Reflection Journal

(Part 3)

The use of Jay, J.K. and Johnson, K.L. (2002) reflective model and Wenger-Trayner, E., & Wenger-Trayner, B. (2015) perspective of Communities of Practice have shaped what I have used in this blog.

Descriptive:

Activity 3: Inquiry Topic – Networking through different platforms by engaging 21^st century skills of collaboration.

The Domain:

The internet in general has provided the means to broaden our horizons, to communicate with distant relatives or business associates. It has enabled us to produce different platforms or learning models for people, who have access, to learn and discover different topics or trends of the time. It provides different modes of interaction from video, e-mail and social media. The internet has become one of the most powerful vehicles of knowledge and communication. So enhancing the skills associated with these avenues of networking will engage learning.

The Community:

My community of learning is made up of a small group of professionals that share the same subject matter of science and mathematics. We meet sporadically throughout the year and share different ways we can enhance knowledge through learning. Mainly through Vlogs, Khan Academy, Google classes, uploaded information to Google drive. This has been the method of sharing, but through this way real time communication can be used through the use of social networking or video conferencing.

When the time is available face to face time is important, but having colleagues you interact with at a distance does have its inconveniences so the above methods are useful for time management.

The Practice:

These aspects for me are the areas that work in the classroom. The success of the learning through the shared collaboration the community has established. It is enhancing the 21^st century skills of networking and navigating that the students should have to broaden their knowledge base. But skills ultimately they can use in different educational needs.

Comparative:

Wenger, E (1998) states that Communities of practice" interact, do things together, negotiate new meanings, and learn". This perhaps is one message that resonates with me, but relates to the collaborative and 21^st century nature of my blog. This statement proves to be a turning point in the knowledge we share, and how we share it. It is through these new meanings or new ways of learning that we can develop a process that enhances the students’ capacity for networking. In turn new leaning will be the result.

Critical reflection:

As a CoP we have a shared interest in providing an environment where you are able to contribute to a discussion and share different points of view. This ultimately leads to an outcome where your students develop a skill set that helps them understand the knowledge they have gained but knowledge that can use for a variety of situations. Different point of views informs decision and looking and different perspectives help with your own learning.

References:

Jay, J.K. and Johnson, K.L. (2002) Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85

Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.

Wenger-Trayner, E., & Wenger-Trayner, B. (2015). Introduction to communities of practice: A brief overview of the concept and its uses. Retrieved from http://wenger-trayner.com/introduction-to-communities-of-practice/

Wenger, E.(2000). Communities of practice and social learning systems. Organization,7(2), 225-246.

Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press