Jeff Cooper
College of Education Pacific University
Virtual Learning Communities (VLCs) differ from Virtual Learning Environments (VLEs) because the very nature of “community” holds greater meaning and potential than “environment.” Environments offer a surrounding within which to create, explore and learn. Communities offer tools inherent within environments, but also sustain professional growth and development through their ongoing nature. Collaboration takes place within both VLCs and VLEs; however once a course is complete in a VLE, the collaboration ceases, or diminishes greatly between the participants. VLCs focus on creating and sustaining professional relationships through time, with no end date. A VLE may or may not choose to embrace the VLC concept; those in charge of a VLE may take it towards asynchronous coursework, with distinct beginning and end points; or another, towards polysynchronous professional collaboration and community building, with increasing the size and wealth of the community over years is the goal. Educational MUVEs such as Tapped In http://www.tappedin.org/new or Diversity Unversity http://moo.du.org:8000 represent VLCs; most online courses represent VLEs; the Ikarus Seminar http://www.online-seminar.net/ext/index.html represents something in between the two.
Collaboration requires time. Determining whom you will work with, what the approach(es) will be to the “task” (a term I have always felt a loathing towards, as if the word “onerous” should always precede it). Education should be enjoyable, and collaborating with peers (and non-peers) leads to an array of interesting dynamics. On the one hand, in a group such as Ikarus, there is a certain homogeneity to the general group of participants: virtually all are educators. On the other hand wide disparities exist between the participants, and coalescing as a team, let alone producing even a work in progress, over a short period of time creates challenges sometimes overwhelming in nature. Some groups could not complete a “finished product.” In the two groups that I moderated, I feel that there were wide disparities between ability levels (technological, English levels, pedagogical approaches) as well as positions towards the task at hand, that the results were a stunning example of what happens when two disparate groups operate with different approaches and within different modes, namely one within a VLC and another within a VLE. It’s not an either or situation of VLE or VLC or a choice between synchronous or polysynchronous.
The main goal for most educators is to facilitate collaboration, to motivate learners, and validate the experience for everyone involved (people should walk away feeling good about the time they have spent). In VLEs, people may walk away from a course feeling negative about the experience; Ikarus prided itself that this recent session had less than 25% attrition. If a number exists that is acceptable, then it may be possible to quantitatively assess the success of a VLE based upon this theoretical number. VLCs do not live or die so quickly; their success depends on its members contributing and being active over time; their success hinges upon increasing quality membership, openness of communication between groups, improving staff development sessions and techniques. Assessing a VLC therefore comes a more qualitative than quantitative assignment.
One issue
regarding VLEs or VLCs
is user access. Although technology doubles every
18 months, the computers used in an average K-12 classroom may be five years
old or older. This may (and usually does) cause problems
of connectivity, especially at sites that are technology intensive (heavy
graphics, javascripting, flash, etc.). For that reason MUVEs have an advantage of being accessible
from a wide range of technology. My first Educational
MUVE was
There are several advantages to using Educational MUVEs:
http://tappedin.org/cgi-bin/calendar/ti2calendar.cgi
http://www-ed.fnal.gov/lincon/w99/projects/muve/present.htm
5. Tools
a. Synchronous chat. Chat is secure if desired; rooms may be locked. Chat is logged automatically at TI2 and also automatically emailed to a user’s account upon logoff. This allows for synchronous meetings that may later be posted for those unable to attend the chat.
b. MOOmail. On all MUVEs, you may create mailing lists, which are subscribed to by members, which then act as message boards. Members may choose whether the messages remain on the MUVE, or may set the preference to have the message forwarded to their email account.
c. Threaded Discussion Boards (TI2 Only). Threaded message boards allow for discussions to take place and develop asynchronously. One advantage to having MUVEs such as TI2 is that after a course is over, the discussion may continue as other members discover the thread, and continue it.
d. Whiteboard (TI2) The ability to post notes, which are temporary, allows users to connect with those offline, or brainstorm while online.
e. File Sharing (TI2) Users may upload files and make them accessible to either the public, or a select few (depending on user preference).
f. Public Link Sharing (TI2) Users may add URLs to a links database and make them available for the public.
g. Many of the above TI2 features may be developed using Encore Xpress freeware open source client.
These links are designed as support for educators who may wish to use Educational MUVEs in their own classrooms. MUVEs are free to join and use, and it is possible for a school or district to create their own. Software is freeware:
1. Lambda MOO Core from the Alladin Project.
http://www.alladin.ac.uk/support/moo/setting.html
This site explains the do’s and don’ts of creating a MOO, in addition to the ftp site to download the Lambda MOO core. This requires programmers to install, in addition to a server (which can be as little as a 386, but it is recommended to use a higher end machine, and it is important to have a large amount of RAM).
Rationale: Why Use or Create an Educational MUVE?
Virtual Presence
Creating and building your own Educational MUVE will allow a school or entire district to have an online polysynchronous presence. It allows students to build their own rooms, converse with others in a safe environment (guests may be monitored or excluded altogether), and collaborate.
Develop Programming Skills
Students may be granted “programmer bits” that will allow them to develop Object Oriented Programming skills within the VLE. Students may advance from guest, user, builder, programmer, manager, administrator to “wizard” levels depending upon their developed skills and sense of responsibility. Learning hands on programming within the environment develops skills while simultaneously giving a sense of purpose towards the virtual community. Students may program online even if their hardware is no better than a 386.
Sustainable Community
It is important for students to take part not just during their stay at the academic institution, but to continue to exist within the environment beyond the scope of their stay as students for the environment to develop more as a community. This sustainability enables students to become mentors to students who follow them, and indeed, mentor educators as well. This allows relationships to evolve beyond the typical teacher-student relationship into a growing collaborative where everyone participates to the best of their ability in developing the collaborative process.
In a world where we know that collaboration is a major key ingredient for successful professional growth and staff development, it is interesting to note that there are few “Venn Intersects” between teacher training programs and professional collaboratoriums. To demonstrate:
Learning Communities Courses:
These three circles represent the Learning Communities courses at the university I work at. All of the courses cover similar subjects, and students are grouped according to the strands they are in. All Early Childhood students work together, as do the Elementary/Middle and the Middle/High School strands. Although covering similar materials, none of the strands has any contact with students in the other strands. The result is that each strand creates close connections with their own cohorts, but has no relationship (professional or otherwise, with outside strands.
The same can be viewed on a larger scale:
Here are three courses from three different universities
(both “real” and virtual), that
in different ways cover similar ground. No one from
any university has contact with anyone else from any other university, nor
is there any mechanism in place that would allow for contact between either
students or instructors to compare notes, hold discussions, or build upon
each other’s work.
Most classes and VLEs focus on creation of an end product (paper, final exam, etc.) rather than the creative learning process. Once a class concludes, relationships between participants ends. Within a VLC, focus may be on product, but focus on process and sustainability of professional relationships may continue through time. First, by breaking down institutional walls, relationships may develop that never would in real lif, Second, the parameters of a specific course do not apply to a VLC, since the participants may continue to collaborate with others outside of their immediate circles for years to come. Perhaps most importantly, a professional collaborative develops as the community grows, and support remains within the virtual community , long after the “real” classroom community dissipates.
Screenshot from Tapped In 2 http://www.tappedin.org/new
As educators realize the potential for global learning, collaboration, problem solving, they will become more and more willing to step outside of their own academic communities, and become members of VLCs. Students may indeed be the early adopters and leaders in this movement, as they discover resources existing outside of their brick and mortar institutions. Communities grow, evolve, and offer support mechanisms that sustain over time, something that brick and mortar and even VLEs fail to do once a student no longer is part of the institution. Sustained staff and professional development requires a commitment and an involvement within a community environment.
I welcome any and all comments and responses to the positions stated within this paper.
Respectfully Submitted,
*******************************************************
Jeff Cooper 503-352-3088 (lab)
Education Technology Specialist 503-352-2714 (office)
*******************************************************
