Assignment+3

Communities of Practice (COP) are defined by their common direction, goals, and their desire to meet the needs and shared learning interests of members. They are often informal and are made up of a variety of people who interact regularly. Wenger (2004, p.1) refers to a COP as “a group of people that come together in an informal way, but have a common purpose for being together that maintains the ‘organisation’.” The Morgan Community of Schools (MCS) is a young COP consisting of Billabong High School, Culcairn, Henty and Holbrook Public Schools and was initially established to collaboratively combat issues arising from the transition of primary students into high school. Subsequent advantages arose from the initial formation including a greater understanding of the primary and high schools roles and responsibilities and the barrier between the two was broken and a union was forged. The MCS cooperatively addressed common welfare and bullying issues and collaborated on budgeting and grant applications which eased financial restrictions and opened doors to greater possibilities. They began to harness and share throughout the community the individual skills and knowledge of specific teachers in areas such as science, debating, creative arts, and sport. The movement and sharing of staff between the primary and secondary school environments continually combatted student transition problems. Literacy is the most recent area to be addressed and has resulted in collaborative programming and the sharing of resources. Accelerated Literacy is an example of a way that the MCS were able to address financial, resource and literacy issues more effectively. By pooling financial resources, the community was able to purchase a greater number of texts to be used in the program and rotated around the four schools. When conducting their research into online COP’s, Lai, Pratt, Anderson and Stigter (2006, p.6) recognised the importance of online and offline interaction supporting each other, stating that a blended approach will result in greater satisfaction, trustworthy relationships and a better sense of community. Similarly, Utecht (2008, p.1) refers to finding a balance between being connected through the use of the internet and ‘in person’ connections. Social networking brings individuals with similar interests, ideas and attitudes together through the use of social networking and media sites and allows them to create, publish and share information. As Web 2.0 states (2010, p1), it allows information sharing, interoperability, user centred design and collaboration through the use of tools such as social networking sites, blogs, wikis, video sharing, hosted services, web applications, mashups and folksonomies. Currently the nature of the MCS meetings and activities have been face to face and aided by the use of email. Considering that the MCS is an existing group with similar interests, ideas and attitudes and that they already regularly share and create collaboratively in many areas of education, the use of Web 2.0 will be beneficial. Further, Li (as cited in Wallis, 2009) believes teaching is more collaborative, learning is enhanced, chalk - talk is decreased and ideas are shared through Web 2.0 usage. This case study aims to address the ways in which Web 2.0 and social networking can be used to enhance the collaborative workings of the MCS and literacy. Kelly (2009, p.1) believes “we adopt new technologies largely because of what they do for us, but also in part because of what they mean to us”. Therefore choosing technological applications should be based on what best suits the needs of the MCS, not what is most popular or commonly used by other organisations. This is also supported by Cavazza (2008, p.1) who states that we create the community as opposed to the tool creating the community. He believes that the tools are dependent on the user as we can readily change our preference; therefore the user has the ultimate control. He also recommends trying different types of tools to meet solutions. Consequently, the following tools are a starting point for the MCS to commence the use of social networking and Web 2.0 tools in order to enhance the community’s organisation, communication, sharing and collaboration. It is recommended that the MCS develop a websites and utilise Web 2.0 applications such as Google Wave, Edmodo, Google Docs, Raps and Book Raps and BlogEd as they meet the needs of the MCS and comply with the NSW Department of Education and Training (DET) IT policies. The following is a discussion of these applications and a timeline for their implementation. **Website Development ** One of the first things that MCS should do is to create a Website, which will be a long term goal requiring collaboration from a variety of individuals from all four schools. Matthews (2009, p.1) refers to websites as ongoing representations. The MCS site should inform visitors about the community group, its roles, achievements and goals and link to the individual schools and library websites. It could feature up and coming events, newsletters and reports. Developing a library website is advocated by Herring (2007, p. 38-39) who discusses the features of a good website and these ideas can also be extrapolated and used in the formulation of a website for the MCS. He states that a good website will link to school websites, promote goals and services, link to resources in curricular areas, student assignments, provide information literacy guidelines and a valuable team work experience. Matthews (2009, p.1) also writes an article about the importance of website design in relation to libraries and many of his principals can be applied to the designing of the MCS site. He acknowledges that websites can be a vital feature to an organisation, stating that you can tell a lot about an organisation by its online presentation. He outlines some important characteristics of a website that could be used as a part of the formulation of the site which include;  · Promotion,  · Visual cues,  · Inspiring photos, <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l6 level1 lfo3; text-align: justify; text-indent: -18pt;"> · <span style="font-family: 'Times New Roman','serif';">Search boxes, <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l6 level1 lfo3; text-align: justify; text-indent: -18pt;"> · <span style="font-family: 'Times New Roman','serif';">Mobile friendly pages, <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l6 level1 lfo3; text-align: justify; text-indent: -18pt;"> · <span style="font-family: 'Times New Roman','serif';">Feedback, <span style="display: block; line-height: 200%; margin: 0cm 0cm 10pt 36pt; mso-list: l6 level1 lfo3; text-align: justify; text-indent: -18pt;"> · <span style="font-family: 'Times New Roman','serif';">Analytics. **<span style="font-family: 'Times New Roman','serif';">Google Wave ** <span style="font-family: 'Times New Roman','serif';">Google Wave is a social networking tool that would be beneficial to the staff of the MCS in order to advance their ability to communicate, collaborate and share ideas. Below are some functions of the tool outlined by the Google (2009): <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l1 level1 lfo5; text-align: justify; text-indent: -18pt;"> · <span style="color: black; font-family: 'Times New Roman','serif';">Conduct hosted conversations using one copy that everyone contributes to and edit’s in real time; <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l5 level1 lfo2; text-align: justify; text-indent: -18pt;"> · <span style="color: black; font-family: 'Times New Roman','serif';">Features ‘gadgets’ that enable the collection of information in forms other than text; <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l5 level1 lfo2; text-align: justify; text-indent: -18pt;"> · <span style="color: black; font-family: 'Times New Roman','serif';">Allows the addition of other media such as maps and photos which can be used to create collaborative photo albums; <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l5 level1 lfo2; text-align: justify; text-indent: -18pt;"> · <span style="color: black; font-family: 'Times New Roman','serif';">Enables waves to be imbedded into websites, blogs, wiki’s etc. through a connection between the website and the wave allowing users to publish information directly onto the wave which automatically places it onto the website and vice versa; <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l5 level1 lfo2; text-align: justify; text-indent: -18pt;"> · <span style="color: black; font-family: 'Times New Roman','serif';">Aggregate conversations; <span style="display: block; line-height: 200%; margin: 0cm 0cm 10pt 36pt; mso-list: l5 level1 lfo2; text-align: justify; text-indent: -18pt;"> · <span style="color: black; font-family: 'Times New Roman','serif';">Enables document creation using fonts, diagrams and conversations. The playback tool allows users to investigate and review the history of the wave. <span style="color: black; font-family: 'Times New Roman','serif';">Hosted conversations allow the MCS to conduct more frequent meetings without the need for face to face contact, freeing up time, decreasing travel commitments, increasing idea development and work output. The gadget feature will benefit the organising and planning of the MCS joint events. Being able to collaboratively create reports on special events, incorporating photos and uploading them to the group’s websites, blogs, school newsletters etc. will be beneficial. The document creation aspect of Google Wave can be used to formulate grant applications and conduct communal budgeting. The ability to aggregate conversations enables the community to keep electronic minutes, which can then be reviewed or used as checklist of things to do. The benefits of Google Wave to the MCS are supported by <span style="color: #272727; font-family: 'Times New Roman','serif';">Seibert (2009, p.1) who indicates that it <span style="color: #272727; font-family: 'Times New Roman','serif';">serves as a multi-user note-taking platform for meetings and sessions in organisations and is an ideal way to organize an event collaboratively. <span style="color: black; font-family: 'Times New Roman','serif';">Google Wave is free and requires no additional purchase of hardware or licenses. **<span style="font-family: 'Times New Roman','serif';">Edmodo ** <span style="font-family: 'Times New Roman','serif';">Edmodo is a secure site where teachers and students can collaborate and communicate across all areas of the curriculum. Oshiro (2009, p.1) defines the micro blogging site as an “invite-only service offering students the chance to utilize web-based multimedia tools while allowing teachers to control an online discussion's security”. <span style="font-family: 'Times New Roman','serif';">Zwang (2010, p.1) outlines features of Edmodo that make it an asset to the MCS, “ <span style="color: #222222; font-family: 'Times New Roman','serif';">the social learning network for teachers, students, schools, and districts offers free classroom communication for teachers, students, and administrators on a secure social network”. The advantages of this tool to the MCS that can be applied both in and out of the classroom and in all curriculum areas <span style="font-family: 'Times New Roman','serif';">include: <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> · <span style="font-family: 'Times New Roman','serif';">It is a free service which is an attractive feature for the community as there would be no outlay of additional financial resources to operate the system; <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> · <span style="font-family: 'Times New Roman','serif';">It is easy to register and would be relatively quick for the MCS to commence using. <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> · <span style="font-family: 'Times New Roman','serif';">Easy to navigate with similarities to other social networking services such as Facebook, therefore making it an excellent way to communicate in a fashion that is familiar to students. When confusion occurs or assistance is required Edmodo offers help, support and tutorial elements which are simple to implement; <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> · <span style="font-family: 'Times New Roman','serif';">Allows social connections, providing the ability for staff and students to conduct searches for individuals or groups, making it an ideal way to connect the staff and students at all four schools and beyond if desired; <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> · <span style="font-family: 'Times New Roman','serif';">Allows staff and students to be members of more than one group under one account for all subject or topic areas. This enables the creation of a MCS staff group and various groups based on subjects such as literacy and others like assessment groups, book clubs, interest and activity groups including chess, choir, band or sports; <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> · <span style="font-family: 'Times New Roman','serif';">An ideal calendar which can be shared in the classroom for task dates etc., but also benefits the staff involved in the running of the community for scheduling meetings and events; <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> · <span style="font-family: 'Times New Roman','serif';">Allows staff to staff communication and group communication utilising chat and post features. Students can post to staff and groups directly; however Edmodo does not allow private student to student communication which ensures a secure social learning network for educational purposes. This would increase the collaboration and communication opportunities occurring within the MCS and beyond; <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> · <span style="font-family: 'Times New Roman','serif';">The co-teaching feature enables multiple teachers’ access to one group, enabling more than one teacher from any of the four schools to work with a variety of groups of students and thus encouraging continued use of specific skills and knowledge of staff across the community; <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> · <span style="font-family: 'Times New Roman','serif';">Edmodo provides social bookmarking applications in the form of a library, RSS feeds and tagging features which facilitate the collection and sharing of useful resources for programming and for student’s tasks. File linking and note sharing features also assist programming and resource sharing. It displays similarities to sites such as delicious.com, but it is secure and available in one package; <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> · <span style="font-family: 'Times New Roman','serif';">Allows uploading of a variety of media sources. “Teachers and students can post classroom materials, share links and videos, and access homework, grades, and school notices within Edmodo, which stores and shares all forms of digital content—including blogs, links, pictures, video, documents, and presentations”(Zwang, 2010, p.1); <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> · <span style="font-family: 'Times New Roman','serif';">Utilises English, Spanish and Portuguese languages, with the possibility of more in the future allowing use by NESB students and those studying the specific languages. <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> · <span style="font-family: 'Times New Roman','serif';">Edmodo’s assignment posting and grade keeping features can be adapted to individual schools and across the community; <span style="display: block; line-height: 200%; margin: 0cm 0cm 10pt 36pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> · <span style="font-family: 'Times New Roman','serif';">Zwang (2010, p.1) reveals that Edmodo offers professional development opportunities. **<span style="font-family: 'Times New Roman','serif';">Raps and Book Raps ** <span style="font-family: 'Times New Roman','serif';">As literacy is the focus area for the MCS, the use of the NSW Department of Education and Trainings Raps and Book Raps site will be a valuable addition to programming, collaboration, creation and communication and will enable experimentation with social networking beyond the community in a secure site. This is supported by the NSW Department of Education and Training [DET] (2007, p.4) who state that student learning is enhanced by providing access and discovery learning resources, tools for authoring and collaborative tools such as forums and online workspaces. <span style="font-family: 'Times New Roman','serif';">The Raps and Book Raps site is easy to navigate and includes a clearly defined commencement dates, links to the syllabus, teaching ideas and resources, set weekly tasks with dates attached, a blog and a gallery which encourage discussions and sharing of ideas relating to set texts, events or topics. Lessons and support materials are collaboratively developed and provided to members. Other useful features include online special guests, resources for use with IWBs, and Web quests. Raps and Book Raps can be used from Kindergarten through to year 12, making it ideally suited to the MCS. A further advantage of such a site is that it is free and requires no additional purchase of hardware or licenses. <span style="font-family: 'Times New Roman','serif';">With a literacy focus, the MCS will benefit from the use of Raps and Book Raps site as ALIA recommend (ASLA & ALIA, 2009. p.2) teachers use a collaborative approach in relation to the planning and implementing information literacy and literature programs. McLean (as cited in Hay, 2009, p. 18) advocates the use of book raps and the internet and Web 2.0 to support literature, literacy units and literacy skill development. **<span style="font-family: 'Times New Roman','serif';">Google Docs ** <span style="font-family: 'Times New Roman','serif';">Google Docs can be used in conjunction with the previously mentioned networking tools both in and out of the classroom. Google (2011, p.1) provides the following list its features: <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l3 level1 lfo6; text-align: justify; text-indent: -18pt;"> · <span style="color: black; font-family: 'Times New Roman','serif';">An easy-to-use online word processor, spread sheet and presentation editor that enables teachers and students to create, store and share information instantly and securely, and collaborate online in real time; <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l2 level1 lfo4; text-align: justify; text-indent: -18pt;"> · <span style="color: black; font-family: 'Times New Roman','serif';">Allows for the creation of new documents and the uploading of existing documents. <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l2 level1 lfo4; text-align: justify; text-indent: -18pt;"> · <span style="color: black; font-family: 'Times New Roman','serif';">There's no software to download, and work is stored safely online and is accessible from any computer; <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l2 level1 lfo4; text-align: justify; text-indent: -18pt;"> · <span style="color: black; font-family: 'Times New Roman','serif';">Google Docs' sharing features enables teachers and students to decide exactly who can access and edit documents; <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l2 level1 lfo4; text-align: justify; text-indent: -18pt;"> · <span style="color: black; font-family: 'Times New Roman','serif';">Promotes group work and peer editing; <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l2 level1 lfo4; text-align: justify; text-indent: -18pt;"> · <span style="color: black; font-family: 'Times New Roman','serif';">Permits teachers to publish announcements regarding assignments and to monitor student progress; <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l2 level1 lfo4; text-align: justify; text-indent: -18pt;"> · <span style="color: black; font-family: 'Times New Roman','serif';">Provides a revision history allowing teachers to observe student progress and contribution; <span style="display: block; line-height: 200%; margin: 0cm 0cm 10pt 36pt; mso-list: l2 level1 lfo4; text-align: justify; text-indent: -18pt;"> · <span style="color: black; font-family: 'Times New Roman','serif';">Help students to stay organized, collaborate online with others, gain feedback from teachers, parents, relatives and tutors, and enter updates and review the assignment history. <span style="font-family: 'Times New Roman','serif';">For the MCS, Google Docs will improve the collaboration and sharing of programs and the development of teaching materials and resources in the areas of literacy, accelerated literacy and in future conjoined curriculum endeavours. It would work in conjunction with Google Wave for administration and organising of budgeting, grant applications, meetings and events. It will allow the students to share, collaborate, create and communicate with other students. **<span style="font-family: 'Times New Roman','serif';">Blogging ** <span style="font-family: 'Times New Roman','serif';">Individual and group blogs can be developed for the MCS, specific classes and subject areas, teams, clubs, events using BlogEd, which is a NSW DET approved and secure site managed by teachers. Blog Ed can be used to develop newsletters, information on up and coming events, share student work, deliver subject based documents and complete group projects. These blogs could be linked to the MCS website, Google Wave and Edmodo and will link colleagues in their school, the broader community, parents and students. For the student, BlogEd allows communication, publishing, collecting, storing and sharing of information, collaboration and evaluation of self and from others. **<span style="font-family: 'Times New Roman','serif';">Time Line ** <span style="font-family: 'Times New Roman','serif';">The time frame for the introduction of each tool will be influenced by the nature and size of the community, for example one class could commence using Raps and Book Raps instantly, however the project aimed to improve the collaboration and communication of a larger community. <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l4 level1 lfo7; text-align: justify; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif';">1. 2011-2013: Collaboratively construct a website; <span style="display: block; line-height: 200%; margin: 0cm 0cm 10pt 36pt; mso-list: l4 level1 lfo7; text-align: justify; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif';">2. 2011 - 2012: Introduce the use of Edmodo, Google Wave, Blog Ed, Raps and Book Raps and Google Docs into the community. The introduction of the tools would require multiple professional development sessions incorporating demonstrations in a face to face format in addition to the tools online tutorials. **<span style="font-family: 'Times New Roman','serif';">Conclusion ** <span style="font-family: 'Times New Roman','serif';">It has been demonstrated that the implementation of social networking tools such as websites, Edmodo, Google Wave, Google Docs and Blog Ed, will be extremely beneficial for the progression of the MCS as an effective online and offline Community of Practice. It has been shown that the recommended Web 2.0 tools are satisfactory, cost effective and secure and were nominated to meet the specific needs of MCS and encourage the community’s organisation, communication, sharing and collaboration. **<span style="font-family: 'Times New Roman','serif';">References ** <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt;">ASLA & ALIA. (2009). //Statement on Teacher Librarians in Australia.// Retrieved November 30th from http://www.asla.org.au/policy/teacher.librarians.Australia.htm <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt;">Cavazza, F. (2008). Social Media Landscape In. //FredCavazza.net//. Retrieved November 25th 2010 from http://www.fredcavazza.net/2008/06/09/social-media-landscape/ <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt;">Google. (2011). Google Docs. In. //Google for Educators.// Retrieved December 2nd from http://www.google.com/educators/p_docs.html <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt;">Google (Producer). (2009). Google Wave Overview. //You Tube//. Video retrieved from 29th November 2010 from http://www.youtube.com/watch?v=p6pgxLaDdQw&feature=channel <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt;">Hay, L. & Foley, C. (2009). //School Libraries building capacity for student learning in 21 C//, Scan, 28(2), 17-26. <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt;">Herring, J. (2007). Teacher Librarians and the school library. In. S. Ferguson (Ed.) //Libraries in the twenty-first century: charting new directions in information// (pp.27-42). Wagga, NSW: Centre for Information Studies, Charles Sturt University. <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt;">Kelly, K. (2009). Ethnic Technology In. //The Technium//. 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Podcast retrieved November 22nd 2010 from http://blogs.talis.com/nodalities/2009/11/charlene-li-the-impact-of-social-media-in-your-organisation.php <span style="color: #0000ff; font-family: 'Times New Roman','serif';">__Web 2.0. (2010). //Wikipedia The Free Encyclopaedia//. Retrieved December 22nd 2010 from__ <span style="font-family: 'Times New Roman','serif';">[] <span style="font-family: 'Times New Roman','serif';">__. __   <span style="font-family: 'Times New Roman','serif';">Wenger, E. (2004). Communities of Practice In. //Education for Sustainable Development//. Retrieved July 30th 2010 from [] <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt;">Zwang, J. (2010). Edmodo: A free, social networking site for schools In. //eSchool News Technology News for Todays K-20 Educator//. Retrieved December 26th 2010 from []
 * Morgan Community of Schools Case Study **