Networked learning communities’ online activity, pre-service education and professional development

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Laferriere, T., Tremblay, M., Allaire, S. & Hamel, C. (2007). Networked learning communities’ online activity, pre-service education and professional development. In T. Bastiaens & S. Carliner (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 1021-1029). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/26469.

• Share:
• 
• 
• 
• 
• 
• 
• 

Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2007
Quebec City, Canada
October 15, 2007
ISBN 1-880094-63-0
  Theo Bastiaens & Saul Carliner
AACE

More Information on ELEARN
Table of Contents

Authors

Therese Laferriere, Laval University, Canada; Mélanie Tremblay, University of Quebec in Montreal (UQAM), Canada; Stéphane Allaire, University of Quebec in Chicoutimi, Canada; Christine Hamel, Laval University, Canada

Abstract

The activity of a virtual community of support and communication for pre-service teachers (TACT), which was connected to a school-based community of practice (teaching in a networked classroom), is studied. The integration of information and communication technologies (ICTs) into teaching and learning was participants' focus of collaborative inquiry and knowledge building. A design experiment methodology was applied, and ethnographic methods used. Results are presented in three forms: 1) themes and patterns that demonstrate participants' integration of ICTs to their own learning and teaching, 2) collectively grown online activities, and 3) an illustrative (best) case of a participant's acquisition of expertise over the ten-year period. Three key processes in the design (or cultivation) of a networked community for teacher education and professional development are identified in the discussion of the results: participatory design rooted in a university-school partnership, reflective practice and production of artifacts, and onsite/online legitimate peripheral participation.

Also Read

• SALMS: SCORM-compliant Adaptive LMS
• Role-Based Design: Rethinking Innovation and Creativity in Instructional Design
• Development of social presence scale
• E-learning and ADDIE Model
• Supporting the diversity of the E-learning 2.0 learners: The development of a psychological student model
• Supporting Teachers’ Use of a Project-Based Learning Environment in Ocean Science: Web-Based Educative Curriculum Materials
• Designing an E-learning Experience to Stimulate Interprofessional Practice in Health and Social Care
• Gameproject: A Multimedia Presentation Of A Joint Project For A Degree In Education
• A New Image: Online Communities to Facilitate Teacher Professional Development
• Towards Personalised and Adaptive Multimedia in M-learning Systems

Tags