed the more time they spent becoming part of the CofP.
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