flickr photo shared by mrkrndvs under a Creative Commons ( BY-SA ) license
I have been doing a lot of thinking of late around building communities of practice. Although there has been a lot of discussion around purpose and intent of the community, the question that I have been wondering is how we build trust in a purely online environment so that people are willing to participate. My own experience of a community of practice with Teaching and Learning in the 21st Century started with a face-to-face session, however not every community of practice is afforded such luxury. This led me to reflect upon my involvement with various cMOOCs over the years and consider how each set out to create an environment which fosters sharing and collaboration. So here are my thoughts and reflections:
I am not sure how to explain #Rhizo14, #Rhizo15 or Rhizo anything. I guess it could be considered as a radical attempt to facilitate a course where the community is the curriculum and being the expert is not necessarily the goal. Although each of the iterations has been facilitated by Dave Cormier, he always seems to make every attempt possible to get out of the way. Other than a weekly provocation and Hangout, there were very few explicit formalities. This worked (and failed?) in part because of the strength of the community. I cannot actually recall any explicit trust building activities and I must admit that it got a little unwieldy at times, which I imagine might have put some off.
Connected Courses was a collaborative community designed to develop networked learning in higher education. Each fortnight had a different focus, supported by a team of facilitate, as well as a range of makes, videos and resources. In the lead up, Howard Rheingold, Alan Levine and Jim Groom supported people in organising a space and connecting it to the syndicated blogs. This was done via social media, as well as through a Hangout. Beyond the act of getting going, the first unit involved responding to the provocation #WhyITeach.
Connected Learning MOOC is a yearly event designed to help people make sense of learning online through the act of making. In the first week of making, participants are invited to introduce themselves however they like, connect with other learners by commenting and reflect on the connections made. To support this creative process, a range of possibilities are listed in a ‘Make Bank’. Beyond the usual weekly challenges, there also daily connectors which allow people to maintain a sense of connection, even if they may have dropped out of the weekly tasks.
Digital Writing Month is an annual 30-day challenge that has been occurring since 2012. Similar to CLMOOC, it encourages people to be creative by providing a number tasks and challenges. This includes a mixture of daily activities and on-going projects. Each year is facilitated by a different team, adding a different twist. In regards to introductions, the 2015 iteration started with an invitation to create an alternative CV (#altcv).
Walk My World is an annual social media project in which people are encouraged to share and connect around a hashtag. The intent is to explore open research and open publishing. The weekly assignments are designed to help tell your story. In 2016, the first challenge involved sharing a selfie and reflecting on the story behind it.
What seems to stand out is the sharing of something personal. In order to make this more possible for people to participate, these activities often emphasis choice and creativity in a lighthearted manner.
What about you though? What experiences have you been a part of? Do you have any thoughts, ideas and experiences? As always, comments welcome.
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