Annotated Bibliography about Learning Communities in Education
Annotated Bibliography about Learning Communities in Education
Assignment 2; Research Paper on Online Communities of Practice
Resources:
Wenger, E. (2006). Communities of practice: A brief description. Retrieved from http://www.linqed.net/media/15868/COPCommunities_of_practiceDefinedEWenger.pdfLinks to an external site.
Wenger, E., Traynor, B., de Laat, M. (2011). Promoting and assessing value creation in communities and networks: A conceptual framework. Retrieved from http://wenger-trayner.com/documents/Wenger_Trayner_DeLaat_Value_creation.pdfLinks to an external site. Links to an external site.
Develop a paper researching online communities of practice. Discuss the benefits, challenges, and opportunities regarding the integration of an online community practice and reducing barriers related to the selected organization. Describe how this organization’s learning community could be/has been transformed using technology and the information learned from the resources read. You may obtain articles from any professional periodical or Website. The written paper should be at least three – five (3-5) pages in length not including cover page or reference page. A minimum of three (3) scholarly current references are required for this assignment. Read and use the Hoadley & Kilner (2005) article listed below as the basis for this analysis. APA applies to all written academic assignments. Write in the third person and submit in a word document. The rubric for grading is attached. Annotated Bibliography about Learning Communities in Education
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Assignment 2 Rubric
Research Paper on Online Communities of Practice
Develop a paper researching online communities of practice using THE CHAPTERS IN YOUR TEXT; the Infographic: How to become a connected educator; as well as other related articles (below) and at beginning of this Syllabus. Discuss the benefits, challenges, and opportunities regarding the integration of community practice and reducing barriers related to your current organization or a nationally recognized organization. Describe how your community could be/has been transformed using technology and the information learned from the resources. You may obtain articles from any professional periodical or Website. The written paper should be at least three – five (3- 5) pages in length not including cover page or reference page. A minimum of three (3) scholarly current references are required for this assignment. USE THE RESOURCES IN A#1, ANNOTATED BIBLIOGRAPHY IN A#2. Write in the third person and submit in a word document. The rubric for grading follows.
Resources:
The Infographic: How to become a connected educator. Retrieved from
https://www.iste.org/explore/articleDetail?articleid=164
U.S. Department of Education, Office of Educational Technology. (2011). Connect and inspire: Online communities of practice in education. Retrieved from
http://connectededucators.org/report/files/2011/03/COCP-Connect-report-draft-201103.pdf
Bates, T. (2014). “The role of communities of practice in a digital age.”
Retrieved from https://www.tonybates.ca/2014/10/01/the-role-of-communities-of-practice-in-a-digital-age/
Biro, Meghan M. (2012). 5 ways social learning communities transform culture and leadership. Retrieved from https://www.forbes.com/sites/meghanbiro/2012/11/25/5-ways-social-learning-communities- transform-culture-and-leadership/#32de34b57087
Hoadley, C. M., & Kilner, P. G. (2005). Using technology to transform communities of practice into knowledge- building communities. SIGGROUP Bulletin, 25(1), 31-40. doi: 10.1145/1067699.1067705. http://dl.acm.org.ezproxylocal.library.nova.edu/citation.cfm?id=1067705&CFID=310533090&CFTOKEN=398647 48
Pappas, C. (2016). “8 Tips To Build An Online Learning Community.” Retrieved from
https://elearningindustry.com/tips-build-online-learning-community
Rubric for Assignment 2 Research Paper on Online Communities
The Research Paper on Online Communities is worth 20% (20 points) of your grade. Content is worth 10 points; writing quality is worth 5 points; and APA style is worth 5 points. The following components will be graded in each category.
Content (10 points)
Appropriateness of selected research relating to online communities of practice Discussion on benefits, challenges and opportunities
Summary of the information learned
Comments relating information to student’s organization or a nationally recognized Overall organization of assignment
organization
Conclusion or summary
Total points:
Comments:
Writing quality (5 points) to include but not limited to;
Proper use of grammar, syntax, and punctuation Graduate quality writing
Logical flow of ideas
Appropriate integration of research (3)
Meets required length (3 -5 pages) Written in 3rd person
Comments:
APA style (5 points) to include but not limited to;
Appropriate use of direct and indirect quotes Appropriate use of citations in the text Correct format for the cover page
Correct format for the reference list
Comments: Total points:
Total points:
Total points:
Equivalent letter grade:
Annotated Bibliography about Learning Communities in Education. Annotated Bibliography about Learning Communities in Education
Brodie, K. (2021). The power of professional learning communities. Education as change, 17(1), 5-18.
The article’s author focused on learning the teachers’ errors in mathematics, working with data from the classroom, and using data to understand. The project was done in a professional learning community that was done in a professional manner that was advanced with members of the project. The authors used the project outcomes to formulate examples of how the strands incorporated in the project can support teacher learning in a professional setting.
Yuan, J., & Kim, C. (2018). Guidelines for facilitating the development of learning communities in online courses. Journal of Computer Assisted Learning, 30(3), 220-232.
The authors of this article believe that a learning community can help reduce the level at which most people taking online drop out of the programs. According to the authors, lack of personal interaction makes learners feel isolated, hence dropping out of the education program. Therefore, a learning community provides a conducive environment b that enhances interaction and alleviates students’ isolation.
Thessin, R. A., & Starr, J. P. (2021). We are supporting the growth of effective professional learning communities districtwide. Phi Delta Kappan, 92(6), 48-54
Thesis and Starr (2011) believe educators must be privy to modalities to help them work with colleagues to support professional learning communities. To them, teachers need to work with the systems implemented in the districts to ensure that professional learning communities live to their potential. In this way, the authors believe that districts have to support the teachers’ initiatives to ensure that the programs are effective.
Lujan and Day (2019). Professional learning communities: Overcoming the roadblocks. Delta Kappa Gamma Bulletin, 76(2), 10.
In this research paper, Lujan and Day (2010) investigate some of the roadblocks that hinder collaborations in the implementation of the professional learning community frameworks that were defined by DuFour and DuFour (2006). This study plumbs the perceptions of teachers and staff members of one rudimentary school in the Southeastern U.S through an open-ended survey, quantitative data gathered by an outside group, one-on-one interviews, and direct observations of PLC Meetings. The study’s findings indicate that the model helps foster a learning community, but there is a need to promote instead encourage collaborative culture.
Linder, R. A., Post, G., & Calabrese, K. (2022). Professional learning communities: Practices for successful implementation. Delta Kappa Gamma Bulletin, 78(3), 13.
The authors of this article believe that professional learning communities involve educators in a professional-based setting and in continuing collaborative professional development. The article’s authors believe that universities can collaborate with local community schools to facilitate the formation of professional learning communities. The challenges that hinder the implementation of the PLC, such as poverty, teaching, and learning, are discussed in the article.
Harris, A., & Jones, M. (2019). Professional learning communities and system improvement. Improving schools, 13(2), 172-181.
The authors of this article focused on understanding the impacts and progress of professional learning communities between, within, and across learning institutions as part of the projects to implement a learning community system in Wales. The research explains how professional learning communities are being used to change the perception of learning in Wales. The authors assert that professional learning communities offer one on one systems that generate changed professional practices that can contribute to effective learning in communities. Annotated Bibliography about Learning Communities in Education
Fleck, J. (2018). Blended learning and learning communities: opportunities and challenges. Journal of Management Development, 31(4), 398-411.
The authors in this article relate the concept of a learning community and the developing nature of blended learning. The authors focused their research on the two aspects of business education and management. The study’s findings indicate that blended learning will be more prevalent in the coming years. Printed library resources will be replaced by online materials as campus-based face-to-face teaching become obsolete. Blended learning will support learning community ideas as elements and supporting articles online become more utilized.
Lieberman, A., Miller, L., Wiedrick, J., & von Frank, V. (2021). Learning communities: The starting point for professional learning is in schools and classrooms: the learning professional, 32(4), 16.
According to Lieberman and Miller (2008, p. 2), “Learning communities are best defined as “ongoing groups … who meet regularly to increase their learning and that of their students” (Lieberman and Miller (2008, p. 2). The article’s authors believe that learning communities differ in context and form, but they have a lot in common regarding values and beliefs. Learning communities promote an environment that enhances the development of members, commitment to growth, honest talk, and collaboration.
Katz, S., & Earl, L. (2021). Learning about networked learning communities. School effectiveness and improvement, 21(1), 27-51.
The authors in this article provide systems and models that practitioners use to make meaningful changes in their teaching environments and professional networks. The paper explores the ways within England’s networked learning communities program. Through the report, the authors looked at key networked learning promoters that included the achievements of the pupil’s identification and description and changed thinking practices. The authors noted that learning communities are imperative in enhancing collaborative networks.
Rocconi, L. M. (2021). The impact of learning communities on first-year students’ growth and development in college. Research in higher education, 52, 178-193.
Rocconi (2011) explored indirect and direct involvement in the learning community, self-reported learning, and student engagement. The author noted that the correlation between learning outcomes and community participation is based on the student’s level of attention in the learning community processes. Learning community involvement was not directly linked to academic outcomes but indirectly correlated to outcomes through engagement. Therefore, students actively learning community practices will likely enhance their academic gains.
DuFour, R. (2019). Schools as learning communities pages 6-11. Educational leadership, 61(8), 6-11.
DuFour (2019) believes that the concept of improving the learning environment by developing professional learning communities is presently wanting. DuFour (2004) noted. People use this term to describe every imaginable combination of individuals with an interest in education—a grade-level teaching team, a school committee, a high school department, an entire school district, a state department of education, a national professional organization, and so on,” (DuFour, 2019, p 6). The author noted this should not be the case because learning communities’ ideas are beyond schools and learning environments.
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Ward, H. C., & Selvester, P. M. (2019). Faculty learning communities: improving teaching in higher education. Educational Studies, 38(1), 111-121.
Ward and Selvester (2012) define faculty learning as faculty teaching employees and collaborative college groups focused on improving their learning environment to encompass a diverse learners population through goal setting, discourse, and reflection. Through the research, the authors discussed grant-supported experiences that were advanced by the federal government through collaborative and accessible learning experiences in a conducive learning environment on campuses. Annotated Bibliography about Learning Communities in Education
References
Brodie, K. (2021). The power of professional learning communities. Education as change, 17(1), 5-18.
DuFour, R. (2019). Schools as learning communities pages 6-11. Educational leadership, 61(8), 6-11.
Fleck, J. (2018). Blended learning and learning communities: opportunities and challenges. Journal of Management Development, 31(4), 398-411.
Harris, A., & Jones, M. (2019). Professional learning communities and system improvement. Improving schools, 13(2), 172-181.
Katz, S., & Earl, L. (2021). Learning about networked learning communities. School effectiveness and improvement, 21(1), 27-51.
Lieberman, A., Miller, L., Wiedrick, J., & von Frank, V. (2021). Learning communities: The starting point for professional learning is in schools and classrooms. The learning professional, 32(4), 16.
Linder, R. A., Post, G., & Calabrese, K. (2022). Professional learning communities: Practices for successful implementation. Delta Kappa Gamma Bulletin, 78(3), 13.
Lujan and Day (2019). Professional learning communities: Overcoming the roadblocks. Delta Kappa Gamma Bulletin, 76(2), 10.
Rocconi, L. M. (2021). The impact of learning communities on first-year students’ growth and development in college. Research in higher education, 52, 178-193.
Thessin, R. A., & Starr, J. P. (2021). Supporting the growth of effective professional learning communities districtwide. Phi Delta Kappan, 92(6), 48-54
Ward, H. C., & Selvester, P. M. (2019). Faculty learning communities: improving teaching in higher education. Educational Studies, 38(1), 111-121.
Yuan, J., & Kim, C. (2018). Guidelines for facilitating the development of learning communities in online courses. Journal of Computer Assisted Learning, 30(3), 220-232. Annotated Bibliography about Learning Communities in Education
