New Model, New Strategies: Instructional Design for Building Online Wisdom Communities
This article describes the development of a collaborative model for instructional design called a Wisdom Community or “WisCom”. The authors begin with a brief philosophical justification for their efforts, arguing that WisComs build upon the inherently networked nature of modern society, and furthermore foster an environment wherein learners can engage in scholarly work that benefits the individual and community simultaneously. Gunawardena, et al. (2006) contend that WisComs, are best suited “for ill-structured knowledge where there are no right or wrong answers, where domain knowledge is evolving and where multiple perspectives and contextual knowledge is critical to understanding a question or solving a problem” (p. 219). The article details three unique aspects of WisComs; they are community centered, rely upon mentor and learner support, and require knowledge innovation.
The authors then provide an example of how this instructional design may be applied to a learning module. Five dimensions of WisCom learning modules are explored, “a learning challenge (i.e., a case, problem, or an issue), initial exploration, resources, reflection, and preservation” (Gunawardena, et al., 2006, p. 223). A course utilizing WisComs was taught to a cohort of distance education graduate students. The student feedback was positive, and indicated that this model fosters a sense of community. The students did identify that the identification of mentors, and a set of clear definitions regarding expectations was an aspect of the course requiring further refinement.
This article speaks to a broader philosophical tension that instructional designers must address: the education of the collective versus the individual. The creators of the WisComs hoped for a synergism to emerge, wherein the collaborative effects of the learners would produce learning effects for all beyond what any individual could have achieved on their own. However, this new approach to course design has several weaknesses, and would likely be insufficient for achieving individual mastery of course content. The authors of the study admit that WisComs are best suited for subjects where there are “no right or wrong answers” (Gunawardena, et al., 2006, p. 219). Thus this approach to course design would be inappropriate for all hard sciences (physics, chemistry, etc.), and most soft sciences (psychology, sociology, etc.). Even in courses where a certain amount of subjectivity may prevail, monitoring individual progress would be problematic without extensive analysis and measurement of individual contributions, which runs counter to the entire notion of the WisComs as solely collective endeavors.
Although WisComs would be inappropriate for use as a comprehensive course design, this does not exclude their use as a supplement used to enhance class communication. They could be used as a means for individuals to get feedback and criticism about a project they are creating, or as a means of fostering a sense of community. The study mentions the use of mentors to guide the WisComs. This may be something that instructional designers can incorporate into their courses to periodically check in with students, and provide a sense of direction.
Gunawardena, C., Ortegano‐Layne, L., Carabajal, K., Frechette, C., Lindemann, K., & Jennings, B. (2006, August). New Model, New Strategies: Instructional design for building online wisdom communities. Distance Education, 27(2), 217-232. Retrieved September 24, 2008.