Sunday, 10 September 2017

knowledge creators and engagement

I am interested in how knowledge building communities can enhance engagement (social and cognitive). But the question is how do you measure engagement? A recent literature review has prompted more questions that answers.

What does engagement look like?
Is it the number of times that students contribute to the discussion? The depth of the contribution? The amount of times an idea is revisited and revised? Or is it something altogether more holistic, such as a reflective thinking portfolio? (Lee, Chan and Aalst, 2006)

Knowledge building teachers, if we think knowledge building enhances engagement in classes, how can identify it.
I would love to hear your ideas and experiences.


2 comments:

  1. Hey hey Phillippa...great start....engagement ...what are the rules ...-go to the article Mindlab week 25 -Etoinne Wenner (spelling)

    The gist for me was ..no boundaries ..shared stories (repertoires!!)...nil judgement ...find our connection....see if it works...share our experience...
    heres a starter -how do you use humour ...lol
    Great work on the Blog -bestests of stories coming your way!

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  2. Thanks Kevin, This really resonated with me "Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavor: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems" (Wenger-Trayner 2015 http://wenger-trayner.com/introduction-to-communities-of-practice/)

    'What is our common purpose?' For me in my context of teaching an online class, this is simultaneously incredibly tricky and incredibly important. My students are incredibly diverse. Rural, urban, north, south, haves and have nots. My classes are anything but homogenous. It takes a bit to cut through the distance (physical and mental). The key ingredient for engagement is establishing the trust and connections. " ... having a strong sense of trust
    was a key reason accounting for students’ willingness to actively contribute. The importance of creating a
    collaborative learning culture should not be underestimated even in on-site classes." (Kwok-Wing Lai, 2014 http://www.tlri.org.nz/sites/default/files/projects/TLRI_WingLai_Summary%28v2%29.pdf)

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