Week 4 - Blog #2

Hi everyone, I read Chapters 9-11!

Chapter 9 discusses how society is fascinated with self-help groups and technology.  A theory called reflexive modernization states that changes in society have put us in a state of uncertainty, unpredictability, and instability (Burrows & Nettleton, 2002, p. 253).  The more science and technology move into our lives, the more it is questioned.  There has been a loss of faith in scientific evidence and we have become a “risk society” (Burrows & Nettleton, 2002, p. 255).  Risk culture is the need to assess and calculate the potential risks that are a part of our everyday lives (Burrows & Nettleton, 2002, p. 255).  We seek out information in all aspects of our lives.  Social support is needed because things are moving faster and we are looking for something to hold onto and something with which to connect (Burrows & Nettleton, 2002, p. 252).  By intertwining the two phenomena of self-help and technology, the format of virtual communities are for those seeking and offering self-help information and support.

Two sociologists, Beck and Giddens, proposed a theory called reflexive modernization where there has been a sociocultural shift in thinking (Burrows & Nettleton, 2002, p. 253).  Since society is being bombarded with large amounts of information from “experts”, the shift has been from listening to expert advice from doctors, nurses, and teachers to seeking information from lay “experts” in a virtual community where one feels more secure and connected.  There are those who think health professionals may not base decisions on altruism, but on economic interests (Burrows & Nettleton, 2002, p. 260).   People feel as if they are making decisions based on probabilities rather than certain outcomes.  The person is reflexively organizing information and evidence to make the “best” decision possible (Burrows & Nettleton, 2002, p. 256).

Virtual communities are making a large impact on individuals who are seeking information and knowledge through reflexive modernization.  There are four issues the book discusses with the first being the rise in the use of self-help groups (Burrows & Nettleton, 2002, p. 264).  Through discussion groups in virtual communities, people are able to share and exchange information and ideas.  Members of the group are able to support and offer individualized responses to other participants.  The second issue is that participants are giving credence to personal experiences and lay knowledge is being accepted rather than expert knowledge with scientific evidence.  As mentioned before, advice from traditional experts is not accepted without reservation.  Individuals are gathering information and advice from many sources and making decisions based on possibility and weighing the risk factors.  The third issue is that although many people are being participants in virtual communities where they are engaging, interacting, and being proactive in seeking information, there are many others that are “lurkers” where they only read other posts without making their own contributions (Burrows & Nettleton, 2002, p. 265-266).  The fourth issue is that the middle class will have a further advantage over the lower class by being able to participate in virtual communities and being able to benefit from the information, learning, and support received.

I had an “aha” moment when I read this chapter!  The two other instructors I work with and I have discussed the attitude and changes we have noticed with this year’s group of students.  Although each of us averages over thirty years of experience as a registered nurse, many of our students will argue with us over basic nursing skills.  Their argument is that they saw the skill on a video or read about it and upon looking at it again are able to see their misinterpretation.  Of course we can prove any of the information we are giving them with evidence-based practice, but it would be nice if the student would accept what we say based on our education, experience, and position.  Now I can understand why the student does not want to just accept what they are told, but questions and weighs the possibilities.  Although I will continue to see arguing as a disrespectful act and will not just accept the students’ behavior as the status quo, I will understand why it is occurring.

Chapter 10 discusses network-based learning communities and the growth phases they go through when engaging in a learning activity.  The first phase of the learning community is called preactivities which involve the proposal, refinement, and organization stages of growth (Levin & Cervantes, 2002, p. 290).   The proposal stage is when the ideas and goals for the project are posted on a message board in the network.  Teachers, students, and other participants ask questions and respond to the message to determine whether they will be involved or to what extent is their involvement.  The refinement stage involves messages back and forth between the project manager and the teachers to clarify roles, emphasize possible contributions, and offer support, if available (Levin & Cervantes, 2002, p. 277).  The organization stage involves messages that determine time schedules, detailed descriptions of procedures, and sometimes, exchange of software (Levin & Cervantes, 2002, p. 271).  The mature phase of the project is called the pursuit stage where most of the activity occurs and plans are carried out.  The final phase involves the wrap-up and publication stages.  These stages are where messages that thank participants for their contributions are sent as well as the publications of the project which can serve as a starting point for others during the next project (Levin & Cervantes, 2002, p. 271).  Understanding how a network-based learning community’s work is valuable information for my endeavors in this class and in future learning opportunities for my students.    

Chapter 11 discusses how learning and change occurs in virtual communities.  Two categories of learning communities are given with the first being social and cultural communities.  The second category involves educational communities.  Four examples are given with KS (Kindred Spirits) and Serbia.web being the social and cultural examples.  Project Achieve and MOOkti are the two examples of the educational communities.  We are taken through the history and development of each of the websites.  What I am mainly interested in is exploring the types of learning that can take place in each of these communities.  What I found was that each of the various mechanisms of interaction such as joining, leaving, participating, lurking, and researching are all parts of the learning process that takes place in a learning community (Nolan & Weiss, 2002, p. 314).  The first type of learning about the social construction that takes place is called the Curriculum of Initiation where the founder or founders must learn about the type of communication, the location, and the type of software required to allow others to participate in the community (Nolan & Weiss, 2002, p. 314).  Depending on the purpose of the community, it is necessary to ensure the continuity by monitoring the netiquette and context as well as the maintenance of the site (Nolan & Weiss, 2002, p. 314-315).   Some sites have a structured hierarchial Curriculum of Governance where members can move into positions of administration as their proficiency levels increase (Nolan & Weiss, 2002, p. 315).  Individuals who become members of the community learn how to use and navigate through the software and this is called the Curriculum of Access. Members bring different levels of expertise to the site.  The final area of learning about the social construction of a learning community involves the Curriculum of Community Membership where the members have to know how to find the site, access the software, and be a member in good standing (Nolan & Weiss, 2002, p. 315).  What is so amazing to me is that all of this learning and change takes place before any of the academic knowledge occurs!

Thanks everyone,

Carma

References

Burrows, R., & Nettleton, S. (2002). Reflexive modernization and the emergence of wired self-help. In K. A. Renninger & W. Shumar (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 249-268). : Cambridge University Press.

Levin, J., & Cervantes, R. (2002). Understanding the life cycles of network-based learning communities. In K. A. Renninger & W. Shumar (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 269-292). : Cambridge University Press.

Nolan, D.J., & Weiss, J. (2002). Learning in cyberspace: An educational view of virtual community. In K.A. Renninger & W. Shumar (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 293-320). : Cambridge University Press.

References

I forget to include my references!

Bruckman, A., & Jensen, C. (2002). The mystery of the death of MediaMOO: Seven years of
            evolution of an online community. In K.A. Renninger & W. Shumar (Eds.), Building
            virtual communities: Learning and change in cyberspace (pp. 21-33). : Cambridge
            University Press.

Davidson, A.L., & Schofield, J.W. (2002). Female voices in virtual reality: Drawing young girls
          into an online world. In K.A. Renninger & W. Shumar (Eds.), Building virtual
          communities: Learning and change in cyberspace (pp. 34-59).: Cambridge University
          Press.

Grossman, L. (2006, December 25). Times person of the year: You!. Time, 168(26), 38-41.
            Retrieved from http://web.ebscohost.com.ezproxy.lib.ou.edu/ehost/detail

Renninger, K.A., & Shumar, W. (2002). Community building with and for teachers at The Math
          Forum. In K.A. Renninger & W. Shumar (Eds.), Building virtual communities: Learning
          and change in cyberspace (pp. 60-95).: Cambridge University Press.

Shumar, W., & Renninger, K.A. (2002). Introduction: On conceptualizing community. In K.A.
                  Renninger & W. Shumar (Eds.), Building virtual communities, Learning and change in
                  cyberspace (pp. 1-17).: Cambridge University Press.

Reflections about Renninger and Shumar, Introduction and Chapters 1-3 and "Times Person of the Year: You!"

According to Renninger and Shumar (2002), a community is a group of people who hold something in common or who share a bond of identity or interest.  Interaction occurs in some fashion.  Whereas, a virtual community is where the internet provides a means for the following features: 1) a core of people who are able to return over time for discussions, activities, and feedback; 2) a combination of physical and virtual interactions and relations are a possibility; and 3) a means of communication that is fluid and flexible as well as a function of social imagination.  A virtual learning community (VCL) is where learning, development, and cognitive change take place in an electronically mediated and globalized manner (Shumar & Renninger, 2002, p. 6).
The Times article gives many examples of how virtual communities have started and continue to make an impact on people's lives.  The theme seems to be that people want to experience reality and be able to form their own opinions rather than accept what the mainstream media tells them they should think or feel.  Participants seem to want to see ordinary people doing extraordinary things.  One example is that car companies are running design contests rather than using professional designers.  Web 2.0 is a social experiment where anyone can watch hours of video of a person telling about their day while in their home (Grossman, 2006, p. 41).  Although I am aware of blogs, wikis, and YouTube, I am astounded by the influence of virtual communities on all of our lives.
Chapter 1 of Building Virtual Communities discusses the demise of a virtual reality environment entitled MediaMOO.  The demise is explained and the lessons learned are discussed.  The discussion identifies factors for a successful virtual community.  The factors for success include: a) continually forming new subgroups; b) putting a distributed architecture in place which allows subgroups independence while maintaining a connection and affiliation with the parent group; c) maintaining cutting edge technology and the ability to reinvent oneself continuously; d) assuming a "stage of life" population model to replenish members who leave with new professionals; and e) developing new enthusiastic leadership (2002, p. 31-32).
Chapter 2 discusses ways to increase interest in computer use for female and minority groups of students.  The focus is on three types of changes: alterations in interest, alterations in attitude, and alterations in competence (Davidson & Schofield, 2002, p. 35).  Females usually approach situations in a more relational context than do males.  A case study describes the response of third-grade girls in a virtual community-based learning environment, a MOO.  The females in the case study were placed in an instructional environment where they were asked to use the MOO for self-expression and social exchange.  They also used collaboration by working in small groups which increased their interest and attitude about computer-based learning.  They were able to observe their teacher, a technically competent female role model, which helped increase their computer competence.  When interviewed about their experience, the girls were able to relate that when they were encouraged and empowered with computer knowledge, they were able to enter into a more personalized relationship with technology.  This chapter is able to show how all students can learn and be a part of a virtual learning community.
Chapter 3 discusses a successful virtual learning community called The Math Forum.  The online community enhances learning and teaching through the internet as well as promotes communication between math professionals.  As discussed in chapter 1, new subgroups are being formed and the structural feature of the website enables and encourages participants' autonomy in using as few or as many of the resources they want.  The staff has protocol for responding to participants: they are to welcome and listen to participants, confirm an understanding of the question(s), and provide links to the necessary information.  Instructional techniques called indirect and multivocal involve asking questions to facilitate learning rather than giving the correct answer.  Most of the website is interactive.  The structure or architecture is to encourage an increase in knowledge and encourage growth as mathematical thinkers through scaffolding, modeling, and apprenticeship.  Descriptions of the community include: an ever-deepening range of quality content about mathematics and technology as well as increased knowledge that continues to evolve (Renninger & Shumar, 2002, p. 76).  Participants are expected to change and assume leadership roles which continue to produce enthusiastic leaders.
Through the use of virtual learning communities, people are able to build relationships and learn reciprocally.  Participants are empowered to be able to view situations and express their opinions and feelings rather than blindly accept what others say.  The ordinary person has a voice and has the means to be able to speak and be heard by others.