Workshop

Activate Prior Knowledge – 5-10 minutes

In order to connect learners to the new content presented in the workshop, the collaborative mind map functions to provoke thinking about prior knowledge as it relates to the content. As Baviskar, Hartle & Whitney (2009) assert, “…if the learner’s attention is not drawn to their prior knowledge, the learner will either ignore or incorrectly incorporate new knowledge” (p. 543). The mind map activity is part of the pre-work requirements and serves to activate interest and engagement in preparation for the synchronous workshop.

#constructivism #cognitive #sociocultural #CoP #tacit #pluralism #participatory #multimodal

Activity:

1.     Think about the question: What does the concept ‘community of practice’ mean to you? Consider the following prompts to begin thinking about your personal experience with communities of practice.

• How would you describe the team you work with?

• Do you work with more than one team/group/community?

• Can you think of examples of work that is completed collectively?

• Do you have experience learning socially?

Share your initial thoughts and experiences by posting to this collaborative mind map created using Padlet. Make sure you participate before the upcoming workshop as we will be viewing the completed mind map as part of the workshop activities.

Learning Through Exploration – 25 minutes

For several reasons, learners are asked to review the workshop content prior to attending the synchronous event.  One reason is that the workshop is designed to be a social and participatory event where learners interact with the concepts, the facilitator, and other learners, rather than have the facilitator lecture to the learners for an hour. Another reason is to allow the learners time to independently explore the content at their own pace and in ways that work best for them. Finally, Baviskar et al. (2009), suggest that “the learner must be made aware of a difference between his/her prior knowledge and the new knowledge (Inch, 2002; Sewell, 2002)” (p. 544). Although learners may be confused or have questions of the content they review, they do so knowing they will be able to address their discord at the upcoming workshop.

#equilibration #cognitive #explicit #participatory #multimodal

Activity:

1.     Independently, explore the content on the workshop’s website. As you come across new or unfamiliar concepts, consider using the web to search outside the site for supplemental information.

2.     Watch this short video about constructivism to gather a greater understanding of the underlying ontology that frames the workshop. 

Integration, Recalibration & Elaboration – 10 minutes

This initial group discussion is designed as a way for learners to introduce themselves and share their prior knowledge with the new concepts they are beginning to absorb. The learners may have already read some of each other’s responses on the collaborative mind map, however this discussion will allow for further elaboration as well as directed guidance and inquiry from the facilitator. This activity allows for “new ideas… [to be] meshed with existing knowledge in order to expand both that knowledge and the newly acquired idea” (Renner as cited in Sunal, n.d.). 

#constructivism #equilibration #cognitive #sociocultural #CoP #tacit #explicit #pluralism #participatory #multimodal

Activity:

1.     Using the screensharing function within the videoconferencing software, the facilitator shares the collaborative mind map created in Padlet and asks for volunteers to elaborate on the responses they posted. To encourage participation from the group, the facilitator may highlight interesting responses or share personal narratives.

The following prompts may be asked to provoke participation:

• Had anyone heard of the term ‘communities of practice’ prior to this workshop?

• Has anyone ever felt as though they’ve been a part of a community or practice?

• Did reading the workshop content change your initial idea of what a community of practice is?

Sharing Constructions – 25 minutes

This activity represents the core of the workshop, where each aspect of the content is addressed and discussed. While the facilitator guides the learners to share their constructions of the new concepts they are learning, aspects of the other points in the Learning Cycle are likely to present themselves. As required, the facilitator navigates these discussions to allow for prior knowledge to be shared as needed, and integration, recalibration, and elaboration to occur. Baviskar et al. (2009), state that “misinterpretation or rejection of new knowledge is likely if the learner does not interpret and modify prior knowledge in the context of new knowledge” (p. 544), for this reason, it’s the role of the facilitator to be attentive to the learners’ input and provide support to assist learners to construct their own ideas.

#constructivism #equilibration #cognitive #sociocultural #CoP #tacit #explicit #pluralism #participatory

Activity:

1.     The facilitator addresses the content shared on the workshop website and as the key topics are presented, they ask the group questions and promote dialogue. This form of inquiry is to encourage participation and a multiplicity of perspectives. It is the facilitator’s role to monitor time and keep the conversation moving.

• Constructivism

  • • Briefly presents the concept.

    • Asks if the pre-work video provided any further understanding of the concept.

    • Asks if the group has heard of constructivism before or would like to share prior experiences with the concept.

    • Invites clarifying questions from the group.

• Communities of Practice

  • • Briefly presents the concept.

    • Facilitator shares a quote on the screen from the workshop website:

 “…by communities of practice Wenger refers to the informal communities that people form as they pursue joint enterprises at work and during their leisure time. Through participation in these communities people share their knowledge, negotiate meanings, form their identities, and develop their work practices (Tynjälä, 2008, p. 136).” 

• Inquires whether the learners related to the example provided of the community of practice formed by the Public Defenders.

• Asks the group what ways a constructivist perspective might support the notion of communities of practice.

• Invites clarifying questions from the group.

• The concept of ba

  • • Briefly presents the concept.

    • Using the screensharing function within the videoconferencing software, the facilitator shares the short video about the SECI model that supports the concept of ba introduced in the workshop content.

• Using the screensharing function within the videoconferencing software, the facilitator shares the diagram of the SECI Model for visual reference and reflection to support the dialogue.

• Presents the notion of dualism and asks the group if they see a different perspective offered in the concept of ba.

• Asks why or why not the concept of ba might be more conducive to constructivist-informed learning.

• Invites clarifying questions from the group.

Application – 15 minutes

This collaborative activity “provide[s] an immediate opportunity for [learners] to apply their newly acquired understanding in novel situations” (Hewson and Hewson as cited in Sunal, n.d.). The activity is completed collaboratively in small groups to reduce pressure or stress that may result if learners were required to come up with responses alone. As Baviskar et al. (2009), suggests, “application allows the student to further define the interconnectedness of the new knowledge to a greater variety of contests, which will integrate the new knowledge permanently” (p. 544).

#constructivism #cognitive #sociocultural #CoP #participatory

Activity:

1.  Using the breakout room function within the videoconferencing software, the facilitator splits the larger group into small group discussions. The groups have 5 minutes to address the following question and a representative from each of the smaller groups will present the highlights of their conversation:

Based on the ideas presented in this workshop, brainstorm concrete methods for either harnessing existing communities of practice or establishing new communities to cultivate productive and vibrant constructivist-informed learning environments in your department.

2.  After the group reconvenes, the facilitator guides the representatives from each of the breakout rooms to share the ideas their group came up with. 

Conclusion, Further Application and Reflection – 10 minutes

The concluding activity in the workshop is intended to encourage learners to take the information they have learned and apply it to a new concept, one that they are directly connected to, but may not have yet considered. Baviskar et al. (2009) explain that “once the student has acquired the new knowledge and verified it, the student needs to be made aware of the learning that has taken place (Windschitl, 2002: Yager, 1991)” (p. 544). Ideally, this final discussion energizes the learners to continue to explore and apply the knowledge acquired.

#constructivism #cognitive #sociocultural #CoP #pluralism #participatory

Activity:

1.  To conclude the workshop, the facilitator address one final question that was not a part of the workshop content reviewed in the pre-work by the learners:

We can easily imagine the benefits of connecting with the existing communities of practice or ba found within our departments, but we can also harness these benefits to build a community to support each other in our work. As departmental educators we are often the only ones in our teams that serve in these roles, so although we can tap into one stream of information within the communities of practice we support, we may be missing the opportunity to cultivate social constructivist learning amongst each other as workplace educators.

2.  To prompt a final discussion that guides learners to think of further applications of their new knowledge and promotes reflection, the facilitator asks the following questions:

   • • Do you think that as departmental educators, we exist within our own community of practice?

     • Do you feel that an active community of practice amongst educators would be beneficial?

     • Do you think this kind of workshop experience helps us to build our own community?

     • What ways could we develop and cultivate our own community of practice?