Designing To Engage: Design Principles For Blended Learning Communities In Higher Education
PROCEEDINGS
Emily Sheepy, Stefan Krueger, Haritos Kavallos, Concordia University, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
This roundtable discussion will use case studies and implementation examples to guide discussion of the design implications of various theoretical perspectives on the development of online communities to support students in higher education. The presenters will share their experiences translating design principles into practice for the development of a student community strategically aligned with the objectives of a Canadian graduate program in Educational Technology. Models to be addressed include the Communities of Practice model, Porter's model of user trajectories in online communities, Kim's model of membership cycles in online communities, and the application of Universal Design principles for learning communities.
Citation
Sheepy, E., Krueger, S. & Kavallos, H. (2012). Designing To Engage: Design Principles For Blended Learning Communities In Higher Education. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 395-399). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/41622/.
© 2012 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Barth, M., Godemann, J., Rieckmann, M., & Stoltenberg, U. (2007). Developing key competencies for sustainable development in higher education. International Journal of Sustainability in Higher Education, 8(4), 416–430.
- Kim, A.J. (2000). Community building on the Web. Berkeley, CA: Peachpit Press, xiii-xvi.
- Lea, M. (2005). “Communities of practice” in Higher Education: useful heuristic or educational model? In D. Barton& K. Tusting (Eds.), Learning in doing: Social, cognitive and computational perspectives. (pp. 180–197).
- McGuire, J.M., Scott, S.S., & Shaw, S.F. (2006). Universal design and its applications in educational environments. Remedial and Special Education. 27(3), 166-175.
- Porter, J. (2008). Designing for the social Web (First.). Berkeley, CA: New Riders, ix-xi.
- Stuckey, B. (2004) Making the Most of the Good Advice: Meta-Analysis of Guidelines for Establishing an InternetMediated Community of Practice. IADIS Web Based Communities Conference. Lisbon, Portugal.
- Wang, F., & Hannafin, M.J. (2005). Design-Based Research and Technology-Enhanced Learning Environments. Educational Technology Research and Development, 53(4), 5–23.
- Wenger, E. (2010). Conceptual Tools for CoPs as Social Learning Systems: Boundaries, Identity, Trajectories and Participation. In C. Blackmore (Ed.), Social Learning Systems and Communities of Practice (pp. 125–143).
- Werquin, P. (2012). The missing link to connect education and employment: recognition of non-formal and informal learning outcomes. Journal of Education and Work, 25(3), 259–278.
- Whittaker, S., Isaacs, E., & O’Day, V. (1997). Widening the net. Workshop report on the theory and practice of physical and network communities. SIGCHI Bulletin, 29(3), 27-30.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References