Building Communities of Practice in Higher Ed

A couple of weeks ago, Dr. Milton Cox from Miami University, met with a group of students, staff and faculty to share ideas on how to build effective communities of practice at UNT known as Collaborative Learning Communities (CLC).  In his lecture and our discussion, Dr. Cox shared suggestions on how to “mind the gap(s)” in higher education and consider the broken spaces between our current disciplines, departments and silos on campus.  The process of connecting to establish a community of practice (in his example, faculty learning communities) it is to connect faculty and their institutions to think beyond their department, discipline and separate goals for the campus.

Image c/o Dr. Milton Cox

It is all to common to see department loyalty being rewarded and interdisciplinary activity questioned in higher education. There are also disconnects between student development and academic affairs priorities. For higher education to move forward it will be critical for faculty and staff to engage students in new ways of learning and scholarly activity. Although many students want to see the sage on the stage, to just consume information, it will be increasingly critical for our learning institutions to encourage inquiry-based learning and promote self-regulated scholarship.

One way to close the education gap and challenges in higher education, is to consider forming communities of practice (CoP) that work together. There are a number of students, staff and faculty need to collaborate to discuss civic engagement, learning communities, and pedagogical shifts to our higher education curriculum. Dr. Cox introduced the concept of Faculty Learning Communities (FLCs), which tend to be more structured than the organic CoP, and they are voluntary, structured, and at least a yearlong commitment from the members. Here are some other suggested practices for setting up FLCs:

• size: 8-12 faculty, professionals, Administrators, TAs, students
• voluntary membership by application
• Affiliate patterns: consultants, mentors, student associates
• multidisciplinary and from different departments
• encourage participant curiosity
• allow for richness of innovations
• permitted relief from dysfunctional units

As we connected and discussed ideas around our own Collaborative Learning Communities (CLCs), we found sharing ideas could help work towards resolving institutional challenges and support the strategic goals for our campus. As our CLCs gather and collaborate, I am looking forward to connecting, brainstorming, and creating initiatives that will enhance what we do on campus.

Along with this idea for collaborative learning communities, Sue Beckingham, Jeff Jackson, Eric Stoller and I hope to discuss this topic as a #sxswEDU panel in 2013 => Communities of Practice in Higher Education as we hope to answer the following questions:

1. How can communities of practice and learning networks play a critical role in meeting the challenges of higher education across the globe?
2. As professional and personal learning networks (PLNs) develop, how can these informal entities support and contribute to the future of higher education?
3. What are some actionable items and issues that higher education communities of practice can take on both at the local and global level?

Sign in and CAST YOUR VOTE HERE.

References:

Cox, M. & Richlin, L.  (2004). New Directions for Teaching and Learning:  Building Faculty Learning Communities.  Vol. 97.  San Francisco: Jossey-Bass.

Wenger, E. (2002) Communities of practice. Encyclopedia of the Social Sciences. Volume 1.5, Article 5. Elsevier Science, Amsterdam. 

Personal Connections in the Digital Age – A Book Review

Speaking of book reviews… there are a few texts I’m reading now that I will be submitting for #acwri projects and there are others I will blog about from my #SummerReading list, such as Personal Connection in the Digital Age by Nancy K. Baym

This book was published in 2010 as part of the digital media and society series to share how new technologies are impacting our lives and altering our communication. As I research and compile information on digital media and its impact for learning and training for my literature review I thought this academic work provided a solid overview of digital relationships. By sharing the evolution of technology, mediated communication, and online community development, Nancy Baym presents both theoretical frameworks and historical perspectives about digital media’s influence on our society and personal relationships.

Baym provides an overview of interpersonal communication, and she threads both academic research and societal practices of digital media use in this book. As an academic text, there are a number of detailed references and theoretical underpinnings that I have flagged to follow-up as I edit my own literature review. For others who might not be researching and writing in this area, I think this book is still accessible and an interesting read as digital and social media consumes our lives. The technical jargon is kept to a minimum and the writing flows well with research, examples, and anecdotes intertwined in the text.

As I read this book, it was easy to reflect on my personal connections and how digital media shapes my PLN. I thought about how great it is to have peers and communities that I can interact with and play in – without being geographically close to them. I thought fondly of those relationships that have been either been initiated online or mediated digitally from a distance, and I am thankful for how digital media as evolved. I am able to communicate  and enage with a variety of networks/communities beyond e-mail, discussion forums, and IM (Thanks VoIP, video, web conferencing, photo-sharing, social bookmarks, blogs, Twitter, social networks, and much more!).

For anyone who is interested in personal digital connections and what it means to be “connected” to a learning network, I think you will enjoy this book. As  digital identities and online communities grow, it will be critical to consider the issues Baym introduces in each chapter:

1. New forms of personal connection – identity of the self online and offline, interactivity on the internet, and reviewing social context for digital media
2. Making new media make sense – emerging technology reflection, social construction, technological determinism, and how technology shapes the social
3. Communication in digital spaces - how digital media influences communication and personal expression; digital mediums and modes; context of communication
4. Communities and networks - online networks, shared practices online, social integration, relationship development, lurkers, virtual “space” and community engagement/civic action; networked individuals vs. the collectivism
5. New relationships, new selves? - meeting new connections, digital identity development, authenticity, socially mediated/constructed relationships
6. Digital media in relational development and maintenance - building relationships with those you met online, mediated relationship development – influences & effects, social norms and information sharing

Facebook for Learning Communities: Groups vs. Pages

Image c/o Interactyx.com

In supporting and creating instructor resources for our 30 or so first year seminar classes, one areas I’m currently working on is our social media for learning (quel supris!). There are a number of resources, “how to” guides, and instructional case studies to support digital learning pedagogy. In curating content for our #UGST1000 (formerly UCRS 1000) Blackboard Learn Instructor site , I realized that the area of using Facebook and other social networks for our learning communities was lacking. Sure there are a few of us out there using these spaces, but it was rare to see any information available for suggested practices let alone understand how our campus social media beliefs impact our Facebook for learning.

Below is the quick guide I created to introduce Facebook Groups & Pages for our first year seminar instructors. I welcome and encourage others to post your ideas and share resources to the comments section – so we can enhance our #edusocmedia learning practices.

What Are Facebook Groups?

Facebook states that groups are designed “for members of groups to connect, share and even collaborate on a given topic or idea.” Groups have been used to market, promote or share group happenings. The key feature behind Facebook groups is the ability to make them “invite only” or limit these spaces to specific groups, i.e. like your seminar section of UGST 1000. These groups can be private or closed for only your students. Although this is a closed feature, you will need to “friend” students in your course to a closed or secret group; however an “open” group option will allow you to add anyone from Facebook.

WARNING: You may (gasp!) not have students who are on Facebook or wish to be “added” to a private group. Keep this in mind. Also, I would encourage you to work with your Peer Mentor in your class to support the cultivation and development of this online learning community.
Instructor perspective:
Ryan: They all REALLY liked our class Facebook group and participated in that quite a bit. I’m considering just using Facebook this time around rather than try to get them all onto a new social network.

Laura: Peer mentors a great support & can often set up these Facebook groups and “friend” students for the instructors. I would encourage this and support the peer mentors as they develop community in your UCRS 1000 Group (ours from Fall 2011) online and in class.

What Are Facebook Pages?

In contrast to Facebook groups, which are focused on organizing around specific topics or ideas, Facebook Pages “allow entities such as public figures and organizations to broadcast information to their fans.” If you are looking to set up your class’s “official Facebook presence” you would opt for a Facebook Page. Students just need to “Like” the page for the semester and they can always opt out when the semester is over. Students who like this page will need to remember to check and monitor their Facebook stream to ensure that they are reading updates posted for the course so they do not miss out on any happenings, announcements or updates.

Simply put, Facebook Pages is a simpler tool for instructors and peer mentors to maintain and use for UGST 1000 Learning Communities. Students, staff, and faculty can view an open Facebook Page even if they opt to not have their own personal account on Facebook. Pages are an easy medium to put out content, share updates, and keep your learning community informed. As the administrator for this page, I would strongly encourage interaction to encourage 2-way conversations by using polls, asking questions, and encouraging comments, pictures or videos to be posted to the course page. You will want to enable sharing features for your community and talk about the purpose or standards for your social space.

Instructor Perspectives:
Laura: I like how you can share ideas, post comments and have others follow along with the discussion – it is a great way to connect to student in the social space of Facebook without having to add them to my own personal/professional “friend” list. The Pages can also be integrated with other features such as Twitter, blogs, photo sharing & videos. Here is the Office for Exploring Majors Facebook Page https://www.facebook.com/ExploringMajors

Do You Want to Have a Facebook Group or Page for YOUR Learning Community?
If you are trying to determine whether to use a Facebook Page or a Facebook Group for your UGST 1000 class there are a number of other resources posted in the reference section below to help you best understand the features.
There are a number of other seasoned  instructors who might want to share their ideas or thoughts on the use of both Facebook Pages and Groups (or other social networks) for UGST 1000. Take a look at the handy chart below that breaks up and compares the features; however with other social media things change and are always subject to change.

Facebook Groups & Pages Learning Resources:

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10 Reasons Why Facebook is Ideal for Managing Social Learning

The Ultimate Guide for Using Facebook in Education

Facebook Groups Vs Pages: The Definitive Guide

Facebook Groups Vs. Pages: What’s The Difference

Facebook Tips: What’s the difference between a  Facebook page and group?

Pros and Cons of Facebook Groups vs. Pages

Facebook Group vs. Facebook Fan Page: What’s Better?

Education Bloggers Research – My Blog Survey

After reading @mweller ‘s blog survey for Alice Bell’s research on education bloggers, I thought that I might as well contribute to the study since I sometimes write about education, learning, and the likes here on TechKNOW Tools. From the post from Alice, it looks as though she will collect responses via e-mail (edubloggingstudy@gmail.com) or via your own blog (so you can share responses with your readers) – and send her the link. If you’re an education blogger, perhaps you too should contribute to the research. All responses are due by by the 15th of June. This sounds interesting and useful – I look forward to hearing about the analysis, but for now here is my blog survey…

Blog URL: techknowtools.wordpress.com 

What do you blog about? Learning networks & environments, academic advising, educational technology, higher education, doctoral stuff, research and writing, training and development, instructional pedagogy & design, social web & open access, podcasting, student affairs, and then some.

Are you paid to blog? No. Only in digital high fives and thanks.

What do you do professionally (other than blog)? Academic Counselor/Instructor & Doctoral Student

How long have you been blogging at this site? Since October 23, 2008 [say my WP Sitestats].

Do you write in other platforms? (e.g. in a print magazine?) I have published book chapters, academic papers, peer-reviewed journal publications, conference papers and proceedings, other blog contributions (like BreakDrink.com and personal blog), and online magazine contributions.

Can you remember why you started blogging? I started blogging personally in 2006 when I was working and travelling around to different countries (on another blogging website); and I started to blog here after reading a number of educational and learning blogs. This blog was created  as a space to share ideas and resources for a NACADA Technology Seminar learning community back in February 2009 – my friend Eric Stoller suggested I try out WordPress since I was using Blogger for my personal blog.  This blog soon evolved into a space where I curated content around what I was reading, writing, researching, or working on related to learning technologies and other issues related in education and training development.

What keeps you blogging? I enjoy it. My academic background in history and education might take some of the credit for blogging. I use my blog to reflect and think about things. It is also a great space to archive, document and curate what I am up to and what I am learning or reading about.  Now blogging is just part of my regular routine. I like starting the conversation here, sharing it in my networks and then learning what others think.

Do you have any idea of the size or character if your audience? How? My Google Feedburner says I have 61 subscribers & Sitestats says I have 29 follows on WP with 115,072 views from 49 countries. I might consider using Google Analytics to track this better in the future, but at the end of the day I think I blog for me than my audience. My audience is composed of higher education professionals, faculty, teachers and instructors from fields in training and development, marketing, management, technology, and education.

What’s your attitude to/ relationship with people who comment on your blog? Typically I have seen more shares of my blog posts on Twitter and Facebook. I have a great network and community that often engage on there more than here. Although the traffic and views are outside WP, I do appreciate and I am delighted to receive a blog comments on here from time to time (Thanks!). I would say that I have better relationships and interactions with those who comment “off the blog.” Some of my blogging prompts shared dialogues on other networks or with other peers who share similar interests.

Do you feel as if you fit into any particular community, network or genre of blogging? (e.g. schools, science, education, museums, technology) Sort of? I think technology and  learning – but I have been known to dive into training and development, organizational management, and higher education due to the nature of my academic program/professional interests.

If so, what does that community give you? I think this community is like the “Office Water Cooler” I have always wanted. It’s a great place to catch up, share interesting news, find out about new resources, swap great ideas, and stay in touch with my personal learning network.

What do you think are the advantages of blogging? What are its disadvantages/ limitations? I shared my thoughts in the “What Prompts You To Blog?” post last month => http://techknowtools.wordpress.com/2012/05/04/what-prompts-you-to-blog/

I think blogging has supported my digital scholarship as a transparent and open researcher and writer. There could be limitations to this, as I often share ideas and references before the referred journal article is published and there is that possibility that others could “borrow” it. The other challenge I can see is the need to publish or perish to make it through the academic ranks for jobs and tenure. Although my writing style is more informal and offers a variety of structure I do enjoy the practice of writing and processes what I am writing. Unfortunately blogging does not equate a journal article and I am aware of the need to contribute to traditional publications and peer-reviewed work to support my career path in academia.

Do you tell people you know offline that you’re a blogger? (e.g. your grandmother, your boss) I think most of my offline (i.e. not in social networks) family or friends know that I “do stuff with technology” and most have some idea of what a blog is. I share the odd blog post with a limited number folks who are not exposed to this blog regularly  (like my boss & parents) if there is a topic something that might interest them. I use another blog and a Flickr account to share more of my “life happenings” so my friends and family are not bored with any of my geek/nerd ramblings on this blog.

Is there anything else you want to tell me about I haven’t asked? I think you have covered most. Good luck with your research! I look forward to hearing how it goes.

#mtmoot Opening Keynote: Digital Pedagogy to Engage

This morning I will be joining the Mountain MoodleMoot at Carroll College in Helena, MT to share some thoughts and ideas around engaged digital pedagogy. Our learners are connected; however  I think more educators and instructional designers need to support our students in developing effective learning skills to navigate this new culture of learning. For those of you interested in following along, be sure to tweet with hashtag  #mtmoot, check out my slides (below), and feel free to scope out the digital handout http://bit.ly/mtmoot12 I compiled for this session.

 

Today’s learners operate in a world that is informal, networked, and filled with technology. Connectivity and digital access is an increasing need for our students and a vital requirement to excel beyond structured learning environments. Our learners are now able to interact with information, learning materials, and peers from around the globe. There is an increasing need to expand and enhance our learners’ involvement in learning technology to support engagement in online learning environments.

With the emergence of collaborative, online tools, educators can take advantage of multidimensional and engaged participation to reach their learning outcomes. Social media creates a space where “everybody and anybody can share anything anywhere anytime” (Joosten, 2012, p.6). Educational paradigms are shifting to include new modes of online and collaborative learning and student-centered, active learning to challenge our students to connect curriculum with real life issues (Johnson, Adams & Cummins, 2012). As a new generation of learners begin to create and share content, educators need to understand how to effectively utilize social web resources to impact in instructional practice create a culture of online participatory learning.

Emerging technology platforms and devices are beginning to disrupt education as we know it. To coevolve and positively impact learner success, it is critical that instructors and instructional designers consider how digital pedagogy can support learning outcomes. This keynote plenary will share ideas and suggested practices to develop a richer learning experience and thrive in the changing digital learning frontier.

References

Johnson, L., Adams, S. & Cummins, M. (2012). The NMC Horizon Report: 2012 Higher Education Edition. Austin, TX: The New Media Consortium.

Joosten, T. (2012). Social Media for Educators. San Francisco, CA: Wiley/Jossey-Bass.

Creating Digital Communities of Practice to Enhance #StudentAffairs & #HigherEd

Last year, I wrote a piece for the NASPA Technology Knowledge Community (TKC) after responding to a post made by the TKC Chair @JedCummins via the TKC Facebook Group. I was just noticing that the Summer 2012 call for submissions is coming up and Osvaldo is looking for submissions (due June 8/12 – see the Facebook Page for further details). Although the TKC publication is geared towards a newsletter format, I think it provides Student Affairs professionals an opportunity to write and share about their technology trials, tribulations, and accomplishments on campus.

Little did I know that my submission would go into the #NASPA12 Knowledge Communities publication (my piece can be found on pages 50 & 51) that was distributed at the conference. Thanks for sharing it beyond and sending me copies via “snail mail,” Jed! I appreciate it.

The overall just of this piece describes how the social web and emerging media is  coevolving with the changes and developments of higher education and the Student Affairs profession. New learning environments and networks allow higher education professionals and faculty to connect, curate, and collaborate beyond on our college campus. It is exciting to see how online networks afford new joiners in the field of student affairs, advising, and MORE to access information, contribute to the conversation, and develop a digital footprint. Whether you call it a PLN, PLE, hangout, community of practice, network, gathering space, or “water cooler” chat — there are great things happening in social, online spaces to enrich the work we do at our institutions with ourselves and our students. I like where this informal learning and development is going. This is probably also why @julieclarsen and I decided to share our “Developing Your Network” presentation one last time at today’s #UNTAdv12 Conference for the advising professionals as well:

There are amazing things that lie ahead for these informal networks in higher education. This is an exciting time. I look forward to participating and learning where these digital communities of practice, including as #SAchat, #SAtech (hoo-ray for the new chat!), #AcAdv Chat and others go. With this fine group of educators and practitioners, I am sure these networks have the potential to move mountains. I would challenge and encourage participants in these communities to use these spaces to think critically, solve problems, create innovative ideas, develop effective practices, share knowledge, and support one another.

Organizational Networks, Relationships & Sensemaking

In organizational life there are interpersonal networks, within and across organizations, and interorganizational networks, with exchanges of resources, alliances, and shared directors. Network thinking has a long history in sociology , such as the dynamics of triads and the “web of group affiliations.” New constructs such as resources dependence, institutional theory methodology, and computer power encouraged formal methods for network analysis, assessing relationships and structures, and testing new theories.

Networks provide a way to visualize and analyze patterns among relationships of the nodes (parts) and ties to determine distribution of information, resources, energy and authority. This type of network analysis has lead to further review of organization connectedness, including:

• formal and informal networks among members and units
• social network analysis to quantify position or importance of actors in the network
• characterization of technology, industry and product space
• types of ties among organizations
• organizational alliances, partnerships & affiliations
• review networks of organization distinct from functional, divisional or matrix form
• hybrid of ties among organizational units
• dynamic networks in industrial districts
• networks structures and differences depending on economies and politics
• cross-cultural comparisons of networks

 Practical applications for organizational networks and relationships include application of the following steps for both individuals and organizations:

1. Setting up a personal learning network (PLN) - developing a PLN to meet your personal and professional goals
2. Establishing a professional presence online -establishing you digital identity and presences online
3. Selecting online networks & tools - where to start, tools, tips and social spaces
4. Finding your voice – developing a sense of self in the community of practice and contributing to that shared community
5. Network collaboration – being able to weave your online network to learn, grow, curate and contribute

References

Scott, R. W. & Davis, G. F. (2007). Networks in and around organizations. In Organizations and organizing: Rational, Natural and Open system perspectives, Chapter 11.

Further Readings

Borys, B. & Jemison, D. B. (1989) Hybrid arrangements as strategic alliances: theoretical issues in organizational combinations. Academy of Management Review, 14, 234-249.

Daft, R. & Weick, K. (1984).  Toward a model of organizations as interpretation systems.
Academy of Management Review, 284-295.

Granovetter, M. (1983). The Strength of Weak Ties: A Network Theory Revisited
Sociological Theory, Vol. 1, (1983), pp. 201-233.

Levine, S. and White, P.E. (1961) Exchange as a conceptual framework for the study of interorganizational relations. Administrative Science Quarterly,5: 583-601.

Milliken, F. J. (1990). Perceiving and Interpreting Environmental Change: An Examination of College Administrators’ Interpretation of changing demographics. Academy of Management Journal, Vol. 33, No. 1 (Mar., 1990), pp. 42-63

Park, S. H. (1996) Managing an Interorganizational Network: A Framework of the Institutional Mechanism for Network Control. Organization Studies, 17: 795-824.

Ring, P.S. & Van de Ven, A.H. (1994) Developmental process of cooperative interorganization relations. Academy of Management Review, 19, 90-118.

Salancik, G. R. (1995) Review: WANTED: A Good Network Theory of Organization
Administrative Science Quarterly, Vol. 40, No. 2 (Jun., 1995), pp. 345-349

Weick, K. ( 1993). The collapse of sensemaking in organizations: The Mann Gulch disaster. Administrative Science Quarterly, 38: 628-652

Weick, K., Sutcliffe, K., & Obstfeld, D. ( 2005). Organizing and the process of sensemaking. Organization Science, 16 (4): 409-421.

Population Ecology & the Evolution of Our Learning Organizations

During last week’s organizational theory seminar, I helped lead a discussion about population ecology. As defined by Colyvan (2008), a population is a collection of individual of the same species that live together in a region. Population ecology is the study of populations (especially population abundance) and how they change over time.” Organizations are often classified into different “species” that coexits in an environment that change over time and space. These changes that occur at the environmental level, lead to selection of the best fitting organizations.  In other words, the organizations who survive will be those who best fit the environment and are therefore selected.  There are other arguments in population ecology that imply adaptation and sustainable systems may be alternative routes for survival.  Here is a quick snap shot of the population theories we reviewed that explains the evolution:

After examining the dynamics of populations and how populations interact with the environment, it is easy to see how this is currently impacting learning organizations. Learning networks are both changing and challenging what traditional learning looks like. Beyond the influence of technology, there are paradigm shifts within education – both in the K-12 and higher education environment. The focus is now student-centered with engaged and experiential learning. More educators include authentic, problem-based, and self-regulated learning opportunities into their curriculum. When the classroom is flipped, learners are encouraged to be part of the cooperative learning program. As learning population ecology evolves it also gives way to new players that impact the environment, such as P2PU and Udacity. It is relevant to consider how the open learning environment will interact with traditional educational models. Will these seats be filled for long?  How can open and connected learning environments “play well” with the current educational models?

Many of these issues are being reviewed at different organizational levels to determine the efficiency and value added.  For sustainability of learning and to support our learners needs, it is important for more institutions to think broadly about the impact of population ecology for learning. Are we considering the rational organizational system as a function of accountability? Or do we need to consider how resources are being adapted to support creation and our changing learner needs?

When applying population ecology theory to current learning organizations, it often provides more questions than solutions.  I do not have answers for these issues yet; however I think they are quite relevant and more educators need to consider what the future learning environments will look like. 

Population Ecology Resources:

Smith, Adam (1776) Of the division of labour. In Shafritz and Ott (eds.), (1987) Classics of Organization Theory, 2nd edition, chapter 2, 30-35.  (chp 2, 6^th ed)

Fayol, Henri (1949) General principles of management. In Shafritz and Ott (eds.), (1987) Classics of Organization Theory, 2nd edition, chapter 6, 51-66. (chp 5, 6^th ed)

Weber, Max (1946) Bureaucracy. In Shafritz and Ott (eds.), (1987) Classics of Organization Theory, 2nd edition, chapter 8, 81-87. (chp 7, 6^th ed)

Blau, P. M. (1970) A formal theory of differentiation in organization. American Sociological Review, 35, 201-218

Hannan, M. T. & Freeman, J. (1977). The population ecology of organizations. American Journal of Sociology 82(5): 929-964

Carroll, Glenn R. (1984). Organizational ecology. Annual Review of Sociology 10: 71-93.

Baum, J. A. & Oliver, C. (1992). Institutional embeddedness and the dynamics of organizational populations. American Sociological Review 57(4): 540-559.

Hannan, M.T. & Freeman, J. (1984) Structural inertia and organizational change. American Sociological Review, Vol.49, 149-164.

 

Additional readings

Gulick, L. (1937) Notes on the theory of organization. In Shafritz and Ott (eds.), (1987) Classics of Organization Theory, 2nd edition, chapter 9, 87-97. (chp 8, 6^th ed)

Burns, T. & Stalker, G. M. (1961) Mechanistic and organic systems. In Shafritz & Ott

Thompson, J. D. (1967) Organizations in action. In Shafritz & Ott

Lawrence, P.R. & Lorsch, J.W. (1969) Organization-environment interface. In Shafritz & Ott

Stinchombe, A.L. (1959) Bureaucratic and craft administration of production: a comparative study. Administrative Science Quarterly, Sept. 168-87.

Van Witteloostuijn, A. (2000). Organizational ecology has a bright future. Organization Studies, 21(2): V-XV. Editorial

Amburgey, T. L. & Rao, Hayagreeva (1996). Organizational ecology: Past, present, and future directions. Academy of Management Journal 39(5): 1265-1286.

Singh, J. V. & Lumsden, C. J. (1990). Theory and research in organizational ecology. Annual Review of Sociology 16(1990): 161-195.

Kearney, R. C. (2003). Patterns of union decline and growth: An organizational ecology perspective. Journal of Labor Research 24(4): 561-578.

Salimath, M. S. & Jones, R. (2011) Population Ecology Theory: Implications for Sustainability. Management Decision, 49 (6): 874-910.

Happy My Twitter Story Day! #mytwitterstory

I often talk about my personal learning network (PLN); however I cannot deny that a large part my PLN is located on Twitter. In honour of the #MyTwitterStory Share event happening today, I will tell you about my Twitter experience, involvement and why I engage. Thanks for your story and initiating the #mytwitterstory blog prompt, @michaelmgrant. 

Once upon a Twittersphere, there was a Canadian Princess Laura who moved to Texas to for a new job, new place, new academic program, and a new life adventure. While relocating from the metropolitan county of Toronto to to the Dallas realm, she thought it was wise to stay connected to friends, family and colleagues she was leaving behind. Princess Laura was socially connected via Facebook, Skype, blogging, Flickr, LinkedIn and more. Then in August 2008,  she was introduced to Twitter by a new @NACADA friend, Eric Stoller, who wanted to use this tech tool for the 1st  #NACADAtech Seminar.

Although Princess Laura was not quite sure about the 140-character perimeters or the random personal updates, she did fancy the cute little bird and thought she would keep an open mind about it. In the beginning, Princess @laurapasquini decided to lurk on Twitter to figure out why others were using this  social media tool. Through her observation, Princess Laura discovered a couple of great learning opportunities using Twitter (and other social web resources with@courosa ‘s #ECI831 and #CCK09 facilitated by @gsiemens  & @olddaily. While engaging in these open, online classes Princess Laura found the value in connecting to others to share resources, swap ideas, hold discussions and ask questions. Twitter was a space to participate in on-going learning and training initiatives to enhance her personal & professional development. The experiences in open learning courses, conference backchannels, Twitter lists, hashtag communities, following supportive Tweeters, and the participation in a few of the many Twitter Chats opened Princess @laurapasquini up to the educational potential of the Twittersphere.

By using third-party clients like  Hootsuite & Seesmic, Princess @laurapasquini was able to discover the power of micro-blogging with great learning communities such as #edtech, #SAchat, #AcAdv, #SAtech, #HigherEd and MORE!  Princess @laurapasquini continues to archive her tweets & URLs to her Delicious account via packrati.us, which also pays it forward and shares and RTs. Now Princess @laurapasquini places great value in the tweets of others for news, information, trends and happenings for her personal, professional and academic interests.

This Twitter tale really expresses Princess @laurapasquini’s love for her PERSONAL LEARNING NETWORK…

maintaining old and new CONNECTIONS…

and most of the FRIENDS who make her #MyTwitterStory complete.

The End! [Or is it? Follow along for more Twitter tales @laurpasquini.]

Digital Education: Disruption, Improvements and What Lies Ahead

In this  Knewton infographic,  The State of Digital Education, statistics share what is going on with digital education, online learning and blended classroom environments. The internet and online environments have posed some disruption to learning; however this is not necessarily a bad thing.

Educators and educational institutions who effectively embrace this digital evolution have see learning environments flourish by implementing online, social tools for engagement. Through increased digital content, mass distribution and personalized learning, the classroom is morphing into a virtual learning lab to support peer collaboration and foster life-long learning skills.  Both higher education and K-12 will see more action in the cloud as the push for personal learning environments (PLEs), mobile learning, and open content helps to design instructional curriculum.

I, for one, am very excited to see increased game-based learning and study the impacts of learning analytics in these environments. That’s just one #EdTech gals opinion. What do you think?

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Created by Knewton and Column Five Media