S3.+Educational+rationale

=Educational Rationale= The educational rationale for Learn2 is based on the readings within our Masters subject on e-learning experiences, our experiences in online communities and our group discussions. This educational rationale focuses on 3 main areas:
 * 1) The definition of an ecommunity
 * 2) The key elements of online collaboration
 * 3) The characteristics of learning design

What is an ecommunity?
The term **learning community** has been defined and used in diverse and flexible ways (Kilpatrick, Barrett & Jones 2003). A learning community comprises a group of people with a common interest or purpose who come together to enhance the learning of the individual and/or the collective. The community will vary, based on a range of factors such as their context, the purpose or interest of the community and the subject or skill levels of participants. The community: In some settings the focus is to enhance the individual’s learning and in other contexts the focus may be to enhance the learning of the collective. In educational settings the focus is primarily on enhancing individual learning (though the collective may also be enhanced). Some common themes of a learning community are (Kilpatrick, Barrett & Jones 2003, p. 4)
 * Provides an opportunity to **communicate** and **collaborate**
 * Provides the opportunity to **share** and **network**
 * a common or shared purpose, interest or geography; collaboration, partnership and learning; respecting diversity; and enhanced potential and outcomes

Based on these general definitions and themes of an ecommunity, we have designed the Learn2 community. The Learn2 community encompasses all of these aspects, a shared purpose, opportunities for communication, collaboration, and to share and network. The focus is on both the learning of the individuals as well as the collective.

What are the key elements for successful online collaboration?
Garrison (2006) explains that This focuses on the facilitation and creation of new knowledge, socially constructed knowledge to enhance further learning. Garrison & Anderson (2003) propose three key elements: All three elements need to be present for a successful learning community in an educational setting. The social aspect presents itself through sharing and collaboration, the cognitive aspect for meaning and learning. the teaching aspect through clarity, direction and alignment.
 * the 'goal is to create a community of inquiry where students are fully engaged in **collaboratively** **constructing** **meaningful** and worthwhile **knowledge'** (in Redmond & Lock 2006, p. 269).
 * 1) a social presence,
 * 2) a cognitive presence
 * 3) a teaching presence (in Redmond & Lock 2006)

The Learn2 community will provide: The focus needs to be on the learning rather than the technology. In our view, designers determine the type of online collaborative activity required and select the appropriate technology to be integrated. Weller, Pegler & Mason (2005) propose that technologies are aimed at fostering specific types of communication, activity or relationships. In the Learn2 Community we have incorporated a number of different opportunities for communication and learning via technology, 'multi-channelled' or 'synchronous' and 'asynchronous'.
 * the **social presence** through **profiles, special events, forums and discussions**
 * the **cognitive presence** through **online resources, examples, demonstrations**, time to source, reflect, customise their learning, make meaning and understanding, and
 * the **teaching presence** will be reflected in the online **webinars, mentored and moderated dialogues.** The teaching presence pulls together the social and cognitive presences with a focus on the roles and functions required to create and sustain a dynamic learning environment.

What are the characteristics of successful learning design?
As Wenger (1999) clearly explains 'learning cannot be designed: it can only be designed for - facilitated or frustrated (p.229)'. Ultimately, learning belongs to the realm of experience and practice and follows the negotiation of meaning. We understand this concept and therefore our design will provide a **framework** for the community where the participants can negotiate their contribution, their position and their alignment, so that our design has an indirect relationship to practice.

Wenger (1999) points out three key characteristics of learning design, the three facilities of:
 * 1) engagement
 * 2) imagination
 * 3) alignment

Facilities of engagement
According to Wenger (1999, p. 237) The Learn2 community provides interactive technologies and communication facilities, as well as things to do together and the opportunity to share and help each other. In addition, it provides various ways of belonging, different levels of participation based on the learners preference, such as casual entry points, observation or more involvement. Learn2 provides a range of reference materials, the opportunity to view samples of web 2.0 materials and the opportunity to apply skills. In the Learn2 Community we have the essential design elements to facilitate engagement such as news and events, resources, competitions, forums, podcasts and videos.
 * 'as a context for learning, engagement is not just a matter of activity, but of community building, inventiveness, social energy, and emergent knowledgeability'.

Facilities of imagination
According to Wenger (1999, p. 238) In the Learn2 community the design elements are used to facilitate and foster imagination. There is the opportunity to reflect on the different models, practices, samples available for viewing, as well as the opportunity to try and explore some of the web 2 tools like blogs and wikis.
 * 'the possibility of engagement is critical to learning, but it can be narrow. It takes imagination in order for learning to encompass and deal with a broader context.'

Facilities of alignment
According to Wenger (1999, p. 239) In the Learn2 community some design elements are used to facilitate alignment, including the shared focus, purpose and direction of the community as well as netiquette guidelines and codes of conduct for the community. This also includes events, schedules and online webinars to help coordinate certain activities and learning within the community. In addition, there are moderators and mentors to assist with any policies or mediation that might be required.
 * 'imagination can open up practices and identities beyond engagement, but is not necessarily effective in connecting learning to broader enterprises.'