Steering Toward Others: Emergent Strategies for Facilitating in Practice-Based Learning Communities
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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.
Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
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Table of Contents
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.
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