Kablogerate

Aimee said:
Do we want to divide session 1/2 situated learning and 1/2 communities of practice?

That might work.

Aimee said:
What about an activity where we divide students into groups and have them read a thread from a situated group of some sort. We could ask them to identify the relationships and ability levels of members of these groups and perhaps more as we learn more about situated learning.

Aimee can you bring some samples of a thread? On the groups that I participate in (I think there all tech oriented), it's very easy to pick out ability levels of participants. Relationships aren't so easy to discern except for an occasional personal comment. If someone decides to leave the group, and posts such, and they have been a long-time member and helper, then there are lots of personal goodbyes.

I would say that I would have to study several weeks worth of posts to really figure out a group.

But you may have different ideas. I know George likes your idea too - maybe he can chime in.

Shameless plug and details for my idea...

(doing this on my break and not much time left)

1. Divide class into groups.

2. Pass out sheets with simple definitions of COP. We can get this from the Wenger site.

3. Groups to answer question: Is our class a COP?

4. Groups to provide recommendations as how class could be a better COP (if they think it's a COP) or how to make it a COP (if they don't think it's a COP).

Objectives: Students to discuss and think about Situated Learning and COPs. Discussion of our class itself and your place in it. Provide instructor (Aaron) with feedback.

Judging from Jason's COP presentation, there was a strong interest in this idea. This also surfaced on the WebCT discussion boards. (Or maybe I'm seeing it that way because of my interest in situated learning and COPs.)

Anyway, we'll talk tonight. I definitely want to hear more about your idea, Aimee.