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Social software for virtual mobility: an online community of practice-based learners

Keegan, H 2007, Social software for virtual mobility: an online community of practice-based learners , in: EDEN 2007 New learning 2.0? Emerging digital territories. Developing continuities. New divides, 13-16 June 2007, Naples, Italy.

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    Abstract

    International internship programmes are now embedded into the mainstream delivery of the majority of HE institutions, offering learners the opportunity to link theory and practice while developing linguistic and intercultural competences. Virtual mobility is also being recognised as a viable and practical alternative to physical mobility, with educational cultures and behaviours being transformed as new technologies and tools allow learners to share knowledge and experiences across boundaries of time and space. This paper reports on the EU funded Socrates-Minerva ESMOS project, where group blogs are being used to nurture online communities of professional practice in clinical education. A key aspect of the project has been the paradigm shift from tutor-student dialogue to tripartite online communication between tutors and learners, with tutors facilitating peer-to-peer mentoring and support between students in the UK and those based overseas. This type of virtual mobility has enabled learners to gain an international perspective on the link between theory and practice during their clinical experiences while developing a culture of reflection, critical analysis and collaborative learning. The case study presented here demonstrates the benefits of blogging as a learner-centred support tool, connecting geographically dispersed peers in an online community of practice.

    Item Type: Conference or Workshop Item (Paper)
    Uncontrolled Keywords: Community of Practice, Community of Inquiry, Social Software, Blogs, Blogging, Student, Mobility
    Themes: Subjects / Themes > L Education > L Education (General)
    Subjects outside of the University Themes
    Schools: Colleges and Schools > College of Science & Technology
    Colleges and Schools > College of Science & Technology > School of Computing, Science and Engineering
    Colleges and Schools > College of Science & Technology > School of Computing, Science and Engineering > Virtual Environments & Future Media Research Centre
    Refereed: Yes
    Depositing User: HL Keegan
    Date Deposited: 12 May 2010 14:47
    Last Modified: 20 Aug 2013 17:18
    References: 1. BAKER, J. D. (2004) An investigation of relationships among instructor immediacy and affective and cognitive learning in the online classroom. The Internet and higher education, 7 (1), pp. 1-13. 2. CHRISTOPHEL, D. M. (1990). The relationships among teacher immediacy behaviors, student motivation, and learning. Communication Education, 39, 323-340. 3. CHRISTOPHEL, D.M. & GORHAM, J. (1995). A test-retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes. Communication Education, 44, 292-306. 4. CRYSTAL, D. (2001). Language and the Internet. Cambridge: Cambridge University Press. 5. FARMER, J. (2004). Communication dynamics: Discussion boards, weblogs and the development of communities of inquiry in online learning environments. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds.) Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 274-283). 6. GARRISON, D.R., ARCHER, W. & ANDERSON, T. (2003). E-Learning in the 21st Century: A framework for research and practice. London: Routledge/Falmer. 7. MOORE, M.G. (1973). Towards a theory of independent learning and teaching. Journal of Higher Education, 44(9), 661-679. 8. POWAZEK, D. (2002). Design for Community: The Art of Connecting Real People in Virtual Places. Indianapolis: New Riders. 9. WHEELER, S., TOWNSEND, M. AND HORTON, G. (2004). In Cyberspace No-one Can Hear You Scream: Supporting Online Learners. Paper presented at European Distance and E-Learning Network (EDEN) 2004 Conference in Budapest, Hungary.
    URI: http://usir.salford.ac.uk/id/eprint/9284

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