2C Summary and Evidence

2C

Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience

Building Community and Working Together Globally (image by https://flic.kr/p/dWJDoo)

Building Community and Working Together Globally (image by https://flic.kr/p/dWJDoo)

2C Summary

  • I explored various tools to promote global online engagement and collaboration. My research focused on paying attention to time zones, language barriers, and other factors in order to promote healthy global collaboration.
  • Furthermore, I discovered key tools such as RealtimeBoard and Confluence’s Wiki to be spaces for collaboration and work production online.
  • It is essential to remain committed to supporting real world interactions and healthy work production. However, as I discovered through my research process, it is crucial to support the community and relationships in the midst of getting work done.
  • Over the summer, the library will develop an internal wiki using Confluence’s software. The wiki will create a culture of shared knowledge and, as the standard states, “increase collaborate with others, and produce products that are meaningful and useful to a wide audience.” The audience in this example, is a large library staff that consists of librarians, administration, department heads, staff, and student employees who support the diverse functions of the library and patron needs.

One of my colleagues, Annie, reminded me of the importance of creating community and the impact that can have for successful online learning–especially when implemented amongst group members who need to complete a project together. Annie’s comment reminded me of the way community has organically formed in a cohort at the University of Washington’s iSchool (a fully online MLIS program). One of my work colleagues is in the program at UW and one day she told me about how some of the cohort members would gather online every week to listen to the latest episode of the very popular Serial podcast. They would join a Google Hangout video chat and listen to the podcast together. Pausing the podcast as needed to discuss the unfolding storyline. What is most intriguing about this is how the online distance-based MLIS program cohort gathered together, informally, to share in life together–creating community. Yes, they used technology to connect, but I was impressed with their desire to get to know each other outside of formal classroom projects and activities.

2C Evidence

Community: The Primary Ingredient for Online Learning

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