Steering Toward Others: Emergent Strategies for Facilitating in Practice-Based Learning Communities

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Feger, S. & Zibit, M. (2005). Steering Toward Others: Emergent Strategies for Facilitating in Practice-Based Learning Communities. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 2218-2223). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19402.

• Share:
• 
• 
• 
• 
• 
• 
• 

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
2005
ISBN 1-880094-55-X
  Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Stephanie Feger, Education Alliance at Brown University, United States; Melanie Zibit, Boston College, United States

Abstract

Abstract: This paper examines strategies used by online facilitators supporting professional learning in K-12 mathematics. Based on a technique for analyzing text messages in online courses, we assess levels of teaching presence (Anderson, Rourke, Garrison, & Archer, 2001) through a comparative analysis of two Web-based mathematics professional development programs, Investigations Online and Mathemagica. Anderson et al., define teaching presence as having three components: (1) design and organization, (2) facilitating discourse, and (3) direct instruction. We propose that while facilitation in online learning communities shares characteristics of teaching presence in online courses, professional learning situated in the context of specific problems of practice entails the use of additional facilitation strategies. Taking examples from the online discussions, we describe a key strategy, "steering toward others," that facilitators use to foster mathematical inquiry and build professional knowledge linked with practice.

Keywords

• Mathematics
• Instructional Design
• Professional Development

Also Read

• How a Blended Approach for Job-embedded Learning has led Teachers to Recognize and Reflect upon the Unique Intersections of Content, Technology, and Classroom Practice in the Advanced Broadband Enabled Learning (ABEL) Program.
• Lessons Learned from Offering a Technologically Mediated Job-Embedded Professional Learning Program to Teachers
• Perspectives on Blended Learning in Higher Education
• Can Learning to Use Moodle Alter Teachers’ Approaches to Teaching?
• Transforming teacher practice through blended professional development: Lessons learned from three initiatives
• Strategic Blending: A Conceptual Framework to Improve Learning and Performance
• Exploring Course Content in Moodle to Determine Learning Environment Efficacy over Face-to-Face Constraints
• A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
• Connecting Theory to Practice – Using technology to support situated learning in vocational education
• Finding a Balance in Dimensions of Blended Learning

Tags